Relationship between Tests Anxiety and Students Academic Achievement in Educational Measurement and Evaluation in Usmanu-Danfodiyo University Sokoto State, Nigeria

The focused of this study was to explore the relationship between tests anxiety and students academic achievement in educational measurement and evaluation in Usmanu-Danfodiyo University Sokoto State, Nigeria. Four research questions and one hypothesis guided the study. A sample of 520 students was randomly selected from thirteen different departments in faculty of education. The instrument contained 20 items ‘‘Test Anxiety Inventory (TAI) developed by Spielberger for data collection. Data were analyses using Pearson correlation, multivariate statistics and regression. It was found that a significant negative relationship exists between test anxiety scores and students’ academic achievement scores, which a cognitive factor (worry) contributes highly in test anxiety than affective factors (emotional). Further results reveal a significant effect of male and female students on sub-scales test anxiety and academic achievement scores in educational measurement and evaluation. Therefore, it was concluded that test anxiety is one of the major treats responsible for students’ poor achievement and low performance but it can be controlled educating students on how to handle factors responsible for test anxiety at the university.