Advisor
Gall, James E.
Advisor
Williams, Mia K.
Committee Member
Lalonde, Trent L.
Committee Member
Lohr, Linda L.
Department
Educational Technology
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
5-1-2013
Genre
Thesis
Extent
159 pages
Digital Origin
Born digital
Description
The anxiety that final examinations produce was investigated in relation to how students cope with exam-related stress. Participants in this study collaboratively contributed to an asynchronous exam-preparation wiki as part of a pre-service teacher education course. Qualitative data from interviews, open-ended questions, wiki content, and a focus group were gathered to determine instructor and student perceptions about the activity. Quantitative data from the Test Anxiety Inventory (German version translated to English), the COPE Inventory, and instructor grading rubrics were gathered to determine if the wiki activity helped to reduce exam anxiety, and to determine if a correlation existed between wiki contributions and self-reported coping behavior. A t-test revealed no significant difference between posttest and pretest Test Anxiety Inventory scores. Pearson correlations revealed near-zero correlations between reported coping behavior and wiki contributions, as well as Test Anxiety Inventory scores and wiki contributions. Qualitative content, analyzed using a grounded theory methodology, revealed themes related to critical instructor interaction, student collaboration, and wiki content. The data overwhelmingly showed that students did not like or benefit from the collaborative test preparation wiki activity. Trust appeared to influence participant impressions and the quality of their experience while working or waiting in the wiki. The research provides suggestions for improving trust through instructor participation, based on theory generated in the current study. Future studies that implement best practices for instructor participation in collaborative exam-preparation wikis could investigate subtle actions and interactions within computer-supported collaborative learning environments, including motivation for contribution and general group dynamics. In addition, future research may reveal how those factors influence behavior and anxiety levels.
Degree type
PhD
Degree Name
Doctoral
Language
English
Rights Statement
Copyright is held by author.
