Anxiety, Test-Taking Aid, and Test Scores: Evidence From Economics Classes

• In Event: Learning and Development Across the Disciplines

Abstract

Although economics is widely considered a relatively challenging subject that creates apprehension, little attention has been given to determine the relationship between anxiety, test performance and potential moderating pedagogical methodologies. We use data collected from multiple sections of an economics course over several semesters at a private university in the south to investigate the relationship between anxiety, test taking aid, and academic performance. We account for a host of factors that might affect the robustness of the results. Preliminary results indicate that the use of a test taking aid is associated with reduced anxiety. Regression analyses reveal that test performance improves when students with above average anxiety utilize testing aids, particularly those prepared in a group setting.

Authors

• Colin Cannonier, Belmont University

• Monica Galloway Burke, Western Kentucky University