-
Influence Of Gender And Mode Of Study On Examination Anxiety Among Undergraduates
CHAPTER ONE -- [Total Page(s) 3]
Page 3 of 3
-
-
-
Most times,
pressure from parents, teachers and environment contribute to this
problem of examination anxiety. Parents and teachers mount so much
pressure on these students to ensure that they perform better in their
examination, but at a point, these students get too anxious about the
exam and how they will perform, and the consequences of failing an
examination. The resultant effect being that the over-anxious student
will now perform very poorly in the examination. The environment maybe
too stressful for these students to learn effectively and this will make
them not to prepare well for the examination. The result of being
afraid of an exanimation, results in failure or poor academic
performance which brings united hardship and frustration to the
students. This could be in form of having one’s hope dashed. For
example, when we consider the problem involved in getting ourselves
registered for an examination then it becomes frustrating when success
is elusive. Also, the rigour involved when preparing for an examination
becomes painful when the outcome is not positive.
Obviously, negative
outcome of exam may be attributed to one of the factors that promote
examination anxiety. When a student who expected to pass an exam
eventually failed, such student may become tensed about exam. Above all,
one may say that teacher student relationship have a role to play on
tension that goes with exam anxiety.
Obviously, the
relationship between the teachers and matured students and that of
lecturers and regular students is not the same.
Therefore, to
determine whether this disparity in relationship has a race to play in
examination anxiety, the present study is interested in comparing the
level of examination anxiety among the two groups.
Based on the
discussion above, one may ask whether personality or other variables of
an individual could affect or determine the level of the individual’s
examination anxiety. Hence, the present study is designed to gives
answer to the question by looking at the effect of gender and mode of
study an examination.
STATEMENT OF THE PROBLEM
Over the years,
researchers have reported low performance of students in academic work.
No wonder there is high decline of education in our society today.
However, various factors such as, poor reading environment, lack of
reading materials and so on have been identified as contributors to poor
academic performance in our schools. Surprisingly, some schools with
these facilities still have high levels of poor performance in exams
especially external exams like National Examination and West Africa
Examination.
In addition, studies have identified factors such as
examination anxiety as a bane for students’ low academic performance.
(Nelson 2002). With reference to the discussion above, the present study
deemed it necessary to look at role of factors such as gender and mode
of study in determining Examination anxiety among Adolescents.
Therefore, the following problems will be addressed in this study.
Will male and female undergraduates differ significantly on manifestation of examination anxiety.
Will regular and mature undergraduates differ significantly on manifestation of examination anxiety.
OPERATIONAL DEFINITION OF TERMS
Gender: Being male or female
Examination anxiety: This will be determined based on the instrument used to measure the construct in this study.
Mode of study: In this study, this simply means regular/full time students and matured part time students.
CHAPTER ONE -- [Total Page(s) 3]
Page 3 of 3
-
-
ABSRACT - [ Total Page(s): 1 ]This study investigated the influence of gender and mode of study on examination anxiety among undergraduates. 77 regular students (37 males and 40 females) and 53 mature students (28 males and 25 females) were sampled. The sample were randomly selected from the population of both mature and regular students of Enugu State University of Science and Technology. The age range of the mature students were between 35 – 54 years with a mean age of 47 years and standard deviation of 6 years, whi ... Continue reading---
