The Relationship between Study Habits, Test Anxiety and Science Achievement

Abstract

The study was designed to determine the relationship if any among the variables of study habits, facilitating anxiety and debilitating anxiety on achievement in secondary school science.

The sample consisted of 124 fifth year male and female students offering science subjects in a co-educational secondary school in Lagos State, Nigeria. Using modified versions of Bakare (1977) Study Habits Inventory (SHI); The Alpert – Haper (1960) Achievement Anxiety Test and the science scores of the students, the major finding were:

1. The students exhibited fairly adequate study habit patterns,
2. Significant positive correlations between study habits and science achievement.
3. Significant negative correlations between debilitating anxiety, and science achievement.
4. The relationship among study habits, facilitating anxiety and debilitating anxiety was not significant.

Based on these findings conclusions were drawn and implications for practice suggested.

Keywords: study habits, science achievement, test anxiety.