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Frequency of testing and its effects on achievement, test anxiety and attitudes toward science of students at University Technology of Malaysia

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dc.contributor.advisor Evans, Thomas P.
dc.creator Yamin, Sulaiman Bin
dc.date.accessioned 2012-05-02T19:04:53Z
dc.date.available 2012-05-02T19:04:53Z
dc.date.copyright 1988-08-02
dc.date.issued 1988-08-02
dc.identifier.uri http://hdl.handle.net/1957/28982
dc.description Graduation date: 1989 en_US
dc.description.abstract The purpose of this study was to determine the effects of frequent versus conventional testing on Chemistry achievement test anxiety, and attitudes toward science of students enrolled in general chemistry classes at the University Technology of Malaysia. The subjects consisted of 278 students taking first year Chemistry at the University Technology of Malaysia. The students were given a pretest and posttest in achievement, test anxiety, and attitudes toward science. The instruments included an achievement test in chemistry made up of selected items from previous American Chemical Society Cooperative Examinations and translated versions of the State Trait Anxiety Inventory and Science Attitude Questionnaire. Pretest scores were used to assign students randomly into experimental and control groups. The experimental group was subjected to frequent testing, while the control group was subjected to conventional testing. The data were analyzed using one-way and three-way analysis of covariance. The analysis revealed significant difference between the experimental and control groups in student (a) achievement in chemistry with the experimental group achieving at higher levels and (b) test anxiety with the experimental group having lower test anxiety than the control group. No significant difference was found in students attitudes toward science between the experimental and control groups. It was concluded that first year Chemistry students at the University Technology of Malaysia achieve significantly higher in chemistry when they are subjected to frequent rather than conventional testing. It was further concluded that frequent testing was significantly more effective than conventional testing in lowering student test anxiety. en_US
dc.language.iso en_US en_US
dc.subject.lcsh Chemistry -- Study and teaching (Higher) -- Malaysia en_US
dc.subject.lcsh Test anxiety en_US
dc.subject.lcsh College students -- Malaysia -- Attitudes en_US
dc.title Frequency of testing and its effects on achievement, test anxiety and attitudes toward science of students at University Technology of Malaysia en_US
dc.type Thesis/Dissertation en_US
dc.degree.name Doctor of Philosophy (Ph. D.) in Science Education en_US
dc.degree.level Doctoral en_US
dc.degree.discipline Science en_US
dc.degree.grantor Oregon State University en_US
dc.contributor.committeemember Niess, Margaret
dc.contributor.committeemember Courtney, Wayne
dc.contributor.committeemember Nice, K. Jake
dc.contributor.committeemember Wallace, A.
dc.contributor.committeemember Lau, Huang
dc.description.digitization File scanned at 300 ppi (Monochrome) using ScandAll PRO 1.8.1 on a Fi-6670 in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR. en_US
dc.description.peerreview no en_us


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