UNDERSTANDING THE RELATIONSHIP BETWEEN ANXIETY AND ACADEMIC ACHIEVEMENT OF SECONDARY LEVEL LEARNERS

Abstract

Anxiety is a significant psychological factor that affects the academic performance of secondary school learners. This study examines the impact of anxiety on learners’ academic achievement, explores strategies for reducing anxiety to enhance performance, and investigates the role teachers play in managing anxiety related to academic success. Anxiety among secondary learners can impair concentration, memory, motivation, and classroom participation, often leading to poor academic outcomes and reduced self-confidence. This study highlights how unmanaged anxiety negatively influences learners’ cognitive, emotional, and behavioural functioning. The study further identifies effective anxiety-reduction strategies, including supportive learning environments, stress management techniques, counselling services, and balanced assessment practices. Additionally, the study emphasizes the critical role of teachers in creating positive classroom climates, recognizing early signs of anxiety, providing constructive feedback, and preparing learners adequately for assessments. The findings suggest that reducing anxiety requires a collaborative approach involving teachers, learners, parents, and school support systems.