THE INFLUENCE OF ANXIETY ON ENGLISH LANGUAGE PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OYO EAST LOCAL GOVERNMENT, NIGERIA
Abstract
This study examined the influence of anxiety and popular culture on students’ academic performance in English Language in Oyo East Local Government Area, Oyo State, Nigeria. A descriptive survey research design was adopted, involving 200 students randomly selected from eight secondary schools. Data were collected using a validated instrument—the Influence of Academic Performance of Students in English Language Questionnaire (IOAPOSIELQ)—and analyzed using descriptive statistics and regression analysis to test one hypothesis. Demographic data showed a predominance of students aged 12–15 years and a slightly higher representation of females. Findings revealed that while a majority of student’s perceived music and movies as helpful and motivating in learning English (79.5% and 71.5% agreement respectively), statistical analysis showed no significant relationship between these cultural exposures and actual academic performance. Similarly, although 79.5% of students reported anxiety when speaking English, regression analysis indicated that anxiety was not a significant predictor of English language performance (R = .023, p = 0.75). These results suggest that while students engage with popular culture and experience anxiety, these factors alone do not meaningfully determine academic outcomes.
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