Undergraduate Psychology Research Methods Journal


They hypothesis for this study was that if a clock was placed in the classroom then students will suffer from more test anxiety due to increased heart rates measured by their pulse. Due to the fact that there are no clocks in any of the classrooms that the researchers visited the researchers concluded that the outcome of this study would be beneficial to the Lindenwood University Campus and other campuses that do not have clocks in the classrooms. The participants that were a part of this study were all recruited through the Lindenwood Participant Pool. The participants varied in gender and race and were all over the age of 18 years. The methodology used for this study was a between-participants design. Each participant was randomly assigned to either Group A, who had a clock in the room, or Group B who did not have a clock in the room. All participants were instructed to take a timed test and finish however many problems they could within a 2 minute time period. We found that although our data did not yield a significant difference between having a clock in or out of the classroom on level of test anxieties as measured by to increased heart rates, we did find other underlying factors that could suggest that a clock in the classroom may be beneficial after all.

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