The study investigated the influence of test anxiety and self-efficacy on the academic performance in Mathematics of Form two students in Kanduyi Division, Bungoma District of Western Province of Kenya. The study also sought to establish how selfefficacy and test anxiety varied with the students‟ academic performance during continuous assessment tests (CAT). There was comparison of anxiety and self-efficacy between students in co-educational and single sex schools. Sex differences in the study sample in relation to the variables were also investigated. The study sample had 115 students from three secondary schools of Kanduyi Division, Bungoma District. The three schools were randomly selected from a pool of 14 schools, then stratified random sampling was used in getting participants for study. The sex strata consisted of male and female while the school type had boys‟, girls‟ and a co-educational school. Academic performance was obtained from the student scores in the CAT. Data was collected using two instruments namely Test Anxiety Inventory Questionnaire (TAIQ) and Mathematics Self Efficacy (MSE) scale. In addition oral interview was used to verify responses of participants in the questionnaires. Piloting was done on 20 participants. Instruments were adjusted accordingly to improve on reliability and validity. Data was coded, tabulated, scored and keyed in the computer. Analysis was done using the Statistical Package for Social Sciences (SPSS®). Percentages and frequencies were calculated according to categories. Inferential statistics used in the study were correlation and analysis of variance. The study found out that students face test anxiety during tests. The subjects had high self efficacy. There were no sex differences in relation to self efficacy and test anxiety. The study concluded that students experience test anxiety during mathematics test. The anxiety is triggered mainly by authority figures specifically teachers and parents. Peer opinion was also an important contributor to test anxiety
Frontiers, E. & G., S (2021). Influence Of Test Anxiety And Self Efficacy On Mathematics Performance Of Secondary School Students In Kanduyi Division Of Bungoma District. Afribary. Retrieved from https://afribary.com/works/influence-of-test-anxiety-and-self-efficacy-on-mathematics-performance-of-secondary-school-students-in-kanduyi-division-of-bungoma-district
Frontiers, Edu, and Simiyu G. "Influence Of Test Anxiety And Self Efficacy On Mathematics Performance Of Secondary School Students In Kanduyi Division Of Bungoma District" Afribary. Afribary, 28 May. 2021, https://afribary.com/works/influence-of-test-anxiety-and-self-efficacy-on-mathematics-performance-of-secondary-school-students-in-kanduyi-division-of-bungoma-district. Accessed 02 Oct. 2022.
Frontiers, Edu, and Simiyu G. . "Influence Of Test Anxiety And Self Efficacy On Mathematics Performance Of Secondary School Students In Kanduyi Division Of Bungoma District". Afribary, Afribary, 28 May. 2021. Web. 02 Oct. 2022. < https://afribary.com/works/influence-of-test-anxiety-and-self-efficacy-on-mathematics-performance-of-secondary-school-students-in-kanduyi-division-of-bungoma-district >.
Frontiers, Edu and G., Simiyu . "Influence Of Test Anxiety And Self Efficacy On Mathematics Performance Of Secondary School Students In Kanduyi Division Of Bungoma District" Afribary (2021). Accessed October 02, 2022. https://afribary.com/works/influence-of-test-anxiety-and-self-efficacy-on-mathematics-performance-of-secondary-school-students-in-kanduyi-division-of-bungoma-district