Unpacking The Predictive Value Of Test Anxiety On Mathematics Results In Oruk Anam, Akwa Ibom
Imaobong Aniekan Ekong-Akpan
Department of Science Education, Akwa Ibom State University, Ikot Akpaden, Mkpat Enin, Akwa Ibom State, Nigeria
Abstract
This study investigates the predictive power of test anxiety and students’ achievement in mathematics in Oruk Anam, Akwa Ibom State, Nigeria. Two research hypotheses were formulated to guide the study. The study adopted correlational research design. The population of the study was all the SSII mathematics students in the 15 government secondary schools in Oruk Anam. The sample size of the study was 234 students. Multi-stage sampling technique was used for a selection of five co-educational schools for the study. Mathematics test anxiety scale (MTAS) and a proforma were used for data collection. Data were subjected to Pearson’s Product Moment Coefficient (r) and test of significance of correlation coefficients. The results revealed a significant relationship between test anxiety and students’ achievement in mathematics and a significant relationship between test anxiety and students’ achievement in mathematics as moderated by gender. Consequently, mathematics teachers should do everything within their reach to reduce students’ anxiety in the class.