Anxiety and its Impact on Students Performance at

University Level University of Peshawar

AYESHA IRFAN
B.Ed. (Hons)
Class No. 30

INSTITUTE OF EDUCATION AND RESEARCH,

UNIVERSITY OF PESHAWAR

SESSION 2013-2017
Anxiety and its Impact on Students Performance at
University Level University of Peshawar

MR. IZAZ ALI

AYESHA IRFAN
B.Ed. (Hons)
Class # 30

Submitted to the Institute of Education and Research, University of Peshawar in

partial fulfillment of the requirements for the award of the degree of B.Ed. (Hons)

INSTITUTE OF EDUCATION AND RESEARCH,

UNIVERSITY OF PESHAWAR

SESSION 2013-2017

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iii
 APPROVAL SHEET

This is to certify that the work carried out in this dissertation entitled “ Anxiety and
its impact on Students Performance at University Level, University Of
Peshawar” is original work of Ayesha Irfan submitted to University of Peshawar in
fulfillment of the requirements for the Degree of Bachelors (Education).

SUPERVISED BY:

Internal Supervisor: ____________________

Mr. Izaz Ali

EXTERNAL SUPERVISOR: ____________________

DIRECTOR: ____________________
Dr. Arshad Ali
Institute of Education and Research
University of Peshawar

Date: ___/___/_______

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 DEDICATION

I dedicated this humble effort to my sweet and affectionate

PARENTS

Whose affection, love, encouragement and prayers of day and

Night makes me able to get such success and honor.

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 ACKNOWLEDGEMENTS

In the name of Allah, the Most Merciful, the Most compassionate all praise be to

Allah, the lord of the worlds. First and foremost, I must acknowledge my limitless

thanks to Allah, the Ever-Magnificent; the Ever-Thankful, for his helps and bless. I

am totally sure that this work would have never become truth, without His guidance.

Researcher pays heartiest gratitude to her Supervisor, Lecturer Mr. Izaz Ali, Institute

of Education and Research, University of Peshawar for his kind supervision, sincere

advice, and valuable suggestions, during the conduct of research and completion of

thesis. I would also like to express my wholehearted thanks to my family for their

generous support they provide me throughout my entire life and particularly through

the process of pursuing degree of B.Ed. (Hons). Because of their unconditional love

and prayers, I have the chance to complete this thesis.

Ayesha Irfan

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 TABLE OF CONTENTS

APPROVAL SHEET ................................................................................................ IV

DEDICATION............................................................................................................. V
ACKNOWLEDGEMENTS ..................................................................................... VI
TABLE OF CONTENTS ........................................................................................ VII
LIST OF TABLES .................................................................................................... IX
LIST OF FIGURES .................................................................................................... X
ABSTRACT ............................................................................................................... XI
CHAPTER – I: INTRODUCTION ............................................................................ 1
1.1 BACKGROUND OF THE STUDY ......................................................................... 1
1.2 STATEMENT OF A PROBLEM ............................................................................ 6
1.3 OBJECTIVES OF THE STUDY ............................................................................. 6
1.4 RESEARCH QUESTIONS ................................................................................... 6
1.5 SIGNIFICANCE OF THE STUDY ......................................................................... 6
1.6 DELIMITATION OF THE STUDY ........................................................................ 7
CHAPTER –II: LITERATURE REVIEW ............................................................... 9
2.1 INTRODUCTION ............................................................................................... 9
2.2 CONCEPT OF ANXIETY .................................................................................. 10
2.3 CATEGORIES OF ANXIETY ............................................................................. 12
2.4 THEORIES OF ANXIETY ................................................................................. 13
2.4.1 The Psychoanalytic Theory ...................................................................... 14
2.4.2 Behavioural Theory of Anxiety ................................................................ 15
2.4.3 Physiological Theory of Anxiety .............................................................. 16
2.4.4 Existential/Phenomenological Theory of Anxiety .................................... 17
2.4.5 Cognitive Theory of Anxiety..................................................................... 18
2.5 ACADEMIC PERFORMANCE OF STUDENTS ..................................................... 19
2.6 ANXIETY AND ACADEMIC PERFORMANCE OF STUDENTS .............................. 20
2.7 RESEARCH ALREADY CONDUCTED ............................................................... 22
CHAPTER – III: RESEARCH METHODOLOGY ............................................... 28
3.1 NATURE OF RESEARCH ................................................................................. 28
3.2 POPULATION ................................................................................................. 28

