Test Anxiety as A Predictor of Mathematics Achievement: A Study of Some Selected Senior Secondary Schools in Jalingo Metropolis, Taraba State

Abstract

This research examines the influence of test anxiety on students' achievement in mathematics in selected senior secondary schools in Jalingo Metropolis. The study was guided by three research questions: To determine the influence of test anxiety on students’ academic achievement in senior secondary school mathematics examinations in Jalingo, Taraba State, To examine the gender effect of test anxiety on students’ academic achievement in mathematics, and To assess the impact of gender-based interest in test anxiety on students’ academic achievement in mathematics. A descriptive survey research design was adopted, involving a total population of 120 respondents. Data collected from the field were analyzed using mean and standard deviation, while t-test statistics were used to test the study’s hypotheses. The findings revealed that mathematics significantly influences students’ performance in examinations. Many students, regardless of gender, experience mathematics anxiety, which negatively affects their academic performance and reduces their interest in learning the subject. The study recommends strengthening guidance and counseling services to help students manage anxiety effectively. Additionally, adopting specialized teaching methods and psychological interventions within pedagogical practices can reduce mathematics anxiety. Enhancing curriculum design and emphasizing the importance of mathematics for students' future careers can also help stimulate their interest in the subject.