“A STUDY TO ASSESS THE EFFECTIVENESS OF A STRUCTURED TEACHING PROGRAMME ON STRATEGIES FOR REDUCING TEST ANXIETY AMONG PRE-UNIVESITY STUDENTS AT SELECTED COLLEGES IN TUMKUR”

PROFORMA FOR REGISTRATION OF SUBJECT FORDISSERTATION

SUBMITTED BY:

MS.BLESSY.P

1YEAR M. Sc NURSING

MENTAL HEALTH NURSING

2009-2011

SRI SIDDHARTHA COLLEGE OF NURSING

AGALAKOTE, B.H ROAD

TUMKUR

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RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCE

BANGALORE, KARNATAKA

PROFORMA FOR REGISTRATION OF SUBJECT FOR

DISSERTATION

1 NAME OF THE CANDIDATE AND ADDRESS

MS.BLESSY.P,

1st YEAR MSc NURSING,

SRI SIDDARTHA COLLEGE OF NURSING,

AGALAKOTE, TUMKUR.

2 NAME OF THE INSTITUTION SRI SIDDARTHA COLLEGE OF NURSING,

AGALAKOTE, TUMKUR.

3 COURSE OF THE STUDY AND SUBJECT

1st YEAR MSc NURSING,

MENTAL HEALTH NURSING.

4 DATE OF ADMISSION TO THE COURSE

8th JUNE 2008

5 TITLE OF THE STUDY

A STUDY TO ASSESS THE EFFECTIVENESS OF A STRUCTURED TEACHING PROGRAMME ON STRATEGIES FOR REDUCSING TEST ANXIETY AMOUNG PRE-UNIVERSITY STUDENTS AT SELECTED COLLEGES IN TUMKUR.

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6. BRIEF RESUME OF THE INTENDED WORK

6.1 INTRODUCTION

“A person starts to live when he can live outside himself” (Albert Einstein)

Anxiety is a basic human emotion consisting of fear and uncertainty that

typically appears when an individual perceives an event as being a threat to the ego

or self-esteem (Sarason, 1988). In some instances, such as avoiding dangerous

situations, anxiety can be helpful. However when taken to extremes, it may

produce unwarranted results.1

Stress comes in all forms and is an unavoidable consequence of life.

Transient feeling of anxiety and Stress is part of life for every individual. In the

course of normal development transient feeling of anxiety is experienced and

usually mastered by every child and adolescent. Anxiety may be focused around

certain issues or situation. A mild degree of anxiety and stress may be stimulating

and motivating, and may help to overcome stress; but high degree of stress may be

disrupting.2

Adolescence is a transition period that involves physiological,

psychological, and social changes. Emotional problems such as symptoms of

anxiety and depression may develop due to these changes. Although many of these

problems may not meet diagnostic thresholds, they may develop into more severe

disorders and may impact on functioning.3

Testing is a primary tool for measuring students' comprehension of course

material in many collegiate business courses. Test anxiety experienced by students

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may adversely affect the ability of testing to measure students' comprehension of

course material.4

Almost everyone feels nervous before an exam. Butterflies in the stomach

and worrying thoughts – ‘Will I be able to answer the questions?’ ‘Have I done

enough revision?’ – are indications of exam nerves that are probably familiar to all

students. In fact, a certain amount of nervous tension probably helps us perform to

the best of our ability, producing a rush of adrenaline that helps us to feel alert and

focused. But too much anxiety can block thoughts, create a negative frame of

mind, and lead to panic and potentially poor exam performance.5

One of the most threatening events that cause anxiety in students today is

testing. When students develop an extreme fear of performing poorly on an

examination, they experience test anxiety. Test anxiety is a major factor

contributing to a variety of negative outcomes including psychological distress,

academic underachievement, academic failure, and insecurity (Hembree, 1988).

