Test Anxiety And Academic Performance - 823 Words

Whether academia or professional, students of all ages are faced with the challenges of obtaining and maintaining good academic or professional performance in order to advance to the other level. There are many key factors that contributes to the decline in performance however, one that renders further investigation is test anxiety. According to research, test anxiety is known as an overwhelming feeling of disturbance and distress among students that impairs their cognitive and emotional behavior. It is a reaction to a specific-situation trait that is associated with an individual’s experiences while taking a test. A review of the literature shows that test anxiety is a key factor in decline in students’ academic performance. (Farooqi, Ghanit, Speilberger, 2012). Several studies were conducted to test the relationship between anxiety and academic performance (Farooqi et al., 2012). One that captures the construct of test anxiety is Speilberger Test Anxiety Inventory (TAI). TAI focuses on two specific components that are linked to anxiety and academic performance that is worry and emotionality (Farooqi et al., 2012). Worry is often associated with the decline in test performance students with high test anxiety (Henderson, Zhang, 2014). Worry as an essential component, is used to measure a student’s cognition and thought process who are concerned about the consequences of failure. Symptoms can include dizziness, sleep loss, and agitation. Emotionality encompasses the physicalShow MoreRelatedAnxiety And Its Affect On Academic Achievement Essay1268 Words   |  6 Pages Anxiety and Its Affect on Academic Achievement Roger Morales University of Texas Rio Grande Valley Abstract Anxiety is a common occurrence today especcially among students in a college or university. Even though there has been some studies into anxiety and how it affects a person s academic achievement there needs to be more done in order to know better the relationship between them. Self questionnaires will be handed out to all participants who agreed to participate and their academicRead MoreDoes Giving Praise Help Students Improve Performance On An Academic Quiz? Essay1749 Words   |  7 PagesDoes Giving Praise to Students Improve Performance on an Academic Quiz? Can creating a positive mood in a group of college research participants induce higher scores on a fifth-grade level math and English academic assessment? Positive mood has been credited to modification of cognitive function depending on the task (Van der Stigchel, Imants, Ridderinkhof, 2011). It is common knowledge that receiving and giving compliments, to and from others, especially those relating to appearance and personalityRead MorePros And Cons Of Standardized Testing1025 Words   |  5 PagesWhat are standardized tests? Standardized tests are exams that are administered, scored, and interpreted in the same way for all students. Now there are many pros and cons of standardized testing however, I believe that public and private schools should just abolish standardized testing all together. These tests determine a student’s academic performance and each student is given the same test with the same questions and answers. These tests are designed to measure the students le arning capabilitiesRead MoreDigital Exams On The Rise Essay1390 Words   |  6 Pagesmethods of student assessment, with the most obvious proposal being digital exams. Depending on the course subject, writing exams on a laptop may increase efficiency or it may create unnecessary problems for both students and their professors. With academic assessment, however, there is significant divergence of opinion regarding the use of electronic examination. According to a study conducted by the University of Edinburgh, when â€Å"students were asked about their preferences and approaches to writingRead MoreAnxiety And Learning Anxiety846 Words   |  4 Pagespsychopathologies increase significantly among adolescents ages 10–16. Extensive research that shows that anxiety levels and disrupted social skills can be particularly high among adolescents with learning disabilities (LD). However, the origin of anxiety as it relates to LD has yet to be determined, making it hard to treat. On the one hand, there exists the â€Å"deficit in study skills† model in which anxiety is a result of low self-assurance and feeling unprepared due to deficient knowledge. On the other handRead MoreTesting is a Large Part of a Childs Live1421 Words   |  6 PagesSeymour Sarason once wrote that â€Å"we live in a test-conscious, test-giving culture in which the lives of people are in part determined by their test performance† (1959, p. 26). 