RESEARCH METHODOLOGY ASSIGNMENT ARTICLE

SUBMISSION ON

“EXAMINING THE EXAM ANXIETY: A COMPREHENSIVE

STUDY ON STUDENTS’ PRE-EXAM ANXIETY LEVELS AND
COPING STRATEGIES”

Submitted By:
Challa Hindu Durga
Roll No. 23083
Under The Supervision Of :
SUREKHA MAM

ICBM-SCHOOL OF BUSINESS EXCELLENCE

Approved by AICTE, Hyderabad.

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 TABLE OF CONTENT

SNO TITLE PAGE NO

1 Abstract 3

2 Introduction 4

3 Review of literature 5-6

4 Research Methodology 7-9

5 Data Analysis 10-22

6 Conclusion 23

7 References 24

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 ABSTRACT
This study explores the phenomena of students experiencing anxiety before exams, with an
emphasis on determining the frequency, severity, and coping mechanisms used by students.
The study attempts to give a thorough investigation of students' subjective experiences of exam
anxiety and the coping strategies they employ by employing a qualitative technique.

Semi-structured interviews and focus groups with a sample of 86 students from various
educational backgrounds are part of the data collection process. The study employs Stratified
random sampling analysis divides the population into separate groups.
According to preliminary results, pre-exam anxiety is a common problem among students,
impacted by things like perceived self-efficacy, fear of failing, and academic pressure. Among
the coping mechanisms mentioned are time management tactics, cognitive strategies,
relaxation techniques, and searching out social support.

The knowledge gathered from this research will be useful to educators and mental health
professionals when creating treatments to help students cope with the stress associated with
exams. Educational institutions can better fulfil the needs of their students and advance their
general well-being by customizing their support services based on an awareness of their
perspectives and coping mechanisms.

Key words:
1. Exam Anxiety
2. Pre-Exam Anxiety Levels
3. Coping Strategies
4. Research Study

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 INTRODUCTION

Exam anxiety has long been acknowledged in the academic community as a serious problem
that affects students all over the world. Pre-exam anxiety, which is defined as uneasiness,
tension, and stress before an exam, can have a significant impact on a student's academic
performance, mental health, and general quality of life. Promoting students' mental health and
academic achievement requires them to recognize the elements that lead to exam anxiety and
to develop useful coping mechanisms.

Exam anxiety is a complex condition with many facets. This research study is to explore the
prevalence, contributing variables, and effects of exam anxiety on students' academic
performance. It also investigates the many coping mechanisms students use to control their
anxiety before exams and evaluates how well they work to lessen the negative impacts of it.
This study is important because it may shed light on the psychological dynamics of exam
anxiety, which may help with the creation of student support systems and focused
interventions. Through developing a more profound comprehension of the elements that
intensify or mitigate exam anxiety, educators, counsellors, and legislators can employ research-
backed tactics to cultivate a nurturing learning environment that promotes students'
achievement and well-being.

This study aims to add to the body of knowledge in educational psychology by providing a
thorough analysis of test anxiety and coping mechanisms. In the end, it will provide students
with the tools they need to face the challenges of academic assessment with resilience and
confidence.

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 REVIEW OF LITERATURE

1.Cassady, J. C., & Johnson, R. E. (2002).

Cognitive test anxiety and academic performance. Contemporary Educational

Psychology.

Cassady and Johnson delve into the intricate relationship between cognitive test
anxiety and academic performance. They explore how cognitive aspects of test anxiety, such
as worry and intrusive thoughts, impact students' ability to perform well academically. By
examining the negative effects of cognitive test anxiety on various academic tasks, the authors
emphasize the importance of addressing these cognitive factors to enhance academic
performance.

2. Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A.,
& McCann, N. (2005).

Test anxiety and academic performance in undergraduate and graduate students.

Journal of Educational Psychology.

Chapell et al.'s study investigates the impact of test anxiety on academic performance
among both undergraduate and graduate students. By examining the correlation between
test anxiety levels and various academic outcomes, including grades and course completion
rates, the authors highlight the detrimental effects of test anxiety on students' educational
journey. Their research underscores the importance of addressing test anxiety to support
students in achieving academic success.

3.Hembree, R. (1988).

Correlates, causes, effects, and treatment of test anxiety. Review of Educational

Research.

Hembree's comprehensive review delves into the various facets of test anxiety, including its
correlates, causes, effects, and treatment approaches. By synthesizing findings from
numerous studies, the author provides a comprehensive overview of the factors contributing
to test anxiety and its implications for academic performance. Hembree's review serves as a
valuable resource for educators and practitioners seeking to understand and address test
anxiety in educational settings.

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4.Sarason, I. G. (1984).

