Date of Award

2011

Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Joseph Erickson

Second Advisor

Joan Kunz

Third Advisor

Jennifer Hugstad-Van

Abstract

High school students have a variety of concerns when it comes to school; one manifestation of these concerns is test anxiety. Test anxiety in the science classroom is of special concern due to the perceived difficulty of specific topics and the class as a whole, as well as the importance of passing the course. I looked at reducing test anxiety and improving test scores by reviewing chemistry concepts in the same format as the test questions. The results indicate that the increase in test anxiety, immediately before a test, are minimized and test scores are increased when the review questions are in the same format as the test questions. These results will help teachers write reviews that can improve understanding of the concepts being taught.

Identifier

SC 11.MAE.2011.Aamodt.WP

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