Abstract
The objective of this study was to determine the relationship between test anxiety and academic performance among students in Nyeri district, Kenya. The correlational study design was used. The study was carried out among form four students together with their teachers. The target population was 83,000 students and 600 teachers from the District. Eighty students from four schools and 12 teachers were randomly sampled. Three instruments prepared by the researchers were administered, that is, a Students’ Questionnaire, a Teachers’ and a Students’ Interview Schedules. The results showed that there is a statistically significant difference (P < 0.01, t = -3.736) between test anxiety levels before and after examinations. High anxiety is experienced before the examination in all subjects. It was also established that both girls and boys are equally affected by test anxiety. The results showed that teachers do not adequately help students cope with test anxiety. There was no significant relationship (r = 0.06) between test anxiety and academic performance. It was recommended that a curriculum that is inclusive of strategies of coping with test anxiety be developed.KEY WORDS: test, anxiety, academic performance, coping strategies, examination
Highlights
The Kenya National Examination Council (KNEC) which was established by an act of parliament, conduct examinations in Kenya (Agba & Lopokoiyot, 1992)
The results indicated that, 68.1% of the students experienced test anxiety before taking examinations while 31.9% did not
The results indicated that 27.7% of the students felt depressed after taking a test as compared to 72.3% who did not
Summary
The Kenya National Examination Council (KNEC) which was established by an act of parliament, conduct examinations in Kenya (Agba & Lopokoiyot, 1992). The KNEC examinations are based on the syllabus prepared by the Kenya Institute of Education (KIE). The examinations have their own inherent limitations. The scores on them are regarded as the sole objective of education and are used to admit students into colleges, universities and as a basis for employment. This makes students develop test anxiety due to the seriousness with which the examination is regarded and perceived. When individuals are pressurized to make high scores in a test, their anxiety is bound to increase (Deffenbacher, 1978). Most people find examinations stressful and may focus on expectations of failure and the undesirable consequences of personal inadequacy (Smith, 1982)
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