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 3.3 SAMPLE......................................................................................................... 28
3.4 RESEARCH INSTRUMENT ............................................................................... 28
3.5 TOOL OF DATA COLLECTION ........................................................................ 28
3.6 DATA ANALYSIS ........................................................................................... 29
CHAPTER – IV: DATA ANALYSIS ....................................................................... 30
CHAPTER – V: FINDINGS, CONCLUSION AND RECOMMENDATIONS .. 55
5.1 FINDINGS ...................................................................................................... 55
5.2 CONCLUSION................................................................................................. 57
5.3 RECOMMENDATIONS ..................................................................................... 58
REFERENCES ........................................................................................................... 60
APPENDIX -I ............................................................................................................. 63
QUESTIONNAIRE ....................................................................................................... 63
APPENDIX – II .......................................................................................................... 65
LIST OF SAMPLE DEPARTMENTS/ INSTITUTES ........................................................... 65
APPENDIX – C .......................................................................................................... 66
PERMISSION LETTER ................................................................................................. 66

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 LIST OF TABLES

Table 4.1: Showing the point of view respondents regarding seriousness of

anxiety. 30
Table 4.2: Showing effect of anxiety on studies. 31
Table 4.3: Showing the effect of anxiety confidence. 32
Table 4.4: Plan to remove anxiety 33
Table 4.5: Anxiety effects on exams 34
Table 4.6: Effect of anxiety on the performance of students during exam. 35
Table 4.7: Respondents views regarding fidget with hands 36
Table 4.8: Respondents views regarding fidget with feet unintentionally. 37
Table 4.9: Anxiety and high order thinking. 38
Table 4.10: Showing respondents views regarding noise in the exam hall. 39
Table 4.11: Respondents views regarding cheating in exam. 40
Table 4.12: Respondents views regarding appropriate answers. 41
Table 4.13: Commit mistakes on easy questions. 42
Table 4.14: Views of respondents about defacing the answers very often. 43
Table 4.15: Respondents views about sleeping well at night before a test. 44
Table 4.16: Respondents views regarding answering a question without knowing. 45
Table 4.17: Respondents views regarding getting confused very often in
attempting question. 46
Table 4.18: Views of respondents regarding mind emptiness during a test. 47
Table 4.19: Respondents views about feeling panic before and during a test. 48
Table 4.20: Showing respondents views regarding easiness before a test. 49
Table 4.21: Showing respondents views regarding frustration before a test. 50
Table 4.22: Showing respondents views regarding nervousness before a test. 51
Table 4.23: Respondents views regarding retrieveness of answers 52
Table 4.24: Showing respondents views regarding teacher cooperation while
being anxious. 53
Table 4.25: Showing respondents views regarding eye contact with teacher and
fellows when anxious. 54

