IMPACT OF ANXIETY ON THE ACADEMIC ACHIEVEMENT OF STUDENTS HAVING DIFFERENT MENTAL ABILITIES AT POSTGRADUATE LEVEL.

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1 IMPACT OF ANXIETY ON THE ACADEMIC ACHIEVEMENT OF STUDENTS HAVING DIFFERENT MENTAL ABILITIES AT POSTGRADUATE LEVEL. Dr. SHRUTI GUPTA Associate Professor, Army Institute of Management and Technology, Greater Noida, India ABSTRACT Lower Academic Performance is associated with Anxiety. Many experts suggest that academic performance of young people is reduced with increase in level of anxiety as it impinges functioning of working memory. This research paper aims at exploring the significant impact of anxiety on academic performance. Students with anxiety problems tend to show lower levels of academic achievement, self-efficacy, and selfconcept. The phenomenon of reducing Anxiety involves participation of students, parents and Teachers. Mindfulness Meditation, metacognition, coping, teacher involvement, and test question order are anxiety reduction strategies explored. The aim of the present study is to investigate the effects of test anxiety on academic achievement of postgraduate students. Keywords:-academic performance, postgraduate students, anxiety, metacognition INTRODUCTION Today, anxiety is a common phenomenon of everyday s life. Generally, anxiety is classified as trait or state anxiety. Trait anxiety defines the most stable traits of an individual. State anxiety is defined as one which surfaces due to some temporary conditions or changes in the environment. Academic anxiety is associated with the state anxiety classification which arises due to impending issues such as examination, difficult subjects or teachers. Anxiety is your body s way of telling you that there is something in the environment in need of your attention. It is basically a series of biochemical changes in your brain and body, such as an increase in Page 121

2 adrenaline (causing your heart to beat faster) and a decrease in dopamine (a brain chemical that helps to block pain) (Perveen, S. 2012). These changes result in a state of heightened attention to the source of the anxiety. High levels of anxiety cause your body to prepare to fight or run away from the perceived threat commonly called the fight-or-flight response Test anxiety is a multidimensional construct that has been defined as the set of phenomenological, physiological and behavioral responses that accompany concern about possible negative consequences or failure on an exam (Zeidner, M., 1998). Performance anxiety is the other name given to test anxiety since it s basically a performance pressure induced phenomenon where the performance is the out most valuable. Text anxiety can bring up butterflies a stomach ache or a tension.some people might feel shaky, sweaty or feel their heart beating quickly as they wait for the test to be given out. LITERATURE REVIEW Anxiety is a subjective feeling of unease, discomfort, apprehension or fearful concern. Anxiety has increased in the society resulting not only in the education but also in the student s personality which stays throughout the life. In behavioural terms, Sarason (1980) defined anxiety as a conditioned response to a perceived threatening stimulus which could be learned or inherited. In a similar way, May (1996) viewed anxiety as a maladjusted behaviour. In our competitive society, tests and examinations at all stages of education, especially at higher education level have been considered an important and powerful tool for decision making with people of all ages being evaluated with respect to their achievement, skills and abilities. (Zoller and Benchan 1990; Speilberger 1984; Hill &Wigfield, 1984) The study found that for the students, examinations are consistently perceived as a source of increase in anxiety and a situation surrounded with uncertainty/unfairness in letting them demonstrate their true achievements. Such feelings among students limit their potential performance during the test situation, resulting in higher text anxiety directly causing drop in the student achievement. Benjamin (1987) noted that anxiety can interface with attention, learning and testing. Participants with high levels of cognitive test anxiety were also expected to perform significantly more poorly on all measures of performance than participants with low levels of cognitive test anxiety. Anxiety can have a negative effect on the information processing system. People with anxiety have difficulty storing and retrieving information (Nelson & Harwood, 2011). Mokashi (2007) reported that anxious children display poorer recall than less anxious children and it is believed that the anxiety creates distraction stimulation that deflects attention from relevant incoming information and therefore impairs memory and intellectual abilities. Under two conditions the degree of anxiety associated with intellectual mastery occurs. First one occurs when expectancy of success or failure is moderate and second one occurs when motivation is high but expectancy of success is low. In the first instance the child was maximally uncertain about how he will perform on a test and this uncertainty generates anxiety. The child would be much less anxious if he knew definitely he would pass or fail the child values competence on a particular intellectual task but expects to fail, anxiety is likely to be generated. Anxiety plays significant role in students learning and academic performance (Tobias, 1979) Changing schools, Parents divorcing or pressure of work, exams and test can all be difficult events for students. Anxiety is strongly linked with emotional depression. Test anxiety leads to reduced attention span, falling memory and concentration resulting in low academic performance. Eysenck (2001) found that test-anxiety creates irrelevant thoughts, preoccupation, and decreased attention and concentration thus, leads to academic difficulties. Anxiety has its very high impact on students' academic achievement of IQ (90-94). There is negative relationship between anxiety and academic achievement, which means that if one factor increases, the other will decrease. In other words, when anxiety increases, academic achievement falls. Anxiety has been linked to Page 122

