Test Anxiety as a Predictor of Academic Performance among Elementary School Students

Abstract

This research looked at whether test anxiety can predict academic performance of elementary school students. The study's main aims were: (i) to find out the level of test anxiety among elementary school students, (ii) to evaluate the academic performance of elementary school students, and (iii) to find out the predictive effect of test anxiety on academic performance of students at the elementary level. Quantitative research method was adopted through the use of a cross-sectional survey design. The sample consisted of 369 elementary school students who were randomly sampled from a total population of 8, 616 students in secondary schools of District Kotli, Azad Jammu and Kashmir. Primary data collection was done through a structured questionnaire using a five-point Likert scale, the scale was supported by students' academic performance records. The tool was found to be sufficiently reliable (Cronbach's α =.796). Descriptive statistics, Pearson correlation, and simple linear regression were some of the methods used for data analysis. According to the results, students had a moderate level of test anxiety (M = 63.91, SD = 5.26) and a moderate level of academic performance (M = 62.11, SD = 6.38). The statistically significant positive correlation between test anxiety and academic performance was confirmed, r(367) =.430, p <.001. Furthermore, testing anxiety was found in regression analysis to be statistically significant in predicting academic performance, B = 0.52, p <.001, and it explained roughly 18.5% of the variation (R² =.185). These findings imply that test anxiety is a moderate, yet significant, predictor of the academic achievement of elementary students.