Submit your papersSubmit Now
For Enquiries: [email protected]
IIARD LogoIIARD

Test-Taking Anxiety and Formative Assessment Skills as Predictors of Secondary School Students’ Performance in Mathematics in Uyo Education Zone, Akwa Ibom State

Usenobong Effiong Jackson, Imo Edet Umoinyang, Andrew Umo Abasi, Deborah, Iniobong Akpan, Patrick Okon Eyo Otobong Akpan Phillip

Abstract

This study investigated the predictive relationship between test-taking anxiety, formative assessment skills, and students’ performance in mathematics among senior secondary school students in Uyo Education Zone of Akwa Ibom State, Nigeria. The study adopted a correlational research design. The population comprised 7,920 Senior Secondary School Two (SSS2) students in 78 public co-educational secondary schools within the study area during the 2023/2024 academic session. A sample of 271 students (118 males and 153 females) was selected using a multistage random sampling technique. Three instruments were used for data collection: the Test Anxiety Inventory , the Formative Assessment Skills Questionnaire and the Mathematics Achievement Test developed by the researchers, Content and face validity were established. TAI and FASQ has Cronbach Alpha reliability of 0.80 and 0.83, respectively while MAT has Kuder-Richardson (KR-20) index of 0.85 indicating high internal consistency of the instruments. Data were analysed using simple and multiple linear regression analyses. Findings revealed that test-taking anxiety negatively predicted students’ achievement in mathematics, while formative assessment skills positively predicted achievement. The combined influence of test-taking anxiety and formative assessment skills on students’ achievement was also found to be statistically significant, explaining a substantial portion of the variance in mathematics achievement. The study concluded that while students’ emotional state during testing can hinder their academic performance, their ability to employ formative assessment strategies enhances learning outcomes. It is recommended that mathematics teachers should implement classroom practices that reduce test anxiety and promote formative assessment techniques such as self-assessment, peer feedback, and goal setting to improve students’ academic achievement.

Keywords

Test-Taking AnxietyFormative Assessment SkillsPredictorsStudents’ PerformanceMathematics.

