Relationship among Test Anxiety, Study Skills and Academic Performance of Senior High School Students in the Wa Municipality

Abstract

The major aim of this study was to explore the relationship among test anxiety, study skills and academic performance of Senior High School students in the Wa Municipality. A correlational research design, through the use of quantitative approach, was adopted for the study. A sample size of 284 Public Senior High School students within the Wa Municipality was selected to participate in the study. Data were collected using the adapted versions of the Test Anxiety Scale and Study Skills Inventory. Also, test scores of students’ final mock examination in mathematics, English and Science were obtained from the selected schools and used to measure students’ academic performance. Descriptive statistics and inferential statistics (Pearson product moment correlation coefficient-PPMCC and independent samples t-test) were used to analyse the data. The study found a significant strong negative correlation between Test Anxiety and Academic Performance of SHS students in Mathematics, English Language and Science. Also, a significant strong positive correlation was found between Study Skills and academic performance. It was concluded from the study findings that test anxiety and study skills have an influence on students’ academic performance. It was therefore recommended that school authorities should introduce and, or intensify test anxiety prevention and intervention programmes as well as organise study skills training workshops and seminars for students to help them cope with anxiety and also adopt good study skills in order to improve their academic performance.