INDIVIDUAL ORAL TESTING AS A METHOD FOR REDUCTION OF TEST ANXIETY AND EXPRESSION OF CONTENT COMPREHENSION

This research dealt with the use of oral individual testing as a teaching technique, as well as an evaluative tool. The research was also concerned with students' self-concept, nervous anxiety level, and attitude toward testing. The purpose was to increase student comprehension of content material, and through practice and feedback, raise students' self-concept and reduce his/her nervous anxiety. The four research hypotheses were: (1) there will be a difference in ability to take and pass tests and improve test scores; (2) there will be a difference in student attitude toward oral and written testing; (3) there will be a difference in student self-concept; and (4) there will be a difference in nervous anxiety level. All of these differences were shown over a two-semester span of the experiment. The sample consisted of 33 anatomy-physiology students enrolled in two sections taught by the researcher. Students within each of the experimental classes were assigned to two groups of equal numbers of students which alternated between written and oral testing throughout a two-semester sequence. Instruments used in this study included teacher constructed tests on the human anatomical and physiological systems. The format was identical for both oral and written testing on a particular system. Data were gathered on all test scores: medians, modes, means, and standard deviations were computed. Statistical data included a two-way analysis of variance, tukey HSD and Scheffe Post Hoc Tests, Reliability and Internal Consistency computer checks on teacher made tests, Likert attitudinal scales, and Taylor-Johnson Temperament Analysis. A researcher-student developed five-point Likert was used to measure student attitude toward oral and written tests. The Taylor-Johnson Temperament Analysis was used to gather pre and post data on self-concept and nervous anxiety levels. Individual student test score profiles showed change in ability to take and pass tests, as well as an improvement trend over the two-semester sequence. These were graphed by individual, and by class, for comparison. Statistical analysis showed significant differences in oral and written test scores, so post hoc tests were used to detect these differences. The analysis indicated students were able to improve test taking ability enough to change ranks within the class itself. Students consistently scored higher on oral ests than on written tests of identical format. Reliability and internal consistency checks on teacher made tests showed .95 and .97 consistency on oral and written tests, respectively. Likert scales showed data strongly supporting a student preference for oral testing. This preference included the ability to better tell what they knew; the ability to verbalize, hear and elaborate. Taylor-Johnson Temperament Analysis, pre and post testing, showed a significant rise in self-concept and a decrease in nervous anxiety level over the research time span. Interpretation of the data led to the rejection of the four null hypotheses and to the acceptance of the four research or alternative hypotheses. Repetition of this research using larger numbers of students in different subjects, and by different teachers in a variety of grade levels, would increase the viability of these data and challenge others to try oral individual testing as an alternative method of testing. This, then, would serve as a learning tool for the student as well as an evaluative tool for the teacher