3 poor academic performance. High levels of academic anxiety can negatively affect working memory (Owens, Stevenson, Hadwin, & Norgate, 2012). Anxiety is also associated with high levels of worry that can affect academic performance. In the study of Academic Anxiety, self-efficacy and self-concept are very important. Self-concept is defined as an individual's belief and evaluation about himself or herself and self efficacy is the belief that one is capable of organizing and executing certain behaviors or reaching certain goals. There is an inverse relationship between self- efficacy and self- concept and academic anxiety. Students with high levels of self-efficacy and self-concept tend to have lower levels of academic anxiety. Students who are higher achievers tend to have higher levels of self-efficacy and self-concept. When students do well academically, they tend to feel better about themselves (Ahmed et al., 2012). Significant relationship of test anxiety with gender has also been found out. Females have repeatedly been found to report higher levels of overall test anxiety than males (Bandalos et al., 1995; Hembree, 1988; Volkmer&Feather, 1991; Zeidner, 1990). One explanation for the gender differences in test anxiety is that males and females experience similar levels of test worry, but females have higher levels of the emotionality component, producing higher general test anxiety scores (Deffenbacher, 1980; Mueller, 1980). This proposition received limited support from research revealing that differences between males and females reported anxiety levels were greatest in the emotionality component. However, females also consistently report higher levels of cognitive test anxiety than males (Hembree, 1988; Zeidner; 1990). Teaching self-regulation in early childhood is important to reduce the development of school related anxiety at an early age (Zelazo& Lyons, 2012). According to the Attribution theory, students need to feel in control over the outcome of an academic task. Students who feel more in control over the outcome will have more motivation to successfully complete that task (Lim, 2007). Teachers and parents can play a significant role in enabling students to cope up with anxiety. Problem based learning, discussing test procedures with students, and test taking skills are methods to help students feel more in control of the outcome of academic tasks. Teachers and parents can teach students the skills they need to feel in control of learning. By helping students understand the learning process and how they can control it, parents and teachers will help students control their anxiety. HYPOTHESIS Hypothesis I Null Hypothesis: There is no relationship between Anxiety and academic performance of students. Alternate Hypothesis: Anxiety affects adversely on academic performance of students. Hypothesis II Null Hypothesis: There is no relationship between gender and anxiety. Alternate Hypothesis: Females have higher Anxiety levels compared to Males. RESEARCH METHODOLOGY Logic of Research The research is individualistic in nature. This research is conducted in restricted region and hence the results of the research cannot be applied worldwide. The research is validation in nature. The research is not discovery because the phenomenon of test anxiety and academic performance has been studied earlier by many researchers. Research Design Our research design is descriptive in nature. Descriptive research are those in which research are already been conducted. Descriptive research or statistical research provides data about the population or universe being studied. But it can only describe the "who, what, when, where and how" of a situation, not what Page 123

4 caused it. Therefore, descriptive research is used when the objective is to provide a systematic description that is as factual and accurate as possible Sample Description The subjects involved in this study comprise of postgraduate students from various colleges of Delhi and NCR region. For this research the sample population consisted of 250 postgraduate students. 200 complete responses were received thereby yielding 80 percent response rate. To avoid sample bias, a researcher is required to obtain at least 10 percent of response rate from the sample size and that 30 percent of response rates are needed to make the findings eligible for generalization Thus, the obtained response rate of 80 percent indicates non sample bias. Instrumentation The mode of data collection was a self administered structured questionnaire. The questionnaire comprises of three sections, students Gender, Academic Performance and their anxiety level. In section A, the respondents were asked to furnish demographic information such as their names and gender. The questions in Section B were intended to measure individual anxiety level This 5-item scale, developed by Cohen et al. (1983), has been acknowledged as the most widely used psychological instrument in measuring the Anxiety level. It is designed to measure the degree of anxiety level (Cohen et al., 1983). It was designed to be used in communities whose samples have at least post graduate degree which is equivalent to the MBA in this case. The items can be easily understood and very general in nature that they are free of content specific to any subpopulation groups. Therefore, it is easy to score and can be administered within a short period of time. This study adopts the constructs of anxiety level using a five-point Likert-type scale ranging from 1 (Not at all) to 5 (Very Much). The anxiety scores were obtained totaling the scores of all responses. Individual scores on the anxiety level can range from lowest being 45 and highest being 168. The data on the academic performance of students (Section C), i.e. the CGPAs, were obtained by the students of their first and second semester combined results. The CGPA is a common measure of academic performance adopted by many colleges in Delhi (NCR) region. The reason of obtaining their CGPAs is to find out whether the anxiety they experienced leaves an impact on their academic performance or not. Procedure The questionnaires were distributed among students. The main objective of this was to answer the prime objective of research, which was to determine anxiety levels among students. To reduce the occurrence of internal validity threat, the questionnaires were personally delivered and collected.the necessary instructions were provided to the students. The time allotted for completion of questionnaire was 15 minutes. DATA ANALYSIS Pearson's chi-squared test (χ2) is the tool used to analyze the data. This test is applied to categorical data to determine differences between sets. Hypothesis I states that anxiety affects adversely on academic performance of students. This study showed no statistically significant relationship between academic performance and anxiety. The trend observed was high academic performance displayed by lower anxiety. Pearson chi-square , p=. 002 (See Table 1). The relationship between the actual count and the expected count is tested by Pearson chi-square. The level of statistical significance is p =.05. A tendency is indicated when p =.05 <.01.Table 1 exhibits that 31(15.6%) attributed towards low CGPA level, 43(21.6%) attributed towards medium CGPA level and 125(62.8%) attributed towards highest CGPA level. A total of 10 respondents showed preference towards high anxiety level. The expected count for Page 124

