STUDY ON STRESS AND EXAMINATION FEAR TOWARDS LEARNING OF

MATHEMATICS AMONG STUDENTS OF ST.JOSEPHS CGHSS, KOTTAYAM

APARNA C A
B.Ed Student (Mathematics)
Mount Carmel College of Teacher Education, Kottayam

ABSTRACT
The study is an attempt to know about the problems towards learning of mathematics among
high school students. For this study, a self constructed questionnaire was prepared and a survey
was conducted among 8th standard students of St.josephs 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
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 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
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.

Objectives of the study

 i. To study the level of stress and examination fear of 8 th standard students of St. Josephs
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 8th standard students of St.Josephs School, Kottayam, a questionnaire was
administered. The present study consisted of a sample of 28 students. The questionnaire
constructed by the investigator contained 40 questions based on the variables stress and
examination fear towards learning of mathematics.

Analysis and Interpretation

I. From the analysis of the questionnaire, it can be concluded that 90% of the students have
examination fear. They have visible sign of shivering , sleepless, tension, during the exam days.
II. 35% of students do not feel fear when they write exams .10% of them can be slept in the
night before examination.
III. 70% of students are scared of their teachers and 45% of them scared of writing their
exams.70 % of students are able to understand the portions taught by their mathematics teacher
while 30% are not able to understand their teachers.
IV. Only 20% of students are worry about calculation part in various mathematics
problems.30% of students have the habit of collecting news papar cuttings related to scientific
inventories. 95% of students like to study mathematics.
V. 80% of them make mistakes while writng the units in mathematics problems.70% of the
students have the tendency of missing some questions in the exams due to exam fear.only 40% of
students have the habit of clearing doubts by using to their teachers or friends.
VI. 50% of them read properly.all the students are ambitious about their carrier.20% of them
have some obstacles in learning from their family.45% of them are able to answer the questions
asked by their teachers without any tension or fear.
VII. Majority of students like their Mathematics 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 portions daily. 70% of students can pay attention in
class while their teacher teaches.
VIII. 60% of students find difficult in calculations.79% of students find it difficult to recall the
diagrams and equations at the time of examination. 12% of students feel inferior when they think
that they are not good in mathematics. 88% of students get enough support and care from their
 family. 10% of students have the opinion that their family problems worry them.40% of students
have the opinion that their parents compel them to learn Science.
94% of students are afraid of Mathematics examination. 64% of students feel stress before
entering into the examination hall..48 % have visible signs of fear.
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.Some of the sources of exam fear are unrealistic expectations of
parents from their children.
References
1. www.problems of learnig.com
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