Relations between learning strategies and test anxiety

In my assignment I tried to present on the one hand the characteristics of stress and its relation to test anxiety and on the other hand learning strategies and their effectiveness. The main theme of research are the relations between learning strategies and test anxiety. Therefore I tried to find statistically important differences between them. Apart from the main issue, the relations between learning strategies and test anxiety, we were also interested in the differences in the use of learning strategies and test anxiety by gender and age of the students. The section study was empirical. For this study we did not have to make any experiments, it was based on descriptive method. The study was therefore descriptive and non-experimental. With the questionnaire I determined the main learning strategies of the students and their level of test anxiety. The questionnaire required from the students an indication of "1" to "5", with "1" indicating the minimum agreement with the statement and "5" indicating the highest agreement with the statement. The sample included boys and girls in sixth and ninth grade. Learning strategies are divided into eight groups and are analyzed according to the types of learning strategies of the students. I made the analysis with the help of the SPSS program for data processing and I compared the differences with t-test for independent samples. I determined the correlation coefficient and identified the differences with the χ ² test. Analysis of the questionnaires shows that there is a statistically significant correlation between the effectiveness of learning strategies and test anxiety. This correlation is negative. Students, who use more effective learning strategies, show lower test anxiety and students, who use less efficient learning strategies, show higher test anxiety. The differences in test anxiety and the differences in the use of learning strategies between gender could not be proved. The differences between the test anxiety between the classes are statistically insignificant and the differences in the use of learning strategies between the classes are statistically significant. We proved that sixth grade students use more effective learning strategies as the ninth grade students. To conclude, the age of the student has much greater impact on the use of learning strategies and the level of shown test anxiety as does the gender. Also, we have proved that there are statistically significant differences in the shown test anxiety among students with more efficient than among students with less effective learning strategies. Students, teachers and parents must be able to identify test anxiety and be aware of the fact that it can be reduced. We also want to bring the use of more effective learning strategies and the awareness of their importance to the scools