Other Titles
The Effects of Collaborative Testing on Stress/Anxiety and Cognitive Load with Baccalaureate Nursing Students Testing Performance [Title Slide]
Abstract
Stress, in the form of test anxiety, hinders testing performance. Testing performance is essential to success in the nursing curriculum and the achievement of student learning outcomes (Coy et al, 2011). Test anxiety characteristics include an anticipated examination, subjective feelings of fear or worry, behavioral effects related to study and test-taking habit, physical signs such as jitters or headaches, and cognitive effects such as forgetfulness (Gibson, 2014).
Cognitive load refers to the complexity of processing required for the student to build information in long-term memory. There are three subsets of cognitive load-intrinsic, extraneous and germane. Germane cognitive is the amount of working memory required to learn. Elevated levels of extraneous load (uncertainty, stress, or poorly constructed problems) limit the ability of the student to learn) Sweller et al, 2019).
Collaborative testing can decrease pressure and anxiety allowing improved recall of material and improved test scores (Mitchell & Melton, 2003).
This study aims to explore the effects of collaborative testing, and cognitive load among baccalaureate nursing students’ performance
Using a pre-test and post-test (quasi-experiment) research design, this study aims to:
- Examine the students’ cognitive load following individual testing and following collaborative testing differentiating between intrinsic, extraneous, and germane loads
- Determine the relationship among students ‘demographics, stress, anxiety, and cognitive load.
- Explore the extent to which demographics, stress, and/or anxiety predict students’ cognitive load.
Methods:
The sample for this study is beginning nursing students enrolled in pathophysiology which is in one of the first nursing classes.
Demographic data was collected. The students had baseline vital signs taken and recorded the week prior to testing. On the day of the test, vital signs were taken before and following individual and cooperative testing. Following vital signs, the students completed the Test Anxiety Questionnaire and the Cognitive Load Scale.
Data Analysis and Management:
Aim 1: Descriptive statistics (mean, median, and standard deviation)
Aim 2: Pearson’s moment correlations, Chi-square testing.
Aim 3: Regression (bi-variate and /or multivariate) and cross tabulation.
The research design will be quasi-experimental and correlational. Power analysis will be utilized to support the sample size.
The results of this study are being processed by Dr Jesse Casida
Conclusion: The results of this study should provide an innovative method to improve student testing and performance.
Notes
Reference list included in attached slide deck.
Sigma Membership
Pi Theta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Teaching and Learning Strategies, Stress and Coping, Testing Strategies, Nursing Education, Advances in Education, Collaborative Testing, Cognitive Load, Baccalaureate Nursing Students
Recommended Citation
Lee, Peggy B.; Hall, David H.; Akakpo, Victor Kwaku; and Casida, Jessie M., "The Effects of Collaborative Testing on Stress/Anxiety, and Cognitive Load" (2025). Biennial Convention (CONV). 202.
https://www.sigmarepository.org/convention/2025/presentations_2025/202
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-12-08
The Effects of Collaborative Testing on Stress/Anxiety, and Cognitive Load
Indianapolis, Indiana, USA
Stress, in the form of test anxiety, hinders testing performance. Testing performance is essential to success in the nursing curriculum and the achievement of student learning outcomes (Coy et al, 2011). Test anxiety characteristics include an anticipated examination, subjective feelings of fear or worry, behavioral effects related to study and test-taking habit, physical signs such as jitters or headaches, and cognitive effects such as forgetfulness (Gibson, 2014).
Cognitive load refers to the complexity of processing required for the student to build information in long-term memory. There are three subsets of cognitive load-intrinsic, extraneous and germane. Germane cognitive is the amount of working memory required to learn. Elevated levels of extraneous load (uncertainty, stress, or poorly constructed problems) limit the ability of the student to learn) Sweller et al, 2019).
Collaborative testing can decrease pressure and anxiety allowing improved recall of material and improved test scores (Mitchell & Melton, 2003).
This study aims to explore the effects of collaborative testing, and cognitive load among baccalaureate nursing students’ performance
Using a pre-test and post-test (quasi-experiment) research design, this study aims to:
- Examine the students’ cognitive load following individual testing and following collaborative testing differentiating between intrinsic, extraneous, and germane loads
- Determine the relationship among students ‘demographics, stress, anxiety, and cognitive load.
- Explore the extent to which demographics, stress, and/or anxiety predict students’ cognitive load.
Methods:
The sample for this study is beginning nursing students enrolled in pathophysiology which is in one of the first nursing classes.
Demographic data was collected. The students had baseline vital signs taken and recorded the week prior to testing. On the day of the test, vital signs were taken before and following individual and cooperative testing. Following vital signs, the students completed the Test Anxiety Questionnaire and the Cognitive Load Scale.
Data Analysis and Management:
Aim 1: Descriptive statistics (mean, median, and standard deviation)
Aim 2: Pearson’s moment correlations, Chi-square testing.
Aim 3: Regression (bi-variate and /or multivariate) and cross tabulation.
The research design will be quasi-experimental and correlational. Power analysis will be utilized to support the sample size.
The results of this study are being processed by Dr Jesse Casida
Conclusion: The results of this study should provide an innovative method to improve student testing and performance.