Ijsrp p89107

International Journal of Scientific and Research Publications, Volume 9, Issue 5, May 2019 850
ISSN 2250-3153
Influence of Anxiety on Academic Performance among

Students at The Technical University of Kenya
Nancy, W.M. Gichohi
Institute of Youth Studies, Tangaza University College, The Catholic University of Eastern Africa, Nairobi, Kenya
DOI: 10.29322/IJSRP.9.05.2019.p89107
http://dx.doi.org/10.29322/IJSRP.9.05.2019.p89107
Abstract
Academic anxiety is the fear of studying including not Technical University of Kenya. The findings provide insights
having good study habits and fear of failure among others. State- into increased anxiety levels correlation with student
Trait Anxiety Inventory for Adults (STAI-AD) and Grade Point performance.
Average (GPA) were utilized to examine academic anxiety
indicators derived from previous studies and their association to Index Terms: Academic performance, anxiety,
students’ academic performance in the perspective of 357 emotionality, worry, study skill deficit.
1.1 Introduction cases, such fear of unknown distracts student from concentrating
Cases of student unrest, dropping out, drug and substance and finishing learning activities. Just like emotional reactions,
abuse, unclear deaths and poor performance are on the rise in students experiencing worry generated issues, have high chances
universities the world over. The issue becomes worse when of losing focus and attention to academic duties (Lena & Kent,
students’ academic outcome is affected. Indeed, poor academic 2012).
performance has emerged a key concern of teachers, syllabus Study skills can be defined as student’s masterly requisite
designers, curriculum developers and the whole educational studying tactics and the management of resources such as time,
body. Although there are many factors contributing to these in order to accomplish required learning duties. Basically, these
challenges, the current study strives to create a connection amid comprise combination of intellectual capabilities and procedures
anxiety and academic performance of students. enhancing effectual student learning. It can also be a plan or
Mahato and Jangir (2012) define academic anxiety as a strategy that involves choosing most applicable studying
consequence or outcome of biological or emotional reactions that techniques. The application and effectiveness of study skills can
lower concentration level of students during learning. This be improved through the use of study strategies for better
current study adopts Gourav’s (2015) four key scopes or academic outcomes. Mazumdar, Gogoi, Buragohai and Haloi,
dimensions of academic anxiety which include; emotionality, (2013), identify four study skills that include repetitive,
worry, deficits in studying skills and interference generated by procedure based, cognitive and metacognitive skills.
duty or task. Basically, these aspects of academic anxiety have a Study skills are measured by variables such as poor time
significant bearing on the students’ education outcomes, management, academic procrastination, poor organizing and
particularly post-secondary school students. processing information, motivation and attitude, inadequate
The first component of academic anxiety is emotionality that instruction time, faulty learning material, over demanding
is characterized with symptoms which include distress, fright syllabus as well as insensible teaching. Consequently, students
(panic), high palpitations, queasiness (nausea), moist palms, rush preparing at the eleventh hour, leading to mix-up especially
touchiness (irritability), and tenseness among others. In most during examinations. As a result, students underperform due to
cases, these are feelings emanating from the inability to perform the inability to embrace study skills. Apparently, the three
expected duties. Specifically, such feelings are as a result of dimensions of academic anxiety are outcomes of poor study
inadequate preparation or inability to comprehend learning skills, hence the need to design mechanisms of checking these
concepts. Consequently, students undergoing these signs are challenges (Kader, 2016).
likely to experience diminishing concentration levels during The concept of task-generated interference refers to unfruitful
academic activities. Undeniably, emotionality can impact tendencies or behaviour that emerges when a student begins to
negatively on student academic performance if not attended to engage in academic activities. Such tendencies include; making
(Saini, 2012). minimal effort to get things right, giving up quickly on
Imagined or real thoughts and feelings of something bad demanding tasks, non-participation in class activities, prioritizing
about to happen can be referred to as worry. This concept is non-academic activities, coming late, missing lessons, and
operationalized in terms of low self-concept, anticipating failure, delinquent as well as aggressive character traits. Others include
obsession with repercussions of failure, being under pressure for taking more time answering a question he or she is not capable
excellent performance, family issues among others. In most
http://dx.doi.org/10.29322/IJSRP.9.05.2019.p89107 www.ijsrp.org
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as well as frequently glancing at a clock face instead of of stress, or difficulties handling stress, reported physical health
responding to questions (Attri & Kumari, 2013) issues affecting their diet and sleep.
Such academic anxiety tendencies appear to be more In South Africa, study skills determine performance in end
prevalent in higher learning institutions. Indeed, slipping of term examinations among secondary school students in
university student’s academic achievement globally is worrying. Pretoria, (Ebrahimi & Khoshsima, 2014). In addition, the study
For instance, a report by Organization for Economic Cooperation found out that those students who had deficit in time
and Development (OECD, 2015) on the influence of anxiety on management, examination preparations and notes making during
student academic achievement in science, technology and learning obtained low marks in end of term examinations in
mathematics courses among university students in Singapore. contrast to their colleagues who excelled in the same tests due to
The findings showed students experiencing anxiety had more having better study skills. This study confirms many findings in
chances of having unsystematic, ambiguous and undefined goals different studies that connect better academic performance to
and priorities. That led to students’ inability to effectively budget study skills. Further, there is clear indication that academic
and manage time. The study, observed correlation between performance of students can be influenced by a variety of factors
anxiety and performance in Science Technology Engineering and including academic major, self-perception of abilities, levels of
Maths related courses (STEM). anxiety during examinations and student background features.
A recent report by the Anxiety and Depression Association Similarly, students experiencing anxiety issues in Malaya,
of America (American College Health Association, 2013) exhibited poor memory, concentration loss, weak self-concept as
established that anxiety among college students in the United well as weak intellectual or cognitive ability. As a result, most
States had increased from 6.7% in 2000 to 12.9% in 2013. In students displayed emotional reactions such as nervousness to
2014, the American College Health Association reported that difficult learning activities or general education engagements
23% of college students reported anxiety as a factor affecting that were demanding. Overall, heightened anxiety had a bearing
their functioning in the past year. Work and school performances on their academic achievements (Prima, Muhammad, Ahmed,
are often domains that individuals with anxiety persistently and Tutut & Suriya, 2010).
excessively worry about (American Psychiatric Association, Mohammed, Hailu, and Muhammad (2017), examined
2013). The excessive worry hinders the ability to do things effects of examination anxiety on university students’ academic
efficiently and in a timely manner. The time and energy that is performance in Northwest University, Kano, Nigeria. They
spent worrying would leave less time to study or do homework, established that students with heightened levels of anxiety scored
and negatively affect an individual in many other areas. Lowe lower grades compared to their counterparts who obtained higher
and Ang, (2012) conducted a survey among university students grades with moderate levels of anxiety. It was therefore evident
in Southern Queensland University, Australia, demonstrated that that academic anxiety has a bearing on the academic
untreated anxiety in young adults may lead to several achievement of university students.
behavioural, physical, and mental difficulties that impede Additionally, the study noted that academic anxiety can no
academic performance. As if that is not enough, the findings longer be ignored due to its effects on student academic
attributed procrastination and negligence of academic obligations performance. Academic institutions have a key role to assist
especially homework, assignments as well as achieving targets to students handle academic anxiety through properly executed
heightened stress levels. Besides, the study observed that such guiding and counselling programmes. Expectedly, relationships
stressed students usually cognitively think about their among administration, teachers, parents and learners is meant to
inadequacies, disappointments as well as personal develop the intellectual, academic and personal aspects. Also, it
underperforming. Consequently, their self-worth is eroded by should build their social and emotional faculties, as well as
such mind-set which results into underperformance assisting students identify and appreciate their strengths and
academically. weaknesses.
In a more recent study on association between anxiety and In their study on status of university education in Kenya,
student class concentration, Dalkiran, Baltaci, Karatas and Mukhwana et al, (2016), attribute worrying student indiscipline,
Nacakci (2014) observed university student representing 40% of drug abuse among others on academic anxiety that exert pressure
the total student population, visited hospitals for psychological on students. Additionally, this study found that some 35 per cent
issues, concentration challenges and stress. As well, they of engineering students failed at Technical University of Kenya,
depicted heightened neuroticism and stress levels had correlation 30% Bachelor of Laws (LLB) of Kenyatta University, 22% Moi
with dismal academic outcomes since tension affected their University, 20% University of Nairobi (Parklands Campus).
learning concentration, remember learned concepts and general Further, 5% University of Nairobi’s Mombasa Campus and 2%
scrawny answers to examinations. Jomo Kenyatta University of Agriculture and Technology.
A study done by Larson, Orr, and Warne (2016) explored Among private universities, 8% Catholic University, 6%
both physical and mental health issues on student performance Kabarak University, 4% Mount Kenya University and 2%
among university students in Australia. Some of the physical Nazarene University (UNESCO, 2017).
health difficulties the study measured included asthma, allergies, Basically, anxiety level that is moderate and controllable is
mononucleosis, strep throat, and urinary tract infections. The beneficial. This is because it motivates to put extra exertion to
study found that mental health issues were significantly and finish assignment as well as prepare for assessment. However,
negatively associated with Grade Point Averages. The study also when the human body is unable to cope with anxiety due to
observed that physical health issues were often correlated with extreme levels, academic anxiety turns into an issue that
mental health issues. For example, students who had high levels warrants resolution (Kaur, 2012). Admittedly, such heightened
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academic anxiety levels, if not addressed, can have far reaching skills crucial for Vision 2030, in its report dated September,
repercussions on students especially on academic outcomes 2015 (UNESCO, 2017). The UNESCO report advise bold
(Lena & Kant, 2012). Sadly, students who fail to manage their actions be taken to restore the credibility of Kenya's universities
anxiety levels end up missing lessons, develop social challenges, in terms of declining performance. This is especially critical in
score low grades, defer learning, repeat some course units or the age of a competitive knowledge-based global economy.
worse get discontinued (Arul, 2013). Kenya's true and most dependable resource is the quality of its
Expectedly, academic institutions should contribute to the human capital, and it cannot afford to gamble with the future of
total educational process directed to the development of her young generation. Accordingly, increasing effects of the
personality of youthful students (Saket, 2014). Unfortunately, academic anxiety phenomenon motivated this current research.
most learning institutions are unable to assist students to confront 1.2 Problem Statement
this monster of academic anxiety. Essentially, counselling There is a general increase in the cases of failure of students
inculcates academic focus and promotes healthy college life in in examinations, dropouts, violence, college conflicts, addiction,
students through mitigating against failure, drop out and wrong career choices, disciplinary problems, promiscuity,
wastage. Hence, efforts towards ensuring equity, retention and attempted suicide and sudden and unclear deaths in Kenyan
high completion rates have not yielded expected returns (Bala & universities especially at the Technical University of Kenya
Shaafiu, 2016). (Mukhwana et al., 2016). Although this state could be attributed
The increasing industrial and technological developments, to various causes, it appears academic anxiety is at the root cause
changes of the nation's educational system that lay more of these issues which compromise academic performance (Bala
emphasis on pursuit and excellence in the academic than the & Shaafiu, 2016). One can therefore deduce that students who
emotional and other faculties of child development, have experience academic anxiety are likely to underachieve
exuberated student anxiety. Further, the traditional counselling academically.
systems that provided adequate information on youth growing up From a research approach, most of the studies done in this
issues have collapsed due to new social patterns of modernity area are in other contexts (Othieno, Okoth, Peltzer; Malla, 2014).
that confine children to schools where they spend 90% of their There is little empirical evidence on the impact of academic
time from early age through higher education institutions. anxiety on academic performance in the Kenyan context and
The Technical University of Kenya, formally Kenya only few related studies have been done (Othieno, Okoth,
Polytechnic, was upgraded to University College in 2007 before Peltzer; Malla, 2014). Conceptually, the researcher is not aware
assuming full-fledged university status thereby leading to of any previous study on academic anxiety at the Technical
expansion in enrolment, courses and facilities. Majorly, the University of Kenya on the study topic. Accordingly, this
university focuses most courses on engineering although it has contextual and conceptual research gap motivated the current
introduced arts, management and business courses to supplement study on the influence of academic anxiety on academic
its core program at undergraduate, diploma and certificate levels. performance among university students at the Technical
Technical University of Kenya, Nairobi campus, has had University of Kenya.
reported cases of student unrest, drug abuse, promiscuity, sudden 1.3 Research Objectives.
death and worrying failure in examinations. The study set out to:
For instance, according to Mukhwana, et al, (2016), 35% of (i) Demonstrate that emotionality negatively influences
engineering students were forced to reseat supplementary academic performance among university students of
examinations due to low scores in 2016. There is also a Technical University of Kenya.
possibility of unreported cases of student indiscipline among (ii) Expose that worrying inhibits academic performance among
other unbecoming behaviour at the Technical University of students of Technical University of Kenya.
Kenya. In spite of the university's laudable achievement, the (iii) Reveal that study skills deficits have a negative impact on
country has witnessed shocking revelations of students academic performance among students of Technical
committing suicide, dropping out of college, increased University of Kenya.
delinquent case as well as massive failure of students in key (iv) Validate that task-generated interferences negatively
examinations (Ministry of Education, 2016). influence academic performance among Students of
In 2015, UNESCO raised concerns on the quality of Technical University of Kenya.
graduates being produced by universities and colleges in Kenya.
The United Nations’ body observes that the country's education
system is failing to produce graduates with the knowledge and
LITERATURE REVIEW
