Influence of Academic Anxiety and Stress on Academic Performance of Undergraduate Students in Katsina State, Nigeria
DOI:
https://doi.org/10.70886/ujer.25131.013Keywords:
Anxiety, academic stress, academic performance, counsellingAbstract
The study examined the influence of academic anxiety and academic stress on academic Performance of undergraduate students in Katsina state, Nigeria. The study has 3 research objectives and 3 research hypotheses. The study adopted ex – post facto research design. The population of the study is 225 students from Department of Education which comprises of 175 male and 50 female, total population sampling technique was used and all the 225 students were used as sample of the study. The instruments for data collection were academic anxiety inventory (AAI), academic stress inventory (ASI), and cumulative grade point average (CGPA) for academic Performance. PPMC was used to obtain the reliability coefficient for the AAI and ASI which were found to be 0.81 and 0.703 respectively. Independent sample t-test as well as multiple regression were used to test the hypotheses. Findings of the study revealed that Anxiety and Stress significantly accounts for 98.7% of the total variance of students’ Performance (F1, 224 = 4176.054, R=0.993, R2=0.987 and p = .000), Stress significantly accounts for 92.2% of the total variance of students’ Performance (F1, 224 = 646.824.457, R=0.960, R2=0.922 and p = .000), Anxiety and Stress significantly accounts for 98.7% of the total variance of students’ Performance (F2, 223 = 2113.457, R=0.994, R2=0.987 and p = .000). It was concluded that both stress and anxiety have relative influence on students’ academic Performance separately and combined. The study recommended that the university management should introduce anxiety management training as a therapeutic technique suitable for treating students with academic anxiety and stress, Students should be very hardworking, attend lectures regularly and prepare very well before any test or examination in order to avoid the risk of academic stress.
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