AbstractKey words: Educational reform, science exams, anxiety reaction.In spring 2011, students in Georgia’s schools passed final exams in science for the first time after a twenty-year interval. Anxiety reaction is one of the components of students’ overall reaction to education reform. The present research aims to determine the level of anxiety demonstrated by students in response to the science exams. The research measured student’s test anxiety (TAQ) and state - trait anxiety (STAI) (Tbilisi schools: Central/peripheral located, pubic/private). By the obtained results, expectation of science exams increases scores on test anxiety and state anxiety within the normal limits. The highest scores are obtained on the tension dimensions (TAQ). Since the scores on the above mentioned dimensions (TAQ, STAI) increase within the normal limits and on task irrelevant thinking and bodily symptoms dimensions within the subnormal range, we assume that Tbilisi students’ anxiety reaction to the expected exams is adaptive.

Introduction

Science teaching/learning is an important component of educational reform in Georgia. Subjects like physics, chemistry and biology were considered to be of secondary importance for almost 20 years. Teaching/learning was focused on standardized entrance exams to the institutions for higher education and did not include science. After Georgia’s joining the Bologna process, the development of the country’s education system to meet the European standards has become a state priority. Correspondingly, the introduction of new standards and research into the new approach to science has acquired a topical importance. Ilia State University has studied anxiety reaction to the mentioned innovation, i.e. science exams. The study was conducted with the students from Tbilisi schools at the beginning of the academic year. (It will be later expanded to Georgia’s other regions). Research hypothesis- Anxiety scores are likely to increase for test and state anxiety as a response to expected science exams.

Methods- 1. State/Trait Anxiety Inventory (STAI) (C.D. Spielberger.) (Adapted by the first author of the poster) 2. Test Anxiety Questionnaire (TAQ) (S. Sarason, 1952) (Adapted by the second author of the poster).

Results

DiscussionThe research has confirmed the hypothesis - expected science exams increased test (tension, test-irrelevant thinking, bodily symptoms) and state anxiety scores. The highest scores have been received on the tension dimensions (TAQ). Scores increase on the above mentioned dimensions within the normal limits and on task irrelevant thinking and bodily symptoms dimensions - within the subnormal range, which makes us think that Tbilisi students’ reaction to science exams can be considered adaptive. This assumption is supported by the fact that the correlation between the anxiety test subscales tends to increase in the experimental group and a certain correlation is observed between the STAI subscales. State anxiety has turned out to be stronger (though within the normal limits) in the students in peripheral schools, which needs further investigation. The conducted research as well as similar future researches will aid education reform by the process of monitoring.

Trait anxiety State Anxiety Tension (Test anxiety)

Worry (test anxiety) Test-irrelevant thinking(Test anxiety)

Bodily symptoms(test anxiety)