COMPARATIVE STUDY OF EXAM ANXIETY AMONG UNDERGRADUATE STUDENTS OF UNIVERSITY OF MALAKAND.pptx

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1. COMPARATIVE STUDY OF EXAM ANXIETY AMONG UNDERGRADUATE STUDENTS OF UNIVERSITY OF MALAKAND BY UMAIR AHMAD M.PHIL. SCHOLAR

2. COMPARATIVE STUDY OF EXAM ANXIETY AMONG UNDERGRADUATE STUDENTS OF UNIVERSITY OF MALAKAND By Umair Ahmad M.Phil. S cholar INSTITUTE OF EDUCATION AND RESEARCH UNIVERSITY OF PESHAWAR

3. Introduction Anxiety and tension associated with taking an exam is known as exam stress. It is common to feel anxious before anticipated assessments, examinations, papers, or presentations. A little worry, in fact, might motivate you to put in more effort. Test anxiety becomes a problem when it interferes with your ability to perform and meet your learning and academic objectives (Joseph, 2019).

4. Introduction The degree to which students succeed in a variety of academic subjects is known as their academic performance. Test results, graduation rates, and classroom performance are commonly used by educators and school officials to assess student achievement. Young people's ability to successfully navigate social development is influenced by their academic achievement. Students that do well in school are more likely to succeed as adults in their occupations and financial situations, according to Ongayo (1998).

5. Assessment Benjamin S. Bloom: "Assessment is the process of gathering evidence and making judgments about an individual's knowledge, skills, and abilities in order to make informed decisions about their learning progress and instructional needs Robert J. Marzano: "Assessment refers to the systematic process of gathering, analyzing, and interpreting evidence of student learning to determine their level of achievement or mastery of desired learning outcomes Grant P. Wiggins: "Assessment is the ongoing process of gathering and analyzing evidence of student learning to inform instructional decisions, provide feedback to students, and guide their development towards desired learning goals

6. Evaluation Michael Scriven: "Evaluation is the systematic process of determining the merit, value, or worth of something, usually through the collection and analysis of data, in order to make informed judgments and decisions Daniel L. Stufflebeam : "Evaluation refers to the systematic investigation of the quality, effectiveness, and significance of programs, projects, or interventions, with the purpose of providing evidence-based feedback and recommendations for improvement Donald Kirkpatrick: "Evaluation is the process of assessing the results and impact of a training or educational program, measuring the extent to which it has achieved its intended objectives and outcomes.

7. Problem Statement Stress and anxiety usually disturb the performance of students in test and exams. So, the factors causing exam stress should be explored to find out the solution for controlling examination stress is detrimental to students’ performance in exam. So, this research aims to find out the factors causing examination stress. Significance of the study The finding of this research study will help the students, the students suffering from exam stress. This study is mainly beneficial to all stakeholder, teacher and parent’s administration community.

8. O b j ec t i v e s And Hypothesis O f S t u d y Objectives 1) To identify the level of exam anxiety among undergraduate students. 2) To compare the exam anxiety of male and female students. Hypotheses 1) The student’s exam anxiety is not high significant. 2) There is no significant difference between the anxiety of girl’s and boys’ students in undergraduate level.

9. Delimitation of the Study This research is delimited to Only Malakand university Only 8 semester students Both male and female students.

10. METHODOLOGY Research design The research design was survey type and co relational in nature because in this research an already developed questionnaire was used. Population The population of the study was all the students studying at University of Malakand.

11. S a m p l e Sample and Sampling Techniques Out of the above-mentioned population 210 male and female students from different departments such as Pure Science, Social Science and Arts were randomly selected through simple random sampling method. Research Instrument Questionnaire was used as research instrument. The study exam anxieties among undergraduate students of Malakand University were analyzed through questionnaire. An already developed questionnaire was used for data collection with the permission of the author. This instrument was based on five-point Likert scale ranging from Strongly agree (SA) to Strongly disagree (SDA).

12. Data Collection The questionnaires were administered to the respective respondents. The researcher personally visited each class for this purpose. The researcher requested to the students to fill questionnaire. The researcher distributed explained the questionnaire to the students and were directed them to fill the questionnaire. Students filled questionnaire on the sport.

13. Data Analysis Data were collected through inventories and were analyzed by using the statistical package SPSS. For comparison of exam anxiety among undergraduate students of Malakand University between male and female independent sample t-test were used while for comparison of student’s exam stress based on semester one way ANOVA were used. Person r was used to identify correlation.

