STUDY ON STRESS AND EXAMINATION FEAR TOWARDS LEARNING OF

MATHEMATICS AMONG STUDENTS OF M T SEMINARY SCHOOL KOTTAYAM

POOJA MOL SHAJI
B.Ed Student (mathematics)
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 IXth standard students of M T Seminary 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
mathematics.

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 M T
Seminary School, Kottayam.
ii. To find out how examination fear and stress affects the achievement in mathematics.
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 M T Seminary School, Kottayam, a questionnaire was
administered. The present study consisted of a sample of 39 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 60% of students like to learn
mathematics. 35% considered mathematics learning as a difficult task. 32% of students felt
mathematics as a boring subject.
II. Majority of students do not like their maths teachers even then, 43% of students found to
be disturbed in the class. 12% of students have a proper time table to study lessons everyday.52%
of students get enough time to study their portions daily. 60% 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.
IV. 86% of students worry about making mistakes while solving problems in maths. 91% of
students get opportunity to take part in classroom discussions. 94% of students think that lack of
 hard work results in poor understanding of maths.56 % of students find difficulty in solving
problems even when similar examples are given.
V. 26% of students find difficult in learning maths. 79% of students find it difficult to recall
the equations at the time of examination. 82% of students feel inferior when they think that they
are not good in maths. 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 maths.
VI. 94% of students are afraid of maths 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 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 teachers and parents give proper attention we could avoid the
learning problems of our children.

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