Chapter two presented the theoretical and empirical reviews; 2.1.1 Influence of Worry on Academic Performance among
conceptual framework and summary of literature and research University Students
gaps. Basically, the materials from which information is drawn Generally, research directly links academic anxiety to
emanated from various sources. This was in line with giving the diminishing execution of responsibilities especially among
study problem in question a theoretical perspective and students (Devine, et al, 2012). Iglesia, Stover and Liporace
conceptualization that helped in guiding the study. Equally, it (2014) observed sharp dissimilarity between worry and
was meant to generate a road map for the study as well as the emotionality in terms of the level each of the two-impact student
blueprint for interpreting the results. academic activities. In their explanation, biological or physical
reactions depict emotionality while mind based reactions show
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worry. Precisely, they found out that worry reactions such as scope, especially target population, were not very similar to the
fear, have more bearing on test performance. This finding was in current study.
consistent with Suresh’s (2016) observation that observed worry
is more associated with lower performance than emotional 2.1.2 Influence of Emotionality on Academic Performance
reactions or responses. Studies have revealed that emotionality influences academic
Kader (2016) conducted a study on the link between worry performance in way or another. For instance, a study by Nadeem
and class attendance among middle college students in 5 diploma and Zaidi (2012), examined the effect of anxiety on overall
colleges in Jakart. An open-ended questionnaire was performance of university student in the context of Bahawalpur,
administered on 20 sample students through stratification in Pakistan. Descriptive research design was used and anxiety
addition to use of FGDs and data was qualitatively analysed. The determining questionnaire administered on 97 students sampled
study established that students, who displayed worry or cognitive using stratified sampling.
reactions, did not find it unusual to miss lessons. The study Findings of regressively analyzed data revealed that an
established that students were preoccupied with predictions of escalation in anxiety leads to diminishing student academic
failure to the point that they were not motivated to attend classes achievement in students with symptoms of anxiety. However, the
but waited until examination time to finding ways of cheating in above study should be considered with caution because it
examinations. examined anxiety generally on academic performance while the
While it is true the concept of worry is the independent current study specifically focusses on academic anxiety on
variable for this study as in the two mentioned studies (Iglesia & student performance. In terms of methodology, the two studies
Stover, year and Liporace & Kader, 2016 year), the first and have targeted population with similar academic characteristics
second studies have tested performance and class attendance as although the geographical scope varies greatly.
dependent variables respectively, and they differ from that of the Othieno, et al. (2014), examined correlation between
current study which examines worry in relation to academic prevalence of academic anxiety and socio demographic and its
performance. Still on conceptualization, while the first study influence on depression among university students in Kenya. It
used comparison between emotionality and worry on test was found that anxiety, as manifested, depression-induced
performance, the current study examined worry and emotionality conditions were most prevalent students joining university for
separately in relation to academic performance. the first time especially the married, from low income
In terms methodology, Iglesia, Stover and Liporace are households and those residing outside the university premises.
silent on methodology while Kader employed purely qualitative Also, performance in academic, religion as well as the university
approach of open-ended questionnaire and FGD on a very small or college one learned contributed significantly to increased
sample. The open-ended questionnaire suited anxiety as worry depression levels. To that end, the study concluded that an
and emotionality were personal experiences that varied from one association exists between depression and academic outcomes
individual to another hence FGDs tool was not suitable as it among university students. Therefore, proper measures are
denied participants freedom to air individual experiences. required in universities in detecting and addressing such anxiety
Therefore, such methodological weaknesses must have impacted reactions especially the most affected.
on the findings of the two studies and hence might not be relied While it is appreciated that this study targets university
on wholesale by the current study. students, the focus area of socio demographic and its influence
Brady, Hard and Gross, (2018), in a study in Texas, USA, on depression is significant. As well, the conceptual focus of this
observed that a certain amount of anxiety could be beneficial to study differs from what the present study is emphasizing. Indeed,
performance or productivity. Specifically, preliminary findings socio demographic factors are very different from academic
largely from laboratory discoveries submitted that moderate anxiety while depression is more of a medical condition that is a
anxiety levels are likely to improve performance of students in sum of prolonged causes. To this end, findings of this study are
mathematics. However, replicating or attaining such desirable related to the current study that investigated academic anxiety
academic outcomes in other subjects under certain daily among students.
classroom limitations or challenges, is a question worthy
examining. In the effort to explain this paradox, a test to 2.1.3 Influence of Study Skill Deficits on Academic
determine the influence of a slight or little anxiety entrenched or Performance among University Students
expressed in an email sent by lecturers or subject could motivate Dalkiran, Baltaci, Karatas and Nacakci (2014) in their study
students in a preliminary or orientation university course. established that study skills determine academic outcomes of
To do the above, just the night prior to the first assessment students. They further define study skills as student’s masterly
or examination, first-year students got an email containing or not requisite studying tactics and resource management such as time
containing an introduction in the email meant to make them in order to accomplish required learning duties. Additionally, it
understand test or examination anxiety as useful or unharmful to was found out students demonstrating studying shortages like
better performance. As expected, students who characteristically time misuse, poor notes making, preparing for tests and active
experienced anxiety before or during testing, performed better in participation in class, did poorly in most subjects. Admittedly,
the test, proving that low levels of anxiety in terms of worry this study has immense relevance to the current study in terms of
boosted student performance. Indeed, examination results conceptuality although it is silent on method used in developing
analysis showed decreased test or examination worry motivated the variables. Accordingly, it contributes to the comprehension
students to perform better in examinations among first-year of anxiety in terms of study skills deficits and its influence on
students. By and large, the conceptual scope and geographical academic performance.
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According to Bala and Shaafiu (2016), trained students in in terms of analysis where EEAQ) is used as opposed to STAI
intellectual imagery methods and memory-aiding appliances did used in the current study.
better than their counterparts who were never trained. 2.1.4 Influence of Task-generated Interference on
Nevertheless, though trained, they are not able to utilize the Academic Performance among University Students
skills until guided well. Further, it was revealed students with Using a meta-analysis research design on 562 studies Zirk-
shortfalls in such study tactics, fail timetabling, adhering to Sadowski, et al, (2015) investigated the association between test
timetable besides not allocating adequate time for study. In the generated anxiety on the academic outcomes. The findings
end, such students achieve marginally overall academically. showed that test anxiety strongly impacted academic
Lastly, they found out that students good at procedural type of performance among students. This implies anxiety is a leading or
skills make best use of time due to prudent time management, principal factor in lowering academic performance of students.
timetabling and consistently adherence to study schedules. Additionally, students demonstrating heightened anxiety got
Granted that this study equally examines the concept of study lower grades as opposed to superior scores of those experiencing
skill deficits and its impact on academic performance, brings reduced anxiety. Fiore (2012) explored the impact of anxiety on
semblance to the present study. However, sampling techniques completion of academic tasks. It was revealed that the higher the
especially small sample size of this study elicits some anxiety, the lower the performance reported and escalates as
deficiencies and limitations to this study hence the findings anxiety becomes extreme. Specifically, such students overcome
might not be quite representative. by tasks being undertaken, coupled with self-degrading mind
According to Grills-Taquechel, Fletcher, Vaughn and frame as being unable, eventually give up.
Stuebing (2012), inability to cultivate effectual study behaviour Both Zirk-Sadowski and Fiore, focused generally on
puts pressure on students, consequently increasing chances of relationship between examination generated and task completion
experiencing anxiety. Typically, such students are likely to in their studies without specifically examining the concept of
display anxiety reactions such as deferment, stalling, postponing task-generated interference as required by the sub-headline being
academic tasks. Similarly, postponing academic activities or examined in the current study. However, their focus areas are
tasks, is likely to cause challenging anxiety levels linked to such relevant to the entirety of the current study.
procrastination or deferment. Bansal (2013), takes this theme
further by offering remedies to study skills shortfalls. First, he 2.2 Literature Gap
advises that recognizing or identifying study skill shortages is Most of the studies reviewed above, have some minimal
instrumental towards addressing such shortfalls. Secondly, relevance to the current study conceptually and
categorizing the discrepancies offered suitable intervention methodologically. To this end, various components of academic
measures. Next step involved effort to rank these academic anxiety have been articulated to some degree but not as the
activities according to their importance before allocating current study adequately discuss them. In fact, some have either
adequately commensurate time and finally dedicatedly specifically discussed particular indicators of some of the four
implementing each of them. dimensions but not in relation to overall student outcomes or
The study reviewed above articulates the study skill concept generally discussed anxiety. In terms of research methodology,
that forms part of the four key rudiments or dimensions that few studies have focused on university students and there is no
make up learning-based anxiety current study. Seemingly, the single study which has examined anxiety and its impact on
target population was same as what the current study targeted academic outcomes among students at the Technical University.
although the exact year of sampled students is not known. Additionally, very few studies had utilized STAI as determinant
Conceptually, the study had some credence to guide the current or measurement of academic anxiety. Further, some sampling
study although not substantially due to difference in issues especially small sample sizes and even in the case of large
geographical setting. This study by Grills-Taquechel et al (2012), sample sizes, the features of such samples are very unique from
investigated the relationship between assessment generated The Technical University this current study targeted. Still,
anxiety and academic outcomes among university students at methodological issues such as sampling techniques, research
Northwest University in Nigeria’s Kano State. Applying designs among others characterize the studies reviewed above.
descriptive research design as well as recruiting 350 participants Therefore, from the above studies, the researcher did not
consisting of 203 and 147 male and female respectively, data find any published study that examined the influence of
was collected through EEAQ). academic anxiety among university students in Kenya with
Relying on two hypotheses and analysing collected data special reference to The Technical University of Kenya. Besides,
with the help of correlation of the SPSS, the study observed little the inconsistences and contradictions make these studies not
correlation between academic outcomes and test related anxiety. conclusive in this area hence necessitating further studies in this
This study, therefore, suggested the need for teacher counsellors area. A few studies above shed light on what this current study
to equip students with skills of evading anxiety. set out to achieve by reporting that increased anxiety levels had a
Conceptually, this study had some correlation with the bearing on lower academic achievement.
current study in terms of focus area. Indeed, study skills concept Like the current study’s objective, annotations advanced in
was examined but in relation to examination performance. literature reviewed in this section, though minimal, infer an
However, it could contribute in guiding the current study in association between anxiety and academic achievement.
terms of focus area. Although this study targeted university the Contextually, the current study bid to establish if this same
same way the current study did, there are noticeable differences association observed in the studies discussed here indeed occurs
particularly at The Technical University of Kenya.
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METHODOLOGY
3.1 Research Design was suitable because it sought to establish the extent of
This chapter discussed research design, participants and association between academic anxiety and academic
sampling procedures, instruments of measure, data collection performance of students (Yu, Abdullah & Saat, 2014).
procedure, data analysis, and ethical issues in research.
Shekhar (2014) describes research design as one that consists 3.2 Sample Size and Sampling Procedures
of road map under which collection, measurement and The researcher obtained the list of 5000 final year
analysis of data is based. According to Cooper and Schindler students in the engineering faculty from the administrative
(2014), this is a strategy or structure in which answers to the office in each department. Thereafter, using Krejcie and
research questions are thoroughly examined and obtained. Morgan (1970) table (Appendix iii) for determining sample of
Research design entails showing the methods and procedures a known population, a population of 5,000 subjects having a
for collecting and analysing data into meaningful information minimum sample size of 357 students was achieved. Further,
that would yield answers to the research questions (Merriam, stratified sampling was used to ensure equal representation of
2014). the five departments at the university. These included
The study employed a quantitative approach with the use Mechanical, Electrical and Electronic, Infrastructure and Built
of basic analytical techniques such as mean, standard environment, Architecture and Survey department.
deviation and percentages. Also utilized was correlational and The sample size for each stratum was determined based
regression designs to allow it draw inferences from the on student number in the five departments. The distribution of
existing disparity between the independent and dependent students was as follows 1500 Mechanical School students,
variables in the present study. Correlation suited this study 1200 electrical and electronic school students, 900
because it explained the relationship between academic infrastructures and built environment school students, 800
anxiety and student academic performance. Implicitly, architecture school students and 600 survey students. The
correlation showed the extent to which academic anxiety stratum for each department was calculated as shown in Table
influences academic performance of students. On the other 1.
hand, regression analysis was used to determine the strength
the relationship between academic anxiety and student
academic performance (Creswell, 2013).
Accordingly, this method attempted to determine how
anxiety related with academic outcomes. Indeed, this design
Table 1. Determining Sample Strata
Department N N n/N*357 Strata
Mechanical 5000 1500 1500/5000*357 107
Electrical and 5000 1200 1200/5000*357 85

