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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Tests and examinations’ anxiety could be stumbling blocks in some students’ attainment of academic excellence. It has been found that tests and examinations are the sources of increase in anxiety which prevent students from demonstrating their true achievements. This study examined the impact of test anxiety and gender on Nigerian pre-service science teachers’ academic performance. The sample for the study was 450 pre-service science education students in intact classes of a College of Education in South-West Nigeria. Penultimate (200 level) and final year (300 level) students from the seven departments (Biology, Chemistry, Computer Science, Integrated Science, Mathematics, Physical and Health Education and Physics) in the school of science education participated in the study. The instruments for data gathering were the Test Anxiety Inventory scale, and students’ CGPA obtained from the aforementioned departments. Data were analysed using both descriptive and inferential statistics. Major findings of this study are that at low test anxiety, pre-service science teachers performed better with higher CGPAs than their high test anxiety colleagues, female pre-service science students exhibited lower test anxiety than male pre-service science students. Based on the findings, useful recommendations were made. |
| Keywords: test anxiety, academic performance, gender, pre-service teacher, examination |
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