5 those with a preference for highest CGPA level respondents who have high preferences for anxiety level would be 6.28(62.8%*10). Similarly a total of 91 respondents showed preference towards medium anxiety level and the expected count for those with medium CGPA level respondents who have medium preference for anxiety level would be19.56 (21.6%*91).A total of 98 respondents showed preference towards low anxiety level and the expected count would be 15.28(15.6%*98). This finding is statistically significant (p =.002), it indicates there is a tendency for academic performance being affected by high anxiety levels to great extent. Hence we accept the alternate Hypothesis I. TABLE-1 CROSSTABULATION OF CGPA LEVELS WITH ANXIETY LEVELS ANXIETYLEVEL CGPA 1 Count Total % within CGPA 45.2% 35.5% 19.4% 100.0% % within ANXIETYLEVEL 14.3% 12.1% 60.0% 15.6% % of Total 7.0% 5.5% 3.0% 15.6% 2 Count % within CGPA 48.8% 46.5% 4.7% 100.0% % within ANXIETYLEVEL 21.4% 22.0% 20.0% 21.6% % of Total 10.6% 10.1% 1.0% 21.6% 3 Count % within CGPA 50.4% 48.0% 1.6% 100.0% % within ANXIETYLEVEL 64.3% 65.9% 20.0% 62.8% % of Total 31.7% 30.2% 1.0% 62.8% Total Count % within CGPA 49.2% 45.7% 5.0% 100.0% % within ANXIETYLEVEL 100.0% 100.0% 100.0% 100.0% % of Total 49.2% 45.7% 5.0% 100.0% TABLE-II Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square a Likelihood Ratio Linear-by-Linear Association N of Valid Cases 199 a. 2 cells (22.2%) have expected count less than 5. The minimum expected count is Page 125

6 Hypothesis II states that there is no relationship between gender and anxiety. This study exhibits that anxiety does not have a significant impact on gender. Pearson chi-square 2.035, p=. 361 (See Table III). Out of 120 female respondents indicated a preference for lowest anxiety level 60(50%) while the expected response would be 59.12(120*49.26%).52(43.3%) of those female respondents showed preference towards medium anxiety level, the expected response is (120*45.7%).8(6.7%) of female respondents indicated preference towards high anxiety level, the expected response is 6(120*5.0%). Out of 79 male respondents indicated a preference for lowest anxiety level 38(48.1%) while the expected response would be 38.91(79*49.26%).39(49.4%) of those male respondents showed preference towards medium anxiety level, the expected response is 36.10(79*45.7%).2(2.5%) of male respondents indicated preference towards high anxiety level, the expected response is 3.95(79*5.0%). TABLE III CROSSTABULATION OF GENDER * ANXIETYLEVEL ANXIETYLEVEL GENDER FEMALE Count Total % within GENDER 50.0% 43.3% 6.7% 100.0% % within ANXIETYLEVEL 61.2% 57.1% 80.0% 60.3% % of Total 30.2% 26.1% 4.0% 60.3% MALE Count % within GENDER 48.1% 49.4% 2.5% 100.0% % within ANXIETYLEVEL 38.8% 42.9% 20.0% 39.7% % of Total 19.1% 19.6% 1.0% 39.7% Total Count % within GENDER 49.2% 45.7% 5.0% 100.0% % within ANXIETYLEVEL 100.0% 100.0% 100.0% 100.0% % of Total 49.2% 45.7% 5.0% 100.0% TABLE IV Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square a Likelihood Ratio Linear-by-Linear Association N of Valid Cases 199 This study shows that there is no significant relationship between gender and anxiety level. Hence we accept the null hypothesis. Page 126

