Scaling the criteria to be considered in determining exam anxiety by pairwise comparison method


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Sari H. Y. , Anil D.

INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION, vol.9, no.1, pp.220-232, 2022 (ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 9 Issue: 1
  • Publication Date: 2022
  • Doi Number: 10.21449/ijate.960565
  • Journal Name: INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Directory of Open Access Journals, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.220-232
  • Keywords: Exam anxiety, Pairwise comparison, Thurstone, Equation of case III, Scaling
  • Hacettepe University Affiliated: Yes

Abstract

In this study, it was aimed to scale the importance level of the criteria that can be taken into consideration in determining the exam anxiety of 8th grade students by means of pairwise comparison. Descriptive survey model was used in the research. The study group of the research consists of 100 8th grade students studying at a randomly selected secondary school in Kilis. The data collection tool was a questionnaire in which the students in the study group were compared in pairs, that consisted of six criteria that affect exam anxiety, including the thought of failing in lessons, the effect of the social environment (family, friends and relatives), students's self-perceptions, teacher attitudes, social and physical characteristics of the school, and the thought of not being prepared for exams adequately. Data analysis was performed on a full data matrix by using equation of case III. As a result of the research, the first two criteria that most affect the exam anxiety of 8th grade students are respectively; social and physical characteristics of the school and how students see themselves. These stimulators are respectively followed by the idea of failing in lessons and the effect of the social environment. The two criteria, which they think are the least effective on exam anxiety, are the attitudes of teachers and not being prepared for exams adequately.