Abstract
Examination plays a vital role in every contemporary educational set up, as well as being used as a measure to place students in their appropriate position after being examined. Nonetheless a phenomenon associated with the low academic outcomes is a number of students' experiences of examination anxiety that leads to a lack of focus on taking the right examination decision. The aim of this study was therefore to determine the level of study abilities, positive psychological strengths, examination anxiety and the relationship between the variables used in the study with a population of 315 students and 315 students. A positive significant relationship was shown by the relationship of the path model between study abilities and examination anxiety. Also the structural analysis shows that there was a strong relationship between positive psychological strengths and examination anxiety. The Structural Analysis of Research Skills has been very successful and shows a positive coefficient. Positive psychological strengths, with a positive path coefficient, showed a high level of influence on examination anxiety. The study results show that study skills were effective and improved their level of study skills in managing the anxiety of the examination.
Highlights
Examination is essential at all educational levels or categories and is generally used as a measure to measure progress and make decisions based on the performance of students, as well as to evaluate specific programmes and the entire school system
In the following hierarchical scale, it displayed the sequence of the levels in logs, namely excellent, excellent, good, moderate, moderately weak, weak, poor, and fail
A good level of positive psychological strengths (PPS) was produced by this research study, whereby a significant number of students were classified under a good level
Summary
Examination is essential at all educational levels or categories and is generally used as a measure to measure progress and make decisions based on the performance of students, as well as to evaluate specific programmes and the entire school system. In 2013, 5537 candidates were examined: 5 credits were obtained by 2263 candidates, while the remaining 3274 (59.1 percent) failed. Researchers have observed that creating a stimulating learning environment is essential in order to allow students to effectively face exams with little or no exam anxiety, as education support has become vital (Obosi et al, 2018). Issues with insufficient teaching and learning instructional materials are considered to be factors leading to poor student examination results (Research Clue, 2016). Apprehension, nervousness and tension can be Relationship between Skills of Study, Positive Psychological Strengths and Examination Anxiety between Students at the Government Own Education Colleges in Nigeria factors that are directly responsible for poor scores in an examination. Other factors responsible for exam failure are inadequate preparation and poor implementation of exam rules (Trischler et al, 2016)
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