Text Anxiety during Examinations of Freshmen Engineering Student of MLRIT, Hyderabad, India: An Approach to Academic Performance Scenario

Abstract

The primary goal of this study was to determine the association between test anxiety and academic achievement among undergraduate students. A total of 414 students were chosen at random from five departments of Freshman Engineering at MLR Institute of Technology in Hyderabad, TS, India. The Test Anxiety Inventory (TAI), developed and improved by Spielberger, was used to collect data. Data was analysed using Pearson correlation, multivariate English, and regression analysis. It was discovered that there was a significant negative relationship between test anxiety scores and student performance scores. The findings demonstrated that cognitive factors contribute more to test anxiety than effective factors. As a result, it is investigated that test anxiety is one of the major factors that results in students' underachievement and poor performance, but it can be addressed through rigorous training of individual students in relation to factors that have resulted in test anxiety. It is further suggested that the students should be fully informed by the faculty and administration of departments about the nature of courses, duration of the semester, and level of commitment necessary for the successful completion of the course. The students with higher test anxiety must be identified and treated in order to increase their academic achievement.