Effects of Anxiety Type and Item Difficulty Sequencing on Mathematics Aptitude Test Performance.
FLORIDA STATE UNIV TALLAHASSEE COMPUTER-ASSISTED INSTRUCTION CENTER
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Effects of item difficulty sequencing on performance and on post-state anxiety were investigated using a timed mathematics aptitude test. The Ss were randomly assigned to a random, easy-to-hard, or hard-to-easy item difficulty sequencing group. The hard-to-easy sequence group performance was significantly lower than either the random or easy-to-hard sequence groups. Though not statistically different, 1 the mathematics aptitude test scores of four achievement anxiety types grouped using the Achievement Anxiety Test, and 2 levels of state anxiety provoked by the three difficulty sequences were in the predicted direction. Author