International Journal of Psychology and Counselling Vol. 1(10), pp194-198, December, 2009 Available online at http://www.academicjournals.org/ijpc © 2009 Academic Journals
Full Length Research Paper
Students’ test anxiety, motivation for examinations and science achievement in junior secondary schools in Ogun State, Nigeria R. A. Olatoye Institute of Education, Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria. E-mail:
[email protected]. Accepted 19 November, 2009
This study investigated the relative and combined influences of test anxiety and motivation for examinations on science achievement of selected Junior Secondary School students in Ogun State, Nigeria. Twelve secondary schools were randomly selected from the list of secondary schools in all the four divisions of Ogun State. A sample of three hundred and sixty students selected from twelve schools participated in the study. Three instruments were used to collect data. Test anxiety and motivation for examinations accounted for 14.6% of the total variance in science achievement. (R square = 0.146, p < 0.05). This percentage is statistically significant. There is negative significant relationship between test anxiety and science achievement (r = -0.228, p < 0.05) and positive significant relationship between motivation for examinations and science achievement (r = +0.333, p < 0.05). Teachers and counselors should motivate students for examinations by providing necessary materials and equipping them with techniques of tackling questions. Key words:Test anxiety, examinations, motivation, science achievement, junior secondary school, Ogun State, Nigeria. INTRODUCTION Anxiety is an emotional component of human beings that manifests itself in life endeavours in form of worry and restlessness. When this kind of emotional component manifests with regard to a test or assessment condition, then it is regarded as test anxiety. Test anxiety is an experience which expresses itself in candidate’s mind and behaviour in form of fear of failure, negative selfevaluation in relation to one’s previously established standard, self-blame for perceived shortcomings, social evaluation in relation to one’s estimate of how others are doing and negative prediction of what will be the outcome of a test. According to Olatoye and Afuwape (2003), Hurlock (1972), test anxiety is the psychological state of mind of a candidate about a test as expressed by the level of worry, fear, uncertainty, concern and helplessness expressed before, during or even after a test. The more people get anxious or worried about possible treat to self, the more apprehensive, fearful, helpless they become. Victims of extreme anxiety are not able to think of solution or adaptation to the present problem (Moline and Borkivec, 1994; Busari and Uwakwe, 2001). Anshel (1995) described anxiety as a subjective feeling of
apprehensive or perceived threat often accomplished by heightened psychological arousal. It happens when there are frightening thoughts and worry. However, test anxiety is an important predictor of academic achievements. Sgoutas-Emch et al. (2007) reported that the level of perceived preparedness, self-efficacy, previous exposure to the course materials and test anxiety significantly predicted students’ achievement in a science course. In addition, Thomas and Gadbois (2007) reported that test anxiety was a significant predictor of mid-term examination grades. Motivation for examinations can help to reduce test anxiety. This can be done by encouraging students and promise of reward if they will calm down and do well in the test. However, students’ high expectation and thought of perfection may lead to test anxiety. It makes the best student who of course always wants to come first see any other position, even second position as failure (Oliver, 2006). When students are motivated to learn it may increase students’ anxiety, as they want to satisfy the person motivating them, they tend to have high expectation in the test; they concentrate on thinking about the
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consequences of not meeting the expectation. It amounts to disappointing the person motivating them, the thought of consequence of failure may increase test anxiety. Students are motivated to do well in examinations for many reasons. The reasons for doing examinations may be to master the subjects (mastery goal orientation), to perform well and get good grades (performance goal orientation) or to rank well among peers and to impress others (social goal orientation). Motivation for students to engage in a task can also come from extrinsic factors such as reward or promise of rewards from school, award of prizes, praise and encouragement (Dilworth, 1991). Motivation is an important psychological factor that directly influences students’ achievement (Dowson and Mclnerney, 2003) One of the urgent needs in Nigeria is how to improve the teaching and learning of science. Presently, the condition of science teaching and learning is very discouraging. Salim (2000) observed that students’ performance in science in public examinations has been consistently low. The problem of low performance in science seems not to be a new thing. In the second International Study of Science Achievement in 1983 - 1984, Keeves (1992) reported that out of the twenty-three countries that participated, Nigeria came last and second to the last in mean science achievement for the 10 and 14 year old levels, respectively. Areola (1998) evaluated the implementation of the Nigerian Integrated Science Programme in some states in Nigeria and found that students’ performance in science was generally poor in all the nine states selected for the study. The average performance was not up to 50% in any school, while it was below 40% in most schools. In another study that assessed the level of secondary school students’ achievement in science in Lagos State, Nigeria, Olatoye (2002) also found students’ achievement to be generally poor. The overall percentage means score was 31.3%. Therefore, the problem of low performance of students in the science subjects should be given priority attention. This is because there is no way a nation can develop without scientific and technological development. All the great nations of the world like the United States, Britain, Germany and Japan are also nations that have developed in science and technology. It is therefore necessary to find out the influence of certain factors on students’ science achievement as this can help in proffering solution to the problem of under achievement in science. This study therefore investigated the relative and combined influences of test anxiety and motivation for examinations on science achievement among selected Junior Secondary School students in Ogun State, Nigeria. Research questions 1) To what extent will students’ test anxiety and motivetion for examinations jointly predict science achievement?
