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.
Description:
A THESIS IN THE DEPARMENT OF PSYCHOLOGY AND EDUCATION OF THE
FACULTY OF EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF
RESEARCH AND GRADUATE STUDIES, UNIVERSITY OF EDUCATION,
WINNEBA, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF MASTER OF PHILOSOPHY (GUIDANCE AND COUNSELLING)
DEGREE.
APRIL, 2013