The extent of learning success of students in school depends upon many factors, among them are having a significant impact learning strategies and influence of test anxiety. Test anxiety refers to the anxiety that occurs in individuals in situations of assessment and evaluation in school. Anxiety in humans is expressed as a long-lasting feeling of anxiety, tension and discomfort that occurs without a specific reason. Persons who are experiencing feelings of anxiety find it difficult to face and eliminate them, since they do not even know what exactly is what they fear. In schools, experiencing anxiety is positively affected by the use of effective learning strategies, which also affects the educational performance of a student with anxiety.
In this thesis, I investigated the relationship between the use of learning strategies, test anxiety and educational achievement of students in biology class in primary and secondary school. I also observed the influence of gender and age on the use of learning strategies and experiencing of test anxiety. An empirical study was conducted which applied descriptive and causal non-experimental method of pedagogical research. 425 students of primary and secondary schools of Central Slovenian region participated, namely pupils of the eighth and ninth grade of primary schools, as well as first-year students of secondary schools, all of them having biology class in their curriculum. Participants have filled two survey questionnaires, a questionnaire on test anxiety by Vid Pečjak and a questionnaire on the use of different learning strategies MSLQ by authors Pintrich, Smith, Garcia and McKeachie.
Empirical results have shown correlation between the use of different learning strategies and experiencing of test anxiety. Links between experiencing of different levels of test anxiety and use of different strategies were also noticed. Statistically significant differences appeared between experiencing of test anxiety and experiencing of different levels of test anxiety among students with different academic success. I discovered that age does not affect the experiencing of test anxiety, however, differences in gender appeared. Girls are more likely to experience test anxiety than boys in biology class. Gender and age do not influence different levels of experienced test anxiety in biology class. The results also showed a statistically significant effect of gender on the use of different learning strategies in biology. Girls more frequently apply strategies of repetition, elaboration, organization, effort, strategies of time and learning environment control and regulation, whereas boys rather make use of strategies for critical thinking. Statistically significant differences were revealed in the use of specific teaching strategies compared to age. Secondary school students use learning strategies of repetition, elaboration, organization and regulation more often than primary school pupils. Primary school students more frequently apply strategies of critical thinking. Among primary and secondary students with different academic success, I discovered differences in the use of learning strategies of elaboration, of asking for assistance, those for control of available time and learning environment, and strategies of effort in learning biology. Compared with others, students with A-grade in biology more frequently use strategies of elaboration, of effort, and strategies for the control of time and learning environment. Students with F-grade, however, most frequently apply strategies of asking for assistance, as compared with other students.
Students, parents, teachers and other professionals working in schools need to be informed and educated about the nature of test anxiety and its consequences, the importance and use of learning strategies, as well as about the factors that affect students’ achievements in school. Only this way can students successfully cope with test anxiety and its consequences.
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