Many students have the cognitive ability to do well on exams but may not do so

because of high levels of test anxiety. Because of the societal emphasis placed on

testing, this could potentially limit their educational and vocational opportunities

(Zeidner, 1990).1

6.2 NEED FOR STUDY

Anxiety can affect each person in different ways; there are several symptoms

that are quite common. Some of these are emotional, which include feelings of

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fear, disappointment, anger, depression, or helplessness. Other symptoms are more

behavioral, ranging from fidgeting or pacing to substance abuse or other self-

destructive behaviors. There are also physiological symptoms, which include fast

heartbeat, feelings of nausea, headaches, lightheadedness, sweating, and other

disruptions in bodily functions. Finally, many people experience cognitive

symptoms, such as negative thinking about oneself, racing thoughts, loss of

memory, and “blanking” out (Glendale Community College Counseling Center,

2000).6

Test anxiety will begin to appear in the elementary grades, continue to

increase with age, and appears to peak during the college years. Unfortunately,

many of the highly anxious high school students may not pursue higher education.7

Test anxiety reduction findings are stronger with college students than with

grade school students, but that may also be due to the fact that the college students

are more ready to self-identify and seek assistance. Unfortunately, only a small

portion of students seek treatment for test anxiety. Many students, especially grade

school students, do not wish to be identified as test anxious. Teacher referrals are

very helpful in identifying students.7

Anxiety symptoms are relatively common among children and adolescents and

can interfere with functioning. The prevalence of anxiety and the relationship

between anxiety and school performance were examined among elementary,

middle, and high school students in Italy. In 478 children, 35 (7.3%) had a MASC

T-score in the anxious range. The rate of children in the anxious range was 2.3% in

elementary, 7.9% in middle, and 15.9% in high school and was 14.1% among

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students with insufficient grades, 9.4% among those with sufficient grades, and

3.9% among those with good or very good grades (chi2 = 11.68, df = 2, p < 0.01).

The prevalence of abnormally high self-reported levels of anxiety increased in

frequency with age and was negatively associated with school performance.8

The complexion of our world's economy has changed dramatically over the

past few years, and there has been a corresponding increase in pressure for teens to

succeed in school and meet these external pressures. The competition to get into

college has increased. Teens and their parents are more and more concerned about

education . Teen test anxiety disorder is a problem many teens have, and it acts as

a barrier to their achieving their potential in life. Helping students overcome test

anxiety can go a long way in helping them succeed academically and in life.

6.3 STATEMENT OF PROBLEM

“A study to assess the effectiveness of a structured teaching programme on

strategies for reducing test anxiety among pre-university students at selected

colleges in Tumkur”.

6.4 OBJECTIVES

1. To study the demographic variables.

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2. To assess the level of test anxiety among pre-university students at

selected colleges in Tumkur.

3. To provide structured teaching programme on strategies for reducing test

anxiety among pre-university students at selected colleges.

4. To reassess the level of test anxiety among pre-university students at

selected colleges.

5. To find out the association between the level of test anxiety and selected

demographic variables among pre-university students at selected colleges.

6.5 OPERATIONAL DEFINITION

ASSESS: It is the measurement of test anxiety by using Westside Test

Anxiety Scale before and after the structured teaching programme on

strategies for reducing test anxiety.

EFFECTIVENESS: It means the extent to which the specific intervention

strategies adopted by the researcher to achieved the desired objectives.

STRUCTURED TEACHING PROGRAMME: In this study structured teaching

programme means a programme of information which includes a class

related to test anxiety and strategies for reducing test anxiety to educate the

pre-university students and thereby making an effort to reduce test anxiety.

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STRATEGY: Strategies are the interventional techniques which are used for

reducing test anxiety.

TEST ANXIETY: Test anxiety is a psychological condition in which a person

experiences distress before, during, or after a test or other assessment to such

an extent that this anxiety causes poor performance or interferes with normal

learning.

PRE-UNIVERSITY STUDENTS: In this study, pre-university students, means

sixteen to nineteen years’ old students who are attending an educational

establishment for higher studies after 10th standard.

6.6 ASSUMPTION

This study assumes that

1. Test anxiety is a normal phenomenon among pre-university students.

2. Test anxiety negatively affects the performance.

3. Structured teaching programme may help the pre-university students to reduce test anxiety

6.7 HYPOTHESIS

H1: The post test mean test anxiety will be significantly less than pre test anxiety

among the pre-university students.

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H2: There will be significant association between level of test anxiety and

demographic characteristics of pre-university students.

