HARNESSING THE POWER OF PEER COLLABORATION: EFFECTS OF COOPERATIVE MOCK EXAMS ON STATISTICS ANXIETY AND SELF-EFFICACY

This study investigated the impact of collaborative mock exams on test anxiety and self-efficacy in undergraduate statistics courses. Students completed a mock exam individually or in pairs and provided pre- and post-activity measures of test anxiety and self-efficacy. Results showed that the collaborative condition exhibited lower statistics anxiety and exam-specific anxiety compared to the individual condition, but no significant difference in post-activity self-efficacy was found. Within-group analyses revealed a decrease in exam-specific anxiety and an increase in self-efficacy across both conditions. Condition by time interactions were not significant, although the pattern of results trended in the expected direction for exam-specific anxiety. Correlational analyses highlighted the interrelationships between exam performance, self-efficacy, and anxiety measures. Qualitative feedback indicated benefits of collaboration, such as gaining insight into exam content. Despite not all hypotheses being supported, this study contributes to the research on collaborative learning in statistics education and suggests potential benefits of mock exam activities in reducing anxiety and fostering self-efficacy. Future research should explore the implementation of collaborative exams in high-stakes assessments and the use of technology to facilitate collaboration in various learning environments.