Science anxiety is a critical impediment to effective learning and engagement in science education, particularly within the domains of science, technology, engineering, and mathematics (STEM). This phenomenon encompasses heightened fear, negative emotional arousal, and avoidance behaviors associated with science-related tasks and environments. This study investigates the socio-economic and contextual determinants that exacerbate science anxiety among secondary school students in Nigeria. Utilizing a cross-sectional research design, data were collected from a sample of 500 students through validated survey instruments, including the Abbreviated Science Anxiety Scale, to measure anxiety levels alongside demographic variables such as age, gender, socio-economic status, urban or rural context, and educational level. The control-value theory of achievement emotions provided the theoretical lens, indicating how perceptions of control and value in academic settings influence emotional responses. Descriptive analyses revealed a mean science anxiety score of 74.02, with significant variations across groups: lower socio-economic status, rural residency, female gender, and junior secondary education were associated with elevated anxiety. Inferential statistics, including ANOVA, t-tests, and multiple regression, confirmed these factors as robust predictors, with low socio-economic status emerging as the strongest contributor. Implications underscore the need for equitable educational policies, while recommendations advocate for targeted interventions like resource enhancement in underserved areas and anxiety mitigation training for educators.

• Science Anxiety