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 LIST OF FIGURES

Figure 4.1: Showing the point of view respondents regarding seriousness of

anxiety. 30
Figure 4.2: Showing effect of anxiety on studies. 31
Figure 4.3: Showing the effect of anxiety confidence. 32
Figure 4.4: Plan to remove anxiety 33
Figure 4.5: Anxiety effects on exams 34
Figure 4.6: Effect of anxiety on the performance of students during exam. 35
Figure 4.7: Respondents views regarding fidget with hands 36
Figure 4.8: Respondents views regarding fidget with feet unintentionally. 37
Figure 4.9: Anxiety and high order thinking. 38
Figure 4.10: Showing respondents views regarding noise in the exam hall. 39
Figure 4.11: Respondents views regarding cheating in exam. 40
Figure 4.12: Respondents views regarding appropriate answers. 41
Figure 4.13: Commit mistakes on easy questions. 42
Figure 4.14: Views of respondents about defacing the answers very often. 43
Figure 4.15: Respondents views about sleeping well at night before a test. 44
Figure 4.16: Respondents views regarding answering a question without knowing. 45
Figure 4.17: Respondents views regarding getting confused very often in
attempting question. 46
Figure 4.18: Views of respondents regarding mind emptiness during a test. 47
Figure 4.19: Respondents views about feeling panic before and during a test. 48
Figure 4.20: Showing respondents views regarding easiness before a test. 49
Figure 4.21: Showing respondents views regarding frustration before a test. 50
Figure 4.22: Showing respondents views regarding nervousness before a test. 51
Figure 4.23: Respondents views regarding retrieveness of answers 52
Figure 4.24: Showing respondents views regarding teacher cooperation while
being anxious. 53
Figure 4.25: Showing respondents views regarding eye contact with teacher and
fellows when anxious. 54

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 ABSTRACT

Naturally, every individual strives for getting satisfaction and to avoid negative

outcomes. A future oriented fear of a sort without avoidance refers to anxiety, which,

in its mild state acts as a source of motivation, however, it may lead to malfunctioning

in its severe form. The present study aimed to investigate the impact of anxiety on

students’ failure at university level and to find out its influences over academic

performance. The study also focused on the major causal factors or correlates of

anxiety among university students.

Few researches have been carried out on anxiety as a vital psychological aspect of

academic performance and to analyze its causal factors among university students,

specifically in Pakistan. The main objective of the study was to determine the anxiety

levels of university students and its effects on students learning achievement and

highlight factors that cause anxiety. The study was significant as its findings and

conclusions may support the university teachers, administrators and examination

conducting authorities to adopt appropriate strategies for teaching and evaluation,

while keeping in view the anxiety levels of students. It also seems helpful for

university students to overcome academic dysfunction caused by severe anxiety.

To achieve the stated objectives, the BS level students of University of Peshawar,

were selected. The population of the study consisted of all students of University of

Peshawar. Due to limited time, 22 departments were selected randomly. Further ten

students were selected randomly from each department consist 220 respondents.

The research was descriptive in nature therefore, the researcher collected data through

questionnaire. The collected data was tabulated, analyzed and interpreted.

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 CHAPTER – I
INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The term anxiety refers to the feelings of worry, nervousness, apprehension, or fear

commonly experienced by people when faced with something they view as

challenging – test, speaking in public, performing in public, job interview or any

other stress- inducing events. Sometimes anxiety is characterized by vague, unsetting

feelings of nervousness and apprehension, often with the person having no idea what

he or she is anxious about.

According to the anxiety definition in Mosby's Dictionary of Medicine, Nursing, and

Health Professions, anxiety is the anticipation of impending danger and dread

accompanied by restlessness, tension, rapid heartbeat, and rapid breathing that may or

may not be associated with a certain event or situation.

Anxiety is derived from Latin anxieties which means fear, worry or apprehension.

According to Freud (1920), anxiety is a signal to the ego when things do not go right

characterized by an inner unpleasant feeling which people tend to avoid. Anxiety is a

psychological and physiological state accompanied by somatic, emotional, cognitive

and behavioural components (Seligman et al, 2007). The word anxiety is rooted in the

meaning of trouble; either in the presence or absence of a stressor, which may create

the feelings of uneasiness, fear, worry and dread (Buras and Holt, 2007). It appears as

a basic human feeling whenever there is a threat to self-esteem or ego while facing an

uncertain situation of future oriented fear (Sarasin, 1988). Anxiety may also refer to a

forecasted state of mood, where an individual gets ready to deal with a negative event

of the future (Barlow and David, 2002), which provides measures to differentiate

anxiety from fear, i.e. anxiety is a future oriented state of mood while fear is a

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condition to face the threats at present (Silvers et al, 2011).

According to the Quick Reference Dictionary for Occupational Therapy (2004),

Anxiety is an expectation of happening of something bad, characterized by a sense of

overwhelming and apprehension.

