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
