ABSTRACT

This study investigated Self-efficacy as correlate of mathematics test anxiety among senior secondary school students in Ahiazu Mbaise Local Government area of Imo State. Two research questions and two null hypotheses guided the study.  The study adopted a correlational research design. The sample for the study consisted of 143 respondents drawn through multistage sampling techniques from 714 senior secondary school students in Ahiazu Mbaise Local Government area of Imo State. Two researchers developed instruments titled Students’ Mathematics Test Anxiety Identification Questionnaire (SMTAIQ) and Self-Efficacy Questionnaire (SEQ) were used for data collection. The instruments were validated by three experts: one from Educational Psychology, one from Guidance and Counselling, and another from Measurement and Evaluation from Michael Okpara University of Agriculture, Umudike. After computation for stability using Pearson Product Moment Correlation coefficient value of r = 0.86 was obtained for Students’ Mathematics Test Anxiety Identification Questionnaire (SMTAIQ) and r = 0.89 for Self-Efficacy Questionnaire (SEQ). However, the reliability co-efficient values of Students’ Mathematics Test Anxiety Identification Scale (SMTAIS) and Self-Efficacy Questionnaire (SEQ) on which the present SMTAIS and SEQ was modelled stood at 0.89 and r = 0.77 respectively. Data obtained through the administration of the two instruments were organized and analysed using Pearson’s r, R2 (coefficient of determination) to answer the research questions while linear regressions were used to test the null hypotheses at 0.05 levels of significance which revealed the following findings: A very highly positive and significant correlation exists between self-efficacy and mathematics test anxiety among senior secondary school students; there is no significant gender influence on self-efficacy as a correlate of mathematics test anxiety among senior secondary school students. A major educational implication of the findings is that mathematics test anxiety of senior secondary school students depends on their self-efficacy. It is therefore recommended that advisors should go beyond the academic field and help students to improve and understand how their self-efficacy may shape their perceptions of mathematics.