Assessment of Test Anxiety and Its Correlates to Academic Performance Among Students in Selected Private Secondary Schools in Kikuyu Sub County, Kiambu County, Kenya

Abstract

Tests have long been used to assess students' understanding of a subject matter. This has, however, increased students’ susceptibility to test anxiety due to constant performance ranking. This study aimed to determine the prevalence of test anxiety among students, assess the levels of self-efficacy, establish the gender differences in the expression of test anxiety and analyze the relationship between test anxiety, self-efficacy and academic performance. The study was carried out among students in selected private secondary schools in Kikuyu Subcounty, Kiambu County, Kenya. This study drew its theoretical basis on Albert Bandura’s social cognitive theory, the inverted-U-principle theory and the Self-Regulation model to test anxiety. The study adopted correlational research design. Data was collected using an adopted questionnaire from Westside Test Anxiety Scale (Richard Driscoll, 2004) and a Self-Efficacy Formative Questionnaire (Erickson, & Noonan, 2018). Statistical analysis involved correlating students’ demographics with test anxiety, self-efficacy and academic performance. Recruitment of participants included a sample size of 278 students in forms three and four using stratified random sampling. The study's results helped students understand and identify test anxiety, highlighting the need for effective coping strategies to manage test anxiety, reduce its prevalence and enhance self-efficacy. The study found a high prevalence of test anxiety among students: 26.9% experienced Severe Anxiety, 25.6% Moderately High Anxiety, and 20.1% Incredibly Elevated Anxiety, indicating that a significant proportion struggle with test anxiety. Generally, high levels of self-efficacy were observed, as 91.5% of students demonstrated confidence in their abilities and the belief that effort leads to success. However, a smaller group (8.5%) exhibited low self-efficacy, particularly in maintaining focus and confidence when facing challenging tasks. While female students reported higher test anxiety levels, the differences were not statistically significant, suggesting similar experiences for both genders. The correlation analysis revealed a weak but statistically significant negative relationship between test anxiety and academic performance (r = -0.138, p = 0.035), indicating that high test anxiety is linked to slight decreases in academic achievement. The relationship between self-efficacy and performance was found to be weak and not statistically significant (r = -0.026, p = 0.688), suggesting that self-efficacy does not directly impact academic outcomes in this sample. A weak negative correlation was observed between test anxiety and self-efficacy (r = -0.147, p = 0.025), suggesting that higher anxiety correlates with lower self-efficacy. The study also revealed significant test anxiety prevalence among students in the selected schools, with moderate associations to academic performance. Although self-efficacy was generally high, it did not significantly impact performance in this context. The study recommends schools implement comprehensive support programs to manage test anxiety, enhance self-efficacy, and promote emotional well-being