Effect of Self- Monitoring Strategy on Students’ Test Anxiety and Achievement in Basic Science


  • Evangeline Okotcha
  • Maryann Clara Oghenejode


The study sought to determine the effect of self-monitoring strategy on basic science students’ test anxiety and achievement on selected Basic Science concepts. The study is a quasi- experimental design guided by two research questions and two hypotheses. Treatment and control groups received pretest and posttest independently. The sample for the study consisted of 200 students randomly drawn from four (4) co-educational schools in Oshimili south Local Government Area of Delta-State, Nigeria. Test- anxiety scale and Basic Science Achievement Test (BSAT) were the research instruments used for the study. Cronbach alpha was used to determine the internal consistency of BSAT and was found to be reliable with a coefficient of 0.98. The instruments validation were carried out by lecturers in the department of Science Education, Delta State University Abraka, Delta State. The instruments clearity, appropriateness and relevance were asserted by the experts. Mean and standard deviation were used in answering the research questions while T-test was used in testing the hypotheses at 0,05 level of significance. Result revealed that the experimental group that were subjected to treatment had a lower test anxiety with a higher mean achievement score. Hence, it was recommended among others that teachers should encourage student to monitor their learning during basic science teaching in other to remove all forms of test anxiety and build a stronger foundation for the learning of science.