Relationship Between Science Anxiety and Academic Performance in Chemistry Among SS2 Students in Kwara State

This study examined the relationship between science anxiety and academic performance in Chemistry among Senior Secondary Two students in Kwara State, Nigeria. Science anxiety, characterised by negative emotional responses triggered by science-related tasks, is increasingly recognised as a significant psychosocial barrier to learning, particularly in subjects with a high quantitative demand such as Chemistry. A descriptive correlational design was used. A total of 310 SS2 Chemistry students were selected from public secondary schools in Ilorin East, Offa, and Ekiti Local Government Areas using multi-stage sampling. The Science Anxiety Scale adapted for Nigerian secondary students and a Chemistry Performance Proforma recording first-term examination scores were used as instruments. Cronbach's Alpha reliability was 0.82. Data were analysed using Pearson's r and linear regression. Results showed a significant negative correlation between science anxiety and Chemistry performance, indicating that higher anxiety levels corresponded with lower academic scores. Female students reported marginally higher science anxiety than males, though the performance difference was not statistically significant. The study recommended integration of anxiety reduction strategies into Chemistry pedagogy, including collaborative classroom structures and constructive assessment feedback. Keywords: science anxiety, Chemistry performance, secondary students, Kwara State, psychosocial factors.