A study of anxiety and academic achievement among biology students

This study was conducted to answer the following research question: does a relationship exist between anxiety and academic achievement? The subjects of the study, high school Biology students, were chosen because of a lack of previous research involving secondary science students.

The instruments used for the study were a demographic background sheet, the State-Trait Anxiety Inventory (STAI), and a Biology test. The study was conducted in three trials. During Trial 1, the subjects completed the demographic background sheet and the STAΙ. During Trial 2, the subjects completed the STAI immediately before a Biology test. For Trial 3, subjects completed the STAI. Trials 1 and 3 occurred on days during which there were no Biology tests.

The means of state and trait anxiety data from Trials 1 and 3 were used to determine the subjects' baseline state and trait anxiety levels. The state and trait anxiety levels from Trial 2 were compared to the subjects' baseline anxiety data. The mean of Biology test scores was calculated for comparison to the test scores of individuals and the Biology test score means of subgroups.

The data were analyzed for all subjects and for gender, achievement, and ethnicity subgroups. Relationships between anxiety and academic achievement emerged for female and ethnic subgroups.

Lower achieving female subjects had elevated mean levels of state and trait anxiety during Trial 2. Female subjects with elevated levels of state anxiety during Trial 2 had lower academic achievement. Female subjects whose state and trait anxiety levels were below baselines during Trial 2 had higher academic achievement.Ethnic subjects who had higher achievement had elevated state and trait anxiety levels during Trial 2.

Ethnic subjects with extremely elevated levels of state anxiety during Trial 2 had elevated trait anxiety and lower academic achievement. Ethnic subjects who had trait anxiety scores that were below the baseline had lower state anxiety levels and lower academic achievement.

Because of the ambiguity of the results of this and previous research studies, further studies involving any possible relationship between anxiety and academic achievement should be conducted.