Test Anxiety and Performance Levels in Reading Comprehension among Grade 8 Students

Abstract

Introduction

This study determined the test anxiety and performance levels in reading comprehension of one hundred ninety-eight (198) Grade 8 students of five public secondary schools of Laoac, Pangasinan.

Methods

The descriptive-correlational method was utilized in this study. A test anxiety scale was used to determine the anxiety level of the students. A reading comprehension test was utilized in gathering data. The data gathered were analyzed and interpreted using frequency counts, percentages, average weighted mean, and Spearman Rho.

Results

The study revealed that the level of text anxiety of the students is average. Students experienced a very fast heartbeat while taking the test. They perceived that they could be better in tests if they could take it alone and not be pressured by the time limit and surprise examinations. The performance of the one hundred eight (108) students at the literal level are high while the students' performances in both inferential and critical levels are low.

Discussions

The final model from the performance at the literal level is y=8.78-.881 Test Anxiety. This shows that the higher the test anxiety of the students, the lower the performance that they yield and vice versa. It is recommended that teachers initiate reading remediation during independent cooperative learning to improve the students' reading comprehension and to enrich the curricula for activities on testing reading comprehension levels, especially on inferential and critical levels. A parent-teacher program may also be initiated and strengthened which may create a support system among teachers, parents, and students particularly focusing on reading skills and lessening the test anxiety in the classroom.