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2018•Malaysian online journal of educational sciencesOpen access

The Relationship between Anxiety and Test-Taking C-Test and Cloze-Test.

Mozhgan Azimi

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Abstract

Anxiety has an important role in teaching and learning. If teachers can recognize which kindof tests create high anxiety then they will be able to omit these kinds of tests. Then, theresults of test can probably show the students’ knowledge more carefully. The subjects ofthe present study were sixty Iranian female junior university students. They were giventhree kinds of test: an anxiety test, a C-test and a Cloze-test. Descriptive statistics forsubjects' performance on the Cloze-test and C-test were used to compare the mean scoreof the subjects in both tests. Finally, the results of anxiety test and C-test were correlatedand then the results of anxiety test and Cloze-test were also correlated. The anxiousstudents feel more anxiety while taking C-test than Cloze-test.

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What this paper is about

Anxiety has an important role in teaching and learning. If teachers can recognize which kindof tests create high anxiety then they will be able to omit these kinds of tests. Then, theresults of test can probably show the students’ knowledge more carefully. The subjects ofthe present study were sixty Iranian female junior university students. They were giventhree kinds of test: an anxiety test, a C-test and a Cloze-test. Descriptive statistics forsubjects' performance on the Cloze-test and C-test were used to compare the mean scoreof the subjects in both tests. Finally, the results of anxiety test and C-test were correlatedand then the results of anxiety test and Cloze-test were also correlated. The anxiousstudents feel more anxiety while taking C-test than Cloze-test.

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OpenAlex reports 11 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

Anxiety has an important role in teaching and learning. If teachers can recognize which kindof tests create high anxiety then they will be able to omit these kinds of tests. Then, theresults of test can probably show the students’ knowledge more carefully. The subjects ofthe present study were sixty Iranian female junior university students. They were giventhree kinds of test: an anxiety test, a C-test and a Cloze-test. Descriptive statistics forsubjects' performance on the Cloze-test and C-test were used to compare the mean scoreof the subjects in both tests. Finally, the results of anxiety test and C-test were correlatedand then the results of anxiety test and Cloze-test were also correlated. The anxiousstudents feel more anxiety while taking C-test than Cloze-test.

Key concepts: Test anxiety, Test (biology), Cloze test, Psychology, Anxiety, Descriptive statistics, Clinical psychology, Statistics

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