Date of Defense
6-5-2025 10:00 AM
Location
H1-0017B
Document Type
Dissertation Defense
Degree Name
Doctor of Philosophy in Leadership and Policy Studies in Education
College
CEDU
Department
Foundations of Education
First Advisor
Prof. Ali Ibrahim
Keywords
Standardized Tests, Test Anxiety (TA), EmSAT, high schools, UAE.
Abstract
The Emirates Standardized Test (EmSAT) exam, introduced in 2017, is a key national standardized test in the United Arab Emirates (UAE) that is considered a major criterion for admission to higher education institutions. As such, the EmSAT exam can create significant pressure on students due to its role in determining future educational opportunities. The purpose of this study is to investigate how the UAE standardized EmSAT exams impact high school students’ anxiety from the students ' perspectives. The study employed a phenomenological qualitative study to collect and analyze data from grade 12 students. The research was framed by Spielberger’s Trait-State Anxiety theory, which distinguishes between trait anxiety, a stable predisposition to perceive situations as threatening, and state anxiety, a temporary response to specific stressors. Participants included government school grade 12 students from both the General and Advanced streams in the Western Emirate (Abu Dhabi) and Northern Emirate (Fujairah), who participated in semi-structured interviews. Data analysis followed Miles, Huberman, and Saldana's (2020) qualitative analysis approach, which consists of data collection, data reproduction, data display, and conclusion drawing. The study provided a rich description of how standardized exams impact students’ anxiety from a variety of perspectives. The findings reveal that the EmSAT exam significantly impacts students' academic performance, preparation strategies, and overall well-being. While it serves as a crucial requirement for graduation and university admission, its high-stakes nature, misalignment with curricula, and lack of adequate support create considerable academic and emotional stress. These challenges highlight the need for a more structured and supportive approach to EmSAT preparation. Policymakers should reconsider high-stakes testing frameworks to promote a more balanced assessment of student abilities while reducing undue stress. Additionally, educational institutions must prioritize student well-being by integrating targeted mental health support and improved test preparation resources to foster a more supportive learning environment.
Included in
PERCEPTIONS OF HIGH SCHOOL STUDENTS OF ANXIETY AS AN IMPACT OF THE EMSAT EXAM IN THE UNITED ARAB EMIRATES
H1-0017B
The Emirates Standardized Test (EmSAT) exam, introduced in 2017, is a key national standardized test in the United Arab Emirates (UAE) that is considered a major criterion for admission to higher education institutions. As such, the EmSAT exam can create significant pressure on students due to its role in determining future educational opportunities. The purpose of this study is to investigate how the UAE standardized EmSAT exams impact high school students’ anxiety from the students ' perspectives. The study employed a phenomenological qualitative study to collect and analyze data from grade 12 students. The research was framed by Spielberger’s Trait-State Anxiety theory, which distinguishes between trait anxiety, a stable predisposition to perceive situations as threatening, and state anxiety, a temporary response to specific stressors. Participants included government school grade 12 students from both the General and Advanced streams in the Western Emirate (Abu Dhabi) and Northern Emirate (Fujairah), who participated in semi-structured interviews. Data analysis followed Miles, Huberman, and Saldana's (2020) qualitative analysis approach, which consists of data collection, data reproduction, data display, and conclusion drawing. The study provided a rich description of how standardized exams impact students’ anxiety from a variety of perspectives. The findings reveal that the EmSAT exam significantly impacts students' academic performance, preparation strategies, and overall well-being. While it serves as a crucial requirement for graduation and university admission, its high-stakes nature, misalignment with curricula, and lack of adequate support create considerable academic and emotional stress. These challenges highlight the need for a more structured and supportive approach to EmSAT preparation. Policymakers should reconsider high-stakes testing frameworks to promote a more balanced assessment of student abilities while reducing undue stress. Additionally, educational institutions must prioritize student well-being by integrating targeted mental health support and improved test preparation resources to foster a more supportive learning environment.