Relationship Between Test-Anxiety and Academic Achievement of Economics/Mathematics Students in Colleges of Education in North Central Nigeria

Ogidis Musa Emmanuel; A. D. E. Obinne; C. I. Agi; V. J. Ojogbane

Authors

Ogidis Musa Emmanuel Department of Educational Foundations, Faculty of Education, Federal University of Lafia, Nasarawa State-Nigeria Author
A. D. E. Obinne Department of Guidance and Counselling, Joseph Sarwuan Tarka University, Makurdi Author
C. I. Agi Department of Guidance and Counselling, Joseph Sarwuan Tarka University, Makurdi Author
V. J. Ojogbane Department of Guidance and Counselling, Joseph Sarwuan Tarka University, Makurdi Author

Keywords:

Economics, Mathematics, T-anxiety, Academic Achievement

Abstract

The study assessed the relationship between test-anxiety and academic achievement of Economics/Mathematics Students in Colleges of Education in North Central Nigeria. It addressed two objectives in line their respective research questions and hypotheses using a correlational research design. A sample of 379 was selected from the population of 26,344 Students in NCE 2 through multi-stage sampling procedure and the Krejcie and Morgan table of sample size determination. Two instruments were used for data collection for this study. A questionnaire of 15 items and a "Profoma" for collection of achievement scores were used for data collection. The instruments were validated by five (5) experts for content and logical validities. Cronbach Alpha method was used to determine the mean reliability coefficient of 0.76 for the instruments. Data were analyzed with the use of Pearson Product Moment Correlation Statistics. Relationships were interpreted as follows: 0.01-0.39 (low), 0.40-0.69 (moderate), and 0.70-1.00 (high); significance was based on p-values (p ≥ 0.05 ═ not significant, p < 0.05 ═ significant). The results showed a moderate negative and significant relationship between test-anxiety and academic achievement, and negative relationships between test-anxiety with academic achievement for both gender in Economics/Mathematics in Colleges of Education in North Central zone of Nigeria. Conclusion was drawn that test-anxiety has a moderate negative relationship with Economics/Mathematics students' academic achievement in Colleges of Education in North Central Nigeria. The study recommended that teachers/lecturers should encourage students during test taking to facilitate and improve their academic achievement and school administrators carry out orientations regularly on test anxiety for students and on how manage anxiety during test as this will enhance their academic achievement.