The Influence of Anxiety on Academic Outcomes among Students in Public Secondary Schools in Nakuru North Sub-County, Kenya

Abstract

Anxiety is one of the major psychological factors influencing students' academic functioning and educational success. Public secondary schools in Nakuru North Sub-County continue to experience relatively low academic outcomes, despite national policy initiatives aimed at improving students' mental health and educational achievement. The present study investigated the influence of anxiety on academic outcomes among students in public secondary schools in Nakuru North Sub-County, Kenya in order to provide empirical evidence that has been lacking on how anxiety influence academic outcomes in the sub – County. The study adopted a pragmatic research paradigm and employed a convergent parallel mixed-methods design. The target population of the study was 27,920 students, 82 Class teachers, and 82 school counsellors in 82 public secondary schools and population sample size was 390 students from the sample of 13 public secondary schools, 13 class teachers and 13 school counsellors. Quantitative data were collected using structured questionnaires administered to students, while qualitative data were gathered through interview schedules with class teachers and school counsellors. Quantitative data were analysed using descriptive statistics, simple linear regression, and regression coefficient analysis whereas qualitative data were analysed thematically. The findings revealed a strong negative relationship between anxiety and academic outcomes (r = –0.737, p < .001). Regression analysis further showed that anxiety significantly predicted students' academic outcomes (B = –0.127, p < .001), indicating that higher anxiety levels were associated with poorer academic outcomes. Qualitative interviews with class teachers and school counsellors underscored these findings, emphasising the negative influence of anxiety on secondary school students’ academic outcomes. The study concludes that anxiety significantly undermines students' academic outcomes. It recommends strengthening school-based mental health programmes, enhancing counselling services, and equipping teachers with skills to identify and support students experiencing anxiety.