electronic
Infrastructure and 5000 900 900/5000*357 64
built environment
Architecture 5000 800 800/5000*357 57
Survey 5000 600 600/5000*357 43
Whereas; N represented the targeted population while n The researcher used State-Trait Anxiety Inventory for
designated the sample size distributed across various Adult (STAI-AD) to determine or measure anxiety levels in
departments in tandem with Krejci and Morgan’s (1970) table adults (Yin, 2014). This instrument was able to differentiate
for determining sample size for a known population. temporal anxiety referred to as state anxiety from long-term
Purposive sampling was used to exclusively focus on anxiety condition called trait anxiety. It was simple and this
final year students. Purposive sampling method proved to be implicitly made it crucial for evaluating persons portraying
effective as only limited numbers of people served as primary characteristics of anxiety. It was widely adopted in many
data sources due to the nature of research design, aims and countries all over the world. This was the top determinant of
objectives. A purposive sample is where a researcher selects a anxiety in human beings ever developed (Chauhan, 2016).
sample based on their knowledge about the study and The STAI has 39 items allocated to anxiety subscales
population (Shekhar, 2014). The researcher had chosen this comprising worry reaction, emotional reactions, study deficit
method because she was clear about the informant skills and task-generated interferences. Range of scores for
qualifications. each subtest is 20–80, the higher score indicating greater
anxiety. In this current study, a cut point of 39–80 has been
3.3 Instruments of Measure suggested to detect clinically significant symptoms for the
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anxiety for students. All items are rated on a 4-point scale Never, 2) Somewhat Always, 3) Moderately Always, and 4)
(e.g., from “Almost Never” to “Almost Always”). 1) Almost Almost Always. Higher scores indicate greater anxiety.
Table 3. Interpretation of STAI
Measure Score Interpretation
Almost Never Below 20 Lowest
Somewhat Always 21-39 Low
Moderately Always 40-59 Medium/High
Almost Always 60-80 Highest
Source; Spielberger, (1966).
GPA of students is derived by calculating the average of According to this grading system students who scored
student's total earned points divided by the total. TUK had below 40% were deemed to have not qualified or satisfied the
adopted the British degree grading system with a student examination minimum requirements. Students were asked to
scoring an average mark of 80 and above was interpreted to indicate their individual marks and GPA which was
mean high with GPA of between 2.7 and maximum 4.0, 65-79 determined through the following scale;
was interpreted as moderate with a GPA of between 1.0 and
2.3 while score below 65 was interpreted as low with less than
1.0 GPA.
Table 4. Interpretation of GPA level
Letter Grade Percent Grade 4.0 GPA Scale Interpretation

