AN EXAMINATION OF THE INFLUENCE OF SELF ESTEEM AND TEST ANXIETY REGULATION ON PHYSICS STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN OWERRI, IMO STATE

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Physics as a branch of science deals with the study of matter and energy and the association between them with regards to time and space. Physics is the basis of discoveries that pave ways for other disciplines such as chemistry, agriculture, environmental and biological sciences-which brighten our modern society. Through the findings such as magnetism, electricity, semi-conductors and others our modern comforts are made and they include televisions, computers, phones and other business and home technologies as well as possible contemporary ways of movement, such as aircraft and information and communications technology. These have drawn people across the world closer together all relying on concepts of physics (Zahrakar, 2018).

Physics as a discipline seeks to develop in a learner scientific attitude and problem-solving ap- proach suitable for learners’ ability to condone, adjust and pull through in his environment for quality livelihood in the society. Physics therefore seeks a unified set of laws control matter, motion and energy at microscopic and macroscopic scale of daily life and out of largest distance. Physics is therefore focused on explaining and forecasting how the universe works (Asadullapoor, Fati, & Gharaee, 2021). These identified relevance of Physics notwithstanding, performance at secondary school level in Nigeria is nothing to write home about and this many suspect a number of factors such teaching strategies used, standard of laboratory and its practices as well as text anxiety as been responsible.

Anxiety is a known phenomenon that account for a common cause of poor academic performance among students globally. It is a universal irrefutable fact in human life that control an individual’s achievement in numerous situations; an average level of anxiety is needful in nursing people hardworking and being liable of what they have to do (Khan et al, 2018; Donnelly, 2019). Anxiety is defined by Asadullapoor, Fati, and Gharaee, (2021) as feelings that are unpleasant and unclear like when person forecasts a danger situation. Extreme level of anxiety impend individual’s mental and physical health and also has a negative effect on their personal, social, familial, occupational, and educational performance (Zahrakar, 2018). One of the popular and largest research areas in recent years has been test anxiety and its dimensions. Test anxiety has been profoundly identified as a two-factor construct, consisting of the cognitive (often referred to as “worry”) and emotional (or affective) parts. The main view of the relationship between these two factors suggests the cognitive component that directly wield influence on the per- formance of students in exams, while the emotional component is related but does not directly prompt test performance (Cassady, 2021). The individual might have a feeling of upset that their performances are being observed out to be assessed (Cheraghian, Fereydouni, BarazPardejani & Bavarsad, 2018). Sometimes this can lead to low self-confidence or poor academic performance (Moadeli & Ghazanfari, 2015).

Academic performance of students plays an important role in building the quality graduates who will turn out to be great leaders and manpower for the country. The outcome of education refers to the level to which the known is influenced by anxiety which occurs as a result of pressure affecting learning and memory as well as influencing academics negatively. Student's academic achievement and learning performance is influenced by numerous factors. These include family factors and school factors. Individual or school factors has to do with student’s way of learning, negative and irrational reasoning about tests, student ability to handle time, outcome of inadequate rest, student’s previous educational back- ground, certain demographic characteristics such as age, gender, ethnicity insufficient physical activity and class attendance among others (Nelson & Harwood, 2021).

Test anxiety is an unpleasant reaction toward testing. It’s the most important problem that con- fronts the students in their education globally (Khosravi & Bigdeli, 2018). Test anxiety is also a psycho- logical situation in which students have feeling of extreme upset and anxiety in test conditions. A little anxiety during exams is needed to help students get stimulated and learn. Pressuring up so much of anxiety do not assist the student to perform rather it will impact the academic performance cynically (Coon & Mitterer, 2019). The psychological signs that mount up in students before a test includes restlessness, unusual body movements, difficulty in concentrating, insomnia, fatigue, muscle contraction, abdominal pain, and tremors (Porto, 2023). These indicators have negative outcomes on student lives and growth (Ferreira, Almondes, Braga, Mata, Lemos & Maia, 2014) and do wield influence on academic performance in one way or the other.

In their study on the relationship between test anxiety and academic achievement, Rana and Mahmood (2020) noted that cognitive factors (worry) are essential in bringing about anxiety more than affective (emotional) factors. The result of study on the influence of students’ test anxiety and teacher assessment practices on students executed by Hancock (2022) showed that students with high test anxiety level achieved poorly and were less prompted to learn which results to low achievement. Literature on students’ sex and cognitive test anxiety scores revealed that female students consistently revealed high cognitive test anxiety in most cognitive test conditions (Olatoye & Afiwape, 2018; Okoiye & Falaye, 2021). Cassady (2021), and Farooqi, Ghani & Spielberger (2022), reported that there was gender differences in test anxiety but the differences were not associated with performance from test. In the same vein, report by Olatoye (2017) revealed no significant difference in test anxiety level of male and female students.

Hirst (2021) carried out a study of self-esteem to find out the level of self-esteem and personal achievement. The sample consists of 125 students who responded to 180 items that represent 11 facets of self esteem. Analysis of positive self-esteems could achieve far more difficult task than students with low or negative self-esteem. The result clearly showed that the level on self esteem would influence students’ achievement.  Hirst  (2021) found out that IQ correlated 46 with academic self esteem but only14 with general self-esteem measure.   

