We are working with a small population

We are working with a small population; therefore, the sample size is larger. This study has 400 students from local elementary, middle school, high school, and one university. For an equal representation, 25 male and 25 female (50) students will be randomly selected from each group and their age; appropriate according to grade level. Collecting the test results would occur during study periods, through study groups and surveys, five days prior to final examinations to gauge the severity of test anxiety.
In the article Anxious for Success….(n.d.), it viewed test anxiety correlating to the anxiety linked to performance stressors and consisted of cognitive, behavioral, and physiological characteristics. Each sample has its own unique stressors shown in Table 1. (Anxious for Success…, n.d.). Test anxiety characteristics surpass the regular levels of studying students when subjected to stressful circumstances. As a result, as anxiety increases and test performance decreases. The New York State Board found students who exhibit test anxiety often view testing situations as an aversive personal threat. When this occurs, they display high levels of anxiety under testing or evaluating conditions (Anxious for Success…, n.d.).