Test Anxiety as Predictor of Academic Performance in Biological Science Examination among Secondary School Students

Abstract

Study examined the relationship between test anxiety and academic performance in biology science among senior secondary school science students. Participants were within the ages of 14–18 drawn through a convenient sampling technique. The correlation statistic was used, and a factorial ANOVA was used to further examine the data. It was hypothesized that test anxiety will significantly predict academic performance among students in biology examination. Results obtained were not significant with P > 0.05 at P, 1 (0.072) while the nature of the relationship is a positive relationship. Additionally, it was hypothesized that there will be a significant interaction effect of gender and class on test performance among participants. Analysis of between subjects’ effects revealed no significant effect of gender and class on student’s academic performance at P, 1(.443) = 0.509. It was recommended that teaching/learning environment should be good enough to help provide students with the grounds for improved performance.