Odnos med učnimi strategijami in testno anksioznostjo

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Language:	Slovenian
Year of publishing:	2011
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Modrijan]
UDC:	37.015.3(043.2)
COBISS:	8912457
Views:	987
Downloads:	154
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Relations between learning strategies and test anxiety
Secondary abstract:	In my assignment I tried to present on the one hand the characteristics of stress and its relation to test anxiety and on the other hand learning strategies and their effectiveness. The main theme of research are the relations between learning strategies and test anxiety. Therefore I tried to find statistically important differences between them. Apart from the main issue, the relations between learning strategies and test anxiety, we were also interested in the differences in the use of learning strategies and test anxiety by gender and age of the students. The section study was empirical. For this study we did not have to make any experiments, it was based on descriptive method. The study was therefore descriptive and non-experimental. With the questionnaire I determined the main learning strategies of the students and their level of test anxiety. The questionnaire required from the students an indication of "1" to "5", with "1" indicating the minimum agreement with the statement and "5" indicating the highest agreement with the statement. The sample included boys and girls in sixth and ninth grade. Learning strategies are divided into eight groups and are analyzed according to the types of learning strategies of the students. I made the analysis with the help of the SPSS program for data processing and I compared the differences with t-test for independent samples. I determined the correlation coefficient and identified the differences with the χ ² test. Analysis of the questionnaires shows that there is a statistically significant correlation between the effectiveness of learning strategies and test anxiety. This correlation is negative. Students, who use more effective learning strategies, show lower test anxiety and students, who use less efficient learning strategies, show higher test anxiety. The differences in test anxiety and the differences in the use of learning strategies between gender could not be proved. The differences between the test anxiety between the classes are statistically insignificant and the differences in the use of learning strategies between the classes are statistically significant. We proved that sixth grade students use more effective learning strategies as the ninth grade students. To conclude, the age of the student has much greater impact on the use of learning strategies and the level of shown test anxiety as does the gender. Also, we have proved that there are statistically significant differences in the shown test anxiety among students with more efficient than among students with less effective learning strategies. Students, teachers and parents must be able to identify test anxiety and be aware of the fact that it can be reduced. We also want to bring the use of more effective learning strategies and the awareness of their importance to the scools.
Secondary keywords:	mental stress;anxiety;learning strategy;learning conditions;duševni stres;anksioznost;strategija učenja;pogoji učenja;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Biologija in gospodinjstvo [in] Biotehniška fak.
Pages:	102 str.
Type (ePrints):	thesis
Title (ePrints):	Relations between learning strategies and test anxiety
Keywords (ePrints):	stres
Keywords (ePrints, secondary language):	stress
Abstract (ePrints):	V svojem diplomskem delu poskušam predstaviti na eni strani značilnosti stresa ter z njim povezano testno anksioznost, na drugi strani pa učne strategije in njihovo učinkovitost. Glavna tema raziskovanja je odnos med učnimi strategijami in testno anksioznostjo. Poskušam torej povezati obe temi ter preveriti povezanost med njima. Razen osrednjega vprašanja, ki se nanaša na odnos med učnimi strategijami in testno anksioznostjo, nas je zanimalo tudi, kakšne so razlike v uporabi učnih strategij in v izkazani testni anksioznosti med spoloma in po starosti. Raziskava je bila empirična in zastavljena kot študija prereza. Za to raziskavo ni bilo potrebno izvajati poizkusov, temeljila je bolj na opisovanju in deskriptivni metodi. Raziskava je bila torej kavzalno-ne-eksperimentalna. S pomočjo anketnega vprašalnika sem določila prevladujoče učne strategije učencev in stopnjo njihove testne anksioznosti. Vprašalnik je od učencev zahteval označbo od »1« do »5«, pri čemer je »1« pomenilo najnižje strinjanje s trditvijo in »5« najvišje strinjanje s trditvijo. V vzorec smo zajeli dečke in deklice šestega in devetega razreda osnovne šole. Učne strategije smo razdelili na osem skupin in analizirali odgovore učencev glede na vrste učnih strategij. Analizo sem izvedla s SPSS programom za obdelavo podatkov, pri čemer sem razlike primerjala s t-testom za neodvisne vzorce. Računala sem koeficient korelacije, razlike pa sem ugotavljala tudi s χ² preizkusom. Analiza obdelave vprašalnikov je pokazala, da obstaja statistično pomembna korelacija med učinkovitostjo uporabe učnih strategij in izkazano testno anksioznostjo. Ta korelacija je negativna. Učenci z bolj učinkovitimi učnimi strategijami izkazujejo nižjo testno anksioznost in učenci z manj učinkovitimi učnimi strategijami višjo testno anksioznost. Razlik v izkazani testni anksioznosti in razlik v uporabi učnih strategij med spoloma nismo dokazali. Razlike v izkazani testni anksioznosti med razredoma so statistično nepomembne, razlike v uporabi učnih strategij med razredoma pa so statistično pomembne. Dokazali smo, da učenci šestega razreda uporabljajo bolj učinkovite učne strategije kot učenci devetega razreda. Zaključimo lahko, da ima starost večji vpliv na uporabo učnih strategij in na stopnjo testne anksioznosti kot spol ter da obstajajo statistično pomembne razlike v izkazani testni anksioznosti med učenci z bolj učinkovitimi in manj učinkovitimi učnimi strategijami. Učence, učitelje in starše moramo opozoriti na prepoznavanje testne anksiozosti ter jih ozaveščati o ukrepih, ki jo lahko zmanjšajo. Prav tako želimo v šole vnesti uporabo čim bolj učinkovitih učnih strategij in zavedanje pomena le-teh.
Abstract (ePrints, secondary language):	In my assignment I tried to present on the one hand the characteristics of stress and its relation to test anxiety and on the other hand learning strategies and their effectiveness. The main theme of research are the relations between learning strategies and test anxiety. Therefore I tried to find statistically important differences between them. Apart from the main issue, the relations between learning strategies and test anxiety, we were also interested in the differences in the use of learning strategies and test anxiety by gender and age of the students. The section study was empirical. For this study we did not have to make any experiments, it was based on descriptive method. The study was therefore descriptive and non-experimental. With the questionnaire I determined the main learning strategies of the students and their level of test anxiety. The questionnaire required from the students an indication of "1" to "5", with "1" indicating the minimum agreement with the statement and "5" indicating the highest agreement with the statement. The sample included boys and girls in sixth and ninth grade. Learning strategies are divided into eight groups and are analyzed according to the types of learning strategies of the students. I made the analysis with the help of the SPSS program for data processing and I compared the differences with t-test for independent samples. I determined the correlation coefficient and identified the differences with the χ ² test. Analysis of the questionnaires shows that there is a statistically significant correlation between the effectiveness of learning strategies and test anxiety. This correlation is negative. Students, who use more effective learning strategies, show lower test anxiety and students, who use less efficient learning strategies, show higher test anxiety. The differences in test anxiety and the differences in the use of learning strategies between gender could not be proved. The differences between the test anxiety between the classes are statistically insignificant and the differences in the use of learning strategies between the classes are statistically significant. We proved that sixth grade students use more effective learning strategies as the ninth grade students. To conclude, the age of the student has much greater impact on the use of learning strategies and the level of shown test anxiety as does the gender. Also, we have proved that there are statistically significant differences in the shown test anxiety among students with more efficient than among students with less effective learning strategies. Students, teachers and parents must be able to identify test anxiety and be aware of the fact that it can be reduced. We also want to bring the use of more effective learning strategies and the awareness of their importance to the scools.
Keywords (ePrints, secondary language):	stress
ID:	8308201