Abstract:
In this study, the effectiveness of training close reading has been evaluated on reducing exam anxiety (reducing Social Credit, cognitive barriers and tension mode) of female students in the 8th grade. The research method was an experimental type. The statistical population of the research was female students of the 5th district of Tehran who was studying at the eighth grade during 2016-2017. The research sample included 40 students who were selected by cluster sampling method and they were randomly replaced in two groups. The fundamental techniques of close reading were trained to the experimental group in 8 sessions, while, the control group did not receive these trainings during this period. Then, anxiety exam was taken from the experimental group and controlling the anxiety of the above exam after the test. The results analyzed by using covariance analysis test (ANCOVA). Results showed that there was a significant difference (P≤0.05) between the experimental and control groups. Therefore, using close reading can lead to the reduction in exam anxiety.
Machine summary:
ANCOVA test was conducted to evaluate the effect of close reading guidelines on social value of students (first dimension of exam anxiety) due to the existence of hypothesis.
Therefore, the results of covariance analysis indicate that the program of close reading education has not been effective on the first dimension of students' exam anxiety.
ANCOVA test was conducted to evaluate the effect of close reading programs on student's cognitive barriers (second dimension of students` exam anxiety), due to the existence of hypothesis.
Therefore, the results of covariance analysis show that the program of close reading training is effective on the second dimension of students` exam anxiety.
Based on this result, it can be said that the training of close reading strategies reduces the average of post-test scores of students in the test group.
The ANCOVA test was conducted to evaluate the effect of close reading programs on students' tension (third dimension of exam anxiety), due to the existence of hypothesis.
Therefore, the results of covariance analysis indicate that the program of close reading training is not effective on the third dimension of students` anxiety.
Therefore, the results of covariance analysis indicate that close reading program is effective on students' exam anxiety.
6. Conclusion The purpose of this study was to determine the effectiveness of training close reading strategies on the reduction of exam anxiety (social derogation, cognitive barriers and tension) among female students of the 8th grade in Tehran.