Correlation Between Test Anxiety and Academic Achievement of Secondary School Students in Biology in Wukari Local Government area of Taraba State

Abstract

This study investigated test anxiety among secondary school Biology students and its correlation with their academic achievement in Biology in Wukari L.G.A, Taraba State. Employing a correlational survey research design, data were collected from 200 public secondary school students using the Test Anxiety Questionnaire (TAQ) and Biology Students' Score Proforma (BSSP). The TAQ, adopted from Abbasi and Ghosh (2020), consisted of 20 items on a 4-point Likert scale, with a Cronbach Alpha reliability of 0.74. Academic achievement was measured by students' cumulative Biology scores for the 2024/2025 academic session. Frequency, percentages, Pearson Product Moment Correlation (r), and simple linear regression were used for data analysis. Findings revealed that an overwhelming majority (95.0%) of students experienced moderate test anxiety in Biology, while 3.5% had low anxiety and 1.5% exhibited high anxiety. A strong, negative, and statistically significant correlation was found between test anxiety and academic achievement in Biology (R = -0.872, p = 0.000). This indicates that higher test anxiety is associated with lower academic achievement in the subject. The study concludes that test anxiety is a significant barrier to academic success in Biology, potentially limiting students' future career prospects in science. Recommendations include implementing comprehensive test anxiety management programs (e.g., CBT techniques), diversifying assessment methods, fostering collaboration between teachers and counselors, educating parents on test anxiety, and conducting further research into specific anxiety components.