Kaplan and Sadock (1996), proposed that anxiety refers to a diffuse, vague and

unpleasant sense of sadness accompanied by autonomic symptoms such as

palpitation, headache, sweating and gastric discomfort leading to overall unrest. They

also argue that anxiety is a feeling experienced by all human beings, however its

symptoms and effects may differ from person to person. There may also be variety of

causes of anxiety for every individual and it may also be situational for a single

human being, i.e. the sources, conditions, feelings and effect of anxiety varies from

person to person.

Anxiety, emotional state in which people feel uneasy, apprehensive, or fearful. People

usually experience anxiety about events they cannot control or predict, or about

events that seem threatening or dangerous. For example, students taking an important

test may feel anxious because they cannot predict the test questions or feel certain of a

good grade. People often use the words fear and anxiety to describe the same thing.

Fear also describes a reaction to immediate danger characterized by a strong desire to

escape the situation.

The physical symptoms of anxiety reflect a chronic “readiness” to deal with some

future threat. These symptoms may include fidgeting, muscle tension, sleeping

problems, and headaches. Higher levels of anxiety may produce such symptoms as

rapid heartbeat, sweating, increased blood pressure, nausea, and dizziness.

There may not be an identified stimulus for anxiety, while considering it as a

generalized condition of mood. It is distinguished from fear, which is considered as a

specific behavior of avoidance and escape, while anxiety is uncontrolled and

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unavoidable (Ohman, 2000).

In normal conditions, anxiety is considered as a reaction to any stressor or a source of

facing the everyday problems. However, in its severe cases, it may fall under the

category of anxiety disorders (National Institute of Mental Health, 2008).

To avoid dangerous situations, it happens as a helping tool but in its extreme cases,

the results are unwarranted.

According to Hatcher and Pros (1991), there are a number of correlates influencing

the anxiety of students and their academic grades, out of which, the psychological,

social, cognitive, natural and environmental variables, all are important. They termed

these factors as academic situational constraints. For example, the severity of need for

cooperation from friends, the separation of a closed one, during the critical situations

of studies and examinations, job responsibilities, parental care etc. all influence

students’ anxiety and in turn their academic performance.

The symptoms of anxiety include headache, increased heartbeat, mouth drying,

increased breath rate, hand cooling, muscular spasm, and nausea etc. (Zeidner, 1998).

Anxiety can also improve learning and achievements, provided it is at a mild level

(Myers, 2007).

Types of Anxiety
 Mild level of anxiety

 Moderate level of anxiety

 Severe level of anxiety

 Panic level of anxiety

Symptom of Anxiety
 Sweating Heart

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 Pounding

 Shaking/Jitters

 Nervous Thoughts

 Sweating

 Heart Pounding

 Shaking/Jitters

 Nervous Thoughts

Test Anxiety
Test anxiety may best be described as the uneasiness or apprehension experienced

before, during, or even after an exam due to concern or worry about performance.

Almost everyone experiences some anxiety, which in moderate amounts, may

motivate students and help them to focus on the exam. However, test anxiety

becomes a problem when it interferes with learning and recall required for test-taking.

It is estimated that between 10% and 40% of all students suffer from various levels of

test anxiety. (von der Embse, Barterian, & Sgool, 2012.)

Signs and Symptoms of Test Anxiety:

Physical Symptoms:
 Loss of sleep

 Loss of appetite

 Headaches

 Stomachache

 Feelings of nausea

 Rapid heartbeat

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 Perspiration

Mental Symptoms:
 Feeling of nervousness

 Irritability

 Inability to concentrate and focus

 Racing Thoughts

 Weird Thoughts

 Strange Thoughts

 Obsessive Thoughts

 Bad Thoughts

 Irrational Thoughts

 Crazy Thoughts

 Scary Thoughts

 Recurring Thoughts

 Unwanted Thoughts

Causes of Test Anxiety:

 Poor study habits

 Inadequate preparation

 Worrying several days prior to test about performance

 Setting unrealistic expectations

 Pressure to maintain certain GPA due to scholarship or probation status

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 Lack of knowledge about how to prepare for an exam

1.2 STATEMENT OF A PROBLEM

The purpose of this study is to examine the impact of anxiety on student failure at

university level, University of Peshawar.

