A Correlational Study on Examination Anxiety and Problem-Solving Ability among Secondary School Students
DOI:
https://doi.org/10.55544/sjmars.5.1.8Keywords:
Examination Anxiety, Academic Achievement, Problem-Solving Ability, Secondary Students, CorrelationAbstract
This study investigates the relationship among examination anxiety, academic achievement, and problem-solving ability of secondary school students. A correlational research design was employed to examine the degree and direction of association among the variables. The sample consisted of 150 secondary level students selected through random sampling. Standardized tools were used to measure examination anxiety and problem-solving ability, while academic achievement was assessed through students’ academic scores. Statistical techniques such as mean, standard deviation, and Pearson’s correlation coefficient were applied. The findings revealed a significant negative correlation between examination anxiety and academic achievement, a negative relationship between examination anxiety and problem-solving ability, and a positive correlation between problem-solving ability and academic achievement. The study highlights the importance of managing examination anxiety to enhance students’ academic performance and cognitive skills.
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