Test-taking Skills as a Mediator of Test Anxiety and Test Performance in Chemistry and Physics
Keywords: test anxiety, test-taking skills, test performance
Abstract
This study examined the associations among test anxiety, test-taking skills before and during the test, and test performance in Chemistry and Physics during the first quarter of the 2024–2025 school year. Using a quantitative, non-experimental design, data were collected from 207 students enrolled in Chemistry and Physics classes. Test anxiety and test-taking skills were assessed using self-report questionnaires, while test performance was measured using first-quarter test scores. Descriptive statistics, Pearson correlation, and mediation analysis were conducted. The findings showed that students reported frequent use of test-taking skills, particularly during the test, while also experiencing relatively high levels of test anxiety. Test anxiety was negatively associated with test performance in both Chemistry and Physics, whereas test-taking skills before and during the test were positively associated with test performance. Mediation analysis indicated that both forms of test-taking skills mediated the association between test anxiety and test performance. These findings suggest that the relationship between test anxiety and test performance may be partly explained by students’ use of test-taking skills before and during testing. The results highlight the importance of addressing test anxiety and strengthening test-taking skills in Chemistry and Physics education.
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References
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