ARCHIVES
VOL. 11, ISSUE 2 (2026)
A causal path analysis of students’-related factors on academic achievement in biology among secondary school students in Anambra State: The mediating role of test anxiety
Authors
Nkolika M Aduba, Christiana A Ugodulunwa
Abstract
This study examined the causal pathways linking student-related
factors—academic goal orientation, self-regulated learning, academic
resilience, and academic motivation—to academic achievement in Biology among
secondary school students in Anambra State, Nigeria, with test anxiety as a
mediating variable. A model-testing correlational design was adopted. The
population comprised 2,154 Senior Secondary Two (SS2) students, from which a
sample of 630 students was selected using a multi-stage sampling technique.
Data were collected using six validated questionnaires and an academic
achievement proforma. The instruments demonstrated acceptable reliability coefficients
ranging from 0.72 to 0.91. Data were analyzed using path analysis with Maximum
Likelihood Estimation. The findings revealed that all student-related factors
had significant positive direct effects on academic achievement in Biology,
with academic motivation emerging as the strongest predictor, followed by
self-regulated learning, academic resilience, and academic goal orientation.
The results further showed that student-related factors significantly and
negatively predicted test anxiety, while test anxiety had a significant
negative effect on academic achievement. This indicates that higher levels of
motivation, resilience, self-regulation, and goal orientation are associated
with lower levels of test anxiety and improved academic performance. The study
also established that test anxiety significantly mediates the relationship
between student-related factors and academic achievement in Biology. The
findings highlight the importance of addressing both cognitive and emotional
dimensions of learning in improving students’ performance. It is recommended
that educators adopt strategies that enhance students’ motivation,
self-regulation, and resilience while implementing interventions to reduce test
anxiety. Overall, the study provides empirical evidence for a comprehensive
model explaining academic achievement in Biology and offers practical
implications for teaching and learning.
Download
Pages:7-14
How to cite this article:
Nkolika M Aduba, Christiana A Ugodulunwa "A causal path analysis of students’-related factors on academic achievement in biology among secondary school students in Anambra State: The mediating role of test anxiety". International Journal of Advanced Education and Research, Vol 11, Issue 2, 2026, Pages 7-14
Download Author Certificate
Please enter the email address corresponding to this article submission to download your certificate.