A 93-96 4.0 High
A- 90-92 3.7 High
B+ 87-89 3.3 High
B 83-86 3.0 High
B 83-86 3.0 High
B- 80-82 2.7 High
C+ 77-79 2.3 Moderate
C 73-76 2.0 Moderate
C- 70-72 1.7 Moderate
D+ 67-69 1.3 Moderate
D 65-66 1.0 Moderate
F Below 65 0.0 Low
3.3.1 Interpretation of STAI and GPA level
To classify students’ performance academically, the following interpretation was applied as displayed in Table 5.
Table 5. Interpretation of STAI and GPA level
STAI’s score GPA Interpretation
80 > STAI 2.50>GPA Low

80 < STAI 2.50<GPA High
Source: Spielberger, (1966).
3.3.2 Reliability of (STAI-AD and GPA) Scales A four-Likert scale closed-ended questionnaire covering
This study used Cronbach’s scale to determine reliability. the four constructs of anxiety and one item on academic
Internal consistency ranging from 0.86 to 0.95 was deemed performance which required the respondents to provide their
reliable. To optimize content validity, most items were GPA scores for the previous academic year. STAI was used to
selected from other academic anxiety measures on the basis of determine anxiety levels among students. Section A
strong associations with others related scenario. To ensure examined respondent’s demographic features. Sections B to E
reliability of STAI, the alpha values of the STAI in previous of the questionnaire consisted of a test anxiety assessment in
studies and that the study was also tested for reliability with accordance with the research objectives as recommended by
this group. Previous studies such as Choden, (2012), Kader Yazan (2015). Section F sought to obtain the GPA of students.
(2016), Sridevi (2013) Ebrahimi and Khoshsima (2014) The researcher requested students to indicate their
documented reliability and validity test of 0.923, 0.898, performance in form of GPA. Performance was measured in
0.912 and 0.910 respectively. terms of student scores as specified in the GPA system.
The researcher first obtained an authorization for research
3.4 Data Collection Procedure from NACOSTI and letter from the TUK to conduct the study.
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Research tools administering team were rigorously trained in relationship between academic anxiety and student academic
order to avoid any errors in the data collection process and to performance. Implicitly, correlation showed the extent to
reduce bias. The researcher sought consent from the which academic anxiety influences academic performance of
respondents who signed the consent before participating in the students. On the other hand, regression analysis was used to
study. The tools had an introductory part explaining how determine the strength the relationship between academic
confidentiality was to be a maintained and precise instruction anxiety and student academic performance.
on how they were to respond to the items. The questionnaires Descriptive statistics were presented in the forms of
were administered by researcher and trained research team tabulation, diagrams, graphs and certain numerical procedures
higher return rate. The study respondents were guided all which aim at summarizing the material in a form which
through the study and requested to provide required data and display its distinctive features that aid analysis. Inferential
any clarification needed by the respondent was addressed on statistics on the other hand is a branch of statistics largely
the spot. concentrates on data analysing and inferring meaning (Kihn &
Ihantola, 2015). The responses in the questionnaires were
3.5 Data Analysis interpreted for analysis based on 4-point Likert scale where:
The returned questionnaires formed the basis for the 4= Almost Always; 3=Moderately Always; 2= Somewhat
analysis. The questionnaires were cleaned, verified, coded and Always; 1= Almost Never. The researcher will employ
tallied according to the themes. The researcher used, mean, correlation to determine influence of academic anxiety on
standard deviation, percentages, correlation and regression of student achievement.
the SPSS application to analyse quantitative data from the
questionnaires. Correlation was used to determine the
RESULTS AND DISCUSSION

