Test Anxiety and Academic Stress as Predictors of Secondary School Students` Academic Achievement in Physics

International Journal of Social Sciences & Educational Studies . 2022. Vol. 9. No. 4. P. 172–182.

Okeke A., Ocheni C., Oguguo B. ., Asongo Stanley T.

Test anxiety and academic stress were investigated as predictors of students’ academic progress in Physics in this study. A correlational research design was used. The study was guided by three research questions and three null hypotheses. The research was conducted in Education Zon C, Benue State, Nigeria. The study’s population consisted of 2692 SS II Physics students from public schools in the area. The study used a sample of 337 students drawn using simple random sampling. For data collection, the researchers employed the Physics Test Anxiety Inventory (PTAI) adapted from Spielberger (1980), the Physics Academic Stress Scale (PASS) adapted from Burge (2009), and the Physics Achievement Test (PAT) designed by the researchers. Four specialists faced validated the instruments. Using the Cronbach alpha approach, the reliability of the PTAI and PASS were estimated to be 0.73 and 0.84, respectively, while the reliability of the PAT was estimated to be 0.76 using the KR-20 formula. Regression analysis was utilized to answer the study questions, while ANOVA was employed to test the hypotheses made at the 0.05 level of significance. The result revealed that the proportion of variation students’ achievement in Physics that may be attributable to test anxiety and academic stress, is independently and jointly significant. Based on this conclusion, it was suggested that adequate learning resources, as well as a functioning and suitable learning environment, be made available in order for students to learn effectively. This will help them to be mentally ready for any form of testing or examinations.

Keywords: academic achievement, condensed matter physics, B physics, anxiety, academic achievement., academic achievement