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The participants will consist of 40-50 students between the ages of 18-20Read MoreAnxiety, Stress, And Frustration1646 Words   |  7 Pages Anxiety in the Classroom It was important to select this topic as a teacher who directly teaches students that have issues with anxiety, stress and frustration every day. Each student is different in the ways that they deal with their emotions. It is imperative for teaching staff to fully understand how each student works in the school setting so that they can help them become as independent as possible. During the research, the writer sought multiple ways to be proactive with students and theirRead MoreTest Anxiety : Understanding Some Of The Ways1623 Words   |  7 PagesExploiting the Pressure: understanding some of the ways in which test anxiety can develop within students. Imagine sitting in a small coffeehouse with a delicious coffee sitting close by, on a peaceful rainy day. This is the perfect time to stay inside and prepare for an upcoming exam. A large stack of color coded, handwritten note cards are filled with all the information discussed within the class, textbooks and notes are scattered. Hours go by, a great amount of studying and reviewing is doneRead MoreProblem With The School System Is Standardized Tests1248 Words   |  5 PagesAnother problem with the school system is standardized tests. Educators are experiencing almost relentless pressure to show their effectiveness. Unfortunately, the chief indicator by which most communities judge a school staff s success is student performance on standardized achievement tests. A standardized test is any form of test that requires all test takers to answer the same questions, or a selection of questions from common bank of questions, in the same way, and that is scored in a â€Å"standard†

Bacterial Conjugation Experiment Essay Research Paper INTRODUCTION free essay sample

Bacterial Conjugation Experiment Essay, Research Paper Introduction: Bacteria, in general, reproduce asexually, but in order to increase diverseness, they have developed a mechanism for transportation of familial stuff from one bacteria to another. The ability to execute this transportation is conferred by a set of cistrons which are called F for # 8216 ; fertility. # 8217 ; These cistrons exist on a little, round piece of deoxyribonucleic acid ( DNA ) that replicates independently from the bacterial chromosome, or they can be integrated into the chromosome. The bacteria incorporating this cistron ( sometimes referred to as # 8216 ; male # 8217 ; or F+ ) extends its hair to a adjacent bacteria ( sometimes referred to as # 8216 ; female # 8217 ; or F- ) , and the two cells are attached. This procedure is called junction. The 3rd manifestation of the F factor is Hfr, which is the term for the F component going integrated into the genome. When junction occurs, the F cistrons start going across the hair, conveying the balance of the ge nome behind it. We will write a custom essay sample on Bacterial Conjugation Experiment Essay Research Paper INTRODUCTION or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Most frequently, the full genome International Relations and Security Network # 8217 ; T transferred. The bacterial genome that is delivered can be measured in proceedingss from the beginning of transportation. That is, the sum of clip it takes for a peculiar cistron to be transferred from one bacteria to another indicated how far it is from the beginning of reproduction. METHODS AND MATERIALS: Media Preparation: The get downing stuff was Medium 56-glucose agar ( MM560 ) . The constituents of the MM56 are found in figure 1. From this, we made two types of media, complete and selective. The reagents used, along with their stock and concluding concentrations are found in figure 2. The expression: Stock volume = [ ( Final concentration ) ( concluding volume ) ] / ( stock concentration ) was used to cipher the sums of each reagent added to the complete and selective media. ( The concluding volume was 600 milliliter. ) These values are besides found in figure 2. To do the complete media, appropriate sums of each amino acid, glucose, vitamin B1, and streptomycin were aseptically added to the MM56 media and poured into unfertile petri home bases. The selective media was prepared so that 84 home bases were made. These home bases were made much in the same manner as the complete home bases, except that 28 of the home bases contained all of the reagents except proline, another 28 were without histadine, and another 28 were without threonine. These were labeled with # 8220 ; pro- # 8221 ; , # 8220 ; his- # 8221 ; , and # 8220 ; thr- # 8221 ; . Feasible Counts: The strain used was Escherichia coli K12. The giver and receiver civilizations were kept every bit much as possible in a H2O bath at 37? C. Feasible counts of the giver ( Hfr ) and receiver were done on complete MM56 and Luria agar. Consecutive dilutions were performed to obtain a 10-7 and 10-8 dilutions of the receiver, and 10-2, 10-7, and 10-8 dilutions of the giver. Two Luria home bases were inoculated with 1 milliliters each of the 10-7 dilution of the receiver. Two Luria home bases were inoculated with 1 milliliters each of the 10-8 dilution of the receiver. Two Luria home bases were inoculated with 1 milliliters each of the 10-7 dilution of the giver. Two Luria home bases were inoculated with 1 milliliters each of the 