Correlation Between Examination Anxiety and Academic Performance in Arabic Language Studies among Undergraduate University Students in Kwara State, Nigeria
DOI:
https://doi.org/10.64348/zije.202528Keywords:
examination anxiety, academic performance.Abstract
This study investigated on correlation between examination anxiety and academic performance in Arabic language studies among undergraduate university students in Kwara state, Nigeria. The study adopted descriptive design of correlational type. The population for the study comprised all university students that offers Arabic language course as general studies (GNS) in Kwara state. Targeted population for this study comprised all 200 level Arabic education students in Universities in Kwara State. Census sampling technique was used to select all 335 Arabic education students in universities in Kwara State. Two instruments were used for the study “Arabic Language Students Examination Anxiety Scale” (ALSAES) while Academic Performance was determined using students second semester results in 200 level. The instruments were subjected to validity by the experts in department of Arabic education in Kwara State University, Malete and a test-re-test reliability procedure was used to determine the reliability index of SEAS (r=0.76). One research question was raised using descriptive of percentage and mean while three research hypotheses were formulated using PPMC to test hypothesis one and t-test to test hypotheses two and three at 0.05 level of significance. The findings of the study revealed that examination anxiety had a significant relationship with academic performance of Arabic students in Universities in Kwara State (r= .161; p<0.05). However, gender (t = 6.637; p > 0.05) and school type (t = 2.103; p > 0.05) did not have significant difference on students’ examination anxiety. The study concluded that examination anxiety determined the academic performance of university students. Also, gender and school type had no influence on students’ examination anxiety. It was recommended that students should be effectively trained on how to adapt to an individual methods of studying, engage themselves in academic, orientation programs, seminars and workshops should be organized by the universities in collaboration with the counseling and human development centers to enlighten the students especially the female students on the anxiety that they are likely to experience in the course of their academic pursuit and Administrators at all levels should introduce coping strategies which would help students to overcome whatever anxiety they might experience.
References
Adewuyi, (2018). Influence of examination anxiety and self-efficacy on academic performance in Arabic language among secondary school students. Ife PsychologIA, 20(2), 60-68.
Akin, & Kurbanoglu, I. (2018). The relationships between Arabic language anxiety, attitudes, and self-efficacy: A structural equation model. Studia Psychological 53(3), 263.
Akinola, (2020). Anxiety and examination: An update. Harvard Educational Review, 50, 63-70. DOI: https://doi.org/10.17763/haer.50.1.xw483257j6035084
al-Alwan, A. F. (2018). Self-regulated learning in high and low achieving students at al-Hussein bin Talal University (AHU) in Jordan. International Journal of Applied Educational Studies, 1(1), 1-13.
Aremu, and Sokan, (2018). A multi-causal evaluation of academic performance of Nigerians for National Development, In Education this Millennium. (Eds, Ayodele-Namisaiye, O.I.A., Nwabueze, &Oladiran) MacMillan Nigeria Ltd. Ibadan
Cassady, J. C., & Johnson, R. E. (2022). cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295. DOI: https://doi.org/10.1006/ceps.2001.1094
Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., & Angold, A. (2013). prevalence and development of psychiatric disorders in childhood and adolescence. arch gen psychiatry, 6(0), 837-844. DOI: https://doi.org/10.1001/archpsyc.60.8.837
Farooqi, Y. N., Ghani, R. Spielberger, C. D. (2012). gender differences in test anxiety and academic performance of medical students. international journal of psychology and behavioural sciences, 2(2), 38-43. DOI: https://doi.org/10.5923/j.ijpbs.20120202.06
Gafar, K. A. (2015). why high school students feel mathematics difficult? An exploration of affective beliefs. Online submission.
Ghazali Yusri, & Nik Mohd Rahimi (2020). Kebimbangan ujian pelajar kursus bahasa Arab di
Universiti Teknologi MARA dari aspek kognitif dan emosi. Paper presented at the 7th International Language for Spesific Purposes Seminar, Best Western Premier Seri Pacific Hotel Kuala Lumpur.
Ghazali Yusri, & Nik Mohd Rahimi (2020). Self-regulated learning strategies among students of Arabic language course and intensive Arabic course in MARA University of Technology
Malaysia (UiTM). International Journal of Applied Educational Studies, 8(1), 57-67. Jawad, (2018). Test Anxiety as a Correlate of Academic Achievement among Senior Secondary School.African Journal of Educational Research, 14(1&2), 89-97.
Johnson, (2017). Profile of mathematics anxiety of 7th graders. Proceeding the 4th International Conference on Research, Implementation, and Education of Mathematics and Science (4th ICRIEMS). https://doi.org/10.1063/1.4995144 DOI: https://doi.org/10.1063/1.4995144
Katja, B., Knappe S, Dipl, P. and Daniel S. (2009). Psychiatric Clinical. North American Journal, 32 483-524, DOI: https://doi.org/10.1016/j.psc.2009.06.002
Mavilidi, M., Hoogerheide, V., &Paas, F. (2013). A quick and easy strategy to reduce test anxiety and enhance test performance. Applied Cognitive Psychology, 2(8), 72- 726. DOI: https://doi.org/10.1002/acp.3058
Nasir, (2017). The prevalence and effects of test anxiety in school children. Educational Psychology, 27(1), 89-101.
Nelson, J. M., & Harwood, H. (2010). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44(3}, 2-17. DOI: https://doi.org/10.1177/0022219409359939
Ngwoke, D. U. (2010). Creating enabling environment for equity in gender participation in global economic system. International Journal of Educational Research, 10(2), 18-29.
Olaitan, A. W. &Moroluyo, A. T. (2014). Contributions of Test Anxiety, Study Habits and Locus of Control to Academic Performance. British Journal of Psychology Research, 2(1), 14-24.
Olayanju, O.J. (2014), ‘Historical analysis of the implementation of teacher education policy in Nigeria: 18962013’, International Journal of Special and General Education 3:131-154.
Ormond, K. (2011). The Prevalence and Effects of Test Anxiety in School Children. Educational Psychology, 27(1), 89-101
Oruche, E. (2011). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, (97). 268-274. DOI: https://doi.org/10.1037/0022-0663.97.2.268
Patil, S.G. &Aithala, M.R. (2017). Exam anxiety: Its prevalence and causative factors among Indian medical students. National Journal of Physiology, Pharmacy and Pharmacology, 7(12), 1323-1328. DOI: https://doi.org/10.5455/njppp.2017.7.0516113072017
Unal-Karaguven, M. H. (2015). Demographic factors and communal mastery as predictors or academic motivation and test anxiety. Journal of Education and Training Studies, 3(5), 1–12. DOI: https://doi.org/10.11114/jets.v3i3.648
Zulkiefley (2016). Collaborative teaching in an intensive Spanish course: A professional development experience for teaching assistants. Foreign Language Annals, 37(3), 417-426. DOI: https://doi.org/10.1111/j.1944-9720.2004.tb02699.x