Stress, anxiety, and cognitive interference: Reactions to tests. Journal of Personality

and Social Psychology.

Sarason's study investigates the cognitive and emotional processes underlying test anxiety
and its effects on test performance. By examining how stress and anxiety interfere with
cognitive functioning during test-taking situations, the author sheds light on the
mechanisms through which test anxiety impairs academic performance. Sarason's findings
provide valuable insights into the cognitive and emotional aspects of test anxiety, informing
interventions aimed at improving students' test-taking abilities.

5. Zeidner, M. (1998).

Test anxiety: The state of the art. Plenum Press.

Zeidner's book offers a comprehensive overview of the state of research on test anxiety,
synthesizing findings from various theoretical perspectives and empirical studies. By
exploring topics such as the nature and measurement of test anxiety, its cognitive and
emotional correlates, and its impact on academic performance and psychological well-being,
the author provides a comprehensive resource for scholars, practitioners, and educators
interested in this area. Zeidner's work informs interventions and future research directions
aimed at addressing test anxiety and supporting student success.

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 RESEARCH METHODOLOGY

IMPORTANCE OF STUDY:

It is critical to recognize and treat exam anxiety in students for several reasons. First, it has a
direct effect on academic achievement since elevated anxiety can impair cognitive processes
and result in less-than-ideal exam results. Persistent stress and worry can also have a significant
negative impact on students' mental health, raising the possibility of long-term problems
including depression and low self-esteem. Teachers and legislators can create focused
interventions to help kids properly manage exam-related stress by researching coping
mechanisms. Personalized support networks that are based on a variety of coping strategies can
help kids overcome obstacles in the classroom and improve their mental health. Early exam
anxiety treatment also improves students' employment prospects by giving them the necessary
coping mechanisms for stress management in the workplace. Additionally, supporting the body
research on exam anxiety not only broadens our knowledge of this phenomenon but also opens
new avenues for investigation into other relevant variables and the effectiveness of different
coping mechanisms. In conclusion, studying students' coping mechanisms and exam anxiety is
essential for boosting academic performance, protecting mental health, guiding educational
policies, offering individualized support, encouraging career development, and furthering the
field's research.

STATEMENT OF THE PROBLEM:

The research statement of this project is the comparative study of "A lot of students experience
extreme stress before to exams, but the extent of the issue and the best ways to assist are yet
unknown. The purpose of this study is to determine what reduces students' exam anxiety and
how they cope with it. With this, we intend to provide educators and others with suggestions
on how to help kids and lessen the anxiety associated with tests."

OBJECTIVE OF THE STUDY

1. Determining how anxious pupils are before exams at various educational levels.

2. Determining the most popular coping mechanisms that students employ to manage
their anxiety before exams.

3. Assessing how well different coping strategies work to lessen exam-related stress and
enhance academic achievement.

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HYPOTHESIS:
H0: There is no significant relationship between students' pre-exam anxiety levels and their
academic performance.

H1: There is a significant relationship between students' pre-exam anxiety levels and their
academic performance.

THE DATA SOURCE

The data has been taken from two sources.
Primary data source
The primary data source has been collected through questionnaire by personally interview in
each.
respondent on a number of queries structured in a questionnaire.
Secondary data source
Secondary data was collected from following sources Prior.
Research reports.
Websites
Books
Newspaper
Personal consultation

THE SAMPLE SIZE

The sample size consists of 86 units out of which the most logical and nonbiased response.

are selected thus the sample size is taken out to be 86 unit.

SAMPLING TECHNIQUE

Stratified random sampling is used in this inquiry. Using relevant qualities, such as educational
level (e.g., high school, college, university, or academic performance (e.g., high achievers,
average achievers, low achievers), this strategy divides the population into separate groups (or
strata).

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After the population is stratified, samples from each stratum can be chosen at random by the
researchers to guarantee that all pertinent groups within the population are represented. This
methodology facilitates the attainment of a more equitable and inclusive sample, hence
augmenting the applicability of the research outcomes to the wider student body.

LIMITATIONS

This research contains the following limitations based on different concerns:

1. Sampling Bias: Findings may not be as broadly applicable to other populations if

participants are mainly drawn from a single academic institution or a particular demographic
group.

2. Self-Reporting Bias: Due to memory recall problems or social desirability bias,

participants may underreport their actual exam anxiety levels or the efficacy of their coping
mechanisms.

3. Measurement Validity: Incomplete or erroneous data may result from the instruments
used to evaluate exam anxiety and coping mechanisms failing to adequately capture the
complexity of these constructs.

4. Causality: The study's methodology might merely permit the observation of correlations
between coping mechanisms and exam anxiety, rather than proving a causal connection
between the two.

