EFFECTS OF ANXIETY ON STUDENTS’ PERFORMANCE IN FRENCH GRAMMAR AT THE UNIVERSITY OF EDUCATION, WINNEBA

Abstract

This study explores the relationship between anxiety levels and academic performance in the context of French grammar courses at the University of Education, Winneba (UEW). The primary objective was to investigate whether anxiety significantly impacts the academic performance of students enrolled in French grammar courses. A quantitative method was employed, using a survey to measure anxiety levels and academic performance. A combination of descriptive and expo facto designs was employed. The study sample consisted of 72 students (33 males and 39 females) currently enrolled in French grammar courses. The data collection involved the administration of standardized anxiety assessments and assessments of academic performance, represented as mean scores out of 100%. Statistical analyses included correlation and simple linear regression to find the relationship between anxiety levels and academic performance in French grammar. An independent t-test was also conducted to compare male and female students’ levels of anxiety. Findings indicated a significant negative correlation between anxiety levels and academic performance with higher anxiety levels associated with lower academic achievement. A significant gender differences in anxiety levels were also observed, male students tended to outperform their female counterparts in French grammar courses. The implications of this research highlight the importance of addressing anxiety-related issues in French language learning contexts.