Examination phobia and its effects on undergraduate student performance

¶ … Fear and Impact on the Student's Grades

Examination Phobia.

Causes and Effects of Examination Phobia.

Measures to curtail examination phobia.

101.9 Limitations and Delimitations of the Study

Review of the Literature

173.1 Methods of collecting data.

Methods of analyzing data.

The paper below presents the research proposal for research conducted on the major issue of examination phobia faced by undergraduate students. This study is focused on identifying the reasons for examination phobia faced by students, the results (especially declining academic performance of the students) and the methods of reducing or curing the examination phobia.

The paper (research proposal) is divided into three major sections. Section one gives the introduction and background of the topic, clearly setting and explaining the term examination phobia and other related terms. This part also puts forwards the research objectives, research questions and hypothesis of the research.

The next section puts down an extensive review of literature on the concepts set out in section one. This part also identified the reasons and results of examination phobia. Furthermore, this part also highlights the major steps that should be taken by parents, teachers and students (also by state and schools) to reduce the examination phobia.

The next part, methodology, outlines the methods of data collection that will be used for the study. Both secondary and primary sources of data collection will be used including internet, books, interviews and questionnaires. The methods of analyzing data used for this research include both quantitative and qualitative analysis. This part also explains the limitations associated with the study and steps taken before hand to curtail and eradicate these limitations.

This part is followed by conclusion and list of references.

Examination Fear and Impact on the Student's Grades

The study will be conducted with the main objective to identify and evaluate the students' examination phobia and its impact on their performance. The study basically aims to explore the positive and negative aspects of examination phobia faced by undergraduate students. The paper also aims to identify and check the effectiveness of measures taken to eradicate and control examination phobia and improve the declining performance of the students.

This paper clearly establishes the reasons behind examination phobia and explains the effects of exam anxiety and stress on students' educational and personal lives. The main focus is given to the students' performance and grades in school. The design and structure of the study aims to answer the research questions and achieve the research objectives set out in the first part of the proposal.

1.9 Limitations and Delimitations of the Study

At the first stage of my literary research I have analyzed and evaluated all the limitations associated with my research. Since, limitations are associated with every literary work I have carefully understood the limitations associated with this study, so that I can take appropriate measures to bring those limitations to an acceptably low level.

The major limitations associated with my study and steps taken to reduce or eradicate these are:

Limitations

Steps taken to curtail the limitations

1. Taking more time to gather data and collecting inaccurate and incomplete data.

Collecting data from authentic sources only. Circulating questionnaires to already identified sample.

2. Reluctant participants (reluctance to give interviews or fill questionnaires).

Identifying a larger than required sample and contacting all of them to give interviews or fill questionnaires.

3. Unnecessary delay in the data collection phase of the research.

Making schedules, conducting interviews and circulating questionnaires before time.

Making constant follow-ups.

Identifying a larger than required sample.

4. Having inappropriate set of skills to complete and present the research undertaken.

Asking someone to mentor the entire research process.

Call for constant recommendations and comments for further improvements in the design and layout where required.

Identifying the areas of improvement (computer skills, writing skills) and working on them to produce exceptional results.

5. Inability to identify the appropriate research approach and link the available data.

Constant guidance from subject teacher.

Thorough study.

Mentor's feedback

2. Review of the Literature

Under this section of the research a thorough analysis of the already published literary works and journal articles will be conducted. This section of the actual research will provide a base for conducting the entire research. A lot of qualitative research will be conducted through this section of the research.

Research has proved that excessive exams and testing causes and examination phobia and stress amongst the students. A research conducted by Erica Genova lays down the explicit results that the level of exam related anxiety and stress is different for different students. She also pointed out the fact that the effects of such stress is different on different students. She presented the fact that for some students this stress is necessary to improve their performance while for others it plays a vital role in declining their performance. (Genova, 2010)

Genova also identified in her study that high school girls are more stressed than the boys. Moreover, she also identified the fact that stress faced by 10th graders is less than that faced by 9th graders. She explained that 9th graders are more stressed because they are new to high school and 10th graders are adjusted to the high school methods and norms. (Genova, 2010)

Erica also identified the fact that anxiety and stress differs from subject to subject and course to course. In her research she explained the fact that students are more scared of subjects like math and science and thus these subjects cause higher stress levels. Moreover she identified in her study that the level of exam related stress and anxiety faced by students is increasing day by day. This increasing level of exam related stress is very harmful for the students. Erica also identified in her study that good performers and high achievers in class face more exam related stress and anxiety than average performers. This is because they want to maintain their performance and grades and are in constant pressure. (Genova, 2010)

