Perceived competence, test anxiety and academic engagement in geography among High School Students in Wakiso District, Uganda

Abstract

The study investigated the relationship between perceived competence, test anxiety and academic engagement of ‘A’ Level students in Geography among High school students in Wakiso District, Uganda. It was guided by four objectives: to determine the relationship between perceived competence and test anxiety; perceived competence and academic engagement; test anxiety and academic engagement; and finally to establish mediating role oftest anxiety in the relationship between perceived competence and academic engagement. The study followed a quantitative approach with a correlational research design. A sample of 148 senior six respondents participated in the study. Pearson’s Correlation Coefficient (r) was used to determine correlations between the study variables and a sobel test was applied to establish the mediation role of test anxiety in the relationship between perceived competence and academic engagement. The statistical analysis revealed that perceived competence does not significantly test anxiety levels among Geography students (r=.-035,p=.694). However, higher perceived competence is associated with increased academic engagement (r=.308, p<.01), while higher test anxiety is linked to lower academic engagement (r=-.289, p<.01); A positive and statistically significant relationship between perceived competence and Academic engagement and a significant negative relationship between test anxiety and academic engagement. The study concluded that test anxiety doesn’t mediate the relationship between perceived competence and academic engagement. The study recommended that students should be encouraged to prepare for the examinations in advance so that they can develop confidence consequently that help to prevent or reduce test anxiety. More so, teachers should apply appropriate pedagogical approaches during the teaching and learning process for example the blooms taxonomy a questioning technique that can trigger the learners thinking as well supporting storage of content in the long-term memory.