Study Habits and Test Anxiety as Correlates of Senior High School Students’ Academic Achievement in the Ekumfi District

Abstract

The study aimed at investigating study habits and test anxiety as correlates of the Senior High School students’ academic achievement in the Ekumfi District in the Central Region of Ghana. Quantitative approach was employed using descriptive survey design. The five Senior High Schools in the district were purposively selected. Proportionate stratified random sampling was used to obtain the sample size for each school. The simple random sampling (lottery method) was used to select the three hundred and six participants for the study. Questionnaire was used as main data collection instrument. The overall reliability coefficient of the 68-items was 0.76 and 0.89 for study habits and test anxiety respectively. The data collected was analysed using percentages and frequencies, mean and standard deviations, independent sample t-test and multivariate multiple linear regression. The findings from study revealed that the students practiced a combination of all the study habit domains which include: time management, concentration, homework and assignment, time allocation, reading and note taking. The study showed that generally, the students experienced high test anxiety. Again, it was discovered that concentration-related study habits contribute significantly to students’ academic achievement. Based on these findings, it was recommended that the Guidance and Counseling Coordinators of the Senior High Schools should be equipped to tackle challenge of high test anxiety among the students in order to boost their academic achievement.