Understanding Examination Anxiety and Its Influence on Academic Achievement

A Correlational Study

Abstract

Anxiety is a widespread occurrence that is a common cause of pupils’ poor academic achievement (AA) globally. It is a form of self-preoccupation that takes the form of self-minimization and is associated with poor cognitive appraisal, inattention, adverse physiological responses, and poor academic performance. In recent years, one of the broadest research fields has been examination anxiety (EA) and its dimensions. In contrast to other students, the majority of Kashmiri students exhibit elevated levels of EA during their final exams, despite consistently achieving outstanding grades throughout the academic year. This study sought to investigate the connection between senior secondary students’ EA and academic performance. The current study was carried out on a sample population utilizing a simple random sample of 125 senior secondary students from five schools in the district Kupwara’s Education Zone Sogam, using a descriptive correlation research design. The primary outcome variable of the study was the number of times participants experienced the feeling described in each of the 50 statements on the EA Inventory (Subhash Sarkar, 2005), a three-point Likert scale. Data analysis was carried out with SPSS version 18. Findings indicate the subjects’ EA scores varied from 37 to 84. About 6.84% of girls and 3.84% of boys showed extremely high levels of EA. Around 28.84% of boys reported experiencing average levels of EA, and 21.91% of girls reported EA feeling at below-average levels. A statistically significant negative correlation was found between EA ratings and students’ AA (r = -0.052, p = 0.01), which helps to explain why some senior secondary students have modest EA. EA scores and senior secondary students’ gender were compared, and the results of the t-test showed a statistically significant difference (M = 57.85, SD = 18.76), suggesting that the mean EA score is greater for female participants. In a similar vein, pupils in the science stream achieve much more academically than those in the arts stream (M=374, SD=56.60). The study’s findings indicated that mild to moderate degrees of EA were reported by a sizable portion of the study’s student participants. Through group work with students, parents, teachers, academic advisors, and other concerned stakeholders, it is essential to support senior secondary students in managing stress and reducing EA. Given the physiological and psychological elements that contribute to extreme EA, counselling services have to be provided with easy access and free of stereo-typing for students in schools.