5. Ethical Concerns: Creating or escalating exam anxiety may present ethical challenges
in volunteers, especially if they are put in stressful conditions as part of the study.

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 ANALYSIS OF DATA AND INTERPRETATION

1. Age group

PARTICULARS NO OF RESPONDENTS PERSENTAGE

Under 18 4 4.7%
18-25 75 87.2%
26-35 6 7%
36-45 0 0%
46 and above 1 1.4%

Table 4.1

'NO OF RESPONDENTS', 'PERCENTAGE' by

'PARTICULARS'
80 100.00%
NO OF RESPONDENTS

70
80.00%

PERCENTAGE
60
50 60.00%
40
30 40.00%
20
20.00%
10
0 0.00%
Under 18 18-25 26-35 36-45 46 and above
PARTICULARS

NO OF RESPONDENTS PERCENTAGE

INTERPRETATION: Table 4.1 The data indicates a strong concentration of respondents in

the 18-25 age range with 80%, suggesting a youthful skew in the surveyed population.

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1. Gender

PARTICULARS NO OF RESPONDENTS PERSENTAGE

Male 51 59.3%
Female 35 40.7%
Prefer not to say 0 0%

Table 4.2

INTERPRETATION: Table 4.2 data shows a male majority among respondents,

comprising 59.3%, with females representing 40.7% of the surveyed population.

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 2. What level of education are you currently pursuing?

PATICULARS NO OF RESPONDENTS PERCENTAGE

High School 1 1.2%

Undergraduate 23 71.8%

Graduate/ Postgraduate 61 27.1%

Table 4.3

INTERPRETATION: Table 4.3 shows that the majority of respondents, 71.8%, are
undergraduates, followed by 27.1% who are graduate/postgraduate students, while only 1.2%
are in high school.

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4. How do you typically prepare for exams?

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Study alone 61 70.9%
Study in groups 24 27.9%
Use online resources 42 48.8%
Attend Review sessions 3 3.5%
Others 2 2.4%

Table 4.4

INTERPRETATION: Table 4.4 shows that the majority of respondents, 70.9%, prefer
studying alone, while 27.9% study in groups. Additionally, 48.8% utilize online resources,
with only 3.5% attending review sessions and 2.4% opting for other methods of study.

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5.On average, how many hours do you study per day during exam periods?

PARTICULARS NO OF RESPONDENT PERCENTAGE

Less than 1 hour 6 7%
1-2 hours 25 29.1%
3-4 hours 36 41.9%
5-6 hours 12 14%
More than 6 hours 7 8.1%

Table 4.5

INTERPRETATION: Table 4.5 shows that most respondents, 71% in total, spend between
1 to 4 hours on their activities, with 41.9% allocating 3-4 hours and 29.1% spending 1-2 hours.
Additionally, a smaller portion spends more time, with 14% dedicating 5-6 hours and 8.1%
spending over 6 hours. Only 7% spend less than an hour

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6. How confident do you feel about your exam preparation?

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Very confident 6 7%
Confident 26 30.2%
Neutral 29 33.7%
Anxious 15 17.4%
Very Anxious 10 11.6%

Table 4.6

INTERPRETATION: Table 4.6 shows that the data suggests that the majority of respondents,
71% in total, spend between 1 to 4 hours on their activities, with 41.9% allocating 3-4 hours
and 29.1% spending 1-2 hours. Additionally, a smaller portion spends more time, with 14%
dedicating 5-6 hours and 8.1% spending over 6 hours. Only 7% spend less than an hour.

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7.How often you tend to fetch the information that is consistent with your initial
opininon/preference for purchase ?

PARTICULARS NO OF RESPONDENTS PERCENTAGE

No anxiety 11 12.8%

Less anxiety 17 19.8%

Neutral 34 39.5%
More Anxiety 12 14%
Extreme Anxiety 12 14%

TABLE 4.7

INTERPRETATIPON: Table 4.7 shows that the data suggests that the majority of
respondents, at 53.1%, experience some level of anxiety, with 39.5% feeling neutral, 14%
reporting more anxiety, and another 14% experiencing extreme anxiety. However, 32.6%
report less or no anxiety, with 19.8% feeling less anxious and 12.8% reporting no anxiety at
all.

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8.What specific factors contribute to your anxiety before exams?

PARTICULARS NO OF PERCENTAGE
RESPONDENT
Fear of Failure 25 29.8%

Pressure from family/peers 18 21.4%

Lack of preparation 26 31%

Time constraints 43 51.2%

Test anxiety 25 29.8%

No anxiety 2 2.4%

others 2 2.4%

Table 4.8

INTERPRETATION: Table 4.8 shows that time constraints are the most commonly cited
stressor among respondents, with 51.2% identifying this as a significant factor. Other prevalent
stressors include fear of failure (29.8%) and test anxiety (29.8%). Lack of preparation (31%)
and pressure from family/peers (21.4%) are also reported as notable sources of stress, while a
smaller proportion (2.4%) experience no anxiety or report other factors contributing to their
stress.