1.3 OBJECTIVES OF THE STUDY

The objectives of this study are of the following:

i. To find out the main causes of anxiety.

ii. To find out the effects of anxiety on student learning achievement.

iii. To highlight the factors that causes anxiety.

1.4 RESEARCH QUESTIONS

The research questions of this study are of the following:

i. How to find out the main causes of anxiety?

ii. How to find out the effects of anxiety on student learning achievement?

iii. How to highlight the factors that cause anxiety?

1.5 SIGNIFICANCE OF THE STUDY

The psychological factors such as phobia, anxiety and depression have a considerable

influence over the academic, personal, social and vocational life of an Individual. It

has been established that an optimum level of anxiety has great Contribution in

improving the academic grades of students. Anxiety in its original sense is a source of

motivation for every individual. It serves as motivating factor for doing a number of

actions in order to avoid the future oriented problems. However, it is considered as a

psychological and mental disorder in cases of its severity. To maintain a mild level of

6
anxiety, a number of studies have been conducted, where the focal point is to reduce

the test anxiety. The present study is beneficial for the researcher to improve her own

knowledge about the impact of anxiety on students’ failure among the university

students through various correlates like subject, test or exams dealings. It is

supportive for the university teachers in adopting specified instructional strategies in

accordance with the anxiety of students. The study is beneficial for university

administration and examination conducting authority in selecting appropriate methods

of evaluation so as to deal with the psychological factors of students in association

with their academic performance and excellence. It is also beneficial for the university

students in maintaining strong academics by knowing the causes of extreme anxiety

and suggesting coping strategies for its optimization.

1.6 DELIMITATION OF THE STUDY

Due to the lack of time and resources the study is delimited to only female students of

the following departments/institutes of University of Peshawar:

1. Institute Of Education And Research

2. Department Of Psychology

3. Department Of Political Science

4. Department Of Economics

5. Department Of Statistics

6. Department Of Fine art

7. Institute Of Management Science

8. Department Of Geology

9. Department Of Geography

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10. Department Of Mathematics

11. Department Of Sociology

12. Department Of Pharmacy

13. Department Of Zoology

14. Department Of Botany

15. Department Of Physics

16. Department Of Chemistry

17. Department Of Social Work

18. Department Of Computer Science

19. Department Of Disaster Management

20. Department Of Urban Regional Planning

21. Department Of Environmental Science

22. Department Of English and linguistics

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 CHAPTER –II
LITERATURE REVIEW

2.1 INTRODUCTION
Anxiety is a psychological and physiological state characterized by physical,

emotional, cognitive, and behavioural components. Anxiety means trouble; in either

presence or absence of psychological stress, anxiety can create a feeling of fear,

worry, uneasiness, and dread (Bouras N, Holt G 2007). It is considered to be a normal

response to stress. It may help an individual to cope with the demands of life but in

excess it may be considered as anxiety disorder (National Institution of Mental Health

2008). (Robin H, 2009) reported that anxiety is a global problem affecting mainly

children and adolescents. In America, anxiety is the most common illness and

approximately 40 million adults have anxiety disorders (Robin H, 2009). (Bouras N,

Holt G 2007) observed that an optimal level of arousal and mindset is necessary to

best complete a task such as an examination, perform an act or compete in an event.

However, when the anxiety or level of arousal exceeds that optimal level, the result is

decline in performance. Hence the individual fails to fulfill the required obligation

(Heather L, April L, 2009). Anxiety is an intrinsic part of human nature and if we

learn why something happen it usually becomes less frightening (Jones K, 2000).

Psychologists made a distinction between two basic types of coping strategies which

include problem focused strategies and emotion focused strategy (Pol.2011). Problem

focused strategy attempts to deal with those aspects of environment that are

responsible for stress and anxiety expression, that is dealing directly with the stress

situation while emotion focused strategy tends to change the way a person thinks

about a stressful situation.