In a study conducted by Ergene the relationship between exams anxiety, performance, study habits, achievements and motivations was identified and evaluated. Ergene identified these relationships in Turkish high schools' tenth graders. The study identified that there is a positive relationship between study habits and student's performance. Improved study habits lead to improved performance. However, there is a negative relationship between study habits and exams anxiety, improved study habits lead to decrease in stress levels. (Ergene, 2011)

This study by Ergene also identified a negative correlation between exam related anxiety and performance of the students. The greater the examination related stress the worst will be the exam performance. Moreover, the study also identified that need for achievement acts as a motivator. The students with higher need to achieve better than students with lower need for achievement. (Ergene, 2011)

This study also presented the fact that female students suffer a higher level of exam related stress than male students. The study also explained that stress can be reduced by using 'early intervention and proactive prevention programs'. These programs help in improving students' performance and overall mental and psychological well-being. (Ergene, 2011)

Another study conducted by Keeley, Zayac and Correia identified and evaluated the impact of exam related stress and anxiety on exam performance. The study also concluded a negative relationship between the two. It was identified that increasing levels of stress negatively affect the performance. (Keeley et al., 2008)

Another study conducted by Kahan and Wenner identified and explained that the level of exam and test anxiety is increasing day by day. They quoted that 'the number of students who experienced test anxiety in rates of 10% to 25% and further research has indicated stress levels of more than 33%.' (Mccaleb-Kahan and Wenner, 2009)

They also identified in their research that examination situations that are more risky and important create more anxiety and stress in the students. Because of the increase stress and anxiety level the performance is negatively affected. (Mccaleb-Kahan and Wenner, 2009)

They also pointed out the fact that in order to reduce and control exam related stress and anxiety schools, teachers and parents should participate equally. Proper training should be given to the teachers so that they can properly guide the students. The study also emphasized on the need to conducted self-awareness and training sessions to empower the students and make them help themselves. (Mccaleb-Kahan and Wenner, 2009)

The study also highlighted the fact that students react to external pressures and every student suffers a different effect of exam related stress and anxiety. The study concludes that 'in order to prepare all students to be effective test-takers, both academic and emotional test-taking preparation needs to be introduced and reviewed with students.'

(Mccaleb-Kahan and Wenner, 2009)

Another literary article written by Sadker and Zittleman identified various methods and techniques by which proper studying methodologies can be applied in high schools and as a result exam related stress and anxiety is reduced. These include the need to teach and learn what is worth knowing and avoid wasting time on unnecessary information. (Sadker and Zittleman, 2004)

The study also focuses on the importance of encouraging each and every student to come forward and participate. This leads to confidence building and motivation. This will also bring out the hidden talent in some shy students and help boost their confidence. (Sadker and Zittleman, 2004)

Another study conducted by Lloyd et al. confirmed the already conducted studies' results that the academic performance of students and exam related anxiety are negatively related. Increase in anxiety leads to deteriorated grade and worsened performance. The study presented the fact that exam related anxiety creates doubts and self-discouraging feeling in a student's mind and that leads to lack of confidence and deteriorated performance. (Lloyd et al., 2013)

But the study also presented the fact that exam related anxiety at tolerable and for short-term improves the performance and grades of the students. Anxiety just before the exams is better than constant worrying and helps in improving the students' efforts and their results. The study concluded and identified strong relationships between exam related anxieties / stress and students' performance in exams. (Lloyd et al., 2013)

A study conducted by Sufiana Khatoon and Farhat Parveen measured the students' view about fear of examination and exams related stress. The findings of the study also supported the already identified conclusions that the academic performance of the students is negatively affected by exam related stress and anxiety. The study also presented the fact that student forget their answers because of nervousness and fear of examination. (Khatoon and Parveen)

Moreover, the study also established the facts that fear of failure, fear of punishment and ridicule from parents and teachers, peer pressures, tough competition and fear of bad performance are the causes of exam related stress and anxiety. (Khatoon and Parveen)

The study identified that a culture of competitive and positive classroom discussions, regular tests and homework, proper discussions with parents and teachers and healthy competition at school helps reduce exam anxiety and stress. (Khatoon and Parveen)

Another study conducted by Farhana Kazmi identified that students' performance depends upon their need to achieve. Farhana Kazmi reported in her research that need to achieve is directly related to exam related stress and anxiety. Thus this study identifies a positive relationship between academic performance and exam stress, if exam stress creates a need to achieve in students. (Kazmi)

Many more researches have been conducted on this subject matter and all of them conclude a negative relationship between academic performance and exam phobia.

