COMMONWEALTH ASSOCATION FOR EDUCATION,
ADMINISTRATION AND MANAGEMENT
ISSN NO 2322-0147
VOLUME 2 ISSUE 5
MAY 2014
A STUDY ON GENDER-BASED DIFFERENCES IN RELATION TO TEST
ANXIETY, ACADEMIC ACHIEVEMENT AND PERSONALITY TYPE AMONG
HIGH SCHOOL STUDENTS IN NORTH EAST INDIA- WITH REFERENCE TO
PAPUMPARE DISTRICT OF ARUNACHAL PRADESH.
INDEXED WITH PARIS, DAIS.NET, DRJI, WORLDCAT, EBSCO-USA, J-GATE
(EDITOR-IN-CHIEF)
DR MUJIBUL HASAN SIDDIQUI
ASSISTANT PROFESSOR, DEPARTMENT OF EDUCATION,
ALIGARH MUSLIM UNIVERSITY,
ALIGARH-202002,
UTTAR PRADESH,
INDIA
website: www.ocwjournalonline.com
Excellence International Journal of Education and
Research (Multi- subject journal)
Excellence International Journal Of Education And Research VOLUME 2
ISSUE 5
ISSN 2322-0147
A STUDY ON GENDER-BASED DIFFERENCES IN RELATION TO TEST ANXIETY,
ACADEMIC ACHIEVEMENT AND PERSONALITY TYPE AMONG HIGH SCHOOL
STUDENTS IN NORTH EAST INDIA- WITH REFERENCE TO PAPUMPARE
DISTRICT OF ARUNACHAL PRADESH.
By
Dr. B. Reena Tok
Assistant Professor
Department of Education,
Rajiv Gandhi University (Arunachal Pradesh)
*Subhangini Boruwa
Junior Research Fellow,
Department of Education,
Rajiv Gandhi University,
ABSTRACT
Researches on gender-based differences relating to varied variables like academic achievement,
test anxiety, personality types among students offer educators much implications and guidance on
specific directions to take in the field of education. So study on these aspects with different groups of
students at different times and in different places can be of much use for educators. The purpose of this
study was to determine whether there are significant gender-based differences in academic
achievement, test anxiety and personality type (introversion, extroversion) among high school students
in Papumpare district of Arunachal Pradesh. A sample of 100 high school students was selected for the
study. Descriptive research method was used for the study. A. Bhopal’s Test Anxiety Scale for Children
and Kundu’s Introversion-Extroversion Inventory were the standardized tools used. Academic
achievement was measured with the help of the total percentage of each student secured in the last
academic exam. Results of the study were computed with the help of t-test. Results revealed that the
female high school students scored higher in test anxiety as well as in academic achievement than the
male students; whereas no significant difference was found between the male and female high school
students regarding personality type (introversion, extroversion).
Key Words – Gender, Test anxiety, Academic achievement, Personality type, Introversion, Extroversion,
High school students
Introduction
Gender differences have come on the hotlist of critical issues around the world. Hausman, Tyson
and Zahidi (2009) reported that there is no country in the world that has yet reached equality between
men and women in different critical areas such as economic participation or education. Education serves
as a key for understanding gender issues in part because it largely mirrors social relationships in society.
For example, by examining gender-based differences in different education levels, we may learn that
one’s gender is related to one’s educational attainment which in turn is highly related to income. The
present study is dedicated to finding out gender–based differences in relation to anxiety, academic
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achievement and personality type (introversion, extroversion) among high-school students.Since this
study is related to gender, test anxiety, academic achievement and personality type (introversion,
extroversion), it becomes necessary to briefly explain these terms. Gender refers to the sex of the
student i.e. male or female. Test anxiety is a multidimensional construct that has been defined as ‘the set
of phenomenological, physiological and behavioural responses that accompany concern about possible
negative consequences or failure in an exam or similar evaluative situation.’ (Zeidner, 1998, p. 17).
