Abstract:
The stakes attached to examinations have several influence on the progress or future of an individual, school or a country. The current study sought to investigate the Psychological Academic Experiences of high-stakes testing on intentions for advanced studies, among students in the University of Cape Coast. The design adopted for the study was a descriptive survey design. The accessible population was Level 400 regular undergraduate students in the College of Education Studies, University of Cape Coast. The sample used for the study was 428. The sample was obtained using proportionate stratified sampling and simple random sampling procedures. Questionnaires were adopted from several authors based on the constructs measured, and a confirmatory factor analysis conducted on them to ensure the validity and reliability of the instrument. The study findings revealed that students experienced high test stress levels, however, they reported not to be apathetic during examination. Again, it was revealed that majority of the students experienced comfortably low levels of test anxiety. Students further reported that they have high test-related self-esteem. It was concluded that Psychological Academic Experiences of high-stakes testing predict intentions to pursue advanced studies. Management and academic counsellors of the University of Cape Coast are therefore encouraged to develop and engage students in efficient intervention programmes and relaxation therapies that will continuously help them have lower levels of stress and anxiety during examination. Students are also encouraged to develop a positive attitude towards themselves in their academic life to enable them develop much interest in their academics.
