New York College Learning Skills Association

RTDE Issue Contents

Research and Teaching
in Developmental Education

Volume 17, Issue 1, Fall 2000

Test Anxiety and Performance on Reading Competency Tests
By Rosemarie Stallworth-Clark, Jeff Cochran, Martha T. Nolen, Durelle L. Tuggle, Georgia Southern University and Janice S. Scott, East Georgia College

Abstract

The purpose of the present study was to determine the effect of college students test anxiety on their performance on a university system reading competency test (RCT) at a large southeastern United States university. Forty-four participating students were enrolled in a reading review course (REVIEW) because they had formerly failed the competency test or failed to take it when required. Twenty-three OTHER participating college students took the RCT and furnished information for the study. The OTHER students were significantly higher on grade point averages and RCT scores, but test anxiety levels for the two groups were similar. Prior to the RCT, the Revised Test Anxiety Scale (Benson & El-Zahhar, 1994) was used to assess the students anxiety for the RCT. Findings are congruent with research which has shown the hindering effects of anxiety on test performance. The study also indicates the positive effect of extra time on tests for test-anxious students.