AUTHOR: Tejas Khanapure, Shubham Bansode, Snehal Sanap
INTRODUCTION: This report is about understanding the impact of exam anxiety on student performance and well-being. Exam anxiety encompasses feelings of tension, worry, and fear before, during, or after exams, leading to physical and cognitive symptoms that hinder academic performance. Persistent anxiety can contribute to decreased test scores, impaired memory recall, and heightened stress levels, negatively impacting students’ overall well-being, self-esteem, and potentially leading to mental health issues. Survey among 100 students were conducted to understand the impact of exam anxiety on their performance and well-being.
OBJECTIVE: To understand the impact of exam anxiety on student performance and well-being.
LITERATURE REVIEW:
Traditional exams often lead to lower student trust and motivation due to issues like ambiguous questions and lack of feedback, negatively impacting the professor-student relationship and increasing stress. As an alternative, involving students in generating their own exam questions has been proposed, offering benefits like improved question writing skills and incremental learning. However, this method focuses mainly on multiple-choice questions and requires significant effort from professors to align these questions with course objectives, without providing opportunities for class discussion or student review before submission.
The paper introduces a new method using machine learning and facial recognition to identify students’ exam-related emotional and psychological stress, offering more practical insights than traditional questionnaire-based approaches. It constructs a model to recognize and assess this stress, demonstrating its effectiveness through experiments, providing valuable guidance for teaching strategies.
DATA COLLECTION: For the above problem, 5 questions were framed to be answered on the likert scale from 1 to 5 (strongly disagree to strongly agree) and data was gathered from 100 individuals. These individuals were surveyed for each question. Mean, standard deviation, standard error and T-stats were calculated.
DATA ANALYSIS:
|
Mean |
3.64 |
3.63 |
3.45 |
3.55 |
3.61 |
|
Standard deviation |
1.06 |
0.91 |
1.32 |
1.19 |
0.97 |
|
Standard errors |
0.11 |
0.09 |
0.13 |
0.12 |
0.10 |
|
T stats |
5.98 |
6.88 |
3.45 |
4.59 |
6.27 |
The result was accepted positively because t-stat is more than 1.96.
CONCLUSION:
- Exam anxiety delays my studies has been accepted positively.
- Anxiety obscures my learned knowledge has been accepted positively.
- Exam fear affects my eating and sleeping has been accepted positively.
- Discussing about exams with friends heightens anxiety has been accepted positively.
- Anxiety impairs my understanding of exam questions has been accepted positively.
REFERENCES:
Corrigan, H., & Craciun, G. (2013). Asking the Right Questions: Using Student-Written Exams as an Innovative Approach to Learning and Evaluation. Marketing Education Review, 23(1), 31–36. https://doi.org/10.2753/MER1052-8008230105
Agah, J. J., Ede, M. O., Asor, L. J., Ekesionye, E. N., & Ejionueme, L. (2023). Managing examination induced stress among students using FEAR-model of cognitive behavioural intervention: Policy implications for educational evaluators. Current Psychology, 42(4), 3011–3023. https://doi.org/10.1007/s12144-021-01657-z