A new approach to children's education quarterly

A new approach to children's education quarterly

Analyzing the role of exam anxiety on students' academic progress and ways to deal with it in the sixth grade (Case study: Boys' primary school of Qods 2, Mashhad)

Document Type : Original Article

Authors
seyed salman seyedein
mehry hafezian
Deputy head of Quds State Primary School in Mashhad
10.22034/naes.2022.351919.1255
Abstract
This research has investigated the educational methods of dealing with exam anxiety and the effect of exam anxiety on students' academic performance. To select the sample group, Quds 2 primary school was selected from among the schools of the 4th district of Mashhad.50 students were selected by cluster sampling and the questionnaires were given to their parents. For analysis, descriptive statistics and inferential statistics were used through t-test in independent and correlated groups. The results showed that there is a positive relationship between anxiety and the ways to reduce anxiety. In the first hypothesis, there is no significant difference between the scores of the group with anxiety and the group without anxiety in the pre-test (both groups without anxiety factors). which was confirmed. In the second hypothesis, there is a significant difference between the scores of the group that was affected by exam anxiety and the group that was not affected by exam anxiety, which was confirmed.In the third hypothesis: the group that was affected by test anxiety was not exposed to anxiety-causing factors in the pre-test, but was exposed to anxiety-causing stimuli in the post-test, as a result, the difference in scores in the pre-test and post-test was significant, which was confirmed. became . In the fourth hypothesis, the scores of the group who were not affected by anxiety in the pre-test and post-test stages are shown without difference
Keywords
Anxiety
education
exam
Mashhad

Subjects

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A new approach to children's education quarterly
Volume 4, Issue 4 - Serial Number 14
Summer 2022
Pages 128-138

  • Receive Date 15 July 2022
  • Revise Date 30 July 2022
  • Accept Date 07 August 2022
  • First Publish Date 07 August 2022
  • Publish Date 22 December 2022