scholarly journals The Relationship between Anxiety Levels and Academic Achievement among Students in Selected Secondary Schools in Lang’ata District, Kenya

2014 ◽  
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Anxiety Levels ◽  
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 The Relationship between Level of Students’ Participation in Games Programs and Academic Achievement in Rongo Sub-County Secondary Schools

2018 ◽  
Vol 1 (3) ◽  
pp. 221-228
Author(s):  
Derrick Okinyi Deya
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Target Population ◽  
Analysis Method ◽  
Multiple Comparison Test ◽  
Participation Level ◽  
Multiple Levels ◽  
Post Hoc ◽  
Descriptive Survey ◽  
The Relationship

The purpose of the study was to establish the relationship between the level of students’ participation in games programs and academic achievement in secondary schools in Rongo Sub-County. The study adopted descriptive survey and correlation designs. The sample size was as follows: 350 form four students participating in games, 175 boys and 175 girls which were 33% of the target population. Pearson Product moment Correlation was used to investigate relationship between students’ participation level and academic achievement. The Bonferroni Post Hoc Multiple Comparison Test is an analysis method that was used to establish multiple levels of participation to prove relationship with academic achievement. The study found out that there is a minimal positive relationship between students’ level of participation in games programs and academic achievement in secondary schools in Rongo Sub County. (t (350) r=0.260, p=0.453).

scholarly journals The impact of academic libraries on students' academic achievement: The relationship between learning styles and information seeking anxiety

2018 ◽  
pp. 76-93
Author(s):  
Somayeh Parvin ◽  
Nasrin Kheibar ◽  
Hamideh Mihanpour ◽  
Alireza Rafi
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Information Seeking ◽  
Significant Difference ◽  
Anxiety Levels ◽  
And Gender ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

Information seeking anxiety is a type of anxiety that affects academic performance. The present study was aimed at investigating the relationship between learning styles and information seeking anxiety in relation to the academic achievement of students. This was a descriptive-analytic research, and the study population consisted of students who had passed at least one semester in Behbahan University, Iran. The sample size was calculated 181 from the Morgan table. The results of this study showed that most of the students used the ‘assimilating' learning style. It was concluded that there was no significant difference between anxiety levels and the field of study. Also, there was no relationship between learning styles and age and gender. Moreover, there was no relationship of gender, academic semester, and age with academic achievement. Even though, there was no relationship between information seeking anxiety and learning styles vis a vis academic achievement, the assimilating learning style was preferred by the majority of the students. The comparison of learning styles with information seeking anxiety was a distinctive feature of this study, indicating that different aspects of learning did not have much effect on the anxiety levels of individuals, which could be the basis for further research on personality dimensions such as self-concept and intrinsic motivation in relation to information seeking anxiety and academic achievement.

The Impact of Learning-Style and Task-Based Teaching of Language on Learners’ Achievement

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Emad A.S. Abu-Ayyash ◽  
Mohammad Assaf
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Learning Style ◽  
United Arab Emirates ◽  
Educational Process ◽  
Language Tests ◽  
The Mean ◽  
The Impact ◽  
The Relationship ◽  
And Task

The purpose of this paper is to examine the relationship between learning-style and task-based teaching andlearning and students’ academic achievement in standard-based tests in English. The data were collected from twopublic secondary schools in the emirate of Fujairah, the United Arab Emirates (UAE). A sample of purposefullyselected 54 Grade 10 students from both schools was surveyed with a VAK questionnaire. SPSS was used tocompare the mean of the two standard-based tests. The results show that there is a relationship between a learningstyle-based, task-based learning (TBL) model and Madaras Al Ghad (Arabic translation for Schools of Future: MAG)learners’ achievement in standard-based language tests. The theoretical implications of the findings are discussedin this paper, together with recommendations pertaining to the significance of considering students’ learning stylesand task-based learning in the educational process. The significance of the present study rests on the fact that thelinks between learning-style and TBL model and students’ academic achievement have been examined for the firsttime in public secondary schools in the UAE and the Arabic context. The findings of this study will be of interest toeducators, policymakers as well as researchers.

scholarly journals The effect of anxiety on foreign language academic achievement

2021 ◽  
Author(s):  
Tóth Andrea
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Language Learning ◽  
Native Speakers ◽  
Negative Impact ◽  
Foreign Language Anxiety ◽  
Language Class ◽  
Anxiety Levels ◽  
The University ◽  
The Relationship

Abstract Anxiety has commonly been regarded as one of the most significant affective obstacles in language learning achievement, and has been the subject matter of many second language researches (MacIntyre & Gregersen, 2012; Huang, 2012; Hewitt & Stefenson, 2011; Riasati, 2011; Horwitz, 2001). The primary purpose of the present study is to explore the anxiety levels of a class of students studying at the University of Dunaújváros and to investigate their attitude towards acquiring a second/foreign language. On the basis of the information gained the study is aiming at revealing some degree of correlation between students’ anxiety and their academic achievement. Responses to the Foreign Language Anxiety Scale show that the relatively high levels of anxiety among these participants are related to the worry about (1) the consequences of failing their foreign language class, (2) thinking that the others are better at languages and (3) communication with native speakers of the foreign language. However, the results on the relationship between anxiety levels and academic achievements show no significant correlation between these two variables, which leads us to the conclusion that the participants’ anxiety levels do not exceed the level which would have a negative impact on their academic results.

Must We Suffer to Succeed?

2017 ◽  
Vol 38 (2) ◽  
pp. 113-124 ◽  
Author(s):  
Juliane Strack ◽  
Paulo Lopes ◽  
Francisco Esteves ◽  
Pablo Fernandez-Berrocal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Trait Anxiety ◽  
The Relationship

Abstract. Why do some people work best under pressure? In two studies, we examined whether and how people use anxiety to motivate themselves. As predicted, clarity of feelings moderated the relationship between trait anxiety and the tendency to use this emotion as a source of motivation (i.e., anxiety motivation). Furthermore, anxiety motivation mediated the relationship between trait anxiety and outcomes – including academic achievement (Study 1) as well as persistence and job satisfaction (Study 2). These findings suggest that individuals who are clear about their feelings are more likely to thrive on anxiety and eustress and possibly use these to achieve their goals and find satisfaction at work.

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