Moderating Influence of Gender in Relation to Test Anxiety and Selfefficacy on Students’ Academic Achievement
DOI:
https://doi.org/10.48047/qhpps877Keywords:
Academic achievement, mathematics education, statistics, student gender, test anxiety, selfefficacyAbstract
This study determined the moderating influence of gender in relation to test anxiety and self-efficacy on
students’ achievement in Statistics. Two research questions and two null hypotheses guided the study.
The researchers adopted Correlational research design involving 362 participants in the study using
multistage sampling procedure. Statistics Test Anxiety Inventory, Statistics Self-efficacy Scale and
Statistics Achievement Test were instruments used for data collection and they were validated by
experts. The internal consistency reliability indices for STAI and SSS were determined to be 0.86 and
0.69 respectively using Cronbach Alpha, while the internal consistency reliability index for SAT was
established to be 0.94 using Kuder-Richardson formula (KR20). The research questions were answered
using regression analysis while the hypotheses were tested with ANOVA statistics. The findings
revealed no significant moderating influence of gender on the amount of variation in students’
academic achievement in statistics that can be attributed to their test anxiety and self-efficacy. Teachers
should be able to utilise effective strategies in teaching statistics aspect of mathematics, which will
consequently enable students to develop better self-efficacy and reduce their test anxiety with respect to
statistics. This will thereby help to improve the academic achievement of students in statistics
component of mathematics in general.
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