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2) What is the influence of students’ test anxiety alone on science achievement? 3) What is the influence of motivation for examinations alone on students’ science achievement? 4) What are the relationships among students’ test anxiety, motivation for examinations and science achievement? 5) Is there any significant difference between male and female students’: (i) Test anxiety; (ii) Motivation for examinations; (iii) Science achievement? METHOD Research design This study adopted an ex post-facto research design. In such design, the independent variables have already occurred, the researcher cannot manipulate them. Target population and sample The target population for the study is all Junior Secondary School students in Ogun State. Twelve secondary schools were randomly selected from the list of secondary schools in all the four divisions of Ogun State. Random sampling technique was used to select three secondary schools from each division in order to ensure each school had equal chance of being selected. The students selected represented all the four ethnic/administrative zones in the state. Twelve schools selected from the four divisions in the state were used for the study. Thirty students were randomly selected from the Junior Secondary School III in each school. A sample of three hundred and sixty students was used for the study. The age range is between 12 and 14 years, while average age is 13.2 Instrumentation Two questionnaires and an achievement test were designed and used to collect data. They are: (i) Students’ Test anxiety Questionnaire (STAQ); (ii) Students’ Motivation for Examinations Questionnaire (SMEQ); (iii) Students’ Science Achievement Test (SSAT) STAQ and SMEQ are four-point Likert-type scales. Students were asked to indicate their option by ticking any of ‘Strongly Agree’ ‘Agree’ ‘Disagree’ and ‘Strongly Disagree’ in front of each statement. The STAQ and SMEQ have 16 and 9 items, respectively. Students were not asked to indicate their names on the questionnaire to make the responses anonymous. SSAT is a 50item multiple-choice objective test with four options for an item. The items cover many topics in the Junior Secondary School Integrated Science Syllabus. The initial versions of the instruments were given to experts for suggestions and comments before coming up with the final versions. The Cronbach alpha reliability co-efficients of 0.781, 0.701, and 0.776 were obtained for STAQ, SISQ and SMET, respectively. Examples of items on STAQ i. During test, I find myself thinking of the consequences of failing. ii. I feel uneasy until I take the test I have been preparing for. Examples of items on SMEQ i. My parents will give me anything once I just pass my examinations.
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Table 1. Combined influence of students’ test anxiety and motivation for examinations on science achievement.
Regression Residual Total
Analysis of variance Sum of Squares Df. Mean Square 773.023 2 386.512 16177.766 357 45.316 16950.789 359
F 8.529
p 0.000
Remark *
R = 0.382, R Square = 0.146, Adjusted R square = 0.140, Standard error = 6.732, * Significant (p < 0.05).
Table 2. Test anxiety as a predictor of students’ achievement in science.
Regression Residual Total
Analysis of variance Sum of squares Df. Mean square 209.363 1 209.363 16741.426 358 46.764 16950.789 359
F 4.477
p 0.035
Remark *
R = 0.228, R square = 0.052, Adjusted R Square = 0.048, Standard error = 6.838, * Significant (p < 0.05).
ii. My parents encourage me with gifts when I pass my examinations.
What is the influence of students’ test anxiety alone on science achievement?
Examples of items on SSAT i. The transfer of traits from parents to offspring is known as….. A. Fertilization B. Progeny C. Heredity D. Conception. ii. Air pressure is measured with a…………… A. Thermometer B. Rainguage C. Barometer D. Sonometer. ii. Echo is an example of ……………. of sound A. Reflection C. Diffraction D. Dispersion.
