Test Anxiety of Undergraduate College Students

The purpose of the researcher was to investigate test anxiety of undergraduate college students. The independent variables investigated were gender, classification, major, grade point average, need for achievement, and teacher preparation. The dependent variable was scores from the Test Anxiety Scale. The sample consisted of 184 undergraduate college students. For composite null hypothesis number one a 2x4x5 factorial design was employed. For composite null hypothesis number two, a 2x4x4 factorial design was employed. For composite null hypothesis number three, a 2x5x4 factorial design was employed. For composite null hypothesis number four, a 4x5x4 factorial design was employed. For composite null hypothesis number five, a 2x5x4 factorial design was employed. And for composite null hypothesis number six, a 4x4x2 factorial design was employed. A total of 42 comparisons were made. Nineteen of the 42 comparisons were recurring. Five of the comparisons were statistically significant at the .05 level. Of the five significant comparisons four were for main effects and one was for an interaction. The four significant main effects were for gender, grade point average, need for achievement and classification. Female students reported more test anxiety than male students. Students with lower grade point averages reported higher test anxiety. Students with high need for achievement reported lower test anxiety. Freshmen students reported more test anxiety than sophomores, juniors, or seniors