Academic achievement is the outcome of education – the extent to which a student has achieved his/her
educational goals which is commonly measured by examinations or continuous assessment. The
personality types that this study is concerned with are introvert and extrovert and a middle category
between these two i.e. ambivert. An Introvert is an individual whose interest turns inward and is directed
towards inner life. Some characteristics of introverts are: lack of activity and reserved, fond of books and
magazines, submissive attitude, self-centred, scrupulous, not popular with the mass of mankind, inclined
to worry, better at writing than at speaking etc. An extrovert is just the opposite of an introvert. An
extrovert is an individual whose interest turns outward and is directed towards the external world. Some
characteristics of extroverts are a strong desire for activity, interested in athletics, a dominant or ruling
attitude, not easily embarrassed, popular with people, aggressive, egoistic, unscrupulous, fluent in
speech and friendly in manner, etc. But introversion and extroversion are two extreme behavior
dimensions. An introvert person lacks in social interest. A highly introvert person fails to meet the crisis
resulting from his encounter with problems demanding social interest and thus suffers from neurosis.
Again an extravert doesn’t act according to the will of the community. His personality is therefore
warped. A highly extrovert person develops anti-social characteristics like cruelty, sadism or may become
drunkards. All people in this world doesn’t belong to these two extreme categories. Most of the people
are a mixture of both and are known as ambiverts. An ambivert may display introvert tendencies in one
situation and extrovert tendencies in another situation. For example, a person may be fluent both in oral
and in written expression or may be friendly but likes to work alone. Ambiverts can make a fair
judgement to the challenges put forth by life and adjust accordingly.Related literature review was done
by the researchers on gender based differences. Most research studies show that females exhibit higher
test anxiety than their male counterparts such as in studies by Ginter et al. (1982), Hembree (1988),
Hojat et al. (1999), Cassady and Johnson (2002), Bandalos et al (1995), Chapell et al(2005) etc. Research
studies have found that among students with similar cognitive abilities, females outperform males
academically (Dayioglu and Turut –Asik, 2004). Ishmail and Othman (2006) found that gender played an
important role in influencing success among university students and found female students to have
better results than their male counterparts. Climons (2008) found no meaningful gender differences on
academic achievement. Hembree (1988) reported no sex differences in grade point averages among
students. Rubinstein (2005) found no significant difference between males and females with regard to
extraversion. Cutman (1966) found that male delinquents showed higher mean extraversion scores than
female ones. Researches on gender based differences on academic achievement, anxiety, personality
types etc. offer educators information on implications and guidance on specific directions to take in the
field of education. Such studies done with different groups of students at different times and in different
places can be of much help for educators in better understanding of gender based differences. Such
studies help us to keep updated on gender issues on various aspects. Hence the researcher has taken up
this study at hand to provide latest data regarding gender differences in relation to variables like
academic achievement, anxiety and personality type (introversion, extroversion) among secondary
school students in Papumpare district of Arunachal Pradesh.
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OBJECTIVES
1. To find out whether there are gender-based differences regarding test anxiety of the students.
2. To find out whether there are gender-based differences regarding academic achievement of
the
students.
3. To find out whether there are gender-based differences regarding personality type
(introversion/
extroversion) of the students.
HYPOTHESES
1. There is no significant gender-based difference regarding test anxiety of the students.
2. There is no significant gender-based difference regarding academic achievement of the
students.
3. There is no significant gender-based difference regarding personality type (introversion,
extroversion) of the students.
SAMPLE

100 high school students(of class IX and X), out of which 50 were male and 50 female, were
selected from three private schools of Papumpare district of Arunachal Pradesh using stratified
random sampling technique.
TOOLS USED
Standardized tools were used for the present study viz. Dr. A. Bhopal’s Test Anxiety Scale for children
(TASC) to test the test anxiety and Kundu’s Introversion-Extraversion Inventory (K.I.E.I) to test the
personality type of the students. To measure the academic achievement of the students, the total
percentage of each individual student in the last academic exam was used.
METHODOLOGY
The descriptive research method was used to complete this piece of research work.
STATISTICAL ANALYSIS
For analysis of data, mean, standard deviation and t-test were utilized.
ANALYSIS AND RESULTS
In order to find out the significant differences, the data has been analysed and interpreted using the
inferential statistics namely, ‘t-test’.
