Ziller’s Probability Model of Test Standardization in The Level of Student’s Test-Anxiety and Attitude Towards Learning Mathematics in Ondo State, Nigeria (Published)
The study investigated Ziller’s probability model of test standardization on the level of students’ test-anxiety and attitude towards learning Mathematics among Senior Secondary School Two (SS 2) students in Ondo State, Nigeria. It employed non-experimental, descriptive survey and correlational research design for the study. The sample comprised 600 SS2 students selected through a multistage sampling procedure across the three senatorial districts in Ondo State. Data were collected using three research instruments and analysis was conducted using both descriptive and inferential statistics with hypotheses tested at 0.05 level of significance. Findings showed that there was high guessing tendency in multiple choice tests and also there were differences among the uncorrected scores in multiple choice, two-tier items and Ziller’s standardize multiple-choice test. After applying Ziller’s Model, there was a negative influence on students with very low-test anxiety as reflected by a difference of -1.83. In contrast, students with low and moderate anxiety levels showed a positive influence with a difference of 0.22 and 0.16 respectively. However, there was no significant relationship between test anxiety and academic achievement either before or after the Ziller’s model application. Similar the relationship between two-tier and academic achievement was not significant before (r= -0.27, P >0.05) and after (r=0.22, P >0.05) applying the model. Additionally, there was no significant relationship between attitude towards Mathematics and academic achievement both before and after (r=0.26, P >0.05). The study concluded that Ziller’s model positively influences test-anxiety and attitudes towards Mathematics and recommended its adoption in standardizing test items in Nigeria Secondary Schools.
Keywords: Test anxiety, Ziller’s probability model, attitude, test standardization
Affective Variables as Predictors of Junior Secondary School Students’ Academic Achievement in Science and Mathematics in Ogoja Education Zone of Cross River State, Nigeria (Published)
This ex-post facto was conducted to investigate the extent to which affective variables predict academic achievement in Science and Mathematics among students in junior secondary three (JSS 3) in Ogoja Education Zone of Cross River State, Nigeria. One research question and hypothesis were formulated to guide the study. 490 participants were randomly drawn from a population of 3,464 within the research location. The Affective Variable Questionnaire (AVQ), Basic Science Achievement Test (BSAT) and Mathematics Achievement Test (MAT) served as data sources. Data were analyzed via the Multiple Regression analysis. Findings indicated that test anxiety, attitude, self-concept and social responsibility are significant predictors of achievement in Basic Science and Mathematics. However students’ attribution, interest and gender are not significant predictors of Basic Science and Mathematics achievements. It is recommended that science and mathematics educators should develop positive relationship with students and also stress classroom activities that would encourage active students’ participation.
Keywords: Science, Test anxiety, affective variables, attribution, mathematics achievement