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9.How do you usually cope up with exam-related anxiety?

PARTICULARS NO OF PERCENTAGE
RESPONDENT
Deep breathing exercises 22 26.5%

Meditation or mindfulness 18 21.7%

Exercise or physical activity 9 10.8%

Listening to music 46 55.4%

Seeking support from friends/family 27 32.5%

Professional counselling/therapy 2 2.4%

others 6 7.2%

Table 4.8

INTERPRETATION: Table 4.8 shows that The data indicates that listening to music is the
most common coping mechanism among respondents, with 55.4% using this method. Other
popular strategies include seeking support from friends/family (32.5%) and engaging in deep
breathing exercises (26.5%). Meditation or mindfulness practices are utilized by 21.7% of
respondents, while a smaller proportion resort to exercise or physical activity (10.8%). Seeking
professional counselling or therapy is less common, with only 2.4% opting for this approach,
and 7.2% use other methods for coping.

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10.How does exam-related anxiety impact your sleep patterns?

PARTICULARS NO OF RESPONDENTS PERCENTAGE

No impact 33 39.3%
Difficulty falling asleep 23 27.4%
Waking up frequently 25 29.8%
Nightmares 2 2.4%
others 1 1.2%

Table 4.10

INTERPRETATION: Table 4.10 shows the data suggests that a significant portion of respondents,
39.3%, experience no impact on their sleep due to stress. However, for those affected, difficulty falling
asleep (27.4%) and waking up frequently (29.8%) are the most common sleep disturbances. Nightmares
are reported by a small minority (2.4%), while other sleep-related issues are mentioned by only 1.2%
of respondents.

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11.Have you ever missed an exam or performed poorly due to severe anxiety?

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Yes 30 35.7%

No 54 64.3%

Table 4.11

INTERPRETATION: Table 4.11 shows that the data indicates that 35.7% of respondents
answered "Yes" while 64.3% answered "No" to an unspecified question.

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12.Do you believe that discussing anxiety openly with peers can help alleviate some of the
stress associated with exams?

PARTICULARS NO OF RESPONDENTS PERCENTAGE

Strongly agree 18 22%
Agree 18 22%
Neutral 25 30.5%
Disagree 12 14.6%
Strongly Disagree 9 11%

Table 4.12

INTERNATION: Table 4.12 shows that the data suggests a balanced distribution of
responses, with 44% expressing agreement (22% strongly agree, 22% agree), 30.5% remaining
neutral, and 25.6% disagreeing (14.6% disagree, 11% strongly disagree) with an unspecified
statement or question.

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 13.How do you think your anxiety levels before exams compare to your peers?

PARTICULARS NO OF RESPONDENTS PARTICULARS

Higher 21 25.6%
Lower 26 31.7%
Similar 35 42.7%

Table 4.1

INTERPRETATION: Table 4.13 shows that the data indicates that 25.6% of respondents
perceive something as "higher," 31.7% perceive it as "lower," and 42.7% perceive it as
"similar," though the context of what is being compared is unspecified.

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CONCLUSION

The gathered information provides a thorough overview of the study habits, stress levels,
coping strategies, attitudes, and demographics of the sampled population. The population is
primarily made up of young adults, especially those in the 18–25 age range, with a slight male
predominance. Study habits tend to favour isolated study sessions and heavy reliance on the
internet. Even while more than half of the respondents said they had experienced anxiety to
some extent, there are many ways to cope, with music listening being the most popular
approach. The main causes of stress include lack of time, test anxiety, and fear of failing;
among those who are stressed, frequent awakenings and trouble falling asleep are common
sleep disorders. Although respondents' opinions on vague statements or questions vary, the data
provide insightful information on the complex demands and experiences of the surveyed
population, providing chances for focused interventions and assistance programs.

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BIBILIOGRAPHY

REFERENCES

• Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic
performance. Contemporary Educational Psychology, 27(2), 270-295.

• Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi,
A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate
and graduate students. Journal of Educational Psychology, 97(2), 268-274.

• Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review
of Educational Research, 58(1), 47-77.

• Hodapp, V., Benson, J., & Frary, R. B. (2006). Test anxiety: A major educational
problem and what can be done about it. Clearing House: A Journal of Educational
Strategies, Issues, and Ideas, 80(2), 67-71.

• Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to tests.

Journal of Personality and Social Psychology, 46(4), 929-938.

WEBSITE
• http://www.scholar.google.com
• https://www.researchgate.net/

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