Exploring Pre-Service Biology Teachers’ Anxiety Levels In the University of Education, Winneba

This study explored the levels and sources of anxiety among Level 100 pre-service biology teachers at the University of Education, Winneba, Ghana, with a focus on how gender influences anxiety experiences during lessons and assessments. Employing a mixed-methods research design, the study integrated a descriptive survey and a qualitative descriptive design to collect both quantitative and qualitative data. The study involved the entire cohort of 81 level 100 pre-service biology teachers (51 males and 30 females). Data were gathered via a structured questionnaire (adapted from the Betz MAR-S scale, 1978) to measure biology-specific anxiety and semi structured interviews. The quantitative findings revealed that while many students reported low to moderate levels of anxiety, significant anxiety was triggered by conceptual difficulty and cognitive overload rather than test-related stress. Inferential statistical testing revealed that male students reported significantly higher levels of anxiety specifically related to conceptual confusion and cognitive overload, though general test anxiety did not differ by gender. Qualitative data further illuminate the impact of anxiety on academic performance, highlighting themes such as cognitive interference, self-doubt, study avoidance, and reduced classroom engagement. These findings underscore the need for targeted pedagogical interventions, including scaffolding of complex concepts, breaking down cognitive overload, alongside stress management workshops and peer support systems, to enhance academic performance and emotional well-being among biology teachers.