Impact of Examination Anxiety on Academic Performance Among Public Secondary School Students in Kajiado North Constituency, Kenya
| dc.contributor.author | Purification, Satya Richard | |
| dc.date.accessioned | 2023-01-04T06:54:47Z | |
| dc.date.available | 2023-01-04T06:54:47Z | |
| dc.date.issued | 2022-06-11 | |
| dc.description.abstract | Anxiety is the most frequent psychological disorder among school going adolescents. Although frequent examinations are part of the learning process, examination anxiety can make some students to underperform. This study carried out in Kajiado North Constituency, Kenya, was designed to compare levels of students’ examination anxiety during normal school time and examination time; to measure levels of subject-elicited anxiety in relation to academic performance; and to investigate the impact of examination anxiety on academic performance of students in public secondary schools. A sample of 360 was drawn from a population of 6268 students from 16 public school using cluster and simple random sampling techniques. The study used descriptive correlational research design employing quantitative methods of data collection and data analysis. Two standardized tools (questionnaires) were used to collect primary data. A mark sheet was used to collect secondary data of student test/exam marks. Using Statistical Package for Social Sciences, version 22, data were analyzed and presented in descriptive and inferential forms, and discussed according to the objectives. Examination anxiety was measured in non-high-stakes evaluative conditions. It was found that 69.7% participants experienced moderate level during normal school time and 62.8% during examinations. However, High anxiety levels increased from 28.3% in normal school time to 34.4% during examinations. The study also found out that the class of participants and type of school had significant influences on examination anxiety while gender, age, class, and type of school had significant influences on academic performance. Moreover, different subjects elicited varying degrees of subject worry-emotionality, leading to change in examination anxiety. The study revealed that, examination anxiety had a significant but weak and inverse correlation with academic performance both during normal school time (r = -.159, p = .002) and during examination time (r = -.151, p =.004). Regression analysis confirmed that examination anxiety predicted 6.1% increase in academic performance during normal school time. This reduced to 4.3% during examinations. Therefore, the study concludes that, despite being significant (p = .000 or p = .009), examination anxiety impacts dismally and negatively on academic performance. | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.12342/1388 | |
| dc.language.iso | en | en_US |
| dc.publisher | Tangaza University College | en_US |
| dc.subject | Impact of Examination Anxiety on Academic Performance Among Public Secondary School Students in Kajiado North Constituency, Kenya | en_US |
| dc.title | Impact of Examination Anxiety on Academic Performance Among Public Secondary School Students in Kajiado North Constituency, Kenya | en_US |
| dc.type | Thesis | en_US |