P674: Do pre-exam writing activities reduce test-anxiety in non-majors organic chemistry students?

Author: Jaclyn J. Stewart, University of British Columbia, Canada

Co-Author: Jennifer Morse and Stephanie Ryn, University of British Columbia, Canada

Date: 8/6/14

Time: 11:30 AM11:50 AM

Room: LTT 103

Related Symposium: S13

Many students experience test anxiety, especially on high-stakes assessments that may impact their future educational and career goals. Ideally, interventions to address test anxiety are simple and easy to implement. Ramirez and Beilock [1] demonstrated that high-school biology students who wrote about their thoughts and feelings about an upcoming test performed better than those who did not. Based on this finding, I conducted two classroom experiments to test the effects of writing exercises before university organic chemistry exams. My goal was to reduce students’ anxiety in order to allow them to demonstrate their true ability on exams. In this presentation, I will discuss the impact the writing exercises had on test anxiety and performance. I will also summarize student perceptions of the exercise. 1. Ramirez G.; Beilock S. Writing about testing worries boosts exam performance in the classroom. Science. 2011,331,211-213.