The Perceived Impact of Test-Anxiety on Mathematics Achievement of Secondary School Students in Taraba State, Nigeria
DOI:
https://doi.org/10.70886/ujer.25131.009Keywords:
Test-anxiety, Mathematics, Achievement, Secondary School StudentsAbstract
This study investigated the impact of test anxiety on mathematics achievement among secondary school students in Taraba State, Nigeria. A correlational research design was adopted. The target population comprised 4,654 secondary school students across four Local Government Areas within Taraba North Education District. A sample of 200 students was selected using purposive and simple random sampling techniques. Data were collected using a researcher-developed questionnaire titled Effect of Test Anxiety on Mathematics Achievement, validated by experts in Educational Measurement. Reliability was established through a trial test yielding a coefficient of 0.68. Data were analysed using Pearson’s Product-Moment Correlation at 0.05 significance level. Findings revealed a significant relationship between test anxiety and students’ mathematics achievement. Although descriptive statistics indicated slightly higher anxiety levels among male students, the impact on achievement does not significantly differ by gender. Also, no significant difference in test anxiety on mathematics performance was found related to age groupings. It was concluded that students’ low achievement in mathematics was partly due to poor study habits and unawareness of test anxiety. It is recommended that schools establish test anxiety intervention programs to enhance mathematics performance.
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