Year: 2024 | Month: January | Volume: 11 | Issue: 1 | Pages: 406-417
DOI: https://doi.org/10.52403/ijrr.20240145
Test Anxiety Among Chinese Master of Education Students in a Malaysian Private University: A Case Study
Jayasri Lingaiah1, Siti Norashikin Binti Ishak2
1School of Liberal Arts, Humanities & Culture, Perdana University, Kuala Lumpur, Malaysia.
2Institute of Professional Studies, University Poly-Tech Malaysia, Kuala Lumpur, Malaysia.
Corresponding Author: Jayasri Lingaiah
ABSTRACT
Test anxiety is a pervasive issue affecting students' academic performance and well-being across various educational settings. This study investigates test anxiety and coping strategies among Chinese Master of Education students, filling a gap in the literature. A quantitative approach was employed, surveying 48 participants from a Master of Education program using a Test Anxiety Inventory and a Simplified Coping Style Questionnaire. Results from the Test Anxiety Inventory reveal a substantial prevalence of test anxiety among these students, with high mean scores across multiple anxiety-inducing statements. Notably, feelings of apprehension and uncertainty during examinations were prominent, emphasizing the need for targeted interventions. In contrast, the analysis of coping strategies shows a preference for active and positive approaches, such as addressing challenges directly, seeking social support, and maintaining a positive outlook. These findings suggest a resilience and adaptability among Master of Education students in managing stress. The study's outcomes align with some previous research while highlighting nuanced variations in coping efficacy across different educational stages and cultural backgrounds. Notably, the preference for active coping strategies in this population diverges from certain earlier studies, indicating the importance of context and individual coping preferences. In conclusion, this research underscores the significance of recognizing and addressing test anxiety while promoting effective coping mechanisms among Master of Education students. Tailored interventions and supportive educational environments can enhance academic performance and overall well-being, contributing to students' personal growth and success. These insights have implications for educators and policymakers seeking to create conducive learning environments for students facing test anxiety challenges.
Keywords: Test anxiety, Coping strategies, Quantitative approach, Questionnaire survey, Likert-scale questionnaire
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