Running head: COMPUTERIZED AND NON-COMPUTERIZED TESTING
The Differences in Levels of Test Anxiety
Between
Computerized and Non-computerized
Standardized Testing
Jennifer L. Creel
Southeastern Louisiana University
Testing Attitudes 2
Abstract
This
paper discusses research done to compare levels of test anxiety of middle
school students with regards to standardized testing. The control group takes
the IOWA Test of Basic Skills using the traditional pencil-and-paper method.
The treatment group completes the same standardized test in a computerized
format. The researcher has the subjects complete a test anxiety survey before
and after the test. The Likert scale survey measures the subject’s level of
test anxiety in regards to standardized testing. The researcher compared the
differences of levels of test anxiety of the middle school students who took
the computerized test to those who took the pencil-and-paper test. The
researcher also compared the changes in the levels of test anxiety from the pretest
survey and the post-test survey.
Testing Anxiety 3
The Differences in Levels of Test Anxiety
Between
Computerized and Non-computerized
Standardized Testing
Purpose
The
purpose of this study is to determine the effect of computerized standardized
testing on test anxiety levels in relation to standardized testing in middle
school students.
Review of Related Literature
Computerized
test taking is here, and is beginning to take over. In 1992, the Graduate
Record Examination began being offered in computer-based test form, and in
computer adaptive form in 1993. Since 1994, nursing licensure examinations have
been offered only in computer-based form (Bugbee 1996). The growth of
computerized testing has become so wide spread that in 1986 the American
Psychological Association created guidelines for developers and users of
computerized tests (APA, 1986).
Advantages
of computerized testing have been identified by many researchers. Bunderson,
Inouye, and Olsen (1989) stated computerized testing has been shown to reduce
testing time, to obtain more information about test takers, to increase test
security, to provide instant scoring, and to be scheduled more easily than
pencil and paper administered tests. However, the advantages to the test taker
are not clear. Olsen and Krendl (1990)found that test takers’ attitudes range
from enthusiasm to active long-term dislike of computers. Since test taking
Testing Anxiety 4anxiety and attitudes
towards testing can possibly affect testing scores these factors should be
taken into account when judging the equality of computerized testing and
pencil-and-paper testing, including the testing of middle school students. Many
studies have been done to measure the testing anxiety levels of secondary
students and higher education students in relation to computerized testing;
although, little research has been done to measure the difference in test
anxiety levels in middle school students in relation to computerized testing
and pencil-and-paper testing.
Moe and Johnson (1988) studied 315 secondary
school students’ reactions to computerized testing. The overall reactions to
the computerized test were positive. Students liked the computerized tests for
the ease in answering, for being faster, untimed, and fun. The factors improved
the students’ attitudes towards testing and therefore decreased the test
anxiety levels. However, there were complaints such as eye fatigue and girls
reported more nervousness during computerized testing than boys did. A similar
study done by Margaret Glowacki (1995) found that out of 108 undergraduates
studied 61% indicated a preference for computerized testing and 19% indicated
both methods worked equally as well. However, 53% initially experienced higher
test anxiety about taking the test on a computer. Some researchers have found
that attitudes towards
Testing Anxiety 5
testing and test anxiety have no effect on
test performance and believe these factors should not effect the equality of
pencil-and-paper tests and computerized testing. Wise and Plake (1989)found
that neither testing anxiety, attitudes towards testing, nor computer inexperience
significantly affected performance differences between computer-based testing
and pencil-and-paper testing. In agreement a study by Hannafin, Hooper, and
Ward (1989) showed no difference in test performance between paper-and-pencil
and computer-based testing, but there was a significant difference in anxiety
levels towards the test. The college students tested by computer had a higher
anxiety level and 75% had a more negative attitude toward the test because they
felt it was more difficult than conventional methods. “Computer testing did not
cause any deficits in which students were unable to overcome” (Hannafin et al,
1989, p. 331). Research has shown in less experienced test takers, and younger
students test anxiety levels have more of an effect on testing performance
(Bushweller 2000).
Different research has found many levels of differences between
pencil-and-paper testing and computerized testing. A nursing program which
implemented computerized testing surveyed students. The survey results found
the students preferred computerized testing and had an overall better attitude
towards testing (Anna 1998). In contrast Carrigan, Saslaw, and
Testing Anxiety 6
Whittington (1995) did research which
indicated that high school students’ experience of taking a computerized
version of the PreProfessional Skills Test was negative and the conversion of
the test to the computerized version affected some students’ strategies and
increased levels of test anxiety. However, none of these studies give indications
of how computerized standardized testing will effect middle school students.
With computerized testing becoming more and more wide spread it is likely
computerized standardized testing will move down to the middle school level. As
stated earlier with younger students testing anxiety may effect testing scores
therefore, it is important to research the effects of computerized standardized
testing on the testing attitudes of middle school students.
Hypothesis
It is
hypothesized that there will be a statistically significant difference between
computerized standardized testers and pencil-and-paper test takers with respect
to levels of testing anxiety.
Operational Definitions
In this
study computerized standardized testing is considered to be taking a form of
the IOWA test of Basic Skills on a computer monitor and using a keyboard to
input answers. A pencil-and-paper form
of the test, or non-computerized form, is considered to be taking the exact
same test using a paper test
Testing Anxiety 7
booklet and writing answers in a testing
booklet. In this study testing anxiety level is defined as being the sense of
apprehension, doubt, fear, and uneasiness pertaining to testing.
Methodology
Research Design
In this
research the Randomized Pretest-Posttest Control Group Design will be used.