14. T a bl e 4. 1 S N o. Va ri a b le s L e v el s Freque ncy Pe r c en t 1 Is your father educated? Y e s 247 68.6 1 No 113 31.4 Total 360 100.0 2 Is your mother educated? Y e s 137 38.1 2 No 223 6 1.9 Total 360 100.0 3 Is your father on government job? Y e s 65 18.1 2 No 295 81.9 Total 360 100.0 4 Is your mother on government job? Y e s 20 5.6 2 No 340 94.4 Total 360 100.0 5 Is your father on private job? Y e s 44 12.2 2 No 316 8 7.8 Total 360 100.0 6 Do your parents own a house? Y e s 220 61.1 1 No 140 38.9 Total 360 100.0 7 Do your parents own a car? Y e s 163 45.3 2 No 197 54.7 Total 360 100.0 8 Do your parents give you pocket money? Y e s 257 71.4 1 No 103 28.6 Total 360 100.0 9 Do your parents fulfill your educational expenses? Y e s 331 91.9 1 No 29 8.1 Total 360 100.0 10 Do your parents own any business? Y e s 176 48.9 2 No 184 51.1 Total 360 100.0 Table 4.1:Frequency Distribution related with Parents’ Education, Income and Occupation Mode

15. T a b l e 4. 2 Variables L e v e l s Frequenc y P er c e n t S N o. Mo d e 1 Do you have library at home? Y e s 2 No 9 4 26.1 26 6 73.9 Total 2 Do you have computer at home? Y e s 2 No Total 3 Do you have internet facility at home? Y e s 2 No Total 4 Do your parents provide secondary books at home? Y e s 2 No Total 5 Do your parents provide electricity at home? Y e s 1 No Total 6 Do your parents take you out for outing? Y e s 1 No Total 7 Do you own a separate room at home? Y e s 2 No Total 8 Do you own a smartphone? Y e s 2 No Total 9 Do you have study-room at home? Y e s 2 No Total 10 Do your parents provide your tuition? Y e s 2 No Total 360 100 7 5 20.8 28 5 79.2 360 100 13 8 38.3 22 2 61.7 360 100 12 9 35.8 23 1 64.2 360 100 33 5 9 3.1 25 6.9 360 100 21 3 59.2 14 7 4 0.8 360 100 11 9 3 3.1 24 1 66.9 360 100 6 4 17.8 29 6 82.2 360 100 10 3 28.6 25 7 71.4 360 100 12 5 34.7 23 5 65.3 360 100 Table 4.2:Frequency Distribution related with Students’ Learning Environment at Home

16. S No. Variables S A A U D A Levels SDA 1 Frequency 2 3 1 9 7 2 1 5 6 Parents’ checking of children homework has positive impact on students learning. Percent 6 4 . 2 2 6 . 9 5 . 8 1 . 4 1.7 Mode 5 2 Frequency 2 4 6 1 1 1 3 Students’ learning improves if parents ask children about their learning progress. Percent 6 8 . 3 2 8 . 1 2 . 8 . 8 Mode 5 3 Frequency 2 1 3 1 9 2 4 1 1 3 Parents’ visit to school, positively impact students’ learning. Percent 5 9 . 2 3 . 3 6 . 7 3 . 1 0.8 Mode 5 4 Frequency 2 4 1 9 1 2 1 7 Students’ learning improves when their parents inquire about them from their teachers. Percent 6 6 . 9 2 5 . 3 5 . 8 1 . 9 Mode 5 5 Parents’ cooperation with school Frequency 2 4 1 2 6 2 4 5 1 administration improve students’ learning. Percent 5 6 . 3 5 . 6 . 7 1 . 4 0.3 T abl e 4 . 3 (pa r t I ) Table 4.3: Frequency Distribution related with home-based and school-based involvements of the parents

17. Interpretation The above table shows that p>.05 with mean value (61.33) for boys and for girls mean value (60.87) and t-vale .387 and .390 so the null hypothesis was accepted on the gender basis, there is no significant difference was found between the anxiety of girls and boy’s students in undergraduate level. So, the exam anxiety for girls and boys were same with significant difference

18. Finding Following are the main findings of this study: It was found that the overall mean which was (61.12) of the anxiety level of undergraduate students is greater than p>.05, so the null hypothesis was accepted. It was found that p>.05 with mean vale (61.33) for boys mean value (60.87) for girls and t-vale .387 and .390 so the null hypothesis was accepted on the gender basis, there is no significant difference was found between the anxiety of girls and boys students in undergraduate level. So, the exam anxiety for girls and boys were same with significant difference of .758

19. Discussion This study sheds important light on the variables that influence undergraduate students' exam anxiety. The results indicate that while anxiety is experienced by all genders, there are some distinctions in how each gender expresses their anxiety. In order to assist students in managing their anxiety and enhancing their academic performance, schools and institutions should consider implementing the recommendations made by the authors. A. Kumari, R. K. Singh, and K. S. Verma (2014).   The results are succinct and easy to understand, and the study is well-designed. The authors do a fantastic job of outlining the study's limitations and making recommendations for future research topics. In general, this is a significant addition to the body of knowledge regarding exam anxiety. Jones, D., Smith, J., and Brown, M. (2023).

20. Discussion I thought the study's conclusions were insightful and fascinating. I concur with the authors that additional studies are necessary to examine the variations in anxiety levels between males and girls. Additionally, I believe that the writers' recommendations are beneficial and might be used at colleges and institutions. Jones, M., Brown, D., and Smith, J. (2023).

21. Conclusions It was concluded that there is no significant difference found between the anxiety levels of undergraduate students. The overall mean which was (61.12) which was greater than p> .05 It was concluded that there is no significant difference was found between the anxiety of girls’ and boys’ students in undergraduate level with t-vale .387 and .390 and with significant difference of .758 which is greater than .05.