Influence of test anxiety on remote proctoring effectiveness and performance of senior secondary school students in Kankia zonal quality assurance, Katsina state

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ID: 309430
2025
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Abstract
The study investigates the interplay between test anxiety, remote proctoring effectiveness, and academic performance in Mathematics among senior secondary school students in Kankia Zonal Quality Assurance, Katsina State. As digital assessments gain prominence in high-stakes examinations like WAEC and NECO, concerns about fairness, validity, and students’ psychological responses remain underexplored, particularly in low-resource settings where technological access and test anxiety may intersect uniquely. Using a Descriptive Research Survey Design, data were collected from 400 SS3 students because this sample size was determined using Krejcie and Morgan’s (1970) sample size determination table for a finite population of 5,471 students. A stratified random sampling technique was used to ensure balanced representation of urban and rural schools as well as gender. The Revised Test Anxiety Scale (TAI-R), a Remote Proctoring Perception Scale, and Mock Examinations’ Scores were used for data collection. Structural Equation Modelling (SEM) revealed that test anxiety negatively correlated with perceived proctoring effectiveness (β = −0.32, p < 0.01) and performance (β = −0.41, p < 0.001), with rural students reporting higher anxiety due to limited tech exposure. Qualitative findings highlighted stressors like proctor intrusiveness and connectivity issues. The study underscores the need for culturally adaptive proctoring tools and anxiety reduction interventions in Nigeria’s digital assessment policies. Recommendations include teacher training on remote proctoring best practices and student mental health support to mitigate anxiety-mediated performance gaps.  
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Authors Habibu Kamilu
Journal Aminu Kano Academic Scholars Association Multidisciplinary Journal
Year 2025
DOI
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URL
https://akasa.com.ng/ojs/index.php/journal/article/view/91
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