Document Type
Article
Publication Title
Pharmacy
ISSN
2226-4787
Volume
9
Issue
10
DOI
10.3390/pharmacy9010010
First Page
1
Last Page
10
Publication Date
3-1-2021
Abstract
Background: The main objective of this pilot study was to evaluate the impact of a classroom activity involving music on anxiety associated with preparing for and taking an assessment. Methods: Two hundred and two (202) pharmacy students were randomly assigned to one of two conditions of the experimental study: active music playing (n = 103) versus passive music listening (n = 99). All students completed a pre-test, a mid-test, and a post-test including: an “Attitudes and Perceptions” survey, State-Trait Anxiety Inventory for Adults (STAI Survey), and a knowledge assessment. Data were analyzed to determine the impact each of the music interventions had on students’ test anxiety. Results: Both types of musical interventions produced similar results in terms of anxiety reduction. Faced with an upcoming test prior to the musical intervention, average state-trait anxiety scores increased; after the musical intervention, state-trait anxiety scores decreased. Conclusions: The use of music helped to reduce test anxiety, even after one brief musical intervention, regardless of whether students passively listened to music or actively played music.
Recommended Citation
Galal, S. M.,
Vyas, D.,
Hackett, R. K.,
Rogan, E. L.,
&
Nguyen, C. U.
(2021).
Effectiveness of music interventions to reduce test anxiety in pharmacy students.
Pharmacy, 9(10), 1–10.
DOI: 10.3390/pharmacy9010010
https://scholarlycommons.pacific.edu/phs-facarticles/639
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