4.1 Introduction verified, coded and tallied according to the research
This chapter presents the research findings, data analysis objectives. Thereafter, they were quantitatively and
and data presentations in form of tables, graphs and figures. qualitatively analyzed by use of SPSS (Scientific Package for
The chapter also offers the interpretation of the results from Social Sciences) version 21.
the findings collected from the sampled respondents. All What followed was presentation of findings in
findings are analysed within 95% confidence level and error frequencies and percentages through the use of tables and
margin of 5%. Data analysis entails separation of data into charts. In each sub-section, responses of all categories of
constituent elements and examining separately in relation to respondents are analysed and reported, an interpretation of the
the whole more than just examining what has been collected analysis is made to attach significance and offer explanations
in order to make deduction and inference. Indeed, this to the findings and make inferences. Correlation and
involves scrutinizing the acquired information and making regression analysis techniques were applied for verification,
inferences. Yu, Abdullah and Saat (2014) defines data level as well as significance of anxiety vulnerability on
analysis as the process of ordering and restructuring data from student academic performance.
the field in order to grasp the overall connotation as presented 4.1.1 Participants’ Responses to Worry Experiences
by research questions to illustrate the issues. The first objective sought to assess the impact of worry
The responses in the questionnaires were interpreted for on academic performance of students at the Technical
analysis based on the fundamental assumptions of a Likert University of Kenya. Students were asked to indicate on a
scale of 1 – 4, where 4= Almost Always; 3=Moderately four-point Likert-type scale how often they experience the
Always; 2= Somewhat Always; 1= Almost Never. The feeling described in each statement. The responses to worry
returned questionnaires formed the basis for the analysis reactions of the Anxiety Inventory are as summarized and
presented in this chapter. The questionnaires were then presented in Table 6.
Table 6. Influence of Worry on Academic Tasks (n = 249)
Worry Experience Reactions 4 3 2 1 SD M

During learning, I’m confronted with predictions of failure F 49 166 27 7 .647 3.03
% 19.7 66.7 10.8 2.8
I experience self-degrading thoughts while learning F 66 119 49 12 .840 3.00
% 26.5 47.8 19.7 4.8
When learning, I’m preoccupied with the consequences of doing poorly F 61 123 57 14 .804 2.82
% 19.3 49.4 25.7 5.6
Parents and school place high demand and pressure for excellent results F 61 117 57 14 .832 2.90
% 24.5 47.0 22.9 5.6
Family related problems preoccupy my mind while at school F 55 134 52 8 .747 2.95
% 20.9 53.8 20.9 3.2
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School related problems disturb while learning F 72 113 55 9 .811 3.00
% 28.9 45.4 22.1 3.6
I’m always thinking of my personal problems while learning F 75 137 29 8 .731 3.12
% 30.1 55 11.6 3.2
* 4= Almost Always; 3=Moderately Always; 2= Somewhat Always; 1= Almost Never. f=Frequency; SD=Standard Deviation;
M=Mean
Manifestly, the statistics in Table 6, demonstrate certain while learning as a major response to a challenging academic
worry reactions were most profound among respondents. A endeavour.
case in point is a disturbing 166 respondents represented by Implicitly, over three-quarters of the students at the
66.7% with SD and M of .647 and 3.03 respectively indicated university reported of experiencing moderate high level of
that during learning they are confronted with predictions of worry reactions. On the other hand, the sub-theme “school
failure as a worry related reaction. A further 123 respondents related problems” which students labelled as an impediment to
represented by 49.4% with SD and M of .804 and 2.82 their academic performance, had the lowest response of 113
respectively reported that they were always preoccupied with represented by 45.4% with SD and M of .811 and 3.00
the consequences of doing poorly as a reaction to when respectively. Comparatively, this research variable had lower
confronted with a difficult academic activity. prevalence among students than the other three research
The descriptive analysis of the score obtained from the constructs.
administered anxiety questionnaire revealed most students at 4.1.2 Emotionality Experiences
the university experience moderate level of worry related To determine the level of emotionality among
anxiety. Likewise, 134 represented by 53.8% with SD and M respondents, students were asked to rate their experiences of
of .747 and 2.95 respectively, signposted that family related the various emotional reactions described in the statements in
problems preoccupy their mind while at school. Finally, 137 the table below. The responses to the Anxiety Inventory are
represented by 55% with SD and M of .731 and 3.12 summarized and presented in Table 7.
respectively, branded thinking of their personal problems
Table 7. Influence of Worry Emotionality on Academic Tasks (n = 249)

Emotionality Experience Reactions 4 3 2 1 SD M
I always feel fast heartbeat during demanding learning activities F 80 139 21 9 .725 3.16
% 32.1 55.8 8.4 3.6
I often feel nausea in class when confronted with tough situation F 63 158 18 10 .691 3.10
% 25.3 63.5 7.2 4.0
I experience sweaty palms during challenging learning events F 65 130 41 13 .798 2.99
% 26.1 522 16.5 5.2
I experience irritability when handling severe class activity F 53 146 40 10 .732 2.97
% 21.3 58.6 16.1 4.0
Nervousness grips me during involving learning activities F 76 141 22 10 .733 3.14
% 30.5 56.6 8.8 4.0
I experience panic during difficult academic endeavour F 60 164 17 8 .654 3.11
% 24.1 65.9 6.8 3.2
I undergo stomach upset when handling problematic subject F 58 163 19 9 .670 3.08
% 23.3 65.5 7.6 3.6
Fear of failure grips me when challenging academic activity approaches F 69 153 18 9 .692 3.13
% 27.7 61.4 7.2 3.6
* 4= Almost Always; 3=Moderately Always; 2= Somewhat Always; 1= Almost Never. f=Frequency; SD=Standard Deviation;
M=Mean
Evidently, the findings in this theme (research construct) electively, designated stomach upset as an emotional reaction
on emotional reactions show reactions that had higher to problematic academic exercise. Finally, 153 represented by
responses. To that end, 164 respondents represented by 65.9% 65.5% with SD and M of .526 and 3.23 respectively, branded
of the respondents with a SD and M of .654 and 3.11 fear of failure as emotional comeback to a challenging
respectively pronounced panic condition the experience academic activity. However, the emotional reaction “sweating
during difficult academic endeavour. Additionally, 163 palms during challenging learning events” received the least
represented by 65.5% with SD and M of .670 and 3.08 response of 130 respondents represented by 52.2% with SD
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and M of .798 and 2.99 respectively. The interpretation is that objective sought to determine the level of emotionality among
three-quarters of the students at the university experience respondents. Students were asked to rate their experiences of
moderate anxiety level in terms of emotionality. the various emotional reactions described in the statements
4.1.3 Participants’ Responses to study skills deficits and responded as shown in Table 8.
Experiences
Study skills are instrumental in propelling students to
better performance, however, a deficit of such skills,
undeniably, negates performance. Therefore, the third
Table 8. Study Skills Deficit Experiences (n = 249)