It is when anxiety is in its severe form that some students experience genuine problem

in academics. Their minds go blank, they experience the shakes, their hands go numb

9
and they suffer from a number of sudden disabilities associated with anxiety during

examination. Academic performance is the outcome of education. It refers to the

extent to which a student, teacher or institution has achieved their educational goals.

This goal is known to be influenced by anxiety. (Heather L, April L, 2009) reported

that anxiety can occur as a result of stress, affecting learning and memory and also

affecting academic performance negatively. According to (Kaplan H, Saddok B,

2000) an optimal level of stress can enhance learning ability and improve academic

performance.

2.2 CONCEPT OF ANXIETY

In contrast to fear, anxiety involves a more general or diffused emotional reaction -

beyond simple fear - that is out of proportion to threats from the environment (Barlow

H, 2001). Anxiety is defined by (Putman S, 2010) and (American Psychiatric

Association, 2000) as ‘a complex psychological and behavioral state.’ (Huberty T,

2010) opined that anxiety, an emotional state of a human during life is both life –

saving and also causes many problems in the mental life of human beings. Humans

have to always express inner struggles with different words, moods, feelings and

emotions. Therefore in terms of the internal struggles, man uses expressions such as

anxiety or worry. Anxiety is the most important factor of mental disorders based on

the theory of psychological analysis. Freud called anxiety 'emotional pain. This means

the same as if the body suffered from injury, inflammation and disease. Anxiety

according to (Kaplan H, Saddok B, 2000) is the price paid for civilization. (Kessler

R, et al. 2005 ), maintained that students' stress is an unavoidable phenomenon which

is often seen in the undergraduates and postgraduates identified such factors as

physical, mental, family, job and social relationship as contributing to stress in these

students which they noted can affect their academic performances negatively. Anxiety

surrounding examination and other specific situations affects approximately 25% to

40% of individuals (Carter R, et al, 2008) with more females than males being

10
affected. Anxiety interferes with school functioning only when an abnormal level is

reached, whereas within normal range, being anxious does not automatically imply

worst school functioning and indeed may to a certain extent be motivating and

enhancing to academic performance (Mazzone L,2007). (Erica B, 2010), ranked

anxiety into four levels: mild, moderate, severe and panic anxiety.

1. Mild level of anxiety is healthy, at this level, perceptual field is heighten,

pupils dilate to accommodate much light, hearing and smelling intensified,

and sense of touch is highly sensitive. The individual is highly alert and

attentive and learning and cognition is in its best state. This stage improves

academic performance.

2. Moderate level of anxiety on the other hand is unhealthy, the perceptional

field of a person at this level is narrowed; individuals experiencing this level

of anxiety have selective inattention. They have decreased focus and

automatism can be observed as repetitive purposeless movements such as

shaking of the hands and feet, twirling of hair and, tapping of fingers.

Academic performance at this level depends on the individual's ability to

control the anxiety and carry out the assigned task.

3. Severe level of anxiety is characterized by reduced perceptual field and a

difficulty in communication. Gross motor movements, such as pacing are

characteristic of people at this stage. Academic performance at this stage

depends on the educator's ability to recognize such individuals and provide a

safe environment for them. Communication should be kept short and simple

since communication is altered. Performance at this stage is reduced since

most educators may not be able to provide such environment for the student.

4. Panic level of anxiety is the worst and most severe form of anxiety. Total

disruption of perceptual field is present. It is also characterized by loss of

11
 ability to communicate, loss of rational thought and total loss of conscious

thinking. Academic performance at this level is very poor since the student

will be unable to remember exactly what he/she is supposed to do.

