Student Inspirational Posting as a Low-Stakes Intervention to Reduce Test-Anxiety

Filippo Posta, Estrella Mountain Community College

Elizabeth Valenti, Grand Canyon University

Abstract

Test-anxiety is a common issue in education often connected with academic underachievement. This study attempted to alleviate test-anxiety through student-written inspirational messages projected on the classroom wall during the final exam. We recorded test-anxiety scores from 226 students before the exam and assessed the effects of the intervention thorough a post-exam survey. Most students in the study reported positive feedback from the experience. Students with high level of anxiety self-reported a statistically significant reduction of test-anxiety when compared to peers with low or medium levels of test-anxiety (p<0.05 and Cohen’s d=0.47). Keywords: test-anxiety, student-driven intervention, student attitudes

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