The thesis deals with the test anxiety in pupils of the third three-year of elementary school. The situation of testing the knowledge of pupils represents a great degree of anxiety to them. With the help of the research questioner, test anxiety in pupils was studied.
The diploma consists of the theoretical and empirical part. The theoretical part contains the definition of anxiety and test anxiety. It describes the components of test anxiety that appear at testing the knowledge of pupils, its factors and the effect on the pupils. In the last chapter of the theoretical part, the suggestions for reducing test anxiety are described, mainly how a pupil can help himself and what a teacher can do to reduce test anxiety among pupils.
The empirical part consists of a presentation of the research using questionnaires for pupils and teachers. The research involved 100 pupils and 8 teachers of the subject level of elementary school in Ljubljana. A questionnaire for pupils examined the subject matter and in what form of knowledge assessment, test anxiety most commonly occurs. In addition, it is also studied what learning success students have on this subject, and what they and the teachers can do to reduce test anxiety. The questionnaire for teachers has examined how often teachers detect signs of test anxiety and which strategies they use to reduce it. At the end of the diploma, the findings of my research are given, with which I propose suggestions for reducing test anxiety among pupils, which can be performed both by pupils and teachers.
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