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All Journal Physics Education Research Journal Edukasiana: Jurnal Inovasi Pendidikan
Ezugwu, Ifesinachi Jude
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Education Mathematics Physics Other

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Exploring The Interplay of Multifaceted Factors: A Comprehensive Analysis of Risk Perception, Anxiety, and Age-Related Dynamics in The Post-Covid-19 Era Hughey Surman, Stacy; Dadzie, Justice; Ezugwu, Ifesinachi Jude
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 3 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i3.781

Abstract

This research delves into the intricate dynamics of risk awareness and anxiety among college undergraduates in the aftermath of the COVID-19 pandemic. It specifically examines the nuanced interplay between risk perception and anxiety levels, while also considering the impact of demographic factors such as gender, age, and religion on these psychological aspects. Conducted using a cross-sectional design involving 778 participants, the study employs regression analysis to unveil a significant positive association between perceived risk and risk perception, accounting for 56% of its variability. Furthermore, multivariate analysis of variance underscores the substantial overall effect of predictors on both risk perception and anxiety levels. Notably, age emerges as a significant influence on students' risk perception and anxiety levels. By shedding light on how college students perceive and cope with risks amidst the ongoing pandemic, this study offers valuable insights into the complex relationship between demographic variables and psychological responses. Ultimately, these findings can inform strategies aimed at supporting students during challenging times.
Moderation of Gender and School Location on the Prediction of Test Anxiety on Physics Students’ Academic Achievement in Waves Motion Ocheni, Christopher Adah; Okeke, Agnes Obianuju; Agah, John Joseph; Oguguo, Basil C. E.; Ene, Catherine Uzo; Ezugwu, Ifesinachi Jude; Asongo, Stanley T
Physics Education Research Journal Vol 6, No 1 (2024)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/perj.2024.6.1.20668

Abstract

The continuous decline in students’ achievement in physics, especially in wave motion, has become a significant concern among education stakeholders. This study, which examines the moderation of gender and school location in predicting test anxiety on students` achievement in wave motion in physics, offers actionable recommendations for improvement. A correlational research design was adopted. Three research questions and three hypotheses informed the study. A sample of 337 students drawn through a multistage sampling procedure was used for the study. Waves Test Anxiety Inventory (WTAI) and Waves Achievement Test (WAT) instruments were used for data collection. Reliability indices of 0.73 and 0.76 using Cronbach alpha and KR-20 were estimated for WTAI and WAT, respectively. The research questions were answered using regression analysis, while ANOVA and t-test results obtained using Hayes` Process Macro were used to test the hypotheses at a 0.05 significance level. Results showed that test anxiety significantly predicts students` achievement in wave motion. The results showed that the moderation of gender in test anxiety prediction was insignificant. However, the location significantly influenced the prediction of test anxiety on students` achievement in wave motion. It was recommended, among others, that physics teachers ensure that lesson contents are duly covered and that a conducive learning environment, clear instructions, and adequate preparations are made available to students before testing them, thereby potentially improving students' academic performance.
Moderation of Gender and School Location on the Prediction of Test Anxiety on Physics Students’ Academic Achievement in Waves Motion Ocheni, Christopher Adah; Okeke, Agnes Obianuju; Agah, John Joseph; Oguguo, Basil C. E.; Ene, Catherine Uzo; Ezugwu, Ifesinachi Jude; Asongo, Stanley T
Physics Education Research Journal Vol. 6 No. 1 (2024)
Publisher : Faculty of Science and Education, UIN Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/perj.2024.6.1.20668

Abstract

The continuous decline in students’ achievement in physics, especially in wave motion, has become a significant concern among education stakeholders. This study, which examines the moderation of gender and school location in predicting test anxiety on students` achievement in wave motion in physics, offers actionable recommendations for improvement. A correlational research design was adopted. Three research questions and three hypotheses informed the study. A sample of 337 students drawn through a multistage sampling procedure was used for the study. Waves Test Anxiety Inventory (WTAI) and Waves Achievement Test (WAT) instruments were used for data collection. Reliability indices of 0.73 and 0.76 using Cronbach alpha and KR-20 were estimated for WTAI and WAT, respectively. The research questions were answered using regression analysis, while ANOVA and t-test results obtained using Hayes` Process Macro were used to test the hypotheses at a 0.05 significance level. Results showed that test anxiety significantly predicts students` achievement in wave motion. The results showed that the moderation of gender in test anxiety prediction was insignificant. However, the location significantly influenced the prediction of test anxiety on students` achievement in wave motion. It was recommended, among others, that physics teachers ensure that lesson contents are duly covered and that a conducive learning environment, clear instructions, and adequate preparations are made available to students before testing them, thereby potentially improving students' academic performance.
Co-Authors Agah, John Joseph Asongo, Stanley T Dadzie, Justice Ene, Catherine Uzo Hughey Surman, Stacy Ocheni, Christopher Adah Oguguo, Basil C. E. Okeke, Agnes Obianuju