The effects of test anxiety levels on academic achievement of third year senior high school students in the Agona Municipality of the Central Region

Abstract

The study was designed to investigate the relationship between test anxiety and academic performance among third year Senior High School students in the Agona Municipality. The mixed method research paradigm was employed using the descriptive cross-sectional survey design. The population was 10,357 students and 542 teachers from 5 public Senior High School. Simple random and convenient sampling techniques were used in selecting 295 participants made up of 270 students and 25 teachers. Three instruments were used for the study. This included Test Anxiety Scale (TAS), developed by Sarason (1978), was used to measure students‟ test anxiety level, author‟s self-developed questionnaire and a semi structured interview schedule. The overall reliability of the instrument was 0.80. Quantitative data was analysed using Pearson Product-Movement correlation, linear regression, independent sample t-test and multiple regression to test the study hypotheses. The results of the interview was analysed descriptively. Findings revealed a moderate level of students‟ test anxiety. Female students reported significant higher levels of test anxiety as compared to male students. Also, a statistically significant negative correlation was found between test anxiety and academic performance (Beta= -0.158, t =1.896 < p < 0.012). Multiple regression also revealed that test anxiety contributes negatively to students‟ academic performance than their attitude towards examination. It was concluded that teachers do not adequately help students to cope with test anxiety. Based on the findings, it was recommended that students should be orientated towards study skills acquisition as well as anxiety reduction strategies like systematic desensitization and relaxation techniques.