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Causes Of Academic Anxiety Among Tertiary Institution Students
[A CASE STUDY OF ILORIN METROPOLIS OF KWARA STATE]
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Psychometric properties of the Instrument
Reliability of the Instrument
Best (1981) described reliability as the consistency demonstrated in a test score over a period of time. Reliability of a test is therefore, the degree or precision and consistency to which an instrument measures a construct. Oladunni (1996) described reliability as consistency of a measurement of an instrument over a period of time. A reliable instrument measures consistently a testee’s performance under varying and different conditions.
The reliability of ARAQ was established by administering the questionnaire forms on twenty students who would not form part of the final administration and after an interval of four weeks, the same questionnaire forms was re-administered to the same set of respondent. Scores were obtained from the two sets of administrations. The scores obtained from the two tests would be correlated with the application of Pearson product moment correlation formula. The reliability coefficient of 0.82 was obtained, which is considered high enough to establish the fact that the instrument is reliable.
Validity of the Instrument
Best (1981) described validity as that quality of data gathering instrument or procedure that enable the researcher to determine whether or not the instrument measures what it is designed to measure. For this study, content validity would be adopted.
It implies that the instrument correctly covers the area and variables of interest to the researcher. An instrument is described valid if it measures truly and accurately the area it is designed to measure.
Four lecturers in the Department of Counsellor Education, University of Ilorin established the content validity of the questionnaire. Upon the advice of the experts, some corrections were made and this enabled the researcher to produce the final instrument. Supervisor of this study later confirmed the validity of the questionnaire. The items in section B requires the participants in indicate their levels of agreements or disagreement with the statements.
The response formal is the four-point likert type in which respondents may tick any of the following as appropriate.
SA = Strongly Agree
A = Agree
D = Disagree
SD = Strongly Disagree
The scale will be assigned points ranging from four for strongly agree to one for strongly disagree as stated above. This is important for the purpose of statistical analysis.
Procedure for Administration and Data Collection
The questionnaire forms will be administered randomly to the students from the selected tertiary institutions in Kwara State. A copy of the selected respondents personally by the researcher with the aims of obtaining a high response rate.
Good report will be established in order to ensure that the respondents fully co-operate with the researcher. A researcher explained the items that were not clear to the respondents. After all the questionnaire forms would have been filled, the researcher would collect them back.
Scoring procedure
The returned questionnaires will be scored using four point likert type scale in the following order.
Strongly Agree (SA) = 4 (points)
Agree (A) = 3 (points)
Disagree (D) = 2 (points)
Strongly Disagree (SD) = 1 (point)
Data Analysis Technique
Frequently counts and simple percentage would be used to compute descriptive data while t-test statistical and analysis of variance (ANOVA) would be used to test the generate hypotheses. All hypotheses would be based at 0.05 alpha level of significance.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT Anxiety is a state of emotional or physical disturbances induced in a person by a real or imagined threat. It is a state of tension, uneasiness, worry or apprehension about what has happened and or will happen. Anxiety is characterized by feeling of frustration, anger, rejection, sadness, despair, hate, depression, confusion, worthlessness and dilusionent. The total of three hundred (300) respondents would be selected from the institution to participate in the study. Instrum ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 2 ]APPENDIX University of Ilorin Institute of EducationFaculty of Education Department of Counsellor EducationCauses of Academic Related Anxiety Questionnaire (CARAQ)Dear Respondents, This information gathered will be used purely for research purposes. Please kindly respond objectively to the items in the questionnaire. The information supplied will be treated with utmost confidentiality. Thus, you do not need to write your name. Thank for your cooperation. SECTION A: (PERSONAL INFORMATION)Instru ... Continue reading---
LIST OF TABLES - [ Total Page(s): 1 ]LIST OF TABLES Table 1: Distribution of respondents based on Gender Table 2: Distribution of respondents’ based on institution Table 3: Distribution of respondents based on marital status Table 4: Distribution of respondents based on age Table 5: Distribution of respondents based on mode of residence Table 6: Distribution of Respondents based on Religion Table 7: Mean and Rank order of respondents on the causes of academic related Anxiety Tabl ... Continue reading---
TABLE OF CONTENTS - [ Total Page(s): 2 ]TABLE OF CONTENTS Title page Approval Dedication Acknowledgements Abstract Table of Contents List of Tables CHAPTER ONE INTRODUCTION Background to the study Statement of the problem Research questions Research Hypotheses Purpose of the study Significance of the Study Scope of the Study Operational Definition of Terms CHAPTER TWOREVIEW OF THE LITERATURE REVIEWEDIntroduction Nature and meaning of anxiety Concept of Academic Anxiety Theories of Anxiety Types of Anxiety ... Continue reading---
CHAPTER ONE - [ Total Page(s): 5 ]Thus, education is taken as the most important means of developing human resources for national development. This accounts for their reason why the Federal Government of Nigeria made it clear in the National Policy on Education, that education is an instrument per Excellence for effective development (FGN, 1988). Hilgard and Artikinson (1995) noted that people experiencing anxiety are strongly motivated to do something to alleviate discomfort through the various unconscious defence mechan ... Continue reading---
CHAPTER TWO - [ Total Page(s): 10 ]Uncertainty has been observed as one of the causes of anxiety, Ashaolu (2001), when one did not know what is expected, not knowing the best course of action to make, not knowing what will happen and when there is uncertainty about one’s education in studies. The environment has been observed to elicit of the environment is perceived as threatening thus the weather, heat, can arouse anxiety. Hilgard and Alkinson (1995) observed that a noisy environment could arouse anxiety. They mai ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 9 ]Hypothesis ThreeThere is no significant difference in the causes of academic related anxiety employed by students of tertiary institution in Kwara State on the basis of age. Table 10 reveals that the calculated t-value is .59 while the critical t-value is 1.96. Since the critical t-value of 1.96 is greater than the calculated t-value of .59 at 0.05 alpha level of significance the null hypothesis is accepted. Thus, there is no significance difference in the causes of academic related anxiety amon ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 2 ]Thus, age does not significantly affect the causes of academic related anxiety among students of tertiary institutions. Thus, age does not significantly affect the causes of academic related anxiety among students of tertiary institutions. Hypothesis five stated that there is no significant difference in the causes of academic related anxiety among students of tertiary institutions on the basis of mode of residence. The hypothesis was accepted. By implication, students mode ... Continue reading---
REFRENCES - [ Total Page(s): 2 ]REFERENCESAbdel-Khalek, A.M. & Alansari, A.M. (1998). Optimism and pessimism: An Arabic study of personality. International Journal of Psychology 1(131-152). Abdel-Khalek, A.M. (1998). Optimism and physical health: A factorial study. Journal of the Social Sciences 26(2). Abdulatif, H. and Hamada, L. (1998). Optimism and pessimism. Their relationship with the two dimensions of personality, extraversion and neurotism. Journal of the social science. 26(1). Abiri, A. and Daramola, S. (1991). Researc ... Continue reading---
