Measure-Description


The Classroom Anxiety Measure (CAM) is a psychometric tool used to assess students’ anxiety levels within a classroom environment. It was developed to evaluate the level of concern or anxiety that students experience during teaching, exams, and other related educational activities. The tool can be used in various educational settings, from elementary to higher education, and helps teachers and researchers identify students who may have elevated anxiety levels, which could affect their academic performance.

Data Analysis and Usage


The analysis of data collected through CAM involves the statistical processing of students’ responses to questions related to classroom anxiety. Common techniques include:
Factor Analysis: Used to examine the structure of the questions and identify the underlying factors contributing to anxiety.
Validity and Reliability Analysis: This analysis ensures that CAM measures what it is intended to measure (validity) and that it provides consistent results across different times and conditions (reliability).
Descriptive Statistics: This examines average anxiety levels, deviations from these, and the distribution of responses.
Correlations: The relationship between classroom anxiety and other variables, such as academic performance or classroom participation, is examined.

Purpose


The objective of using CAM is twofold:
Diagnostic Objective: Identifying students who exhibit elevated levels of classroom anxiety so that appropriate interventions can be provided.
Research Objective: Investigating the causes of classroom anxiety and its relationship with other psychological and academic variables.

Calibration


Calibration of the CAM involves ensuring that the tool accurately reflects anxiety levels for different population groups. This process may include:
Pilot Testing: Administering the tool to small groups of students to evaluate its functionality.
Revisions: Adjustments to the content of the questions and scoring methods based on the results of pilot testing.

Ongoing Reassessment: Regular review and updating of the tool to ensure its relevance and suitability in different cultural or educational settings.

References


Spielberger, C. D. (1983). Manual for the State-Trait Anxiety Inventory (STAI). Consulting Psychologists Press.

Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295.

Study on the relationship between anxiety and academic performance.
Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to tests. Journal of Personality and Social Psychology, 46(4), 929-938.