Test Anxiety and Examination Performance Among Senior Secondary Students in Ibadan, Oyo State

This study investigates the influence of test anxiety on examination performance among senior secondary school students in Ibadan, Oyo State, South West Nigeria. Test anxiety remains a significant psychological barrier affecting students' ability to demonstrate acquired knowledge during high-stakes assessments, including the West African Senior School Certificate Examination. The study adopts a cross-sectional survey design, engaging 280 students from six government secondary schools in Ibadan North Local Government Area. The Westside Test Anxiety Scale and students' mock examination scores were used as primary instruments. Data were analysed using Pearson correlation and multiple regression. Results indicate a significant negative relationship between test anxiety levels and examination performance, with female students reporting higher anxiety scores than their male counterparts. Environmental factors such as overcrowded classrooms and inadequate revision time were identified as anxiety triggers. The study also notes that students who engaged in regular self-testing and peer study groups reported lower anxiety levels. These findings contribute to growing evidence that psychological preparedness is as important as content mastery in determining examination outcomes. School counsellors in Oyo State are advised to integrate anxiety management modules into guidance programmes, while teachers should adopt low-stakes formative assessments to acclimatise students to test conditions. This study underscores the need for systemic attention to student mental health within Nigeria's secondary education framework. Keywords: test anxiety, examination performance, secondary school, Ibadan, academic stress.