The Composite Effect of a Curricular Programme on the Test Anxiety of Rural Primary School Students: a one‐year study

Abstract

Abstract An investigation was undertaken to study the composite effect of a package of certain curricular strategies on some cognitive and non‐cognitive characteristics of rural primary school students in India. The present article lists the results pertaining to one variable, i.e. test anxiety. The sample consisted of three groups of class V students. One group was taught using the package programme while the other two were given instruction through their regular teachers who were found to teach without the effective use of selected curricular strategies. The results indicated that the experimental group exhibited a significantly decreased level of test anxiety in comparison to control group I and control group II while the two control groups exhibited an equal level of test anxiety. Further, the three groups exhibited decreased levels of test anxiety at the end of the academic session as compared to the beginning of the session.