Amir Mohamed Talib, Jabar Yousif, Eimad Abusham, Kelvin Joseph Bwalya and Mandour Ibrahim
Adv. Artif. Intell. Mach. Learn., 5 (2):3682-3702
1. Jabar Yousif: Faculty of Computing and IT, Sohar University, PO Box 44, Sohar, PC 311, Oman
2. Eimad Abusham: Faculty of Computing and IT, Sohar University, PO Box 44, Sohar, PC 311, Oman
3. Kelvin Joseph Bwalya: Head of Research Development Department, Sohar University, PO Box 44, Sohar, PC 311, Oman;
4. Amir Mohamed Talib: Information Technology Department, College of Computer and Information Sciences (CCIS) 6834 Prince Mohammed Ibn Salman Ibn Abdulaziz Rd, Imam Muhammad Ibn Saud Islamic University, 3798, Riyadh 13318
5. Mandour Ibrahim: College of Computer and Information Sciences (CCIS), Imam Mohammad Ibn Saud Islamic University (IMSIU), 11432, Riyadh, Saudi Arabia
Article History: Received on: 28-Jan-25, Accepted on: 06-May-25, Published on: 13-May-25
Corresponding Author: Amir Mohamed Talib
Email: ganawa53@yahoo.com
Citation: Jabar H. Yousif , Eimad Abusham, Kelvin Joseph Bwalya, Amir Mohamed Talib, Mandour Mohamed Ibrahim, Nuha Mohammed Alshuqayran. (2025). Machine Learning Model Based Analysis of Test Anxiety's Effects on Academic Achievement. Adv. Artif. Intell. Mach. Learn., 5 (2 ):3682-3702.
Recent advancements in artificial intelligence and machine learning
have significantly impacted healthcare education by improving efficiency,
accuracy, and standardization in patient data analysis. The effects of
self-efficacy and test anxiety on academic achievement, using machine
learning-based analysis, have attracted attention in many studies, which justify
the fact that more research is needed to examine and predicate the real impact
of test anxiety on academic achievement. A machine learning method based on the
feedforward artificial neural network, the multi-layer perceptrons (MLPs) is
used. The study identified five crucial factors for attaining meaningful
academic achievement: having a positive mindset, a well-thought-out plan, being
accountable for progress, acknowledging potential stress and negative emotions,
and monitoring and evaluating one's achievements and efforts. The results
showed that having a positive mindset (AR1) was the most important factor for
success, with an important rate of 0.997. Monitoring and evaluating one's
achievements (AR5) and a well-thought-out plan (AR2) were also essential
factors, with important rates of 0.996 and 0.981, respectively. The study also
identified five factors related to test anxiety and academic achievement. The
other important factor was AT1 - that the visible signs of nervousness (sweaty
palms, shaky Hands, etc.) before a test mainly impacts academic achievement
with a rate of .146. Followed by AT7, which stated that some students are more
prone to nervousness during exams, ultimately affecting their performance, with
an important rate of 0.126. The study also used machine learning to identify
distinct patterns in academic resilience and test anxiety factors that affect
academic achievement in different student groups. The findings form part of a
‘blueprint’ to inform the development of targeted interventions that cater to
the unique needs of student populations and lead to improved academic outcomes.
A prediction model has been created to forecast the relevant data and analyze
future conditions.