The thesis deals with test anxiety of students in elementary school in the class of mathematics. The level of anxiety has been studied during the assessment of mathematical knowledge.
The thesis consists of theoretical and empirical work. The theoretical part contains the definition of notion “test anxiety”, explaining its four components that occur to students during the assessment of mathematical knowledge. With the help of literature the causeres of test anxiety in situations of valuation of knowledge are presented, where students have no impact on the assessment and grading. It also identifies protection strategies test anxiety students rely on when they wish to avoid situations of valuation of knowledge. Followed by proposals for reducing test anxiety with the help of the teachers and the methods in which the student can help himself.
The empirical part consists the study on the level of test anxiety in assessment of mathematical knowledge, consist of a research which was held on elementary school in Kranj and involved 38 students. The level of test anxiety was measured using a survey on Pečjak test anxiety, which was adapted to the students of elementary schools with added questions on test anxiety in mathematics. Further on we researched the most common test anxiety components in mathematics, analysed the level of test anxiety based on the form of knowledge assessment, active work of students and academic achievement of students in mathematics. We also studied the anxiety based on the amount of knowledge of mathematics and the influence the relationship between teacher and student has on test anxiety in students. In the end, the thesis puts forward suggestions for reducing test anxiety of students in mathematics.
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