The Effect of Computer-based Tests on Nursing Students' Test Anxiety: a Quasi-experimental Study

Kolagari, Shohreh; Modanloo, Mahnaz; Rahmati, Reza; Ataee, Ali Jannati

doi:10.5455/aim.2018.26.115-118

Cited by 21 publications

(17 citation statements)

References 20 publications

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“…At the same time, another half also agreed with the item and was found to have a varying percentage of mild, moderate, or even severe stress. This is consistent with the results of studies 18 , 32 , 33 reporting high test anxiety among students whereas another study 21 reported medium test anxiety. This variation in the degree of test anxiety may relate to the complexity of certain topics, different items designed by different staff, and also the interest in the topic.…”

Section: Discussionsupporting

confidence: 91%

Association of COVID-19 Pandemic with undergraduate Medical Students’ Perceived Stress and Coping

Abdulghani¹,

Sattar²,

Ahmad³

et al. 2020

PRBM

156

155

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Purpose The COVID-19 pandemic poses a major challenge for medical students’ learning and has become a potential stressor, with a profound influence on their psychological well-being. We aimed to determine the effect of the current pandemic on undergraduate medical students’ learning. We also explored the association of their stress level with coping strategies, educational, and psychological variables. Materials and Methods This is a cross-sectional design study, and participants were the 1st to 5th year medical students. A self-administered questionnaire (18 items) and a well-known Kessler 10 Psychological Distress questionnaire (10 items) were used to collect the data related to perceived stress with an association of educational, psychological, and coping variables. Results The prevalence of overall stress was significantly higher ( χ 2 = 16.3; P =0.000) in female medical students, ie, (40%) as compared to the male students (16.6%), and was highest (48.8%) during the 3rd medical year. It was also noted that the most effective strategy, embraced by students to cope with the severe stress, was “indulging in religious activities” (OR= 1.08; P =0.81). Furthermore, 22.3% of students had perceived severe stress as they did not prefer online learning. Similarly, those students who have not believed or refused the online learning or disagree in “there is pleasure in the study due to COVID” they have significantly higher stress ( χ 2 =39.7; P =0.000) 21.5% mild, 17.8% of moderate, and 21.2% severe. Conclusion We found that the COVID-19 pandemic has induced stress and changes in medical students’ educational attitudes and strategies. The results exhibited that the predominance of stress is higher in females than males, and also more stress was perceived by the students during their transitional year, ie, 3rd medical year (from pre-clinical to clinical) and also the respondents who regularly did religious meditation were at lower levels of stress. COVID-19’s influence on medical education and students’ well-being will be felt at an extended level, which necessitates an appropriate plan for preparedness.

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Section: Discussionsupporting

confidence: 91%

Association of COVID-19 Pandemic with undergraduate Medical Students’ Perceived Stress and Coping

Abdulghani¹,

Sattar²,

Ahmad³

et al. 2020

PRBM

156

155

View full text Add to dashboard Cite

show abstract

“…Regarding the cognitive mechanism V, the data indicated that the students considered the test mode followed by the exam type as the most relevant factors. These findings do not align with the results reported by Deloatch et al (2016) and Kolagari et al (2018) who found non-significant differences in the test anxiety levels produced by different test modes. Kolagari et al (2018) nonetheless noted that the students showed greater anxiety in computerized exams.…”

Section: Discussioncontrasting

confidence: 99%

“…These findings do not align with the results reported by Deloatch et al (2016) and Kolagari et al (2018) who found non-significant differences in the test anxiety levels produced by different test modes. Kolagari et al (2018) nonetheless noted that the students showed greater anxiety in computerized exams. This finding is countered by the results obtained in this study, as students anticipated much greater anxiety levels when presented by face-to-face tests (whether paper or computerized) compared to those in the distance mode (online computerized test).…”

Section: Discussioncontrasting

confidence: 99%

“…Deloatch et al (2016) explored the effect of the exam mode (computerized vs. paper-based test) on the test anxiety levels reported by university students and noted no significant differences. Focusing on nursing students, Kolagari et al (2018) reported that their anxiety scores tended to be higher in the computerized test than in the paper-based exam. However, this difference was not statistically significant.…”

Section: Literature Reviewmentioning

confidence: 99%

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Information Integration Cognitive Mechanisms Underlying the Face-to-Face or Online Statistics Test Anxiety Judgments of Engineering Students

et al. 2021

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This study examined information integration cognitive mechanisms underlying the test anxiety judgments of 474 engineering students. The experimental design considered the orthogonal combination of three factors (teaching style, exam type, and test mode), resulting in 12 experimental scenarios. During the experiments, participants were provided one scenario at a time and were asked to rate their anticipated anxiety level in the described situation. Subsequent analyses failed to reveal statistically significant differences in the anxiety levels reported by females and males. However, the factor selection and valuation female students adopted to make their anxiety judgments differed from those employed by their male peers. Cluster analysis identified three groups based on the anxiety level (low, medium, and high). The most relevant factor for all clusters was test mode, and only the medium anxiety group considered a second factor (exam type) to make their anxiety judgments, which was integrated through an additive cognitive rule. These findings suggest that participants place a higher weight on the examination context than its type when making their test anxiety judgments. Identifying these cognitive mechanisms underlying test anxiety could help regulate conditions that undermine the students' ability to cope with test anxiety.

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“…The study found that the anxiety score of the nursing students undertaking CBT was higher than those who took paper-based test (PBT) [11]. Although the score was not statistically significantly different, the higher anxiety score among CBT test taker should be anticipated.…”

Section: Results and Analysismentioning

confidence: 85%

Progress Test Significantly Increases the Nursing Exam Try Out Score

Primanda¹,

Indarwati²,

Rochmawati³

2019

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Health Science and Nursing (IcoSIHSN 2019)

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Preparing for the National Nursing Exam is a challenging process that requires creative strategies. The aim of this study is to evaluate the effect of progress test, a tailored program to familiarize students with the National Exam test system and questions, on the students' performance in the Nursing Exam Try Out. This study was a pre-experimental study with one group pre and post-test design. Of the total 143 eligible internship nursing students, 139 participated in the pretest and 125 finished the post-test within 2 months duration. During the study, the students were practicing online through the progress test program in their 6 different home-based hospitals in Yogyakarta and Central Java. The 180 multiple choice questions for progress test were developed based on the National Nursing Exam Blue Print and have been reviewed by the internal reviewers. The result of the study showed that there was a statistically significant increase of the exam score from 43.75±9.59 to 48.49±SD 7.83 (p 0.000). With passing grade of 47, only 57.6 % students passed the exam in the pretest while 62.5 % passed the exam in posttest. The progress test can be used as an effective strategy to prepare and increase the possibility to pass the National Nursing Exam.

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The Effect of Computer-based Tests on Nursing Students' Test Anxiety: a Quasi-experimental Study

Cited by 21 publications

References 20 publications

<p>Association of COVID-19 Pandemic with undergraduate Medical Students’ Perceived Stress and Coping</p>

<p>Association of COVID-19 Pandemic with undergraduate Medical Students’ Perceived Stress and Coping</p>

Information Integration Cognitive Mechanisms Underlying the Face-to-Face or Online Statistics Test Anxiety Judgments of Engineering Students

Progress Test Significantly Increases the Nursing Exam Try Out Score

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