Self-Efficacy and Test Anxiety as Predictors of Academic Performance of Biology Students in Senior Secondary Schools

Abstract

This study examined the roles of self-efficacy and test anxiety as predictors of academic performance among Senior Secondary School Biology students in Ijebu-Ode, Ogun State. A descriptive research design was used, with 600 students selected through simple random sampling from ten schools. Data was collected using a self-designed close-ended questionnaire. This study results revealed high self-efficacy and low test anxiety levels among the students, with no significant gender differences in self-efficacy and test anxiety, although females exhibited higher levels overall. No significant differences were found in these factors based on students’ age. However, students from educated backgrounds displayed higher self-efficacy. A significant positive relationship was found between self-efficacy and academic performance (r = 0.315; p = 0.000), while test anxiety showed no significant relationship with academic performance (r = 0.018; p = 0.669), though it did correlate with self-efficacy. The regression model confirmed that self-efficacy had a significant impact on academic performance (p = 0.000). Based on these findings, the study recommends initiatives to boost self-efficacy, greater parental involvement in education, and strategies to reduce test anxiety. Future research should focus on the long-term effects of self-efficacy on academic outcomes and the effectiveness of interventions addressing Self-efficacy and test anxiety in diverse student populations.