Test Anxiety and Academic Achievement among Undergraduate Students in College of Education, Agbor, Delta State, Nigeria

Abstract

This study was designed to investigate test anxiety and academic achievement among undergraduate students in College of Education, Agbor, Nigeria. The design of the study was ex-postfacto and correlation designs. 260 final year undergraduate students who were available after one of their education examinations participated in the study. Test anxiety data were collected from the students, using Sarason (1978) test anxiety seale. However, 247 students out of the 260 students filled the test anxiety questionnaire correctly. This sample comprised 119 males and 128 females. Each student’s final year cumulative grade point average (CGPA) was collected from the degree office of the college. The collected data were coded and analyzed, using regression and t-test statistics. Regression analysis revealed that there was a negative relationship between students’ test anxiety scores and their academic performance (CGPA)(F1, 247=7.544; Beta= – 0 .173; P<0.05). A t-test analysis showed that there was no significant difference between the test anxiety scores of male and female undergraduate students (t-Calculated=1.065, df=245; P>0.05). Further t-test analysis indicated that there was no significant difference in the academic achievement (CGPA) of male and female undergraduate students (t-calculated=0.337; df=245; P>0.05). It was recommended among others that the college authority should create test anxiety awareness in the college and provide learning environment that promotes tolerable level of test anxiety that will stimulate students to learn well and keep on learning.