Honors Theses
Date of Award
Spring 5-8-2026
Document Type
Undergraduate Thesis
Department
Biology
First Advisor
Sharday Ewell
Second Advisor
Abby Boyd
Third Advisor
Jessica Osborne
Relational Format
Dissertation/Thesis
Abstract
This study investigates the relationships among test anxiety, study behaviors, and metacognitive evaluation in undergraduate biology courses. While prior research has established that study strategies and metacognition influence academic performance, less is known about how these factors interact with test anxiety in undergraduate Biology courses. Guided by the student approaches to learning (SAL) and metacognition frameworks, this study examines whether test anxiety is associated with the type and number of study strategies students use, as well as their ability to evaluate their own learning and preparedness. Using a convergent parallel mixed-methods design, data was collected from 205 students enrolled in a large, lecture-style introductory biology course at a research-intensive university in the southeastern United States. Quantitative data included self-reported measures of test anxiety and study strategy use following the first exam. Qualitative data was collected through openended survey responses assessing metacognitive evaluation and student perceptions of preparedness. Statistical analysis was conducted and open-ended responses were inductively and deductively coded. Our results revealed that higher test anxiety was significantly associated with the use of a greater number of study strategies, suggesting more anxious students are engaging in exam preparation. However, no significant relationship was found between test anxiety and the type of study strategies used. Perceptions of preparedness were associated with test anxiety, with more iv anxious students reporting that they felt unprepared for the exam. Furthermore, students demonstrating insufficient metacognitive evaluation when reflecting on effective study strategies reported higher test anxiety than those demonstrating sufficient evaluation. Qualitative findings highlighted a disconnect between students’ perceived capability and their implementation of study strategies with students expressing they had the necessary skills but needed to study more or differently. Overall, our study suggests that test anxiety in undergraduate biology courses is not primarily driven by the quantity or type of study strategies used, but rather by students’ ability to accurately evaluate their learning. These findings highlight the importance of integrating metacognitive evaluation skill development into course design to potentially reduce student test anxiety
Recommended Citation
Reeves, Kailey E., "Studying More, Not Less: Rethinking Test Anxiety in Undergraduate Biology Courses" (2026). Honors Theses. 3511.
https://egrove.olemiss.edu/hon_thesis/3511