Is Exam Anxiety Correlated to Study Time

Tammy R. Pursell

Argosy University

PSY 210

Abstract

This text proposes to display the results of a study that was conducted by selecting a random sampling of students. Information was gathered and scored about their study habits and their anxiety levels at exam time. The goal was to determine whether or not there was a significant level of correlation between the numbers of hours that students studied in relation to the level of anxiety that the students experienced at exam time. As researchers the aim was to disprove the null hypothesis that states there is no correlation between the two variables and to prove the alternate hypothesis that states that the anxiety at exam time is directly
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139). It is an assumed linear association between two variables that is quantified by a single statistical number. The correlation coefficient measures the strength of the association between the two variables, 0 means there is no correlation, 1 means there is a perfect positive correlation, -1 means there is a perfect negative correlation. "The sample correlation coefficient, denoted r, ranges between -1 and +1 and quantifies the direction and strength of the linear association between the two variables. The correlation between two variables can be positive (i.e., higher levels of one variable are associated with higher levels of the other) or negative (i.e., higher levels of one variable are associated with lower levels of the other) (bumc.bu.edu, 2013)." Correlation is the most appropriate because it is easy to calculate and easy to
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The alternate hypothesis says that the number of hours a student studies for an exam has a significant correlation to anxiety scores.

Ho : r = 0 ; Ha : r ≠ 0

Test Results The test will be conducted at the 0.05 level of significance. The correlation coefficient indicates a relationship between hours of study and exam anxiety for the sample tested. The r-value of 0.5654 indicates a positive linear correlation. With a 0.05 alpha and a df of 8, the PPMC table gives a value of 0.632. The two-tailed is significant at the 0.05 level of significance and there is a positive correlation between the number of study hours and the anxiety scores of students.

Results and Conclusion The Pearson product-moment correlation coefficient of .632 is considered a large effect size according to the Cohen's d interpretation (Ellis, 2009). In this case, the null hypothesis would be rejected. One caution is that the smaller the sample size the greater the probability of

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