Influence of Anxiety on the Academic Perfomance in Gse English among NCE Students of Federal College of Education (Technical} Bichi

Abstract

This study investigated the Influence of Anxiety on the academic performance In GSE English among NCE students of Federal College of Education Technical Bichi. Two objectives; are set to guide the study as follows, to determine the levels of Academic Anxiety among NCE Students of Federal College of Education Technical Bichi. To Examine gender differences in academic performance of students in GSE English among NCE Students of Federal Colleges of Education Technical Bichi the study has two research questions and one hypothesis was formulated in null and alternate. Descriptive survey design was adopted for the study. Because the study is trying to measure the level of anxiety among the students and also comparing groups, survey designs allow to collect data and analyze the difference. The population of the study consisted of 2,925 NCE students registered GSE English across Federal College of Education Bichi. The sample size of 340 was drawn according to research advisors (2006). The study used multi-stage sampling technique. Across different groups An adapted Foreign language classroom Anxiety instrument developed from Hortwiz (1986) was used. Face validity was established by the experts in the Department of Education. divergent validity between Academic Self-efficacy questionnaire and Foreign Language classrooms Anxiety questionnaire, the result of the analysis indicated that the two instruments measured related but different factors, though the magnitude of the relationship is weak. Hence divergent validity established (r = .315, p >.05).  the reliability of internal consistency was established using Cronbach Alpha reliability and the result of the analyses were as follows: values of 0.89 for Academic Anxiety Scale. The data collected from the field were analyzed in two ways; first by using descriptive statistics, to summarize and described the data, using frequency distribution. Secondly the Inferential statistics of t test for independent samples at 05 level f significance was used to test hypotheses 1, 2, The finding revealed that majority of the respondents were proved to have low anxiety(59.7%) also (40.3 ) high anxiety The Analysis on gender differences on Academic performance shows that gender do not vary significantly, on Academic performance =(48.7) for male and (49.91) for female. This means gender does significantly influence GSE Englis performance The findings recommended teachers to simplify the method of teaching and also create relaxation exercises; group work, interact with the students, and allow them to partake in co- curricular activities that will help them to relax and enjoyed their time, it will be useful in reducing academic anxiety. In addition, the students should take responsibility to seek for anxiety management help from teacher counsellors, other teachers or from the peer counselling clubs within their schools in order to ensure that their anxiety levels do not escalate to levels that impact negatively on their academic results.