Research question 2
Refraction
In Table 2, test anxiety alone accounted for 5.2% of the total variance in science achievement (R square = 0.052, p < 0.05). This percentage though low is also statistically significant. Thus, students’ test anxiety is an important predictor of science achievement.
B.
Research question 3 Data analysis Data were analyzed using Regression for research questions 1 to 3. Pearson product-moment correlation for research question 4 and t-test for research question 5. All research questions were answered at 0.05 level of confidence using a two-tailed test.
RESULTS Research question 1 To what extent will students’ test anxiety and motivation for examinations jointly predict science achievement? In Table 1, the combined influence of test anxiety and motivation for examination accounted for 14.6% of the total variance in science achievement (R Square = 0.146, p < 0.05). This percentage is significant. These two independent variables are therefore important predictors of science achievement. The percentage also implies that there are other factors not included in this study that can also influence science achievement.
What is the influence of motivation for examinations alone on students’ science achievement? In Table 3, students’ motivation for examination alone accounted for 11.1% of the total variance in science achievement (R square = 0.111, p < 0.05). This percentage is also statistically significant. Thus, students’ motivation for examinations is an important predictor of science achievement. Motivation for examinations is however a better predictor of science achievement than test anxiety. Research question 4 What are the relationships among students’ test anxiety, motivation for examinations and science achievement? In Table 4, there is low negative but significant relationship between test anxiety and students’ science achievement (r = -0.228, p < 0.05). Thus the higher the
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Table 3. Students’ motivation for examinations as a predictor of science achievement.
Regression Residual Total
Analysis of variance Sum of Squares Df Mean square 698.227 1 698.227 16252.362 358 45.398 16950.789 359
F 15.380
p 0.000
Remark *
R = 0.333, R square = 0.111, Adjusted R square = 0.039, Standard error = 6.738* Significant (p < 0.05).
Table 4. Correlation matrix of relationships among variables.
Test anxiety Motivation Science achievement
Test anxiety 1.000 -0.229* -0.228*
Motivation
Science achievement
1.000 +0.333*
1.000
* Significant (p < 0.05), N = 360.
student test anxiety, the lower the science achievement, the lower the student test anxiety, the higher the achievement in science. There is also negative significant relationship between test anxiety and motivation for examinations (r = -0.229, p < 0.05). However, there is positive significant relationship between motivation for examinations and science achievement (r = +0.333, p < 0.05). The more students are motivated for an examination, the higher the achievement in science. Research question 5 Is there any significant difference between male and female students’: i. Test anxiety; ii. Motivation for examinations; iii. Science achievement? In Table 5, there is no significant difference between male and female students’ test anxiety, motivation for examinations and students’ achievement. It should be noted however, that students’ average performance in science is still below average. The mean achievements of male and female students are 19.149 and 19.665, respectively. The mean achievement is below average because the maximum obtainable score in the science test administered is 50. Students test anxiety and motivation for examinations have combined and relative significant influences on DISCUSSION Students test anxiety and motivation for examinations have combined and relative significant influences on science achievement. The two independent variables are significant predictors of science achievement. They are variables to consider or reckon with in efforts to improve
science achievement. There is low negative but significant relationship between test anxiety and students’ science achievement. Thus the higher the student test anxiety, the lower the science achievement. Test anxiety appears to be a negative psychological construct unlike motivation for examinations. This is because test anxiety manifests itself in students’ inability to think clearly, fear of failure, negative self-evaluation and self-blame. Moline and Borkivec (1994) and Busari and Uwakwe (2001) have linked high level of anxiety to poor learning outcomes in school. Findings from this study also show that test anxiety has negative significant relationship with motivation for examinations. This implies that the higher the test anxiety the lower the motivation for examinations. Unless test anxiety is reduced, efforts at motivating students for examinations may not be able to achieve much. Motivation comes in different ways. Dilworth (1991) explained that motivation could come from within the student (intrinsic motivation) and outside the students (extrinsic motivation). Motivation from within can be because of inward ambition to pursue a career in future. Motivation from outside can be due to desire to satisfy one’s peer or because of encouragement, prize and reward associated with good performance. Barker et al. (2004) described motivation as an important psychological factor that positively influences students’ achievement. There is no significant difference between male and female student test anxiety, motivation for examinations and science achievement. However, Olatoye and Afuwape (2003) reported significant difference between male and female students’ anxiety. Female students are more anxious than the male counterparts. Razor and Razor (1998) also found that female students have greater test anxiety and as such are in greater need of help than the male students in overcoming test anxiety.
