Abstract

The study examined the influence of test item type on test anxiety and performance in mathematics among senior secondary school students in Akoko South-West Local Government Area of Ondo State. The researcher posed two questions and two null hypotheses were formulated and tested at 0.5 level of significance. Descriptive research of the survey type was adopted for the study. A sample of 200 students involving purpose and simple random sampling techniques were drawn. Test-Anxiety scale for Mathematics(TASM) and a 25 item MAT (multiple-choice test and Essay test). The instruments were validated by experts in test and measurement,s Department of Guidance and Counselling Adekunle Ajasin University, Akungba- Akoko, Ondo State. The reliability of the test was established using Kuder-Richardson formula 20(R-20) statistics with a coefficient of 0.82. Data collected were analysed using mean, standard deviation and the hypotheses were tested using T-test and regression analysis. Results revealed that there is a significant influence of test item types on test anxiety and performance in mathematics. Also, there is a significant difference in the test anxiety levels of male and female students. Based on the findings it was recommended that examining bodies, government, psychometricians, private firms and all education stakeholders should use strategies in teaching mathematics in other to reduce test anxiety among students to enhance their performance.