6.8 REVIEW OF LITERATURE

The literature review helps to lay foundations for the study and also inspire

new research ideas.

A study was conducted to find out Strategies for reducing test anxiety and

optimizing exam preparation in German university students. Test anxiety is a

significant problem among university students which is frequently accompanied by

a decline in performance and severe psychological problems. A variety of

intervention techniques for the treatment of test anxiety was detected, from which

cognitive behavioral methods were found to be most effective for the treatment of

test anxiety. According to empirical findings, university students should be taught

strategies to cope with the demands and organization of their studies at a very early

stage to prevent test anxiety and its concomitants. The University of Wurzburg

(Germany) started a pilot project in fall 2007 comprising lectures and peer

coaching with the aim to optimize learning skills and exam preparation to prevent

test anxiety. The evaluation of the present concept showed a high level of

acceptance among students.9

A study was conducted with 28 students attending an examination anxiety

workshop prior to their A level examinations. The workshop included a

discussion of anxiety and stress, study skills, how to challenge negative self-

defeating statements, and a 30-minute hypnosis session. The hypnosis was aimed

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at mental and physical relaxation and changing attitudes about examinations.

Feedback immediately after the workshop clearly indicated that all students felt

that their attendance was very worthwhile, and that the most highly rated part of

the day was the hypnosis element. Follow-up 4 months later indicated that most

participants thought that the workshop was helpful in managing anxiety both

before and during the examinations. 10

The study was done to examine the factors affecting examination anxiety

and aimed to increase schools’ understanding of this topic. The study was a school-

based initiative, evaluating intervention strategies to help secondary pupils with the

self-management of their examination anxiety. Data suggest that interventions

using cognitive behavioral approaches combined with relaxation helped pupils to

improve their examination performance in Math. Results encourage the view that

school-based programmes using mixed interventions may be effective in the

prevention of excessive examination anxiety and in the improvement of

examination performance if compared to single interventions, but show variations

depending on the curriculum subject. 11

The study was done to identify students suffering from exam anxiety.

Significant improvement in student performance occurred when faculty included

measures of student performance other than the final exam (such as term work,

projects, and self-assessment) and when students contracted for the weighting that

die final exam would contribute to their final grade. The use of self-assessment

was effective for all students regardless of their level of exam anxiety.12

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A study was conducted to examine the relation between exam anxiety

experienced by students at the time of the final exam &student’s performance

expectations, actual performance, and the level of preparation for the final exam.

Evidenced was observed supporting of the relationship hypothesized between test

anxiety & performance expectations at the time of the final exam. 13

The study was described the interrelationship among academic stress,

anxiety, time management, and leisure satisfaction among 249 university

undergraduates by age and gender. Time management behaviors had a greater

buffering effect on academic stress than leisure satisfaction activities. Significant

gender differences existed among all the measures. Females had more effective

time management behaviors than males, but also experienced higher academic

stress and anxiety. Males benefited more than females from leisure activities.

Anxiety reduction and time management in conjunction with leisure activities

may be an effective strategy for reducing academic stress in college students .14

A study was conducted to assessed the mixture of fatty acids lowers test

anxiety Administration of a polyunsaturated fatty acid mixture of omega-3 and -6

can improve the behavioral variables associated with this type of anxiety, i.e.

appetite, mood, mental concentration, fatigue, academic organization and poor

sleep, as well as lowering elevated cortisol level, with a corresponding reduction

of anxiety.15

A longitudinal study was conducted the students' perceptions of using deep

breathing meditation to reduce testing stresses. Students reported having

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perceptions of decreased test anxiety, nervousness, self-doubt, and concentration

loss, using the technique outside of the two classes, and believing it helped them

academically and would help them as a physician. The Deep Breathing

Meditation technique was successfully implemented each academic year, and it

provided students with a promising solution for meeting challenging academic

and professional situations.16

The study was conducted s to investigate the relationship between test-

anxiety and grade point average through memory in high school students. The

sample was 400 students (200 male and 200 female) in the age range of 15-19

years. The instrument used for data collection was the Test-Anxiety Inventory

(TAI). An analysis of the data obtained from the current study showed that, for

the respondents, test-anxiety had a significant impact on grade point average

(GPA) through memory (z=1.93, p≤ 0.02). Given the results of the study, it is

Memory as Mediator between Test-Anxiety and Academic Achievement in High

School Students 275 recommended that academic achievement and mental health

be developed in school settings, through the use of support strategies such as

educational guidance and counseling, teaching life skill programs and

psychotherapy.17

The quasi experimental study was done to establish test anxiety is an

uneasiness or apprehension experienced before, during, or after an examination

because of concern, worry, or fear. This study established the efficacy of Rational

