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JO Okogu
M‎ Osah
SO Umudjere

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JO Okogu
M‎ Osah
SO Umudjere

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.3 (1), 1-5 March, 2016
Available online at https://www.journalissues.org/IJEPRR/
DOI:http://dx.doi.org/10.15739/IJEPRR.16.001
Article ID:/16/EPRR/03/05 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.



Original Research Article

Examination anxiety and students academic performance: Social studies approach

1Okogu  J. O., 1Osah Mark‎ and 2*Umudjere, S. O.

1Department of Social Science Education, Delta State University, Abraka,  Nigeria.
2Faculty of Education, University of  Benin, Benin City, Edo State, Nigeria.

*Corresponding Author E-mail: umudjeresunday(at)gmail.com



date Received: January 15, 2016     date Accepted: February 1, 2016     date Published: March 11, 2016


 Abstract

The study examined examination anxiety of students in Nigeria higher institutions and its consequences among the students. this study noted that examination anxiety contribute negatively to students’ academic performance, hence, there is the urgent need to exploring for a salvaging means. The researcher raised two research questions and formulated two research hypotheses to guide the study. The significance of the study stems from the benefits of stake holders such as enhanced students’ academic performance. The researcher concluded that examination anxiety is a common phenomenon among higher institutions students that result to poor academic performance and this paved way for the recommendation that acknowledged social studies due to its problem-solving content as an instrumental variable of solving examination anxiety of students in higher institutions.


Key words: Students academic, anxiety, examination, social studies


Okogu et al