Abstract

This study investigated the relative and combined influences of test anxiety and motivation for examinations on science achievement of selected Junior Secondary School students in Ogun State, Nigeria. Twelve secondary schools were randomly selected from the list of secondary schools in all the four divisions of Ogun State. A sample of three hundred and sixty students selected from twelve schools participated in the study. Three instruments were used to collect data. Test anxiety and motivation for examinations accounted for 14.6% of the total variance in science achievement. (R square = 0.146, p < 0.05). This percentage is statistically significant. There is negative significant relationship between test anxiety and science achievement (r = -0.228, p < 0.05) and positive significant relationship between motivation for examinations and science achievement (r = +0.333, p < 0.05). Teachers and counselors should motivate students for examinations by providing necessary materials and equipping them with techniques of tackling questions.

Key words: Test anxiety, examinations, motivation, science achievement, junior secondary school, Ogun State, Nigeria.