3. Research Methodology

This part of the proposal explains briefly the methods of collecting and analyzing data and also puts light on the limitations of the study.

3.1 Methods of collecting data.

For any research study, data collection is the most important and crucial aspect. The results of the entire study are dependent on the data collected during the study. Without proper, authentic and accurate data, there are no chances of achieving the research objectives and answering the research questions. Therefore, selecting the methods and tools for data collection is highly important part. (Maxine, 2010)

In order to conduct my research and achieve the objectives identified in the first part of proposal, I will collect data from both primary and secondary sources.

3.1.1 Secondary sources of data collection.

During the initial stages of the study, I will use secondary sources to collect and gather relevant data for research. Data collection through secondary sources includes the collection of data from already existing reviews and sources. I will use published books and internet to collect and gather secondary data for my study. A major portion of secondary data will be collected during the review of literature phase of the study.

Secondary data will also be used for the purpose of quantitative analysis. To do the quantitative analysis, secondary data will be collected from surveys conducted by various agencies and already published research works. Moreover, official webpages of schools will also be used for the purpose of this study.

In order to ensure the authenticity and accuracy of the data collected from secondary sources, all the data collected through secondary sources will be carefully analyzed and evaluated. Moreover, through the proper analysis the relevant and required data will also be picked out. Furthermore, while collecting data from secondary sources, special consideration should be given to the time taken for the whole procedure. This step of the study will be properly scheduled and conducted in a timely manner.

3.1.2 Primary sources of data collection.

Primary sources for collecting data for research or study includes data collected by the researcher for the purpose of a specific research. The tools used for collecting data from primary sources ensure that the data collected for the research is not outdated (specific time period is considered and data is updated to date). (Marshall, 2006)

Data collected from primary sources is more relevant as compared to the data collected from secondary sources. However, the biggest drawback with the primary source of data collection is the reluctance and hesitancy of participants to answer questions or participate in the discussions and the time taken for the collection. (Marshall, 2006)

I have used interviews and questionnaires as the tools for collecting primary data for this study. For the purpose of collecting data from primary sources interviews will be conducted from and questionnaires will be circulated amongst:

1. 50 teachers from 10 different schools. These teachers will be asked to share their views about the symptoms of exam related stress and the effects of exam phobia on students' performance in classroom and in papers.

2. The questionnaires will also be circulated amongst 300 students pertaining to 15 schools. The questionnaires will be used to identify the existence of exam phobia amongst the participants.

3. Detailed interviews will be conducted from 10 children psychologists to identify the reasons of exam phobia and the methods to curtail the situation. The results of these interviews will be used to identify the most effective method for curtailing exam related stress.

4. Questionnaires will also be circulated to the parents of students in my school. These will be used to identify the behavioral traits of students, suffering from exam related stress, at home. Further, these questionnaires will also be used to understand the effectiveness of role played by parents in order to help the children.

5. Lastly, a detailed discussion will be conducted with all the students of 10 grade at my school to evaluate and identify their fears and to come up with the technique that helps them in reducing exam phobia.

3.2 Methods of analyzing data.

The next most important step after collecting data is the step of analyzing and evaluating the data collected from various sources. For my study, I will use both qualitative and quantitative analysis techniques to analyze the data. Major portion of the qualitative analysis will be done in the review of literature portion of my study.

For the qualitative analysis of the data collected from various sources during the course of this study the relationship between examination phobia and effects on students' grades will be identified. Moreover, the extent to which students suffer from exam related stress is also identified. This method of data analysis will also be used to identify the best possible technique to overcome examination related stress.

I will use excel-based charts and workbooks to conduct the quantitative analysis of data. The results obtained from interviews and questionnaires will be represented with the help of appropriate tables and graphs.

Conclusion

Being the initial part of the research as proper data collection and analysis has not been conducted yet, conclusions about the results of study cannot be reached. But from the review of literature and the entire research proposal, the following conclusions can be drawn:

Examination phobia and stress is quite a common problem nowadays.

There are a lot of reasons or causes of examination phobia. The major cause of examination related stress is psychological aspects and weaknesses of the children.

Examination stress has many effects on a student's personal and educational life. These include nervousness, mental blockage, lack of sleep and hunger, nausea, etc.

All these effects play a role in deteriorating the student's performance and grades.

Many tools and techniques can be used to curtail the exams related stress and overcoming its adverse effects.

Parents and teachers play a vital role in helping children out of this situation of fear, anxiety and worry.

A tolerable amount of examination anxiety is essential for maintaining good performance of students, however, a lot of its can be extremely dangerous.