An investigation into anxiety levels and english learning outcomes of high school students with a particular focus on grade nine

The aim of this study was to explore the connection between students’ anxiety levels during language classes and their performance on English achievement exams. A random sampling method was employed to select participants. Students’ levels of foreign language classroom anxiety were measured using the Foreign Language Classroom Anxiety Scale, a self-report questionnaire. The relationship between anxiety in English classes and performance on English final exams from the first semester was analyzed. Descriptive statistics were used to assess anxiety levels, a t-test evaluated differences in anxiety and achievement between male and female students, and Pearson’s Moment Correlation Coefficient was utilized to examine the relationship between anxiety and test scores. Data analysis indicated that most students experienced anxiety. No significant differences in anxiety levels were found between male and female students in foreign language classes. The study also investigated whether anxiety levels influenced performance on achievement tests. Ultimately, it was found that while male students scored slightly higher than female students on the tests, there was no significant difference in overall achievement between the genders. The findings indicated that anxiety was prevalent among participants and had a negative correlation with their performance on the English language achievement test.