Abstract:

Anxiety is a kind of self-preoccupation which is manifested as self-minimization and results in negative cognitive evaluation, lack of concentration, unfavorable psychological reactions and academic failure. The aim of this study was to examine the relationships between test anxiety and academic achievement among secondary school students. A descriptive correlation, cross sectional design was utilized. A stratified sample of 300 grade ten students and 8 teachers were drawn from three secondary schools. Data were collected by using the Test Anxiety Inventory developed by Spielberger (1980), it is a four point Likert scale with 20 items to find out how often participants experience the feeling described in each statement. The students' first semester 2019 academic year average score of 6 subjects were used to measure their academic achievement. Pearson correlation, percentage, the mean and standard deviation were run. It was found that a significant negative relationship exists between test anxiety and students’ achievement scores. Results showed that a cognitive factor contributes more in test anxiety than affective factors. The results of the study were suggested that the female reported significantly higher test anxiety level compared to male students. Therefore, it is concluded that test anxiety is one of the factors which are responsible for students’ underachievement and low performance but it can be managed by appropriate training of students in dealing with factors causing test anxiety. Considering the psychological factors leading to severe test anxiety among secondary school students is highly recommended. Counseling services should be available to nursing students when needed.

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