EFFECT OF SELF-REGULATED LEARNING ON TEST ANXIETY: ACADEMIC ACHIEVEMENT AND METACOGNITION AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE

EFFECT OF SELF-REGULATED LEARNING ON TEST ANXIETY: ACADEMIC ACHIEVEMENT AND METACOGNITION AMONG SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE

  • Fidelis Chinedu Onwunyili Department of Educational Psychology, School of Education, Federal College of Education, Okene, Kogi State, Nigeria
  • Maria Chinwendu Onwunyili Department of Catering and Craft Management, Government Technical College, Umueri, Anambra State, Nigeria
Keywords: Self-regulation, test anxiety, Metacognitive, and Academic achievement

Abstract

The purpose of this study was to investigate the effect of self-regulation on test anxiety: academic achievement and metacognition among secondary school students. Three research questions guided the study and two hypotheses tested at 0.05 level of significant. The study adopted a pre-test post-test control quasi experimental design. The study was conducted using 100 students. A study group was selected purposively in accordance with the objectives of the study and a multiple-choice test comprised of 50 items was developed to test participants’ levels of knowledge before and after the experimentation. The internal consistency reliability of the test was estimated using the KR-20 formula, with a result of 0.73 and the validity was equally established. The pre-test and post-test scores of the students in both the experimental and control groups were analyzed using descriptive statistics and compared using both paired and independent samples t tests and ANCOVA.  Pre-test results suggested no significant difference between the learning levels of test anxious students in the experimental and control groups. The experimental group was then educated on self-regulation and metacognition before teaching. At the end of the teaching process, a comparison between post-test scores revealed that students in the experimental group had significantly higher scores than those in the control group. It was recommended among others that self-regulation and metacognition be used in higher institutions as well, and should be included in guidance and counseling programs in secondary schools and considered most important among others.

Author Biographies

Fidelis Chinedu Onwunyili, Department of Educational Psychology, School of Education, Federal College of Education, Okene, Kogi State, Nigeria

Lecturer

Maria Chinwendu Onwunyili, Department of Catering and Craft Management, Government Technical College, Umueri, Anambra State, Nigeria

Secondary School Teacher

Published
2020-07-03