CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education transforms individuals into problem solvers who evince knowledge and are capable of utilizing the acquired knowledge to provide solutions to a wide range of problems. A good level of education confers on a student a corresponding high level of meta cognitive skills which in turn helps the student to have a good knowledge of himself as a cognitive processor, and knowledge of task and strategy variables necessary for effective learning (Hoe, Cheong and Yee, 2013).
However, sometimes, some students even at high educational level and with high level of meta cognitive skills inexplicably fail to demonstrate the knowledge they have acquired during teaching and learning sessions. Such students attend classes, do their assignments but fail to perform in the day of reckoning (examinations) especially when the stakes are high. The students who have done all that is necessary but develop cold feet rather than confidence during examinations may be manifesting test anxiety.
Examination anxiety which is also called test anxiety in research literature is an uneasiness or apprehension experienced before, during and after examination because of concern, worry or fear of uncertainty. It was defined by Zeidner (2008) as a set of phenomenological, physiological and behavioural responses that accompany concern about possible negative consequences or failure on an examination or similar evaluative situation. It is feeling that someone might have in a situation where performance really counts or where the pressure to do well is intense.
Test anxiety is not entirely bad. In fact a low level of test anxiety is normal and necessary among the students in order to maintain focus and to galvanize them into action preparing, plotting and perfecting strategies that will guarantee optimum success in the examinations. It is needed to motivate and help the students to stay mentally and physically alert (Birjandi and Alemi, 2010).
However, when the anxiety or level of arousal exceeds that optimal level, the result is decline in performance. Hence the individual fails to fulfill the required obligation (15). Anxiety is an intrinsic part of human nature and if we learn why something happen it usually becomes less frightening (19). Psychologist made a distinction between two basic types pf copying strategies which includes problem fixed strategies and emotion focused strategy (32). Problem focused strategy attempts to deal with those aspects of environment that are responsible for stern and anxiety expression, that is dealing directly with the stress situation while emotion focused strategy tends to change the way a person thinks about a stressful situation.
It is when anxiety is in its severe form that some students experience genuine problem in academics. Their minds go blank, they experience the shakes, their hands go numb and they suffer from number of sudden disabilities associated with anxiety during examination. Academic performance is the outcome of education. It refers to the extent to which a known to be influenced by anxiety. (15) reported tat anxiety can occur as a result of stress, affecting learning and memory and also affecting academic performance negatively. According to (20) an optimal level of stress can enhance ability and improve academic performance.
Test anxiety or performance anxiety is common in nearly every aspect of human endeavour. Excellent players have deprived their countries or clubs of the opportunities to lift trophies during club or international sporting competitions by missing penalty shots as a result of performance anxiety.