TEST ANXIETY AND SOCIAL STUDIES STUDENTS TENDENCY TO CHEAT IN EXAMINATIONS IN UPPER BASIC EDUCATION IN CROSS RIVER STATE, NIGERIA

Abstract

This study examined test anxiety and Social Studies students tendency to cheat in examinations in Upper Basic Education in Cross River State, Nigeria. One purposes of the study was stated, and One research question and corresponding hypothesis was answered and tested respectively. Literature review was carried out based on the variable under study. Correlational research design was considered most suitable for the study. Stratified random sampling technique was adopted in sampling the 1,127 respondents randomly from 82 public Secondary schools. A validated 20 item four-point modified Likert rating scale questionnaire was the instrument used for data collection. The face validity of the instrument was established by two lecturers in Test and Measurement and the researcher’s supervisors. The overall reliability estimate of the instrument 0.81 was established using the Cronbach Alpha method. To test the hypotheses formulated for the study, simple Linear Regression statistical tool was used. The hypothesis was tested at .05 level of significance. The result obtained from analysis of data revealed that students test anxiety predict students’ tendency to cheat in examinations. It was therefore recommended among others that assignments, exams, and ongoing assessments should all be carefully prepared to prevent pupils from trembling excessively, which is likely to cause cognitive test anxiety in them.