Academic emotion, test anxiety and test wiseness as predictors of academic performance of senior secondary school students in Osun State, Nigeria

Babatope, Fehintoluwa Abigail (2019)

xvi,107pg.

Thesis

Thesis

The study investigated the levels of academic emotion, test anxiety and testwiseness of Osun State secondary school students. It also determined the relative contribution of each of academic emotion, test anxiety and testwiseness to Osun State secondary school students’ performance; and determined the combined influence of academic emotion, test anxiety and testwiseness on the academic performance of the students. These were with a view to providing information on the contribution of each of the independent variables to students’ academic performance in Osun State senior secondary schools. The study adopted the descriptive survey research design. The population for the study comprised 183,423 public senior secondary schools students in Osun State. A Sample of 1,080 senior secondary school students was selected using multistage sampling procedure. From the three senatorial districts in the state, three Local Government Areas (LGAs) were selected using simple random sampling technique to make a total of nine LGAs. From each of the nine LGAs, four senior secondary schools were also selected using simple random sampling technique to make a total of 36 schools. From each of the 36 senior secondary schools, 30 senior secondary school students (15 students from each of SS1, and SS2) were selected using simple random sampling technique making a total of 1,080 students. ‘Questionnaire on Academic Emotion, Test Anxiety and Testwiseness (QAETATW)’ were used for data collection. Data collected were analysed using frequency count, percentage and multiple regression analyses. Result showed that a total of 499, representing 46.2% of the respondents demonstrated low level of test anxiety, while 581, representing 53.8% of the respondents demonstrated high level of test anxiety. One hundred and thirteen (113), representing 10.5% of the respondents demonstrated low level of testwiseness, while 815, representing 75.5% of the respondents demonstrated average level of testwiseness. One hundred and fifty-two (152), representing 14.1% demonstrated high level of testwiseness. With respect to relative contribution of academic emotion, test anxiety and testwiseness on academic performance, results revealed that there was no significant influence of academic emotion on academic performance (R2 = 0.003; F = 3.34; p > 0.05), also there was no significant influence of test anxiety on academic performance (R2 = 0.002; F = 2.60; p > 0.05) and there was also no significant influence of testwiseness on academic performance (R2 = 0.000; F = 0.248; p > 0.005). Results also indicated that there was no significant combined influence of academic emotion, test anxiety and testwiseness on academic performance (R2 = 0.007; F = 2.579; p > 0.05). The study concluded that academic emotion, test anxiety and testwiseness had no significant influence on students’ academic performance in SSI and SSII Mathematics Examination in Osun State secondary schools