2.3 CATEGORIES OF ANXIETY

Anxiety has been categorized by (American Psychiatric Association, 2000) into

several psychiatric disorders as follows:

Generalized Anxiety Disorder

Individuals that suffer this condition live each day in a state of high tension, feeling

uneasy and tends to overreact even in mild stresses. The individual finds it difficult to

concentrate instead worry about potential problems. Data from the Early

Developmental Stages of Psychopathology (EDSP) study revealed a cumulative

incidence for GAD as 4.3% at age 35 years with relatively few onset observed in

childhood, and the core incidence period being in adolescence and young adulthood

(Kaplan H, et al 2000).

Panic Disorder
This is characterized by episodes of acute and overhauling apprehension to terror; it

begins abruptly and reaches a peak within 10 minutes with such symptoms as

perspiration, muscle tremors, faintness and shortness of breath. Eventually this fear

intensifies and interferes with every day school activities thus disrupting

concentration, classes, reading, assignments and decision – making resulting to poor

academic performance. Approximately 6 million American adults aged 18 and above,

or 2.7% of people in this age group in a given year have panic disorder (Kessler Ret al

2005).

Agoraphobia
Involves intense fear and anxiety of any place or situation where escape might be

difficult, leading to avoidance of the situation such as being alone outside the home,

12
travelling in a car, bus, airplane, writing an examination or being in a crowded place

(Kessler Ret al 2005).

Phobias
It is a persistent fear of specific object or situation. The fear occurs when the phobic

individual is brought in contact with the object or situation. This reason is why some

students perform badly in certain courses, it is estimated that 10% of Americans have

symptoms of specific phobia (American Psychiatric Association, 2000). The life time

prevalence of phobias in women is 17.7% compared to 10.4% in men (Pol, 2011).

Obsessive-Compulsive Disorders
Individuals with this condition feel compelled to think about, things they would rather

not think about or perform acts they do not wish to carry out. Obsessions are persist

irresistible urges to carry out certain acts or ritual. Obsessive thoughts may be liked

with compulsive acts, example thoughts of brushing your teeth many times before

attending a class. People with this disorder are preoccupied by these irrelevant

thoughts that they cannot control and their academics suffer negative consequences.

OCD affect 2.2 million American adults (Kessler R, et al 2005).

Post-Traumatic Stress Disorder

It is a type of anxiety that occurs after a frightening event or situation. This affect

academic performance because, some students continue to dwell in their past failure

and are unable to face the new challengers before them. These students often perform

poorly academically since they fail to concentrate on the new challenges. PTSD

affects 7.7 million American adults (Kessler R, et al 2005).

2.4 THEORIES OF ANXIETY

Strongman (1995), summarized and published the various theories of anxiety in a

concise form, from the view points and perspectives of various psychological schools

of thoughts. The psychoanalytic, behavioristic, cognitivist and existential paradigms

13
about the anxiety have difference in opinions, a brief account of which is given as

follows.

2.4.1 The Psychoanalytic Theory

This psychoanalytic approach in psychology emphasizes over the unconscious mind,

and thus focuses over the human behavior to be a reflection of whatever being present

in one’s unconsciousness. The psychoanalytic theory of anxiety was put forward by

the father of psychoanalysis, Freud (1917, 1926), in two different forms, respectively.

According to these theories, anxiety is an everyday phenomenon and it is a way of

explanation of neuroses. It further states that anxiety of everyday life is related to the

fear of real object and hence termed as realistic anxiety. It is commonly called fear

instead of anxiety. The anxiety (or neurotic anxiety) refers to the panic attack

specifically used for a phobic situation. In his first conception, Freud regarded anxiety

as a result of repression when libidal energy is transformed in the form of panic

attack, unconsciously. Thus when an individual represses the acts aroused from libido

(sexual drive) continuously, it results in anxiety, without the awareness of the

individual concerned. In turn, the anxiety is expressed in the form of a variety of

symptoms, so as to avoid further development of anxiety.

In his second formulation, Freud reversed the same idea, in terms that a regular

occurring of anxiety leads to repression of thoughts, again unconsciously. In this

second concept, when a person is about to face a situation of danger, it develops

anxiety and to avoid such a danger, repression is developed. In both cases, the main

focus is on the avoidance of situational unrest, but in the first theory, the major

concern is that with the automatic anxiety, i.e. the fear arouses without the will of the

individual concerned.

