Test-Taking Skills and Test Anxiety in Multiple-Choice Versus Essay Mathematics Tests: Perspectives of Senior Secondary Students and Teachers in Lagos State
Keywords:
Test-Taking Skills, Text Anxiety, Test-Type, Test, MathematicsAbstract
The study investigates students' and teachers' understanding of test-taking skills and test anxiety of different test types in mathematics. A qualitative research design was employed for the study. Personal interviews were conducted with thirty-one participants, including fifteen teachers and sixteen students in Senior Secondary School II and III. The data were analysed with narrative, thematic and data visualisation techniques. Findings revealed that teachers and students expressed that before taking a test, students need adequate preparation by studying similar past questions, the method of answering questions, as well as where they previously made mistakes and errors from the marked scripts. Also, while taking a test, students require skills such as time management, organization, shortcuts method, several trials, being focused, and test-wiseness, among others. Furthermore, participants in the study expressed that students experience more anxiety in essay test types than in multiple-choice ones. In addition, many of the students indicate their preference to write an objective test rather than an essay test because of their perception that they can easily guess the answer. However, some students preferred the essay test because it allows them to show their work and get some marks. The study recommends that teaching must include test-taking and test practice under realistic conditions. Schools should also take into account accommodations to anxious students, such as extra time or the use of an alternate form of test, to ensure assessment equity.
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