Test-Taking Anxiety and Self-Assessment 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

doi:10.56201/ijssmr.vol.12no6.2026.pg502.517

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Test-Taking Anxiety and Self-Assessment 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

Abstract

This study investigated the predictive relationship between test-taking anxiety, self-assessment, 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 Self-assessment Questionnaire developed by the researcher, 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, and moderated regression analysis via Hayes’ PROCESS Macro to test the predictive and moderating effects. Findings revealed that gender did not significantly moderate the relationship between test-taking anxiety and mathematics achievement. Gender did not significantly moderate the relationship between self-assessment and mathematics achievement. The joint effect of test-taking anxiety and self-assessment on mathematics achievement was not significantly influenced by gender. 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. Keyword: Test-Taking Anxiety, Self-Assessment, Students’ Performance, Mathematics, Gender.

References

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

Abstract

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