Examining the Mediating Effects of Resource Management Learning Strategies on the Relationship Between Test Anxiety and Academic Achievement of Grade 7 Learners in Science

This study examined the mediating effect of resource management learning strategies on the relationship between test anxiety and academic achievement in Science among Grade 7 learners in selected public secondary schools in Carmen District, Davao del Norte during School Year 2025–2026. Specifically, it determined the levels of test anxiety, resource management learning strategies, and academic achievement, as well as the relationships among these variables and the mediating role of resource management learning strategies. A quantitative descriptive-correlational design with mediation analysis was employed. The respondents were 233 Grade 7 learners selected through simple random sampling. Data were collected using adapted and validated questionnaires on test anxiety and resource management learning strategies, while academic achievement was measured using the Division Unified Test in Science. Mean, standard deviation, Pearson Product-Moment Correlation, and mediation analysis through the Medmod module of Jamovi were utilized. Results revealed that learners exhibited a high level of test anxiety (M = 3.40, SD = 1.23) and a high level of resource management learning strategies (M = 3.68, SD = 1.11). Academic achievement obtained a mean percentage score of 43.35, interpreted as Average. Significant positive relationships were found between test anxiety and resource management learning strategies (r = 0.535, p < .001), resource management learning strategies and academic achievement (r = 0.161, p = .014), and test anxiety and academic achievement (r = 0.150, p = .022). However, mediation analysis indicated that resource management learning strategies did not significantly mediate the relationship between test anxiety and academic achievement (a × b = 1.317, p = .184). The findings suggest that improving Science achievement requires interventions that address both study habits and learners’ emotional responses to assessments.

Test Anxiety, Resource Management Learning Strategies, Academic Achievement, Mediation Analysis, Grade 7 learners

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