PSYCHO-SOCIAL VARIABLES AS CORRELATES OF TEST-TAKING BEHAVIOUR AMONG STUDENTS OF SECONDARY SCHOOLS IN CROSS RIVER STATE, NIGERIA

PSYCHO-SOCIAL VARIABLES AS CORRELATES OF TEST-TAKING BEHAVIOUR AMONG STUDENTS OF SECONDARY SCHOOLS IN CROSS RIVER STATE, NIGERIA

ABSTRACT

The aim of this study was to determine some psycho-social variables as correlates of test-taking behaviour of secondary school students in Cross River State, Nigeria. The population of the study comprised of 11,864 senior secondary II student. A total of one thousand two hundred (1,200) secondary school students were used for the study. The procedure used in drawing both the school and subjects was simple random sampling method. The instrument used for data collection was Psycho-social variable and test taking behaviour questionnaire (PSVTTBQ). The reliability of the instrument was determined using Cronbach Alpha Method and the overall coefficient of 0.84 was obtained. Data collected were analyzed using descriptive statistics (means) and correlation analysis technique. The 0.05 level of significance was used for the statistical testing of each of the hypotheses. The result of the analyses revealed that self concept, anxiety, motivation, locus of control, peer group and school environment are significantly relate with test-taking behaviour. Based on the findings, the following recommendations were made: Teachers and parents should make efforts towards the development of positive self-concept of the children. Teachers and parents should devise appropriate methods to ensure that the incidence of anxiety among students is reduced if not eliminated. Positive attitudes are to be developed among the students through adequate encouragement by teachers and parents. The teachers, parents and government have to motivate the students in order to create positive test-taking behaviours. Parents have to provide necessary learning materials and make the home learner friendly. The parents have to monitor and control the type of peer groups associated with by their children. Finally, the school should provide conductive and school-child friendly environments.