Impact of Test Anxiety and Mental Health Challenges on Academic Performance of Senior Secondary School Student in Wukari Local Government Area of Taraba State, Nigeria
Keywords:
Test Anxiety, Mental Health Challenges, Academic Performance, Senior Secondary school students, Descriptive methods approachAbstract
This study investigates the correlation between test anxiety and mental health difficulties on the academic achievement of senior secondary school students in the Wukari Local Government Area of Taraba State, Nigeria. Although mental health in academic settings is increasingly acknowledged as significant, there is a lack of research on how test anxiety and mental health challenges affect the academic performance of senior secondary school students. This study seeks to address this deficiency by examining the degree to which test anxiety and mental health difficulties impact the academic achievement of senior secondary school students. The study was guided by research objectives, questions, and hypotheses. The study utilised a descriptive survey research design. A total of 357 students were recruited from a population of 6,968 students utilising a non-probability purposive sampling technique, as indicated by the research advisory table. The study collected data using the Psycho-social predictors' questionnaire (PSPQ) and the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS). A reliability coefficient of 0.84 was reported for the device. The research topics and hypotheses were examined through the application of linear regression analysis. The study demonstrated a substantial correlation between exam anxiety and mental health among secondary school students in the Wukari Local Government Area of Taraba State. Therefore, the null hypotheses were disproven. The study region provided recommendations for eliminating mental health challenges among secondary school students based on the findings.
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