Self - Regulation as Correlates to Students' Test Anxiety and Achievement in Chemistry

The study determined if self-regulation is related to students' test anxiety and achievement in chemistry. The study utilized the prediction correlational research, designed to examine how self-regulation, the predictor variable, will affect students' test anxiety and achievement in chemistry. A total of thirty seven (37) students from the science section participated in the study. It was composed of twenty one (21) male and sixteen (16) female of fourth year students from a state school in Las Piñas, during the first quarter of school year (SY) 2014 - 2015. The scope of the study was focused only on the relationship of self-regulated learning (SRL) to test anxiety and achievement in chemistry. Instruments used in the study were: (1) Self-Regulation Questionnaire (SRQ) for measuring students' attitude towards science; (2) Achievement Test for assessing students' achievement and; (3) Test Anxiety Questionnaire (TAQ) for evaluating students' level of anxiety. The instruments were all content validated by panel of experts and were pilot tested. The results suggested that higher achievement in science and self-regulation towards chemistry are all insignificantly correlated to test anxiety. Given that students were prepared for the examination, they were able to conquer their test anxiety; therefore, it did not affect higher achievement in science. Self-regulation towards science was also unrelated to test anxiety. One's attitude towards the discipline is predicted by factors other than a single stimulus.