This study was conducted to find a connection between test anxiety and working memory. All the students of secondary schools of Punjab were taken as population. A total of 504 students were drawn as a sample through stratified random sampling among which 252 were boys and 252 were girls. For data collection; two tests for working memory and a Likert scale for test anxiety were used. It is concluded from the results that there is a significant negative connection exist among test anxiety and working memory. The direction of relation indicates that if test anxiety amplifies it will lower the working memory and vice versa. Based on the findings the study proposed subsequent recommendations: 1) the prevailing system of common education may be more dynamic, motivating and skill-oriented. 2) Rote memorizing of material should be discouraged. 3) The curriculum of the secondary school may be upgraded and industrialized.

This research inquiry was conducted to probe the consequence of test anxiety on students’ academic performance. The research design was descriptive, while the quantitative research approach adopted for the purpose of collecting and interpreting the desired information.  504 students (252 male and 252 female students) of the 10th class were selected as sample from nine cities of Punjab.  The Westside Test Anxiety Scale for measuring test anxiety which was prepared by Richard Driscoll, Ph.D. available on the American Test Anxiety Association web was used to gauge the test anxiety of the students.  For statistical investigation and interpretation, Pearson r was exercised.  The findings of the study supported the research hypothesis as a significant correlation (r= -.072*) in students with higher anxiety and their academic performance and in students with low anxiety with their academic performance (r= -.083*) was found.  The study also hypothesized that as the degree of anxiety raisin the level of academic performance would decline and vice versa.  The value of Pearson r showed a significant connection between test anxiety and academic achievement/ performance as p< .05.  Thus the null hypotheses of the study were rejected.