Students will be randomly assigned to the treatment or control group. The
independent variable is standardized computerized testing. The levels include
computerized testing and non-computerized testing. The dependent variable is
the student’s level of test anxiety as measured by a test anxiety survey.
Sample
A
convenience sample of 300 students including 100 6th- graders, 100 7th-graders,
and 100 8th-graders will be used in this study. The sample will come from the largest
Junior High School in Livingston Parish. The sample will consist of 162 females
and 138 males. 76% of the sample will be Caucasian and the remaining 24% will
be African-American. 30% of the students in the sample will receive free or
reduced lunch according to the guidelines provided by the state of Louisiana.
All of the students have received at least nine weeks of computer literacy
education.
Testing Anxiety 8
Instrumentation
The researcher will create the instrument used in this study. It will be
a survey that will determine the participant’s testing anxiety level before and
after testing. It will use a Likert scoring procedure. A low score will reflect
a low level of testing anxiety, and a high score will reflect a high level of
testing anxiety. Before the study is conducted the researcher will pilot the
instrument to determine the level of internal consistency using the coefficient
alpha.
Procedures
The
researcher will send home a letter to all parents and guardians of the
participants in the study to inform them of the study and request permission
for the use of their children.
On a
Monday in the middle of the school year, at the beginning of the third nine
weeks all subjects will be informed that they will be taking the IOWA test of
Basic Skills in one week, the following Monday. The researcher will randomly
assign two of four classes of each grade, or exactly half of each grade, to
take the computerized form of the standardized test. Each teacher will inform
their class if they will be taking the computerized version or the
paper-and-pencil form of the test.
During the week prior to the test all students
will be given the same review activities by their teachers. All students will
spend one hour a day reviewing for five days. On the fifth
Testing Anxiety 9
day, at the end of the review period the
students will be asked to complete a test anxiety survey. Each student will be
randomly assigned a number unknown to the researcher to write on the survey,
they will not write their name. The
teachers will read each question on the survey aloud. They will give the
students two minutes between each question to respond. The survey will take 30
minutes to complete since there are a total of 15 questions. The students will circle the one of the four
responses which most describes how they feel. The teacher will collect all
surveys.
On the
following Monday the students will arrive at school and when the bell rings
they will go directly to their testing room. The teachers giving the
paper-and-pencil form of the test will pass out each test booklet, answer
sheet, scratch sheet, and pencil. The teacher will then read each set of
directions to the students. The teacher will use a timer to time each section
and write the times on the board. During the test the teacher will walk around
the room to monitor the students. The teachers giving the computerized form of
the test will assign each student to a computer, pass out pencils and scratch
paper, and give instructions on how to log-on to the computer. The teacher will
read the initial set of instructions to the class. The computer will keep time
and through head phones the students will hear each following set of instructions.
Throughout the test the
Testing Anxiety 10
teacher will walk around the class to monitor
the students. During testing all rules of the IOWA Test of Basic Skills will be
enforced and presumably followed by the teachers and students.
At the
end of the testing time, approximately one hour and thirty minutes, as stated
by the IOWA test booklet, the teachers will ask the students to stop working.
The computerized version of the test will automatically stop. The teachers
giving the non-computerized version will collect all test materials. The
teachers administering the computerized version will ask students to log-out of
their computers.
After
all materials are collected the teachers will pass out the test anxiety survey
to the students. The survey is identical to the survey given to the students
before testing. The same procedures that were used to complete the pretest
survey will be used to complete the post-test survey. The students will be
assigned the same number as before so the surveys can be paired correctly. The
teachers will collect the surveys, pair each post-test survey with the pretest
survey and return them to the researcher. The surveys will be divided into two
categories: computerized testers, and non-computerized testers.
Following
the completion of all surveys the students will be told they were part of a
study related to test anxiety. The students will also be told that their test
scores will be discarded. Each student will be given the opportunity to retest
Testing Anxiety 11
under the usual conditions as mandated by the
Louisiana State School Board.
Data Analysis
In
order to determine whether a statistically significant difference exists
between the levels of test anxiety of computerized testers and non-computerized
testers, a Mann-Whitney test will be used with an alpha level of .01.
Testing Anxiety 12
References
American Psychological Association. (1986). Guidelines for
computer-based tests and interpretations. Washington, DC: Author.
Anna,
D. J. (1998). Computerized testing in a nursing curriculum: A case study. Nurse
Educator, 23(4), 22-26.
Bugbee,
A. C. (1996). The equivalence of paper-and-pencil and computer-based testing. Journal
of Research on Computing in Education, 28, 282-299.
Bunderson,
C. V., Inouye, D. K., & Olson, J. B. (1989). The four generations of
computerized educational measurement. In R. L. Linn (Ed.), Educational
Measurement (3rd ed.), (pp. 367-407). New York: Macmillan.
Bushweller,
K. (2000). Electronic exams. American School Board Journal, 187(6),
20-24.
Carrigan,
E., Saslaw, R., & Whittington, D. (1995). How do students experience
testing on the university computer?. The Teacher Educator,31, 157-177.
Glowacki,
M. L. (1995). Developing computerized tests for classroom teachers: A pilot
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Hannafin,
K. M., Hooper, S. R., & Ward, T. J. (1989). The effect of computerized
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college students. Journal of Educational
Computing Research,
Testing
Anxiety 13
5(3),
327-333.
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M. F., & Moe, K. C. (1988). Participants reactions to computerized testing.
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Address:
Jennifer Creel
4 Kay Lane Apt G
Hammond, LA 70401