The Effect of Education Anxiety on the Academic Performance of Students in Tertiary Institutions
CHAPTER ONE
Purpose of the Study
Having taken cognizance of the nature of the problem posed by examination anxiety, the purpose of this study is therefore to:
- Find out the effect of examination anxiety on the performance of student of tertiary institution.
- Determine if there is any effect of examination anxiety on the academic performance of students.
- To ascertain if anxiety has a relationship with the academic performance among students.
CHAPTER TWO
REVIEW OF RELEVANT LITERATURE
INTRODUCTION
This chapter reviews the literature on the effect of education anxiety on the academic performance of students in tertiary institutions. It discusses issues arising from the topic of interest as viewed from different perspectives, with a view of giving a theoretical and empirical foundation to the study.
LITERATURE REVIEW
Academic performance is the educational aim that is achieved by a student, teacher or institution achieves over a specific time. Academic performance depends on the school, teacher and staff management. This is measured either by examinations or continuous assessments and the goal may differ from an individual or institution to another. Especially teachers play the main role in the academic achievement. Academic achievement is a period used in school when a student does well in academic’s performance. Academic performance is the successes which demand from parent’s family and friends. They achieve or do well in an area of the school and do well in their studies. Academic performance is not only degree it is the identification of any students. All the successes in every field of life depend on the academic achievement. The academic performance of students seriously depends upon the parental involvement in their academic activities and to achieving the advanced level of excellence in academic success (Barnard, 2004).
Academic achievement as demonstrated using scores on tests has the end of the years been used to determine the competence of a student their classroom. The total mark in the course is a measure of a student’s average academic performance across the courses being offered in any given class. This research points out it incorporates all the learning outcomes expected of a student in his/her courses. The outcomes in subjects or mark are a more generally used measure of academic success. Thus allows it to be compared with other studies where measurement of academic achievement is one of the study variables. The output of any course of study reflects the success in academic performance. Learning process depends on the learning and experiencing for academic achievement (McKenzie et al., 2004).
Stress question has become tough question many researchers try to find out a prominent answer of this question it’s a question that has beguiled many comprehensive researchers of this era. The term itself is amorphous and sustains the difficulty in discerning its meaning. Definitions of stress range from metallurgical strain to one’s emotional wit’s end. Stress, on the other hand, is described as a stress that a person suffers for a long time due to a situation that has not been resolved. This is sometimes seen in students, but not as often as acute stress. Stress experienced over a long term can effect human health and create conditions such as heart disease or stomach ulcers (Dahlin et al., 2005).
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
In this chapter, we would describe how the study was carried out.
Research design
This study is a survey which utilized quantitative approaches. It examined in detail the effect of education anxiety on the academic performance of students in tertiary institutions using the students of only one institution, namely the faculty of education and Arts and Social Science, in Taraba State University, Jalingo as our case study.
Descriptive studies of the survey nature are used not only for the purpose of description but also for the determination of relationships between variables at the time of study (Babbie, 1973). The survey design was chosen in this case because it enabled the study to cover a larger area thus the findings are applicable to a large area.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
INTRODUCTION
It is important to reiterate that the objective of this study was the effect of education anxiety on the academic performance of students in tertiary institutions.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in evaluating examine the effect of education anxiety on the academic performance of students in tertiary institutions.
SUMMARY
This study aimed at having a critical analysis of the effect of education anxiety on the academic performance of students in tertiary institutions. The study opened with chapter one where the statement of the problem was clearly defined. The study objectives and research hypotheses were defined and formulated respectively. The study reviewed related and relevant literatures. The chapter two gave the conceptual framework, empirical and theoretical studies. The third chapter described the methodology employed by the researcher in collecting both the primary and the secondary data. The research method employed here is the descriptive survey method. The study analyzed and presented the data collected in tables and the hypotheses were tested using the Chi square while the fifth chapter gives the study summary and conclusion.
CONCLUSION AND RECOMMENDATIONS
This research has shown that there is no significant predictive effect of examination anxiety on the academic performance of students and that Anxiety has a relationship with the academic performance among students.
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