Examination Anxiety and Problem-Solving Ability of Secondary Students in Relation to Gender and Type of School
DOI:
https://doi.org/10.55544/ijrah.6.2.13Keywords:
Examination Anxiety, Problem-Solving Ability, Secondary Students, Academic PerformanceAbstract
This study examines the relationship between examination anxiety and problem-solving ability among secondary-level students. The study also explores differences based on gender. A sample of 160 secondary school students was selected using a random sampling method. Standardized tools were used to measure examination anxiety and problem-solving ability. Statistical techniques such as mean, standard deviation, t-test, and correlation were used for data analysis. The results indicate that students experience a high level of examination anxiety, while their problem-solving ability ranges from moderate to high. The findings further reveal that both male and female students exhibit significant levels of examination anxiety. However, no significant difference was found between students with high and low problem-solving ability in relation to examination anxiety. The study highlights the need for effective strategies to reduce examination anxiety and enhance students’ problem-solving skills.
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