Study skills deficits Experience attributes 4 3 2 1 SD M
Expectation and demands impede my studying skills F 72 131 32 13 .801 3.06
% 28.9 52.6 12.9 5.2
I procrastinate difficult learning activities F 80 144 17 7 2.613 3.36
% 32.1 57.8 6.8 2.8
Organizing and processing Information gives me challenges F 76 137 25 11 .756 3.12
% 30.5 55 10.0 4.4
I have little motivation and negative attitude towards hard subjects F 53 174 15 7 .615 3.10
% 22.3 69.9 6.0 2.8
There is inadequate instruction time for most lessons F 42 169 28 10 .666 2.98
% 16.9 67.9 11.2 4.0
Faulty learning material undermine my learning F 46 175 19 9 .637 3.04
% 18.5 70.3 7.6 3.6
Over demanding syllabus affects my learning especially hard subjects F 100 123 15 11 .760 3.25
% 40.2 49.4 6.0 4.4
Insensible teaching at TUK undermines my learning F 57 159 24 9 .684 3.06
% 22.9 63.9 9.6 3.6
* 4= Almost Always; 3=Moderately Always; 2= Somewhat Always; 1= Almost Never. F=Frequency; SD=Standard Deviation;
M=Mean
Tellingly, from Table 8, the following aspects or study aspect received the least response with only 123 represented
skill deficits came out strongly as the ones most students have by 49.4% with SD and M of .760 and 3.25 respectively. The
challenges with. For example, 174 respondents represented by implication is that most of the students at the university
69.9% with SD and M of .615 and 3.10 respectively, intimated experienced moderate anxiety level due to deficit study skills
that they had little motivation and negative attitude towards at the time this study was conducted.
hard learning activity. As well, 169 respondents represented 4.1.4 Participants’ Responses to Task-generated
by 67.9% of the respondents with a with SD and M of .666 interferences Experiences
and 2.98 respectively described instruction time for most Task-generated interferences can adversely affect the
lessons as not being adequate. Additionally, 175 represented academic outcomes of students. To that end, the fourth
by 70.3% with SD and M of .634 and 3.04 respectively, objective sought to assess the impact of task-generated
complained of faulty learning material as undermining their interferences component on academic performance of student.
learning. Further, 159 represented by 63.9% with SD and M Students were asked to indicate on a four-point Likert-type
of .684 and 3.06 respectively, protested of insensible teaching scale how often they experience the scenario described in each
at TUK undermines their learning. Nevertheless, “demanding statement. The responses to the findings are summarized and
syllabus affected their learning especially hard subjects” presented in the Table 9.
Table 9. Task-generated Interferences (n = 249)

