The relationship between test anxiety and academic achievement of grade ten students of Shirka Woreda, Oromia Regional State, Ethiopia

2020 ◽  
Vol 8 (3) ◽  
pp. 540-550
Author(s):  
Birhanu Alemu ◽  
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
Regional State ◽  
The Relationship

scholarly journals Assertiveness and Academic Achievement Motivation of Adolescent Students in Selected Secondary Schools of Harari Peoples Regional State, Ethiopia

2018 ◽  
Vol 6 (4) ◽  
pp. 40
Author(s):  
Galata Sitota
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Positive Relationship ◽  
Rating Scale ◽  
Educational Status ◽  
Adolescent Students ◽  
Regional State ◽  
Point Rating Scale ◽  
Academic Achievement Motivation ◽  
The Relationship

The present study aimed to examine the relationship between assertiveness and academic achievement motivation of adolescent students in selected secondary schools of Harari Peoples Regional State among a sample of 332 (145 males and 187 females). Data were collected through the twenty-four-item of academic achievement motivation (AAM) inventory with four-point rating scale that was adapted from previous versions and scales for assessing Assertive Behaviour a thirty-item instrument with six-point rating scale ranging from (+3, very characteristic of me to -3, very uncharacteristic of me) that was adapted from previous research. Data were analyzed employing a blend of both descriptive and inferential statistical methods that successively conducted to examine the level of assertive behavior employing one-sample mean test and combined effects of independent variables on dependent variable (academic achievement motivation) were made employing regression analysis. Findings indicated that; Harari peoples regional state adolescent student’s participated in present study were scored low on the assertiveness; male adolescents were found to be better in their levels of assertiveness than their female adolescent counterparts. With pertaining to the relationship between assertiveness and academic achievement motivation was concerned, there was a statistically significant positive relationship between them. Additionally, it was found that there was a statistically significant positive relationship between parental educational status and assertiveness. Unlike assertiveness and parental educational status, sex appeared to be a less important factor in explaining adolescents’ academic achievement motivation. Attempts were made to explain findings within the existing ecological and socio-cultural practices of the study area. Recommendations were also suggested as to how to properly address the gaps noted in this research.

scholarly journals The Relationship between Test-Anxiety and Academic Achievement among Iranian Adolescents

2010 ◽  
Vol 6 (5) ◽  
Author(s):  
Fayegh Yousefi ◽  
Mansor Abu Talib ◽  
Mariani Bte Mansor ◽  
Rumaya Bte Juhari ◽  
Marof Redzuan
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
The Relationship

scholarly journals Relationship between Students Test Anxiety Levels and Academic Achievement in Secondary Schools

2019 ◽  
pp. 1-10
Author(s):  
Ezeh C. Obioma ◽  
Ogbu Cordelia Obioma
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Test Anxiety ◽  
English Language ◽  
Survey Design ◽  
Class Level ◽  
Language And Mathematics ◽  
Anxiety Levels ◽  
And Mathematics ◽  
The Relationship

The study investigated the relationship between students’ test anxiety levels and academic achievement in secondary schools. The study used correlational survey design using Test Anxiety Inventory (TAI) for data collection. It was a year-long study. The students’ annual cumulative scores in English Language and Mathematics were used as measure of their academic achievement. Stratified random sampling was used to get a sample of 320 male and female students drawn from four secondary schools in Igbo-Eze South L.G.A. of Enugu state. Four research questions and three null hypotheses were formulated for the study. The data were analyzed using percentages, standard deviation, correlation and measure of central tendency (the mean) and t-test. On the bases of their scores on Test Anxiety Inventory (TAI), males were found to be more test anxious than females. The results showed that test anxiety increases with increase in class level. The result also revealed that the relationship between test anxiety and academic achievement was inverse with r = -77 That is, the relationship between test anxiety and academic achievement is such that as test anxiety increases, the academic achievement decreases. The implications and recommendations arising from the findings were highlighted.

scholarly journals Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

2016 ◽  
Vol 5 (3) ◽  
pp. 308 ◽  
Author(s):  
Gokhan Bas
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Test Anxiety ◽  
Grade Point ◽  
Mediating Role ◽  
Significant Relationships ◽  
Teaching Learning ◽  
Learning Conceptions ◽  
The Relationship

The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the “teaching-learning conceptions scale” (Chan & Elliott, 2004), the “Westside test anxiety scale” (Driscoll, 2007), and the “Grade point average determination form” were used. The data was analysed using hierarchical multiple regression analysis. According to the results obained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly. 

scholarly journals Modeling the Causal Relationships among Test Anxiety, Working Memory, and Academic Achievement of Primary Stage Students in Oman in the Light of the Processing Efficiency Theory

2013 ◽  
Vol 7 (2) ◽  
pp. 238
Author(s):  
Sabry M. Abd-El-Fattah
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Test Anxiety ◽  
Central Executive ◽  
Phonological Loop ◽  
Equation Modeling ◽  
Processing Efficiency ◽  
Efficiency Theory ◽  
Processing Efficiency Theory ◽  
The Relationship

This study aimed at investigating the relationships among test anxiety, working memory, and academic achievement in the light of the processing efficiency theory. The sample of the study included 159 fifth graders (84 females and 75 males) distributed over three public elementary schools in the Sultanate of Oman. Results of the mean testing analysis showed that the participants had high levels of worry and emotionality as well as overall test anxiety (both worry and emotionality). The results of the structural equation modeling analysis showed that (1) worry and emotionality had negative effects on central executive, phonological loop, and visuo-spatial sketch pad; (2) emotionality had a negative effect on the visuo-spatial sketch pad, and (3) central executive, phonological loop, and visuo-spatial sketch pad had positive effects on academic achievement. The results of the mediation analysis showed that the central executive and the phonological loop mediated the relationship between worry and academic achievement, and that the central executive, phonological loop, and visuo-spatial sketch pad mediated the relationship between emotionality and academic achievement. The results of the moderation analysis showed that gender was not a moderator of the relationships among worry, emotionality, central executive, phonological loop, visuo-spatial sketch pad, and academic achievement. 

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