Emotive Behaviour Therapy on the reduction of test anxiety on identified test

anxious students. Two independent variables were involved in the study namely,

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treatment (2 types), and entry test anxiety level (2 levels). The independent

variable of primary interest is the Rational Emotive Behaviour Therapy (REBT).

Instrument used for assessment was Test Anxiety Inventory. Entry test anxiety

level was studied. Total scores from pre-test anxiety inventory (TAI) were used to

block subjects into groups with low entry test anxiety level, moderate entry test

anxiety level and those with high entry test anxiety level. REBT was found

effective in the reduction of test anxiety F = 22.751, df (1, 76). Entry test anxiety

level was significant on the level of reduction of test anxious students; F= 83.566,

df (1, 76). F-ratio of interaction of treatment by entry test anxiety level was

10.347, df (1, 76). It is recommended that REBT be used in the treatment of test

anxious adolescents in schools.18

The study was conducted to test several propositions about an important

construct in Bowen's (Family Therapy in Clinical Practice, Aronson, New York,

1978; Family Evaluation, Norton, New York, 1988) theory of differentiation,

using an Israeli sample of adolescents to examine relationships between

differentiation of self, family differentiation, test anxiety, trait anxiety and

cognitive performance. The main findings were that family differentiation

(specifically, adolescents' relationships with their mothers) was negatively

correlated with levels of test and trait anxiety and positively correlated with

cognitive performance.19

7. MATERIALS AND METHODS

7.1 SOURCE OF DATA

Data will be collected from the pre-university students

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7.1.1 RESEARCH DESIGN

Quasi-experimental research design will be used to assess the effectiveness of

structured teaching programme on strategies for reducing test anxiety among the

pre-university students.

7.1.2 RESEARCH VARIABLE

Study variable:-

Dependent variable:-Test anxiety

Independent variable:-Structured teaching programme on strategies for reducing test anxiety.

Demographic variables: age, sex, educational qualification, income

7.1.3 SETTING

Study will be conducted in selected pre-university colleges at Tumkur.

7.1.4 POPULATION

Population will be the pre-university students at selected colleges in Tumkur.

7.2 METHODS OF DATA COLLECTION

After obtaining permission from school authorities the investigator will obtain informed consent from the students personally in the pre-university classes.

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The investigator personally assesses test anxiety level of the students by using Westside test anxiety scale.

Duration of study:4-6 weeks

7.2.1 SAMPLING TECHNIQUE

Simple random sampling Technique by using Lottery method.

7.2.2 SAMPLE SIZE

All pre-university students who fulfill the inclusion criteria at selected colleges in Tumkur are considered as sample and sample size is 60

7.2.3 CRITERIA FOR SAMPLE SELECTION

INCLUSION CRITERIA

- Pre-university students between the age group of sixteen to nineteen years.

- Both male and female students.

- Students who are willing to participate.

EXCLUSION CRITERIA

-Students who are absent at the time of data collection.

-Students who are not coming to class regularly.

-Students who are physically ill.

7.2.4 TOOL FOR DATA COLLECTION

It consist of two sections

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Section A-To assess the demographic data

Section B-To assess the test anxiety level of pre-university students.

The Westside Test Anxiety Scale is a brief, ten item instrument designed to

identify students with anxiety impairment. Westside scale is a reliable and

valid measure of test-anxiety impairment. It is recommended that the

Westside Test Anxiety Scale be considered by intervention programs to

screen for test-anxiety impairments.

7.2.5. PLAN FOR DATA ANALYSIS

1. Frequency and percentage analysis will be used to describe the demographic

characteristics of pre-university students

2. Descriptive analysis such as Mean, Standard Deviation and Mean score percent

will be used to assess the test anxiety.