Task-generated interferences Experiences 4 3 2 1 SD M
I sometimes make minimal effort to get things right F 68 163 18 4 .610 3.15
% 25.7 65.5 7.2 1.6
I give up quickly on hard-to-get learning tasks F 98 127 16 8 .720 3.27
% 39.4 51.0 6.4 3.2
I see no need to participate in difficult academic activities F 60 161 18 10 .684 3.09
% 24.1 64.7 7.2 4.0
Sometimes I prioritize crucial non-academic activities F 105 105 29 10 .807 3.22
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% 42.2 42.2 11.6 4.0
Due to unavoidable circumstances, sometimes I report to class late F 87 144 11 7 .668 3.25
% 34.9 57.8 14.4 2.8
Due to other engagements, I miss lessons sometimes F 74 138 27 7 .715 3.14
% 30.9 55.4 10.8 2.8
Due to learning pressure, at times I behave delinquently F 74 152 18 5 .646 3.18
% 29.7 61.0 7.2 2.0
Difficult learning activities forces me to exhibit aggressive behaviour in class F 59 156 27 7 .674 3.07
% 23.7 62.7 10.8 2.8
* 4= Almost Always; 3=Moderately Always; 2= Somewhat Always; 1= Almost Never. F=Frequency; SD=Standard Deviation;
M=Mean
Statistical evidence from Table 9, suggests a trend of with their learning. Nonetheless, the task-generated
profound findings in relation to task-generated interferences. interference, “I prioritize crucial non-academic activities”, had
For instance, that a disturbing 163 respondents represented by the least responses of 105 respondents represented by 42.2%
65.5% with SD and M of .610 and 3.15 respectively, make with SD and M of .741 and 3.26 respectively. From the
minimal effort to get things right. Another outstanding findings above, it can be concluded that most students at the
finding is the response of 161 students represented by 64.7% university experience task-generated interferences.
with SD and M of .684 and 3.09 respectively, who confessed 4.2 Students Academic Performance in Form of GPA
that they saw no need to participate in difficult academic This part sought to establish the previous year’s (two
activities. previous semesters) GPA of each respondent. Students were
In the same way, 152 represented by 61.0% with SD and therefore asked to indicate their respective GPA for the
M of .646 and 3.18 respectively, acknowledged behaving previous academic year based on a 4-point scale where: 1= a
delinquently sometimes due to learning pressure. Lastly, 156 GPA of between 3.3 to 4.00 GPA; 2= a GPA of between 2.7
represented by 62.7% with SD and M of .674 and 3.07 to 3.2 3= a GPA of between 1.1 to 2.6; 4= a GPA of below
respectively, admitted that difficult learning activities forced 1.00. The findings are as summarised and presented in Table
them to exhibit aggressive behaviour in class which interfered 10.
Table 10. Students Performance Expressed in GPA (n = of range of 3.3 to 4.00. From the table above, most of the
249) students represented by 68.3% scored the GPA of between 1.1
- 2.6. The overall mean and standard deviation stood at 2.88
GPA Range Frequency % Mean SD and .552 respectively.
3.3 to 4.00 11 4.4 4.3 Correlation between Anxiety and Students’ Academic
2.7 to 3.2 21 8.4 Performance
1.1 to 2.6 203 81.5 All respondents’ previous year, (2017) annual aggregate
Below 1.00 14 5.6 scores in form of GPA were listed down as part of the data
Total 249 100 2.88 .552 collected during the data collection process. A correlation
between anxiety and students’ GPA was done. This
As tabulated above, majority of the students totalling to correlation was conducted to see if students’ performance
203 representing 81.5% of the respondents attained a GPA of could be predicted by worry reactions, emotional reactions,
between 1.1 to 2.6. Next were 21 students represented by study skills deficits and task-generated interferences. The
8.4% who scored between 2.7 to 3.2 in the GPA. The least Pearson Correlation analysis was used to compute the
category of performance were 11 students who obtained GPA correlation.
Table 11. Correlation between Anxiety and Students’ Academic Performance
Correlation with Students
Mean Std. Deviation Performance in GPA N
Students Performance in GPA 2.88 .552 249
Worry reactions 2.6810 .51512 .829** 249
Emotional reactions 3.0010 .59058 .900** 249
Study skills deficits 3.0356 .66867 .815** 249
Task-generated interferences 3.0813 .58494 .889** 249
**. Correlation is significant at the 0.01 level (2-tailed). The coefficient of correlation between student aggregate
marks (GPA) and student anxiety was established.
The effect of anxiety on academic achievement was First, outputs showed a positive correlation between worry
determined by finding out the coefficient of correlation reactions and academic performance, r=.829(249), p<.01.
between the test scores and in the last annual examination. Additionally, a positive relationship, r=.900(249), p<.01, was
From the results, all the factors considered had strong positive established between emotional reactions and student academic
significant correlation with student’s performance in GPA. performance. Further, a positive relationship between study
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skills deficits and student academic performance was In order to establish strength of association between
established r=.815(249), p<.01. Finally, the findings reported a anxiety and students’ academic performance, regression
positive relationship of r=.815(249), p<.01 between task- technique was applied to analyse the relationship.
generated interferences and student academic performance.
4.4 Regression Analysis
Table 12 Regression Coefficients
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) .102 .070 1.457 .146
Worry Reactions .056 .052 .053 1.079 .282
Emotional Reactions .374 .053 .400 7.005 .183
Study skills deficits .183 .031 .222 5.989 .156
Task-generated interferences .309 .047 .328 6.530 .170
Dependent Variable: Students Performance in GPA
From the statistics above, there exist positive relationship nausea, sweaty, irritability, nervousness, panic and stomach
between worry reactions and academic performance (β= .053, upset as well as fear of failure were emotional reactions to
t= 1.079. and P value <0.05). This implies that a unit increase challenging academic activities. Supporting this finding,
in worry reactions is associated with .053 decreases in Ebrahimi, and Khoshsima, (2014), found out that emotional
academic performance. In addition, the study findings issues significantly impacted negatively on students’ academic
depicted a positive significant relationship between emotional performance. The results of the study also showed that
reactions and academic performance (β=0.400, t=7.005 and P emotional reactions are often correlated with academic
value<0.05). This implies that a unit increase in emotional performance among students.
reactions is associated with 0.400 increases in academic Likewise, the findings showed that students depicted
performance. Further, the findings portrayed a positive study skill deficits such as high expectation and demands from
significant relationship between study skill deficits and the school and parents, poor organizing and processing
academic performance (β=0.222, t=5.989 and P value<0.05). information, have little motivation and negative attitude
This implies that a unit increase in study skill deficits is towards hard learning activity. Other study skill deficits
associated with 0.222 decreases in academic performance. students encounter, include inadequate instruction time for
Finally, results in Table 4.12 showed that there is a positive most lessons; faulty learning materials; over demanding
significant relationship between task-generated interferences syllabus and insensible teaching at TUK, were study skill
and academic performance (β=0.328, t=6.530 and P deficits among students. This premise fits well with that of
value<0.05). This implies that a unit increase in task- Dalkiran et al, (2014) who found out that students demonstrate
generated interferences is associated with 0.328 increases in studying shortages like time misuse, poor notes making,
academic performance. Accordingly, emotional reactions, preparing for tests and active participation in class, did poorly
study skills deficits and task-generated interferences in most subjects. The finding also echoes Brady, Hard and
significantly projected respondents’ performance. Gross, (2018) which showed that lack of teaching and learning
Nevertheless, reactions to worry did not have a significant resources affected student academic achievement.
relationship with performance of students. This regression Further, the study established students at the university
outputs show there exists a very strong substantial connection experienced various task-generated interferences. For
between anxiety and academic performance. instance, students made minimal effort to get things right,
4.5 Discussion gave up quickly on hard-to-get learning tasks and saw no need
Essentially, this section aimed at discussing the to participate in difficult academic activities. It was
implications of the present study as well as the relationship established students prioritized crucial non-academic activities
between the findings here and previous studies. In the first and reported to class late. The findings showed heightened
place, the study established that most students were anxiety affects students’ behaviour. For instance, students
experiencing worry related reactions such as predictions of admitted of behaving delinquently and aggressively during
failure, self-degrading thoughts, preoccupied with the learning sessions. This finding is reflected in the work of Arul,
consequences of doing poorly, demand and pressure for (2013) who observed that students whose characteristics of
excellent results, family and as well as personal problems. anxiety can affect students behaviourally, cognitively, and
Thus, the finding of the study was confirmatory to the physiologically, for example, high stakes testing can be very
previous findings of Kader (2016) who displayed cognitive difficult for students with anxiety and end up missing lessons,
reactions, did not find it unusual to miss lessons and they were develop social challenges, score low grades, defer learning,
preoccupied with predictions of failure to the point that they repeat some course units or worse get discontinued. Further,
were not motivated to attend classes but waited until this finding reinforces the finding of a study by Mohd (2014)
examination time to finding ways of cheating in examinations. who established that students are mostly unable to refocus
The study also established that most students were their attention to the academic task as the ability to
mainly affected by emotional reactions such as fast heartbeat,
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comprehend and critically solve problems is diverted to some He further observes that although a certain amount of
interfering activity. anxiety is required as an impetus towards positive action, an
Furthermore, findings imply most students experienced excess of the same could be detrimental to the student’s well-
moderately high level of anxiety. This is consistent with being and may greatly contribute to low academic results.
observations made by Goff, (2011) who develops this idea This contradicts the baseline survey report by Brady, Hard and
further by arguing that high prevalence of mild to severe Gross, (2018) that found the level of anxiety does not
academic anxiety is present among most post-secondary significantly one’s performance in the absence of other
students, especially the ones pursuing supposedly problematic outside factors. To them, lack of teaching and learning
courses. This finding is also in tandem with Aparnath, (2014) resources hindered good academic performance more than
who postulates that mild or controlled anxiety levels enhances anxiety generated issues.
better performance while very diminished anxiety levels
begets low performance.
Furthermore, the Pearson Product Moment Correlation activity such as assessment moment in this case. Equally, they
and regression analysis found a significant correlation agreed with various studies discussed here heightened anxiety
between anxiety and performance academically among lowers academic achievement of students. Further, the
students at the university. Implicitly, students experiencing findings are in tandem with view of Saket, (2014) who
heightened anxiety have slim chance of excelling postulates that when anxiety increases, academic achievement
academically. Likewise, students undergoing diminished decreases among both genders. Consequently, this study
anxiety have chances of being high academic achievers and concludes that a significant association exists between
that such a relationship cannot be attributed to chance. The heightened anxiety and diminished academic achievement
results further showed that students who experienced among students.
