Effects of computer-based test administrations on test anxiety and performance

Abstract

This study examined the degree to which computer and test anxiety had a predictive role in performance across three computer-administered placement tests (math, reading, written English). Subjects (72 college undergraduates at a Midwestern university) were measured with the Computer Anxiety Rating Scale, the Test Anxiety Inventory, the Myers-Briggs Type Indicator (MBTI), and the three achievement areas. Age and gender were added to the prediction model for completeness. Results showed that age and test anxiety were significant predictors for math performance, with lower values on the two variables associated with better performance. When reading was the outcome variable, age and computer anxiety were statistically significant performance predictors, with older readers faring better and less anxious individuals achieving higher scores. No predictors were statistically significant for the written English essay. The hypothesis that “thinkers” and “intuitives” on the MBTI would have lower anxiety scores was only partially confirmed. Thinkers had lower anxiety scores than “feelers,” but there was no difference on the intuitive-sensor dimension. The results suggest that much of what is considered computer anxiety may in fact be a manifestation of test anxiety. It is possible that, by giving examinees more perceived control, anxiety levels can be reduced.