Shepard and Smith (2015) in their study and researches, analyzed 126 studies based on  68,756  persons  and  came  out  with  the conclusion  that  there is  a  positive correlation between self –esteem and academic performance. These studies indicate that individuals who perceived  themselves  as  being  responsible  for  their  own  achievements  tend  to  excel academically than those who distort reality by attracting their successes and failures to forces outside their innate control. Furthermore,  studies  have revealed  that  a  child’s  estimation  of himself not only  as a  person  but also  as a student can  have  implication for  his academic performance.  

Most of the Physics students encounter high level of anxiety during final exam even though their scores are good throughout the term (Akbary-boorang & Aminyazdi, 2019). Driscoll, Evans, Ramsey & Wheeler (2019) found that Physics students have nearly twice the rate for moderately high to high test anxiety when compared with the general public and high school students. Physics programmes can be seen as highly overstretched settingstype. Physics students are under pressure to take many tests while in school and for professional development. Physics students have tests, which are highly tasking and demand for more reading before sitting for the tests or exams (Mahat, 2018). Hence the need for this study.

1.2 Statement of the problem

The poor academic performance of secondary school students in physics subject has be- come a thing of worry to parents, educators, researchers and the government. Despite the importance attached to physics subject and effort of the government in ensuring that qualitative education is provided at the secondary level, this ugly incident of students’ poor academic performance in physics subject still lingers on in Nigeria. It has been observed that students often perform poorly in the subject (Achor & Ngbea, 2022). This poor performance may be due to anxiety particularly during examination. They therefore cultivate fear of failures. Because of this failure, they resort to cheating during examinations, some even become involved in certificate racketeering and this attitude towards examination is a major element of the indiscipline of the wider society. Besides, available previous studies are in the area of mathematics, nursing and biology among others with dearth in physics. It is costly to assume that those findings can be applied to physics. This is worrisome. It is on this note that this study seeks to investigate the influence of self esteem and test anxiety regulation on physics students academic performance in secondary schools in Owerri, Imo State.

1.3 Objectives of the Study 

The primary objective of this study is to critically analyze the influence of self esteem and test anxiety regulation on physics students academic performance in secondary schools in Owerri, Imo State. Specifically the study seeks:

To find out whether there is a relationship between self esteem and academic performance in Physics in secondary schools.

To find out whether there is a relationship between test anxiety and academic performance in Physics in secondary schools.

To examine the factors that causes test anxiety among Physics students in secondary schools.

To assess the effects of self esteem and test anxiety on students academic performance in Physics in secondary schools.

1.4 Research Questions

The following research questions will be answered in this study:

Is there is a relationship between self esteem and academic performance in Physics in secondary schools?

Is there is a relationship between test anxiety and academic performance in Physics in secondary schools?

What are the factors that causes test anxiety among Physics students in secondary schools?

What are the effects of self esteem and test anxiety on students academic performance in Physics in secondary schools?

1.5 Research Hypothesis

The following null hypothesis will validate this study:

Ho: There are no effects of self esteem and test anxiety on students academic performance in Physics in secondary schools.

Ha: There are effects of self esteem and test anxiety on students academic performance in Physics in secondary schools.

1.6 Significance of the study

The findings of this study could benefit various stakeholders;

First the findings of the study may inform the teacher, counselors and head teachers on emphasizing on the importance of teaching methods in schools in order to enhance self- esteem and reduce anxiety of learners with emotional and behaviour difficulties in their schools.

In addition, the findings would help the Ministry of Education in formulating policies on guidance and counseling programs to address self-esteem and anxiety of learners with emotional and behaviour problems. The finding of the study is also significant to parents and caregivers of learners as this study will show the importance of involvement in the academic lives of students as it helps to ease anxiety and build confidence in them. This will go a long in boosting their self-esteem. The study findings may provide a literature review for further studies to other scholars and students who are working on similar topics.

1.7 Scope of the study

The study aims to carry out a critical analysis on the influence of self esteem and test anxiety regulation on physics students academic performance in secondary schools in Owerri, Imo State. Empirically, this study will explore whether there is a relationship between self esteem and academic performance in Physics in secondary schools, whether there is a relationship between test anxiety and academic performance in Physics in secondary schools, the factors that causes test anxiety among Physics students in secondary schools, the effects of self esteem and test anxiety on students academic performance in Physics in secondary schools. This study will be carried out in Owerri, Imo State.

1.8 Limitation of the study

The researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that there are no much data on the topic of effects of self esteem and test anxiety on students academic performance; thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only students in Delta State. Thus findings of this study cannot be used for generalization for other regions outside Delta State. 

Additionally, the researcher will simultaneously engage in this study with other academic work which impede maximum devotion to the research. Howbeit, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.

1.9 Definition of terms

Student Academic Performance: Refers to the display of knowledge attained or skilled developed in school subject designated by test and examination scores or marks assigned by the subject teacher to the students. This shows a valued judgment placed on various means of evaluation of teaching-learning.

Physics: Physics is the branch of science that studies matter, energy, and the fundamental forces of nature. It seeks to understand the behavior of the physical universe through observation, experimentation, and mathematical modeling.

Self-Esteem: This is used to refer to the belief involving judgments of how learners feel about themselves.

Anxiety: a feeling of worry, nervousness, or unease about something with an uncertain outcome.

Test anxiety: Test anxiety is a condition characterized by extreme distress and worry before, during, or after taking an exam, which can negatively affect performance.

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