7 CONCLUSION Significance of Anxiety in Academic Performance The results reflect that low academic performance is influenced by anxiety. There exists an inversely proportionate relation between anxiety and academic performance. As a result, increase in anxiety level leads to low academic performance. Hence student with high anxiety have low CGPA. The effect of anxiety on academic performance is balanced in case of students who exhibit moderate anxiety during performance. The high academic performance indicates low amount of anxiety evident in student. Thereby result in good performance. Anxiety and Gender The study indicates that gender does not have a significant relationship with Anxiety. REFERENCES Ahmed, W., Minnaert, A., Kuyper, H., and van der Werf, G. (2012), Reciprocal Relationships Between Math Self-concept and Math Anxiety, Learning and Individual Differences, 22 (3), Bandalos, D.L., Yates, K., & Thorndike-Christ, T. (1995). Effect of math self-concept, perceived selfefficacy, and attribution for failure and success on test anxiety. Journal of Educational Psychology, 11, Benjamin. (1997). Psychology and Introduction. New York: Macgraw Hill Book Company. Cohen, Sheldon, Tom Kamarck, and Robin Mermelstein. "A global measure of perceived stress." Journal of health and social behavior (1983): Deffenbacher, J. L. (1980). Worry and emotionality in test anxiety. In I. G. Sarason, (Ed.), Test anxiety: Theory, research, and applications (pp ). Hillsdale, NJ: Erlbaum Eysenck, M.W. (2001). Principles of cognitive psychology. Hove, East Sussex: Psychology Press. Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, Hill, K.T., &Wigfield, A. (1984). Test anxiety: A major educational problem and what can be done about it. Elementary School Journal, 85, Lim, H. (2007). Effects of attributions and task values on foreign language use anxiety. Journal of Education and Human Development, 1(2), Malavika, M. V. (2007). Correlates of Anxiety and Scholastic Achievement of Residential school students (Doctoral dissertation, Thesis for Master in Home Science in Human Development. Department of Human Development, University of Agricultural Sciences, Dharwad). May, R. (1996). The meaning of anxiety. WW Norton & Company. Mueller, J. H. (1980). Test anxiety and the encoding and retrieval of information. In I. G. Sarason (Ed.), Test anxiety: Theory, research, and applications (pp ). Hillsdale, NJ: Erlbaum. Nelson, J. M., & Harwood, H. R. (2011). A meta analysis of parent and teacher reports of depression among students with learning disabilities: Evidence for the importance of multi informant assessment. Psychology in the Schools, 48(4), Page 127

8 Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2014). When does anxiety help or hinder cognitive test performance? The role of working memory capacity. British Journal of Psychology, 105(1), Perveen, S. (2012). To Study The Anxiety Level And Its Relationship With Academic Achievement Of High School Students. Golden Research Thoughts, 2(1). Sarason, I. G. (Ed.). (1980). Test anxiety: Theory, research, and applications. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Spielberger, C.D. (1984). Foreword. In A. Gale & A.J. Chapman (Eds.), Psychology and Social Problems. London: Wiley. Tobias, S. (1979). Anxiety research in educational psychology. Journal of Educational Psychology, 71(5), 573. Volkmer RE, Feather NT (1991). Relations between Type A scores, internal locus of control and test anxiety. Pers. Individ. Differ. 12, Zeidner, M. (1990). Does test anxiety bias scholastic aptitude test performance by gender and sociocultural group? Journal of Personality Assessment, 55, Zeidner, M. (1998). Test Anxiety: The state of the art. New York: Plenum Press. Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6(2), Zoller, U., & Ben-Chain, D. (1990). Gender differences in examination type, test anxiety, and academic achievement in college science: a case study. Science education, 74(6), BRIEF PROFESSIONAL BIOGRAPHY Dr. Shruti Gupta, Associate Professor (Human Resources) in Army Institute of Management & Technology, Greater Noida is PhD (Birla Institute of Technology, Mesra, Ranchi), UGC- NET (Management), MBA (Rani Durgavati Vishwavidyalaya). A goal oriented academician with 12 years of work experience, she has to her credit few articles published in the journals of National and International repute. She is a Certified Psychometric Testing professional and has designed and conducted FDP on Psychometric Testing & Counseling for HR Managers. She was awarded certificate of Accredited Management Teacher (AMT) by AIMA in the field of Human Resources. She has been a resource person in Management Development Program for Judicial Officers and Court Managers of Uttar Pradesh. Page 128