relatively higher anxiety levels performed relatively poorer
that those who did not experience high anxiety levels.
This finding is consistent with Chhanasiya and Jogsan’s
(2015) description of anxiety oneself physiologically,
psychologically and behaviourally at a time of challenging
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction To determine the second objective which sought to
In this chapter, a summary, conclusions and explore the level of emotionality tendencies among students,
recommendations for the implementation of intervention findings indicate that the feeling of fast heartbeat was an
policy direction in similar contexts. The chapter begins with a emotional reaction to demanding learning activities. Besides,
summary of findings in tandem with the research questions. nausea was identified as a reaction to a tough learning activity.
This is then followed by conclusions discussed thematically. Additionally, sweaty palms during challenging learning
To finish, recommendations are made to relevant stakeholders events, feeling irritable when handling severe class activity
for possible consideration. and nervousness was also an emotional experience they
5.2 Summary of the Findings underwent when handling hard learning activity. As well,
The focus of the study centred on analysis of the worry panic, stomach upset and fear of failure were emotional
reactions to academic activities, emotional responses to responses to challenging academic activities.
difficult learning activities, study deficit skills and task- Concerning the third objective, it was established that the
generated interferences among students and their role on high expectation and demands from the school and parents,
achievement academically. To this end, most students put a lot of pressure on them. Secondly, procrastination,
experienced heightened anxiety. Tellingly, research findings organizing and processing information where identified as
confirm a very solid association between anxiety and other study skill deficits. Equally, having little motivation and
performance academically among university students in negative attitude towards hard learning activity, instruction
Kenya. Overall, the study established that anxiety has a strong time for most lessons as not being adequate and faulty
bearing on the academic performance of students particularly learning materials, were other pronounced study skill deficits.
university students at The Technical University of Kenya. Similarly, over demanding syllabus and insensible teaching at
To confirm the study’s first objective, the study found out TUK, emerged as more study skill deficits.
that during learning students experience predictions of failure, Concerning the final objective, respondents admitted of
self-degrading thoughts and are preoccupied with the making minimal effort to get things right, give up quickly on
consequences of doing poorly as a reaction difficult academic hard-to-get learning tasks and saw no need to participate in
activity. Also, students reported of parents and school placing difficult academic activities. Also revealed was that
high demand and pressure for excellent results, referred to sometimes students prioritize crucial non-academic activities,
family related problems as preoccupy their mind while at sometimes they reported to class late and that they missed
school and identified school related problems as mentally lessons sometimes. Further, students acknowledged behaving
disturbing them as well as branded thinking of their personal delinquently and exhibiting aggressive behaviour due to
problems while learning as a major response to a challenging learning pressure.
academic endeavour.
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Finally, on correlating the level of anxiety on the could help many, such as educators, counsellors, and
academic achievement, the study confirmed increased levels psychologist to design and develop proper intervention
of learning anxiety reduce chances of student excelling program to reduce psychological problems among students.
academically. Hence, the present study confirms a robust The students themselves could benefit from the study.
connotation between anxiety and student achievement Information and ideas gained from this research could help
academically. It is against this background that the them to face, manage, and handle the psychological problems.
conclusions below are made. Despite its limitations, this study Therefore, enhancing knowledge and strategies in controlling
should be considered to add to the existing knowledge in this psychological problems among students may help to increase
area. their academic achievement.
5.3 Conclusions In addition, students should take responsibility to seek for
Based on the results of the research, one can safely anxiety management help from teacher counsellors, other
conclude the following according to the objectives of the teachers or from the peer counselling clubs within their
study. It can be concluded that students experience predictions schools in order to ensure that their anxiety levels do not
of failure, self-degrading thoughts and are preoccupied with escalate to levels that impact negatively on their academic
the consequences of doing poorly as reactions to difficult results. Besides, students should realize that individuals have
academic activity. Also, students demand and pressure for the capacity to decide on how they process the problems that
excellent results, family and as well as personal problems, they encounter, and that problems that are left unprocessed
negatively affect students. This proves that worry related unconsciously become major sources of high anxiety.
reactions adversely affect academic performance of university Likewise, it is imperative that the students should desist
students. from apportioning blame, and instead proactively seek to find
Likewise, the study concludes that fast heartbeat, nausea, positive solutions to their problems for better adjustment.
sweaty, irritability, nervousness, panic and stomach upset as Specifically, students should be encouraged to use all
well as fear of failure were emotional reactions to challenging available opportunities to raise issues that cause them anxiety
academic activities. Further, it was concluded that high so that enlightening discussions could be organized either
expectation and demands from the school and parents; amongst themselves or with the teacher counsellors to
organizing and processing information; having little facilitate positive resolutions to the problems raised.
motivation and negative attitude towards hard learning The developmental process and especially during college
activity; inadequate instruction time for most lessons; faulty period when students enjoy exclusive decision making, poses
learning materials; over demanding syllabus and insensible many anxiety causing challenges to the students especially in
teaching at TUK, were study skill deficits among students. the event of wrong decisions. Teacher counsellors should
Further, it was concluded that students made minimal therefore invest a lot of time in imparting knowledge on
effort to get things right, gave up quickly on hard-to-get development so at to help reduce pressure that might arise
learning tasks and saw no need to participate in difficult from the growth process experience. Teacher counsellors
academic activities. Also concluded, students prioritized therefore should help students to learn to take positive
crucial non-academic activities, reported to class late, and responsibility to seek counselling help when need be.
behaved delinquently and aggressively during learning Equally, it is vital to implore student embrace tendencies
sessions. of investing adequate time in preparations for learning
Overall, anxiety affect majority of students in higher engagements to boost self-confidence in warding off anxiety.
institutions especially among those pursuing demanding and Additionally, correspondingly, giving financial help, moral
difficult courses. Finally, the study concludes that high backing as well as inspiring partaking in social events, can
anxiety levels are a cursor to dismal academic achievement. substantially lift students’ self-concept as a remedy to anxiety
5.4 Recommendations especially to students taking difficult courses. In the same
This section contains the researcher’s recommendations way, students should be advised to appreciate the fact that
about the key findings and how best they can be addressed by controllable anxiety levels are instrumental to enhanced
the relevant authorities through policies and further research. performance.
5.4.1 Policy Recommendations Teachers also ought to understand the nature of student’s
Undeniably, the findings of this study reveal worrying anxiety causing factors so that they are able to address the
trend of significant anxiety levels among undergraduate same as part of anxiety management skill acquisition process.
students as well as the adverse effects on academic Counsellors at the universities should help students in
performance. From this study, the personality anxiety level overcoming the anxiety caused by academic activities in
frequencies have shown that students often suffer high variety of ways like educate students about anxiety, provide
anxieties and as a result, their academic performance is an open-communication in classroom, teach and discuss
adversely affected. Accordingly, preventive and intervention positive coping skills with students, allow students
measures need to be designed to address the nerve-wracking opportunities to practice and apply coping strategies etc.
phenomenon. Further, certain academic activities such as testing and
In the first place, students should get equipped with other assessment engagement should be properly scheduled to
knowledge on anxiety and effective anxiety management reduce chances of generating unnecessary pressure among
skills for their own benefit while in school and elsewhere. By students. Moreover, students should be involved in decision
having knowledge and understanding on this research study, it making on learning activities to motivate and build self-
ISSN 2250-3153
efficacy. Indeed, participation in decision making cultivates
sense of ownership hence motivates students to carry out
academic activities with enthusiasm and zeal. 5.4.2 Recommendations for Further Research
Furthermore, universities should strengthen the Conceptually, this study broadly or generally examined the
counselling units and establish specific programmes to help role of learning-based anxiety on performance of students
pupils to avoid exhibiting anxiety problems when faced with academically, hence the need for a further study on specific
the difficult tasks/moments. Lastly, relevant government types of anxiety such as test anxiety, personality anxiety,
ministries and agencies in collaboration with other key environmental anxiety and academic anxiety other forms of
stakeholders should strengthen in-service activities and anxiety within and without university environment.
workshops for lecturers to enable them get knowledge and Contextually, there is requirement for further study based on
skills on students’ emotional reactivity, mental health issues bigger sample size as well as using more research methods.
and how they negatively affect pupil’s academic performance.
Acknowledgment
I thank the Almighty God for the good health and making it possible for me to do this work. Special
thanks go to Rev. Prof. Sahaya Selvam who has been my lecturer in research methods. Special thanks also go
to my supervisors, Dr. Chika Eze and Miss. Joice Njeru who have tirelessly guided me while writing this
work. I also thank my colleagues for their support and encouragement.
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AUTHOR
Nancy, W.M. Gichohi, Counselling Psychology, Post-graduate Student, Tangaza University College, The Catholic University of
Eastern Africa. Email: nancydavidmaina@yahoo.com

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International Journal of Scientific and Research Publications, Volume 9, Issue 5, May 2019 850

Influence of Anxiety on Academic Performance among

Electrical and 5000 1200 1200/5000*357 85

Survey 5000 600 600/5000*357 43

Table 4. Interpretation of GPA level

Letter Grade Percent Grade 4.0 GPA Scale Interpretation

Table 5. Interpretation of STAI and GPA level

STAI’s score GPA Interpretation

80 > STAI 2.50>GPA Low

RESULTS AND DISCUSSION

Table 6. Influence of Worry on Academic Tasks (n = 249)

Worry Experience Reactions 4 3 2 1 SD M

Table 7. Influence of Worry Emotionality on Academic Tasks (n = 249)

Table 8. Study Skills Deficit Experiences (n = 249)

Table 9. Task-generated Interferences (n = 249)

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

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