Abstract

This study investigated the relationship among Test Anxiety, Social Support and Academic Achievement among Students of Federal College of Education Zaria, Kaduna State. The design adopted in conducting this correlation design. The population of the study is made up of some selected NCE II students of Federal College of Education, Zaria. Their number stands at eight hundred and eighty-seven (887) male and female students and the sample of the study was 270 students randomly selected based on the recommendation of Krecjie and Morgan. Two main instruments were used for this study. The instruments are test anxiety inventory and perceived social support scale. The data collected were analyzed using descriptive and inferential statistics. Pearson Product Moment Correlation PPMC(r) was used to test the study hypotheses. The finding of this study revealed that a significant relationship exists between test anxiety and social support (r=0.76, p=0.000). The finding also revealed that a significant relationship exists between test anxiety and academic achievement (r=0.71, p=0.001). It was further revealed that a significant relationship exists between social support and academic achievement (r=0.633, p=0.000). The study recommended that psychologists should be able to address students with test anxiety problems for proper social support; psychologists should be able to address students with test anxiety problems to increase their academic achievement; parents, peers and school authorities anxiety problems to increase their academic achievement; parents, peers and school authorities should give students adequate social support needed to enhance their academic achievement.