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Table 5. Comparison of male and female students’ test anxiety, motivation for examinations and science achievement.
Variable Test Anxiety Motivation for examinations Science achievement
Gender Male Female Male Female Male Female
N 181 179 181 179 181 179
Mean 42.519 42.570 23.906 24.168 19.149 19.665
Std. dev 5.010 5.498 5.356 5.336 6.638 7.109
Std. error 0.372 0.411 0.398 0.399 0.493 0.531
df 358
t -0.091
p 0.927
Remark NS
358
-0.464
0.643
NS
358
-0.711
0.477
NS
NS = Not significant (p > 0.05).
There is no significant difference between male and female students’ achievement in science. Gorman (2006) and Olatoye (2003) reported a significant difference in favour of male students. Conclusion and Recommendations Test anxiety is a negative psychological construct. High level of test anxiety negatively influences science achievement. There is also negative relationship between students’ motivation for examinations and test anxiety. Therefore, if test anxiety can be reduced, students will be better motivated for examinations. Likewise, if students are well motivated for examinations, test anxiety will be reduced. It can be inferred that one of the reasons for high levels of test anxiety is because of lack of motivation for examinations. Teachers and school counselors should motivate students for examinations, supply necessary materials and teach them techniques of tackling examination questions. Teachers should cover important topics that will come out in examinations, use past questions and be ready for students’ consultation even after the classroom. These efforts will build enough confidence in students to courageously face examinations without fear. REFERENCES Anshel MH (1995). Psychology from Theory to Practice, Arizona: Gorsugh Scanbrick. Areola OO (1998). An evaluation of the implementation of Nigerian Integrated Science Programme in some Selected States. An Unpublished PhD Thesis. University of Ibadan, Ibadan. Barker KL, Dowson, Mclnerney DM (2004). ‘Evolution of students’ goal and academic self-concept: A multi-dimensional and hierarchical conceptualization’. Paper presented at the Australian Association for Research in Education, Melbourne, 28 Nov. to 2nd Dec. Busari AO. Uwakwe CBU (2001). The effect of stress inoculation training techniques in the management of worry as a selfhandicapping strategy in intellectual performance. Niger. J. Emot. Psychol. 3 (1): 6-12.
Dilworth ME (1991).Motivation, Rewards and Incentives, Washington DC.: America Association College Teacher Education. Dowson M, Mclnerney DM (2003). What do high school students say about their motivational goals? Towards a more complex and dynamic perspective on student motivation. Contemp. Educ. Psychol. 28 (1): 91-113. German L (2006). Teacher and the gender gaps in student achievement. US: National Bureau Economic. Research. Hurlock EN (1972). Child Development (5th Ed) New York: Hill Book Company. Keeves JP (1992). Learning Science in a changing world: Cross National Study of science Achievement. Australia: IEA Office. Moline S, Borkivec TD (1994). The Penn State of Worry Questionnaire: Psychometric properties and association characteristics in GCL Davey, F Tallis (Eds) Worry: Perspectives on Theory, Assessment and Treatment. Chi Chester UK.: Willey pp.265-283. Olatoye RA, Afuwape MO (2003). Test anxiety as a determinant of examination misdemeanor among some Nigerian Secondary School Students. Ibadan J. Educ. Stud. 3(182): 32-39. Olatoye RA (2002). A causal model of school factors as determinants of science achievement in Lagos State Secondary Schools. An Unpublished PhD Thesis, Univ. Ibadan, Nig. Oliver R (2006). Overcoming Test Anxiety. Available at: www.geocities. com/rebtus/testanxiety.html Retrieved 11th February 2009 Razor LT, Razor RA (1988). Test anxiety and study behaviour of community college student in relation to ethnicity, gender and age. US California: Clearinghouse Code J.C. Salim B (2000). JAMB results released. The Daily Times, July 27, p 1. Sgoutas-Emch SA, Naget E, Flynn S (2007). Correlates of Performance in Biological Psychology: How can We Help? J. Instr. Psychol. 34(1): 46-53. Thomas CR, Gadbois SA (2007). Academic Self-handicapping: The Role of Self-concept, Charity and Student and Learning Strategies. Br. J. Educ. Psychol. 77(1): 101-119.