10-8 dilution of the giver. Two complete MM56 home bases were inoculated with 1 milliliters each of the 10-7 dilution of the receiver. Two complete MM56 home bases were inoculated with 1 milliliters each of the 10-8 dilution of the receiver. One c omplete MM56 home base was inoculated with 1 milliliter of the 10-2 dilution of the giver. Each of these were inoculated for 48 hours. Junction: 30 unfertile trial tubings were filled with 9 milliliters each of unfertile saline solution. A supply of unfertile top agar was kept in a H2O bath to maintain liquid until needed. One milliliter of the donor civilization was added to 20 milliliter of the recipient civilization in a flask. This copulating mix was kept in the 37? C H2O bath. Immediately ( 0 proceedingss ) , 1 milliliter of the coupling mix was removed from the flask and added to 9 milliliter of unfertile saline, doing a 10-1 dilution. This was placed on the whirl for 60 seconds to disrupt any coupling taking topographic point in the mix. 1 milliliter of this mixture was added to another tubing of 9 milliliters unfertile saline, doing a 10-2 dilution and this solution was vortexed for one minute. This was repeated twice more to bring forth a 10-3 and a 10-4 dilution. F or each dilution, three tubings of top agar were inoculated with 1 milliliters of that dilution. One each of the agar-dilution mixtures were poured onto a threonine deficient home base, a proline deficient home base, and a histadine deficient home base. This process was repeated every 10 proceedingss for 60 proceedingss. The top agar was allowed to indurate and the home bases were incubated at 37? C for 48 hours. Consequence: After incubation, the home bases were removed and colony counts were performed ( figure 3 ) . The clip of entry of each cistron was calculated, utilizing this expression: [ ( Recipient/ml ) / ( donor/ml ) ] * 100. The deliberate times of entry are found in figures 4 and 5. From this information, a map of E.coli K12 was constructed ( figure 6 ) . Discussion: The clip of entry of the amino acerb threonine was found to be consistent with that found in the talk press release # 8220 ; Bacterial Gene Transfer # 8211 ; Conjugation # 8221 ; . The clip of entry for proline ( 10 proceedingss ) was longer that the press release value of about 5 proceedingss. The existent clip for proline might hold been 5 proceedingss, but the samples were taken at 10 minute intervals. The clip of entry for histadine ( 10 proceedingss ) differed drastically than the press release clip of about 44 proceedingss. These disagreements could be caused by a assortment of mistakes. The civilizations could hold been contaminated. The media could hold been prepared falsely. The incorrect amino acids could hold been added or the home bases could hold been labeled falsely. The sum of clip spent vortexing the mixes ( in order to divide the coupling braces ) might hold been deficient. Besides, the dilutions were placed on the whirl before doing each dilution, alt ernatively of merely after taking the sample straight from the flask in the H2O bath. Figure 1 # 8211 ; MM56 Components Chemical Amount in 1L of MM56 Na2HPO4 ( 0.1M ) 611 milliliter KH2PO4 ( 0.1M ) 384 milliliter MgSO4o7H2O ( 10 % ) 2 milliliter ( NH4 ) 2SO4 ( 10 % ) 1 milliliter Cu ( NO3 ) 2 ( 15 % ) 1 milliliter FeSO4o7H2O ( 0.05 % ) 1 milliliter Figure 2 # 8211 ; Reagents used Reagent Stock concentration Final concentration Calculated stock volume Streptomycin 50 mg/ml 200: g/ml 2.4 milliliter DL- Threonine 1 % in H2O 10 ml/L 6 milliliter L-Leucine 2 % in H2O 10 ml/L 3 milliliter L-Proline 2 % in H2O 10 ml/L 3 milliliter L-Histadine 1 % in H2O 5 ml/L 3 milliliter L-Arginine 6 % in H2O 33 ml/L.33 milliliter Vitamin B1 0.1 % in H2O 0.2 ml/L 1.2 milliliter Glucose 40 % 10 ml/l 1.5 milliliter Figure 3 # 8211 ; Colony counts Threonine deficient home bases Time 10-1 10-2 10-3 10-4 0 proceedingss TNTC TNTC 96 17 10 proceedingss 41 TNTC TNTC 127 20 proceedingss 38 5 TNTC 148 30 proceedingss 88 4 TNTC TNTC 40 proceedingss 216 TNTC TNTC TNTC 50 proceedingss 34 5 TNTC 42 60 proceedingss NG 6 TNTC 53 Proline deficient home bases Time 10-1 10-2 10-3 10-4 0 proceedingss NG NG NG 3 10 proceedingss 37 NG TNTC 44 20 proceedingss 49 TNTC TNTC 58 30 proceedingss 43 TNTC TNTC 40 40 proceedingss 11 5 TNTC 94 50 proceedingss 53 TNTC 50 51 60 proceedingss 14 NG TNTC NG Histadine deficient home bases Time 10-1 10-2 10-3 10-4 0 proceedingss 10 2 NG NG 10 proceedingss 46 43 26 3 20 proceedingss TNTC 136 NG 4 30 proceedingss TNTC 184 8 3 40 proceedingss TNTC 340 20 Nanogram 50 proceedingss 45 TNTC 27 3 60 proceedingss 41 250 42 Nanogram TNTC = Too legion to number NG = No growing Figure 4 # 8211 ; Time of entry tabular array ( per centums of recombinants ) Time Thr # 8211 ; Pro # 8211 ; His 0 proceedingss.44 0 0 10 proceedingss 5.8 2.02 20 proceedingss 6.7 2.6.06 30 proceedingss.004 1.8.08 40 proceedingss.0098 4.3.09 50 proceedingss 1.9 2.3.002 60 proceedingss 2.4 0.11 Figure 5 # 8211 ; Time of entry graph ( per centums of recombinants ) Figure 6 # 8211 ; Map of E. coli K12