The tables below show the analysis of the data and results of the study
TABLE -1
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COMPARISION OF MEAN AND STANDARD DEVIATION OF MALE AND FEMALE STUDENTS IN TEST
ANXIETY:
MALE
FEMALE
TOTAL(N)
MEAN
S.D
50
15
6.56
50
15.6
Df
t-value
98
3.24
4.32
Remarks
Significant at the 0.05
level
It is seen that the computed t-value is higher than the critical t-value at the 0.05 level. So the first null
hypothesis that there is no significant gender-based difference regarding test anxiety of the students is
rejected. Significant gender difference was found regarding test anxiety. And the female students
demonstrated higher test anxiety than the male students.
TABLE-2
COMPARISION OF MEAN AND STANDARD DEVIATION OF MALE AND FEMALE STUDENTS IN ACADEMIC
ACHIEVEMENT:
MALE
FEMALE
TOTAL(N)
MEAN
S.D
50
69.1
17.81
50
77.8
Df
t-value
98
2.60
15.49
Remarks
Significant at the 0.05
level
The computed t-value is higher than the critical t-value at 0.05 level. So the second null hypothesis that
there is no significant gender-based difference regarding academic achievement of the students is also
rejected. Significant gender difference was found regarding academic achievement. And the female
students scored higher in academic achievement than the male students.
TABLE -3
COMPARISION OF MEAN AND STANDARD DEVIATION OF MALE AND FEMALE STUDENTS IN PERSONALITY
TYPE (INTROVERSION, EXTRAVERSION)
MALE
FEMALE
TOTAL(N)
MEAN
S.D
50
16.3
13
50
163.1
Df
t-value
98
0.07
12.4
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Remarks
Not Significant at the
0.05 level
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The computed t-value is much lower than the critical t-value at 0.05 level. So the third null hypothesis
that there is no significant gender-based difference regarding personality type (introversion,
extroversion) of the students is accepted. No significant gender difference was found regarding
personality type (introversion, extroversion).
Thus the main findings of the study are:
1. Significant gender-based difference was found regarding test anxiety. And the female students
demonstrated higher test anxiety than the male students.
2. Significant gender-based difference was found regarding academic achievement. And the
female students scored higher in academic achievement than the male students.
3. No significant gender-based difference was found regarding personality type (introversion,
extroversion).
DISCUSSION AND CONCLUSION:
It is seen that the findings of this study are consistent with the findings of some previous
research studies cited in the introduction part. The girl students were seen to overtake boys in academic
achievement, so the eachers should try to find out the reasons for these and help the boys come up to
the level of the girls. Most research studies have found higher test anxiety among females than males
and same was the finding of the present study. This difference is mostly thought of to be because of our
cultural set up – one in which major social and parenting biases lead girls to become needlessly nervous
adults. Most of the students have exhibited average test anxiety but comparatively female students
exhibited higher test anxiety than their male
counterparts. So it is necessary that girl students need to be counselled so that their test anxiety do not
play adverse role in their academic lives. The male and female students didn’t show any meaningful
difference in regard to personality types (introversion and extroversion). Majority of the students were
found to belong to the ambivert category i.e. they have some qualities of extrovert and some of introvert
and so they can make a fair judgement to the challenges put forth by life. Only a few students showed
introvert tendencies and only one male student exhibited slightly extrovert tendency. It is necessary for
the teachers to help the introverts so that they don’t confine themselves to shells and provide them
opportunities to be more social. However, before considering the implications of this study, it is
important to consider the size of the sample and some other variables that might be playing some role
for such findings. Therefore care should be taken when generalizing the results. Further studies need to
be carried out to confirm the nature of these relationships for other measures of academic achievement,
anxiety and personality type and across other places to establish the generalizability of these findings,
REFERENCES:
1.
Chapell, Mark S. et al,(2005). Test Anxiety and Academic Performance in Undergraduate and
Graduate Students, Journal of Educational Psychology, 2005, Vol. 97 No. 2, pp 268-
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2.Daramola, (1992) Extroversion-Introversion Traits as Determinants of Juvenile
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Delinquency.http://www.unilorin.edu.ng/journals/education/nijef/march_1992/EXTROVERSIO
N_INTROVERSION_TRAITS_AS_DETERMINANTS_OF_JUVINILE_DELIQENCY.pdf
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Rothaupt, J.W, & Young , S. (2007). An enquiry of young adults perceived efficacy and success of
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