The Effect of test anxiety on academic achievement of adolescents in educational practices The effect of test anxiety on academic achievement
Article Sidebar
Main Article Content
Abstract
The present study aims at examining the relationship between test anxiety and academic achievement, and determining the effect of gender variables, and academic specialization (sciences/Letters) at the level of test anxiety and academic achievement, among adolescents in educational practices. The sample was based on the convenience sampling, 114 pupils from the upper secondary education in Morocco (between the ages of 16 and 17 years, 57.02% of them were sciences students and 42.98% were Letters students). They all passed the Sarason test anxiety scale, which was the research instrument, and analyze data, and the first continuous assessment scores was used as an indicator of the academic performance of the sample. The results of this study confirmed a statistically significant correlation between test anxiety and academic achievement, with statistically significant differences at the level of test anxiety due to the gender variable, with no differences recorded at the level of academic achievement, and the absence of differences at the level of test anxiety and the level of academic achievement due to the academic specialization (sciences/Letters). Given the negative effects of text anxiety on learner’s academic achievement, finding solutions to overcome test anxiety proves to be a pedagogical requirement.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Ahmad, N., Hussain, S., & Khan, FN. (2018). Test anxiety: Gender and academic achievements of university students. Journal of Postgraduate Medical Institute, 32(3), 295-300.
Alemu, B. M., Feyssa, T. (2020). The relationship between test anxiety and academic achievement of grade ten students of Shirka Woreda, Oromia Regional State, Ethiopia. African Educational Research Journal, 8(3), 540-550. https://doi.org/10.30918/AERJ.83.20.097 DOI: https://doi.org/10.30918/AERJ.83.20.097
Almezughi, I. (2011). Differences in Intelligence and Exam Anxiety among High and Low Academic Achievement. Arab Journal for Talent Development, 2(2), 83-111 (in Arabic).
Almjammi, A. M. (2019). The achievement motivation, the test anxiety and other academic variables of the students in Saudi universities. Journal of Education-Sohag university, 68, 3378-3408 (in Arabic).
Bhat, S., & Farooq, K. T. (2017). The Relationship of Emotional Intelligence with Anxiety among Students. International Journal of Trend in Scientific Research and Development, (1)6, 1214-1217. https://doi.org/10.31142/ijtsrd5778 DOI: https://doi.org/10.31142/ijtsrd5778
Bolbolian, M., Asgari, S., Sefidi, F., & Zadeh, A. S. (2021). The relationship between test anxiety and academic procrastination among the dental students. Journal of Education and Health Promotion, 10(1), 1-6. https://doi.org/10.4103/jehp.jehp_867_20 DOI: https://doi.org/10.4103/jehp.jehp_867_20
Crişan, C., & Copaci, I. (2015). The Relationship between Primary School Childrens’ Test Anxiety and Academic Performance. Procedia - Social and Behavioral Sciences, 180, 1584 – 1589. https://doi.org/10.1016/j.sbspro.2015.02.311 DOI: https://doi.org/10.1016/j.sbspro.2015.02.311
D’Agostino, A., Schirripa Spagnolo, F. S., & Salvati, N. (2022). Studying the relationship between anxiety and school achievement: evidence from PISA data. Statistical Methods and Applications, 31(1), 1-20. https://doi.org/10.1007/s10260-021-00563-9 DOI: https://doi.org/10.1007/s10260-021-00563-9
Delaney, J. M., & Devereux, P. J. (2021). Gender and Educational Achievement: Stylized Facts and Causal Evidence. Institute of Labor Economics (Initiated by Deutsche Post Foundation) IZA DP, 14074, 1-42. DOI: https://doi.org/10.1093/acrefore/9780190625979.013.663
DordiNejad, F. G., Hakimi, H., Ashouri, M., Dehghani, M., Zeinali, Z., Daghighi, M. S., & Bahrami, N. (2011). On the relationship between test anxiety and academic performance. Procedia Social and Behavioral Science, 15, 3774-3778. https://doi.org/10.1016/j.sbspro.2011.04.327 DOI: https://doi.org/10.1016/j.sbspro.2011.04.372
Faisal, R., Shinwari, L., & Hussain, S. S. (2017). Academic performance of male in comparison with female undergraduate medical students in Pharmacology examinations. Journal of Pakistan Medical Association (JPMA), 67(2), 204-208.
Hamwi, M., & Al-Ahmad, A. (2010). Academic Achievement and its relationship with self-concept: Field Study on a Sample of Fifth Grade Pupils (Second Cycle) from Basic Education in Damascus Governmental Schools. Damascus University Journal for Educational and Psychological Sciences, 26, 173-208 (in Arabic).
Karatas, H., Alci, B., & Aydin, H. (2013). Correlation among high school senior students’ test anxiety, academic performance and points of university entrance exam. Educational Research and Reviews, 8(13), 919-926. https://doi.org/10.5897/ERR2013.1462
Medjadi, H. (2019). The test anxiety (cognitive and emotional) and its relationship to academic achievement Students have the baccalaureate exam. Dirassat Journal, 8(3), 47-61 (in Arabic).
Nael, A. (2010). Social and Psychological Factors Affecting Public School Pupils’ Achievement in Bethlehem District from a Teacher Perspective. Bethlehem University Journal, 29, 9-44 (in Arabic).
