STUDY ON STRESS AND EXAMINATION FEAR TOWARDS LEARNING OF

SCIENCE AMONG STUDENTS OF MOUNT CARMEL HIGH SCHOOL KOTTAYAM

Lakshmipriya R.
B.Ed Student (Physical Science)
Mount Carmel College of Teacher Education, Kottayam

ABSTRACT
The present study is an attempt to know about the problems towards learning
of science among high school students. For this study, a self constructed
questionnaire was prepared and a survey was conducted among IX th standard
students of Mount Carmel High School, Kottayam. The questionnaire contained
40 questions based on the variables stress and examination fear and this study
revealed that stress and examination fear of students adversely affect their
learning of Science.

Introduction
Successful teaching is determined by effective learning, and an important task of the
teacher is to bring about effective learning situations and help each pupil develop efficient
methods of independent learning. The techniques, procedures and practices of teachers are
designed to stimulate and guide learning, and their activity is valuable to the extent to which it
leads to effective learning among pupils. Thus knowledge of the basic principles of learning
becomes an important professional need and learning becomes a central problem in educational
psychology. Usually teachers are concerned with only one kind of learning, that is, the
acquisition of facts and information under different subjects, but habits, interests, attitudes, skills,
social adjustments, and ideals are also part of the learning of every individual. Stress and
examination fear are two psychological variables that adversely affect the learning process of
students.
i. Stress
Stress is a state of mental pressure. It is the bodys adaptation response to any demand
or pressure. These demands or pressures are called stressors. Stress can be defined as
a state of physical and mental tension caused by certain external or internal factors in
a persons life. It is a normal physiological response of the body stimulus which is
perceived as dangerous to the body.
ii. Examination Fear
 Examination fear is a very common phenomenon among many students, and it has
disastrous effect. The fear of examinations saps the examinees courage. The bright as
well as weak examinees generally tremble with the unexpected fear on the night
before the examination. The night before the examination is a test of the examinees
fortitude and endurance. They prepare the selected questions holding their breath. The
brilliant ones are apprehensive of possible poor performance which will ruin their
academic career. Test anxiety can also be labeled as anticipatory anxiety, situational
anxiety or evaluation anxiety.

Objectives of the study

i. To study the level of stress and examination fear of IX th standard students of Mount
Carmel High School, Kottayam.
ii. To find out how examination fear and stress affects the achievement in Science.
iii. To find out remedial measures to overcome stress and examination fear of students.

Methodology
Survey method was adopted for the study. To assess the stress and examination fear
among the IXth standard students of Mount Carmel High School, Kottayam, a questionnaire was
administered. The present study consisted of a sample of 34 students. The questionnaire
constructed by the investigator contained 40 questions based on the variables stress and
examination fear towards learning of Science.

Analysis and Interpretation

I. From the analysis of the data, It was concluded that 100% of students like to learn
Science. 65% of the students had the opinion that science curriculum is overloaded and 21%
considered Science learning as a difficult task.56% of students do not know how to go about
learning Science. 32% of students felt Science as a boring subject.
II. Majority of students like their Science teachers even then, 23% of students found to be
disturbed in the class. 12% of students have a proper time table to study lessons everyday.62% of
students get enough time to study their Science portions daily. 70% of students can pay attention
in class while their teacher teaches.
III. 85% of students felt that their teachers are partial. 68% of students compare their marks
with that of their classmates. 50% of students have the opinion that teacher scolds them when
 they score low. 56% of students have the opinion that their teachers appreciate them for their
efforts. 38% of students have difficulty in writing Science notes in English.
IV. 76% of students worry about making mistakes while solving problems in Science. 91% of
students think that their poor basic in Mathematics adversely affect their Science learning. 91%
of students get opportunity to take part in classroom discussions. 82% students get anxious when
they have to answer a question in English. 85% of students think that poor foundation in primary
school Science as a problem in Science learning. 94% of students think that lack of hard work
results in poor understanding of Science. 26% of students find difficulty in solving problems
even when similar examples are given.
V. 8% of students think the inadequacy of Science teachers in terms of number and quality
badly affects their learning. 91% of students find difficulty in doing Science homework when
there is no one to guide them.94% of students are interested in doing Science experiments. Only
20% of them get the opportunity to involve in Science experiments while being in a class having
higher number of students. 14% of students have a habit of writing reports after conducting an
experiment. 53& of students think that lack of doing experiments affect their Science learning.
62% of students find it difficult to co-relate the theory and practical in Science.
VI. 26% of students find difficult in learning scientific names. 79% of students find it
difficult to recall the scientific diagrams and scientific equations at the time of examination. 12%
of students feel inferior when they think that they are not good in Science. 88% of students get
enough support and care from their family. 6% of students have the opinion that their family
problems worry them.38% of students have the opinion that their parents compel them to learn
Science.
VII. 94% of students are afraid if Science examination. 64% of students feel stress before
entering into the examination hall. 22% have visible signs of fear. 72% of students are willing to
put their efforts in Science learning. 85% of students are willing to take risks.

Conclusion
From this study, It can be concluded that every child has a tremendous amount of
energy to be channelized and if we suggest desirable educational goals that appeal to their needs,
and if we give them frequent opportunities to succeed in reaching those goals, motivation and
learning will be facilitated. If the learning tasks should be suited to the abilities and interests of
pupils, to a certain extent they can avoid this kind of problems of learning. Anyway, this study
 helped me to know about the problems faced by those students in their Science learning and their
co-operation led to the success of this study.

References
1. Hans Raj Bhatia (1977). A Textbook of Educational Psychology. Macmillan India Ltd.
2. K. V. Eapen (1988). A Study of Educational Psychology. Esark Publication.
3. N. K. Arjunan (2014). Psychological Bases of Education (17th Ed.). Yuga Publications,
Palakkad
4. www.classroomsynonym.com
5. www.prokerala.com