YEAR ONE STUDENTS' TEST ANXIETY AS A CORRELATE OF THEIR INTEREST IN CHM 111 AT NNAMDI AZIKIWE UNIVERSITY, AWKA, NIGERIA

Abstract

Following the fluctuation of students' performance in CHM 111 course, this study 
examined Year One Students' Test Anxiety as a Correlate of Interest in CHM 111 at 
Nnamdi Azikiwe University. Two purposes, two research questions and two null 
hypotheses guided the study. The study adopted a correlational survey design. The 
sample for the study comprised of Chemistry students in the department of 
Chemistry and Chemistry education students in the department of science 
education.  The sample constituted 368-Year one student. Two instruments were 
used for data collection, test anxiety inventory (TAI) and Chemistry interest 
inventory (CII). TAI and CII indicated a reliability 0.75 and 0.80 respectively using 
Cronbach alpha. This is an indication that the instruments were reliable. The data 
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were analyzed using Pearson product moment r and R to answer the research 
questions while p value was used to test the null hypothesis at 0.05 alpha level. The 
findings from the study revealed among others that there exists a low positive 
relationship between year one students test anxiety and interest in CHM 111 course 
in federal university. However, no significant relationship. The study also revealed a 
low positive relationship between year one students test anxiety and interest in 
CHM 111 course in federal university. Thus, no significant relationship between 
year one students' test anxiety and interest in CHM 111 in university in university 
when moderated by gender. Based on the findings, it was recommended that CHM 
111 lecturers should focus on factors beyond test anxiety to boost CHM 111 interest 
enhance relevance, instruction, and engagement. Tailor inclusive curricula with 
real-world applications, varied assessments, formative feedback, and mentorship. 
From the recommendations, conclusions were made.