Effectiveness of frequency of testing on anxiety and achievement in mathematics among secondary school students in Ogun state, Nigeria

Abstract

Achievement Testing is the general means of finding out how much the students have learnt, but it could lead to test anxiety, which may affect students’ achievement. Thus, this study examined the effectiveness of frequency of testing on test anxiety and academic achievement in mathematics among secondary school students in Ogun State, Nigeria. Four research hypotheses were postulated to direct the study. Quasi experimental pre-test/post-test control group research design was used for the study. The population of the study comprised all Senior Secondary II Students in Ogun State. The sample for the study comprised 157 (76 male and 81 female) Senior Secondary II students selected using multistage sampling process. The study used five Schools as experimental groups and each of these schools was tested at varying test frequencies. The Mathematics Achievement Test (MAT) and Mathematics Anxiety Rating Scale (MARS) were the instruments used for collecting data for the study. The data generated were analysed using Analysis of Covariance (ANCOVA), tested at 0.05 level of significance. The findings showed that there were significant differences in the mean scores of students experiencing test Anxiety and Achievement in Mathematics as a result of exposing students to varying test frequencies. In addition, the study revealed that gender was not a significant factor when planning to moderate students’ Mathematics Anxiety and improving Achievement in Mathematics. A periodic testing of every two weeks was recommended for students experiencing poor achievement in Mathematics. Also, weekly testing was recommended for students experiencing test anxiety.