Ndirangu, G. W., Muola, J. M., Kithuka, M. R., & Nassiuma, D. K. (2008). An Investigation of the Relationship between Test Anxiety and Academic Performance in Secondary Schools in Nyeri District, Kenya. Global Journal of Educational Research, 7, 1-7.
Núñez-Peña, M. I., Suárez-Pellicioni, M., & Bono, R. (2016). Gender differences in test anxiety and their impact on higher education students’ academic achievement. Procedia - Social and Behavioral Sciences, 228, 154 – 160. DOI: https://doi.org/10.1016/j.sbspro.2016.07.023
Okoye, K. R. E., Onokpaunu, & Oghenekaro, M. (2020). Relationship between Self-Esteem, Academic Procrastination and Test Anxiety with Academic Achievement of Post Graduate Diploma in Education (PGDE) Students in Delta State University, Abraka. Isjassr, 3(1), 37-47.
Onyekuru, B. U., & Ibegbunam, J.O. (2014). Relationships among Test Anxiety, Locus of Control and Academic Achievement among College Students. European Scientific Journal, 10(13), 387-401.
Parajuli, M., & Thapa, A. (2017). Gender Differences in the Academic Performance of Students. Journal of Development and Social Engineering, 3(1), 39-47. https://doi.org/10.3126/jdse.v3i1.27958 DOI: https://doi.org/10.3126/jdse.v3i1.27958
Rehman, S., Javed, E., & Abiodullah, M. (2021). Effects of Test Anxiety on Academic Achievement at Secondary School Level in Lahore. Bulletin of Education and Research, 43(3), 67-80.
Rizwan, A. R., & Nasir, M. (2010). The Relationship between Test Anxiety and Academic Achievement. Bulletin of Education and Research, 32(2), 63-74.
Sayhi, S. (2012). Test anxiety and some of the helping factors in its appearance among pupils. Journal of Humanities and Social Sciences, 7, 74-89 (in Arabic).
Sideeg, A. (2015). Test Anxiety, Self-Esteem, Gender Difference, and Academic Achievement: The Case of the Students of Medical Sciences at Sudanese Universities: (A Mixed Methods Approach). British Journal of Arts and Social Sciences, 19, 39-59.
Sifour, S. (2020). Satisfaction with the academic specialization and its relationship to motivation for achievement among university students: Field study at the University of Tassoust Jijel. Journal of Human Sciences, 31(1), 317-334 (in Arabic).
Sisbane, F. Z. (2019). Exam anxiety and its relationship to academic achievement: a descriptive study for first year secondary school students in Mostaganem. Journal of Human Development, 6(4), 9-21 (in Arabic).
Syokwaa, K. A., Aloka, P. J.O., & Ndunge, N. F. (2014).The Relationship between Anxiety Levels and Academic Achievement among Students in Selected Secondary Schools in Lang’ata District, Kenya. Journal of Educational and Social Research, 4(3), 403-413. https://doi.org/10.5901/jesr.2014.v4n3p403 DOI: https://doi.org/10.5901/jesr.2014.v4n3p403
Talha, M., Soltani, A., & Badran, D. (2020). The role of e-learning in alleviating exam anxiety among baccalaureate students in light of the spread of the Covid-19 epidemic ‘Empirical Study’. Afak For Sciences Journal, 5(4), 235-246 (in Arabic).
Timoty, A. (2015, August 24-26). Effects of Gender on Test Anxiety and Academic Achievement of Students from single Parents: Implications on the future of higher education in Africa [Paper Presentation]. 3RD School of Education and humanities International Conference on the Future of Higher Education in Africa Held, Babcock University, Nigeria.
Tugan, S. E. (2015). Relationship between Test Anxiety and Academic Achievement. Karaelmas Journal of Educational Sciences, 3, 98-106.
Unity, O., & Igbudu, U. (2015). Influence of Gender on Students' Academic Achievement in Government Subject in Public Secondary Schools in Oredo Local Government Area of Edo State, Nigeria. Journal of Educational and Social Research, 5(2), 101-106. https://doi.org/10.5901/jesr.2015.v5n2p101 DOI: https://doi.org/10.5901/jesr.2015.v5n2p101
Workman, J., & Heyder, A. (2020). Gender achievement gaps: the role of social costs to trying hard in high school. Social Psychology of Education, 23, 1407-1427. https://doi.org/10.1007/s11218-020-09588-6 DOI: https://doi.org/10.1007/s11218-020-09588-6
Yousfi, D., & Taouririt, N. (2018). The level of academic ambition and its relation to the achievement of the secondary school students. Journal of Human and Society Sciences, 7(4), 669-686 (in Arabic).
Zarhbouch, B., Ramos-Álvarez, M. M., & Luque-Reca, O. (2021). Ansiedad exámenes: Escala Ansiedad Exámenes. In B. Zarhbouch & K. El Ghoudani (Eds.), Escalas de Valuación Psicológica: Adaptación Cultural y Validación Psicométrica al Ámbito Educativo en Lengua Árabe para Adolescentes Marroquíes (pp. 317-346). Publicaciones del laboratorio de ciencias cognitivas (9).