3. The paired t’ test will be carried out to assess the statistical significance and

compare the pre and post test anxiety.

7.2.6 PROJECTED OUTCOME

The adolescent students may have high test anxiety. Structured teaching

programme prepared on strategies of test anxiety, which will help to reduce the test

anxiety.

7.3 DOES THE STUDY REQUIRE ANY INVESTIGATION OR INTERVENTION TO BE CONDUCTED ON PATIENT OR OTHER HUMANS OR ANIMALS?

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Yes, since the study is Quasi experimental, it involve intervention [structured

teaching programme on strategies for reducing test anxiety]

7.3 HAS ETHICAL CLEARANCE BEEN OBTAINED FROM YOUR INSTITUTION?

Yes, permission will be obtained from the concerned authorities of the colleges.

8. LIST OF REFERENCES

1. Harris, Henry.L.Coy, Doris.R.‘ Helping students cope with test anxiety. ERIC

Counceling and Student Services Clearinghouse. September 2003; Pp: 4

2. Arpit Sikri. ‘ Exam stress; Natural feeling learn to deal with it’.Child

development and adolescent health centerVIMHANS. 2009 September .

3. M.Rutter. ‘ Adolescent transition period ’. “Journal of adolescent

health”.volume:13; September 1992; 451-460

4. Burns,David. ‘Anxiety at the time of the final exam: relationships with expectations and performance’.“Academic and educational journal ”. November 2004 .

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5. Kathy. J.Brockway, Salina,Gary.s.Robson. ‘Get a grip: Exam anxiety and

beyond’.Youngstown University,2003; 10-11

6. Tamara. D. Hanoski. ‘Test anxiety: What it is and how to cope with it’.Student

Counselling Services.University of Alberta. April 2000.

7. David.B.Ross;Richard Driscoll. ‘Test anxiety:Age Appropriate Interventions’.

Tennessee.October 2006:13

8. Mazzone, et al.‘ The role of anxiety symptoms in school performance in a

community sample of children and adolescents’. “ BMC public health Journel” ,3

December 2007; vol 7: 347

9. Silke Neuderth , Burkhard jabs, Armin Schmidtke. ‘Strategies for reducing test

anxiety and optimizing exam preparation in German university students’.

September 2008:785-790

10. Barry. B.Hart, Chrissi Hart . ‘Managing examination anxiety’. February

2006:84-88

11. Astrid Gregor. ‘Examination anxiety-Live with it, Control it Or Make it Work

for you? School Psychology International’.26(5);2005: 617-635

12. Roney, Steve.D, Woods, Donald .r. ‘Ideas to minimize exam anxiety’.

“ Journal of Engineering Education”. July 2003.

13. Ravi Chintha. ‘Exam Anxiety Effect on Exam Performance :An Empirical

Replication In The Middle East’2005:1-2.

14. Mc Kean,Rajitha Misra. ‘College students academic stress and its relation to

their anxiety, time management, and leisure satisfaction’. “American Journal of

Health Studies”.January 2000:1-14

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15. Yehuda .S,Rabinovitz .s. Mostofsky D.I ‘Mixture of essential fatty acid

lowers test anxiety’.8(4); August 2005 :265-267

16. Paul G, Elam B,Verhulst SJ. ‘Student’s perception on deep breathing

meditation to reduce testing stresses’ Southern University School of

Medicine.USA. March 2007;19(3) :287-292

17. Fayegh Yousefi, et al. ‘Memory as mediator between test- anxiety and

academic achievements in high school students’. “European Journal of Scientific

Research”.35(2) ;2009 :274-280

18. Elizabeth Omotunde Egbochuku, Beauty Obodo, Ndidiamaka Oyedoyin

Obadan. ‘Efficacy of Rational-Emotive Behaviour Therapy on the

Reduction of Test Anxiety Among Adolescents in Secondary Schools’. “European

Journal of Social Sciences”. 6(4); Number 2008: 82 .

19. Ore Peleg Popko .‘Differentiation and test anxiety in adolescents’University of

Haifa . “ Journal of Adolescence” . December 2004;27(6): 645-662

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