EFFECTS OF MOTIVATION TYPE AND TEST ANXIETY ON STUDENTS' ACADEMIC PERFORMANCE IN CHEMISTRY

Abstract

This study investigated the effects of motivation type (intrinsic vs. extrinsic) and test anxiety on the academic performance of senior secondary school students in chemistry. A descriptive survey research design was employed, with a stratified random sample of 386 chemistry students drawn from public secondary schools in Anambra State, Nigeria. Data were collected using three validated instruments: the Academic Motivation Scale–Chemistry Version (AMS-CV), the Westside Test Anxiety Scale (WTAS), and the Chemistry Achievement Test (CAT). Reliability coefficients of 0.84, 0.81, and 0.87 were obtained, respectively, using Cronbach's alpha. Multiple regression and one-way ANOVA were used for data analysis. Results revealed that intrinsic motivation was a significant positive predictor of chemistry academic performance (β = 0.47, p < .001), while high test anxiety was a significant negative predictor (β = −0.39, p < .001). Extrinsic motivation demonstrated a moderate positive relationship with performance but was not statistically significant (β = 0.12, p = .063). A significant interaction effect between motivation type and test anxiety level was also observed. Students with high intrinsic motivation and low test anxiety recorded the highest mean chemistry scores (M = 74.3, SD = 8.6). These findings underscore the importance of fostering intrinsic motivation and implementing anxiety-reduction interventions in chemistry classrooms. Implications for curriculum design, teacher training, and school counseling are discussed.