METHODOLOGY
This section describes what you did, how you did it, gives strategies,
sample calculations, diagrams and circuits, and descriptions of
equipment. The goal here is to give the reader sufficient information to be
able to repeat your work if desired.
The methodology section describes your basic research plan. It usually
begins with a few short introductory paragraphs that restate purpose and
research questions. The phraseology should be identical to that used in
Section I. Keep the wording of your research questions consistent
throughout the document
For years, the same question has troubled a wide variety of teachers: Why do
students fail in their final exams? Which is exactly what prevents them from
thinking clearly during an exam? Does affective filter influence them during the
final exam?
When students have to face with a final exam, sometimes they are already
nervous to anticipate that things will not go well. In fact, one of the sources of
information that we use to evaluate the nature of the situations in which we find
ourselves involved is the body itself. If it sends us signals such as those that are
typical of stress (restlessness, tension, rapid heart rate, problems falling
asleep ...), we deduce not only that the situation may entail some kind of threat,
but also that we will not be very effective at the end of the day. The processes
that relate stress and personal efficacy are more complex; nevertheless there is
something clear, various studies have shown that there is a relationship
between academic stress and performance.
The goals of this research described above were reached through a detailed
investigation about how affective filter influenced students during the final exam.
This study was carried out by using a descriptive approach to obtain information
about the success or not in student’s final test. This paper not only provided
useful information about this new approach, but also gives useful information for
Liceo Cultural Docente.
This research was mainly aimed at students who are in the 3er year of the
English Teaching Training Colleague at Liceo Cultural Docente N 8.055. Sadly,
we have witnessed students crying or having panic attack in the institution. We
took the decision to interview this student from the 3rd year since they have had
a vast experience in giving exams whether oral or written along their academic
path. Therefore, rarely would they have been calmed before an exam. It would
be strange that during that period they have not experienced any level of stress.
Furthermore, the vast majority are between 20 to 42 years old and middle class
students.
The instruments of this study used to gather information was a survey Firstly,
we made the questions and then we shared a goggle form with the students.
There were options as well as personal questions that required to write their
deep thoughts about certain situations.
Students were told that they were allowed to answer this survey anonymously if
they prefer so that they could express freely.
This type of procedure had the advantage since students would feel confident
and their responses would not be associated with their reputation.
The samples of the instruments that were used in this research are included in
the appendix.
Finally, ten pies charts were drawn to show the organization and showed data
as a percentage of a whole.