Cognitive test anxiety, academic self-efficacy and academic performance of senior high school students

Abstract

The purpose of the study was to investigate cognitive test anxiety, academic self-efficacy and academic performance among senior high school students. The study adopted the positivist paradigm predicated on the quantitative approach to research using a descriptive survey research design. The target population (8,978) was all the students from the five SHS’s schools in the district. However, the accessible population consisted of only the second year students totaling 3105. The multi-stage sampling technique was used to select 346 respondents for the study. Cognitive Test Anxiety Scale adapted from Cassady and Johnson (2002) and Academic Self-Efficacy Scale adapted from Muris (2001) was used to collect data from the respondents. Students’ academic performance was measured using test scores from the three subjects’ areas (English Language, core Maths and Integrated Science). Data was analysed using Multiple Linear Regression, Pearson Product Moment Correlation and independent sample t-test. The result revealed that cognitive test anxiety and academic self-efficacy predicted students’ academic performance. In view of this, the study should recommend that educators not only teach the content of the curricular, but also endevour to introduce students to good study skills to increase their level of academic self-efficacy. This alongside will help them to cope with their cognitive test anxiety and ensure a better academic performance