Abstract
Test anxiety is a prevalent psychological issue that adversely affects students’ academic achievement and well-being, particularly in tertiary institutions. This study examined the causes of test anxiety and its relationship with the academic achievement of students enrolled in the Nigerian Certificate in Education (NCE) program at the Federal College of Education, Gidan Madi, Sokoto State. A sample of 80 students was conveniently selected, and data were collected using a structured questionnaire adapted from Spielberger’s Test Anxiety Inventory, complemented by semi-structured interviews with 30 students. The questionnaire demonstrated a test-retest reliability of 0.85. Quantitative results revealed a mean test anxiety score of 68.5, indicating high anxiety levels, while Pearson’s correlation analysis showed a significant negative relationship between test anxiety and academic achievement (r = -0.45, p = 0.01), suggesting that higher anxiety is associated with lower achievement. Qualitative findings identified fear of failure, inadequate preparation, and socio-economic pressures as major sources of test anxiety. The study underscored the need for targeted interventions, including academic support programs, counseling services, and awareness initiatives, to alleviate anxiety and enhance student performance.
2025-12-31
Vol. 2 Issue No. 1 December 2025
Articles
Academic achievement, teacher training institution , test anxiety
Vol. 2 Issue No. 1 December 2025
/ ArticleEXPLORING TEST ANXIETY AND ACADEMIC ACHIEVEMENT AMONG STUDENTS OF FEDERAL COLLEGE OF EDUCATION GIDAN MADI, SOKOTO STATE
UMAR, Hafiz
Department of Educational Psychology and Counseling, Federal College of Education, Gidan Madi, Sokoto State
uhafiz60@gmail.com
MUHAMMAD, Samaila
Department of Educational Psychology and Counseling, Federal College of Education, Gidan Madi, Sokoto State
HASSAN, Hawwa’u Ibrahim
Department of Education, Bayero University Kano