Test Anxiety Among Post-Basic Education Students With Learning Disabilities at Sultanate of Oman
Bibliographic record
Abstract
This study aimed to identify the level of test anxiety among post-basic education students with learning disabilities (LD) in the Sultanate of Oman. A descriptive design (survey) was adopted. The study sample consists of 299 students with LD who were selected randomly. The survey used in this study includes 41 negative items divided into four dimensions (psychological, social, physical, and mental). The results showed a moderate level of test anxiety for post-basic education students with LD. The results also showed that there are statistically significant differences between males and females in the level of test anxiety in general, in favor of females. In addition, there are statistically significant differences between males and females in the level of test anxiety in favor of females on four dimensions (social, physical, mental, and psychological dimensions). Given these results, the current study suggested several recommendations. It is essential to conduct counseling programs for parents to educate them on the importance of using modern methods to deal with their children and to hold teacher training workshops regarding modern methods of helping students with LD overcome test anxiety.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".