References

Abasi, A. U. (2018). Teachers’ instructional strategies and upper basic students’ academic achievement in mathematics in Essien Udim Local Government Area of Akwa Ibom State. International Journal of Educational Benchmark, 9(3), 76-83. Abasi, A. U. (2024). Enhancing junior secondary school Students’ spatial ability in the concept of geometry in Mathematics using Origami-based instruction. Ibadan Journal of Educational Studies, 21(2), 12-20. Abasi, I. U., & Ado, I. B. (2021). Mathematics and science education in Nigerian schools: Issues and trends. Lagos: Academic Publishers. Agah, J. J., Ede, M. O., Zudonu, O. C., Asor, L. J., & Onyishi, C. N. (2021). Testing the efficacy of the FEAR—Model of cognitive behavioural therapy in treating test anxiety in Chemistry students. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 39(3), 390-413. Akinsola, M. K., & Nwajei, R. M. (2013). Test anxiety and students’ academic performance in secondary schools. Journal of Educational Psychology and Counseling. Amajaiyi, A. A., Joseph, A. A., & Udoh, N. A. (2013). Assessment in educational settings: Perspectives for teaching and learning. Journal of Curriculum and Instruction, 6(1), 23–35. Babayemi, J. O., Akpan, I. F., & Babalola, G. T. (2017). Issues and challenges from science education benchmark in Nigeria: comparative analysis of education in china and Nigeria for repositioning basic science and technology in Nigeria. African Journal of Educational Assessors, 3 (3), 31, 40. Balogun, S. K., Ajayi, O. R., & Adeoye, F. A. (2017). Test anxiety and academic performance of students in Nigeria. Nigerian Journal of Educational Research. Balwan, W. K., & Kour, S. (2022). Test anxiety research: Twenty-first century in retrospect. Journal of Advances in Education and Philosophy, 6(5), 306–310. https://doi.org/10.3634 8/jaep.2022.v06i05.008 Barrows, J., Dunn, J., & Lloyd, C. (2013). Psychological factors affecting student achievement in higher education. Journal of Educational Psychology Research. Busari, A. O., & Uwakwe, C. B. U. (2001). Anxiety and learning outcomes in school settings. Nigerian Journal of Educational Psychology. Chow, K., & Bob, H. (2013). Psychological effects of test anxiety on academic performance. Asian Journal of Psychology and Education. Dahal, N. (2019). Formative assessment and student achievement in mathematics. Journal of Educational Practices, 3(1), 45–58. Dimarakis, D., Bobis, J., Way, J., & Anderson, J. (2014). Foundations of mathematical curriculum. Australian Primary Mathematics Classroom, 19(2), 28–33. Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessment. Practical Assessment, Research, and Evaluation, 14(7), 1–9. Edet, A. A., Sunday, E. S., Abasi, A. U., Akpan, E. I., Akai, E. I. & Ukafia, O. P. (2025). Instructional materials and secondary school students’ attitude and performance in mathematics in Mkpat Enin Local Government Area. International Journal of Modern Science and Research Technology, 3(11), 486-496. Fook, C. Y., & Sidhu, G. K. (2010). Authentic assessment and pedagogical strategies in higher education. Journal of Social Sciences, 6(2), 153–161. https://doi.org/10.3844/jssp.2010.153.161 Igbo, J. N., Onu, V. C., & Obiyo, N. (2015). Gender stereotype as a predictor of students’ academic performance. Journal of Gender and Behaviour, 13(2), 6597–6607. Ilo, I. N., & Unachukwu, G. O. (2020). Testing and student outcomes in Nigerian schools. Nigerian Journal of Educational Psychology, 18(1), 50–62. Itighise, A. E. (2018). Educational technology teaching and learning in higher education: A panacea for self reliance and national development. International Journal of Advancement in Development Studies, 13(1)163-171 Jerrim, J. (2022). Test anxiety and academic performance in high-stakes examinations. Oxford Review of Education, 49(3), 321–341. https://doi.org/10.1080/03054985.2022.2079616 Jerry, L., Desmond, K., & Rose, F. (2019). Effects of test anxiety on academic performance in mathematics. Journal of Psychological Studies, 13(4), 90–99. Jirjees, F., Odeh, M., Al-Haddad, A., Ass’ad, R., Hassanin, Y., Al-Obaidi, H., Kharaba, Z., & Alzoubi, K. H. (2024). Test anxiety and coping strategies among university students: An exploratory study. Scientific Reports, 14, 25835. https://doi.org/10.1038/s41598- 024-59739-4 Joseph, A. A., & Udoh, N. A. (2013). Assessment in educational settings: Perspectives for teaching and learning. Journal of Curriculum and Instruction, 6(1), 23–35. Kendra, C. (2020). Test anxiety: Symptoms, causes, and treatment. Verywell Mind. https://www.verywellmind.com Khan, M., Ahmed, S., & Ali, R. (2023). Anxiety and academic performance among secondary school students. International Journal of Educational Research. Khursheed, S., & Shahid, M. (2023). Formative assessment and its impact on students’ learning outcomes. International Journal of Educational Development, 18(2), 98–110. Kyaruzi, F., Strijbos, J.-W., Ufer, S., & Brown, G. T. L. (2019). Students’ perceptions of formative assessment. Assessment in Education: Principles, Policy & Practice, 26(5), 532–555. Lestari, S., Syahbana, D., & Retta, P. (2022). Mathematics and logical reasoning: Implications for cognitive development. International Journal of Mathematics Education, 9(1), 55– 65. Lim, K. S. (2007). Motivation and examination performance among Malaysian students. Malaysian Journal of Learning and Instruction, 4(1), 1–20. Myrna, S., & Aida, R. (2015). Test anxiety and academic performance among students. International Journal of Educational Studies, 7(2), 45–58. Nelson, A., Utibe, S., & Akpan, I. (2023). Gender in education: A psycho-social analysis. Nigerian Journal of Educational Sociology, 16(1), 15–27. Nenty, H. J. & Umoinyang, I. E. (2004). Principles of test construction. Helimo Associates Okigbo, A., Odiri, J., & Onoshakpokaiye, F. (2023). Relationship between test anxiety and academic performance of secondary school students. Delta Journal of Education, 5(2), 71–85. Olatoye, R. A. (2009). Test anxiety, academic performance and study habits among secondary school students. African Journal of Educational Studies, 5(1), 25–34. Onoshakpokaiye, F. (2021). Barriers to student achievement in mathematics. Journal of Mathematics Education and Practice, 6(2), 31–41. Orakwue, I. C., & Okigbo, A. C. (2023). Test anxiety and academic achievement among secondary school students. Delta Journal of Education, 5(2), 71–85. Putwain, D. W., & Symes, W. (2021). Test anxiety: Cognitive and emotional mechanisms. Educational Psychology Review, 33, 1–25. Roohi, A. (2012). Mathematics as a discipline of science: Definitions and applications. International Journal of Science and Mathematics Education, 10(3), 401–418. Sunday, E. S., Umanah, F. I. & Udofia, S. E. (2025). Enhancing Students’ Academic Performance in Chemical Reactions Through Computer-Based Molecular Modelling, Hackathon Teaching Strategies. International Journal of Research and Innovation in Social Science , IX, 1815-1824. Taqiya, M., & Juandi, D. (2023). Mathematics in future development. Journal of Educational Innovation, 14(2), 89–98. Umoinyang, I, E., Asim, A. E., Akwa, A. M. & Bassey, S. W. (2004). Principles and techniques of educational assessmeny. Helimo Associates von der Embse, N. P., Barterian, J. A., & Segool, N. (2018). Test anxiety interventions for children and adolescents: A systematic review. Psychology in the Schools, 55(1), 1–16. Wiliam, D. (2013). Assessment: The bridge between teaching and learning. Voices from the Middle, 21(2), 15–20. Wiliam, D. (2018). Embedded formative assessment. Solution Tree Press.

More Articles from INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND MANAGEMENT RESEARCH

Building National Analytics Capacity: Advances and Future Pathways

Author: Uchechi Mary-Linda Unamma, Ifeanyichukwu Jeffrey Okwesa, Uzoamaka Iwuanyanwu

Root-Cause and Thematic Analysis for Major Incident Management: A Review

Author: Ifeanyichukwu Jeffrey Okwesa, Uchechi Mary-Linda Unamma, Uzoamaka Iwuanyanwu

Data-Quality and Single-Source-Of-Truth Frameworks for Inter- Agency Reporting: A Review

Author: Uchechi Mary-Linda Unamma, Ifeanyichukwu Jeffrey Okwesa, Uzoamaka Iwuanyanwu

Human-In-The-Loop Decision Systems: Advances and Future Directions

Author: Funmilayo Ashore-Onisemo, Uchechi Mary-Linda Unamma, Ifeanyichukwu Jeffrey, Okwesa,

Roles of Oil Subsidy Removal on Transportation Cost and Water Factory in Cross River South, Nigeria

Author: Onwuzurike Peter Tobechi, Owoh Akwa Owoh, Unoh Grace Inyang, Umaru Musa