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 The purpose of this study was to examine the relationship between motivational pattern, test anxiety level of students as a correlates of academic achievement in secondary school in Enugu State. The study was carried out using motivational pattern questionnaire with reliability of 0.82 and test anxiety schedule with reliability of 0.85. Data were collected from 240 respondents from twelve (12) secondary schools in Enugu State of Nigeria. Both descriptive and inferential statistics were used to answer the four research questions of the study, while multiply regression and ANOVA was used for testing the four hypotheses of the study at the 0.05 level of significance. The major findings of the study include: Both student (males and females) students adopt intrinsic motivational pattern in study of English Language with x (mean) 66.98 and 64.63 and SD 9.69 for male and 7.52 for female. The difference among them was not statistically significant. For Mathematics both adopted intrinsic motivational pattern in study of Mathematics with x (mean) 66.44 and SD 8.70 for male and 68.27 and SD 9.04 for female. The difference among the gender in mathematics was not statistically significant. For the test anxiety level, in both English and Mathematics, they have the same high anxiety and low level of anxiety. Their differences were not statistically significant. Table 3 and 4 shows the values. In Ho3 the (r) value was 0.46 and significant value was 0.65, the differences were statistically significant for all students at the 0.05 level of significance, since their calculated values was (0.458, 0.645, 1.0014, 0.312 and 1.051, 0.294, -1.277 and 0.208) were less than the table values, which meant that they showed marked statistical difference. The calculated F. ratio for mathematics and English 9.28 at 0.05, showed a significant differences between gender, respondents, student motivational pattern and test anxiety and academic achievement. Based on the above findings, the following recommendations were made: 1. That students’ motivational pattern should be encouraged by exposing the students to the benefits of intrinsic pattern in studies, to increase their academic achievement. 2. That test anxiety is a problem to students’ academic achievement. Therefore, teachers and parents should adopt practical teaching means in order to reduce the test anxiety levels in students and increasing their academic achievement.

Project detailsContents
Number of Pages93 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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