In Freud’s view, infancy is a stage of getting primary anxiety due to the helplessness

of an individual, in terms of fixation or separation of mother, etc. Castration anxiety,

14
being perceived by male children as a threat to be deprived from sexual activities,

may also be a prevailing factor of anxiety in early childhood. Such feelings lead to the

flooding of mental apparatus, resulting in emotional unrest and hence uncontrolled

feelings of anxiety are emerged at later stages of life.

The psychoanalytic approach views anxiety both as inherited as well as learned

behavior. Other psychoanalytic theorists like Sullivan (1953), focus over the

environmental aspects which lead to an individual’s anxiety, rather than separation, in

the same manner as by Freud. Izard (1977), considers anxiety as an adaptive behavior

being dependent over cognitive functions of an individual.

2.4.2 Behavioural Theory of Anxiety

The learning or behavioural approaches of psychology refer back to the conditioning

phenomena introduced by of Pavlov and Watson, which were reinstated in the forms

of classical and operant conditioning later on. According to this approach in

psychology, the behavior emerges as a response to the stimulus in terms of

conditioning, gain, drive reduction and so on. Mowrer (1953), and Dollard and Miller

(1950), developed the behavioural theory of anxiety, according to which, anxiety is a

form of fear learned by an individual, especially in the situations, when the source or

stimulus is unclear. It is rooted in the concept of drive reduction, according to which,

overstimulation or increase in the threats of primary drives leads to the establishment

of fear or anxiety as a secondary drive, and hence, the new behavior is adopted

through the drive reduction. In this theory, the terms fear and anxiety are used

synonymously. In short, this theory emphasizes over the learning process in terms that

anxiety is a learnt behavior and once it is learnt, it is used to motivate the maladaptive

behavior.

Stats and Eider (1990), presented the behavioural theory as a connection between the

cognitive and behavioural approaches, according to which, a central emotional

15
response forms the basis of anxiety and which emerges it through aversive

conditioning or symbolically in the form of language. This concept focuses over the

truth that anxiety may not be a product of the traumatic events; rather it can be

emerged from the negative emotions or simply from the words associated with an

emotional situation. As a result, anxiety is established as a sort of self-conditioning.

Eysenck (1957), presented the theory of anxiety in terms of a partly inherited and

partly learnt behavior. His theory of anxiety is based on his famous theory of

personality where the extraversion/ introversion and neuroticism are the major

dimensions. According to him, a neurotic individual is more sensitive to the stimuli

which provoke anxiety. In turn, the sensitivity is related to the autonomic nervous

system and thus the individual has inherited apparatus for anxiety. In his second

aspect of anxiety, it can be learned from the traumatic events in the form of

unconditioned fear. Such a fear becomes conditioned in related situations, eliciting the

maladaptive behavior in the form of anxiety as a conditioned response.

2.4.3 Physiological Theory of Anxiety

The physiological paradigm of psychology focuses on the organic causes of behavior,

where the bodily physiological activities, the release of hormones and action of

neurotransmitters control the behavior under the instructions of the nervous system.

The physiological theory of anxiety was put forward by Gray (1982, 1987), based on

his experimental work of taking lesions in the septo-hippocampal areas and observing

the effects of anti-anxiety drugs over the taken brain lesions. He concluded a complex

system of nervous system which controls the anxiety and other emotions of humans in

the form of a behavioural inhibition system. The major areas of brain responsible for

the regulations of such behaviors include the septo-hippocampal system, neocortical

projection of the septo-hippocampal system in the frontal lobe and the monoaminergic

afferents of the brain stem. The theory states that whenever there is an unwanted

threatening behavior, it is suppressed by the behavioural inhibition system by

16
developing another system to avoid the threat. This threat-avoiding system is more

likely as fight/flight system which when exhibits, produces feelings of negative

outcomes, in the form of anxiety. Panksepp (1982, 1991), also proposed the same

theory in terms of physiological activities of central nervous system to be the source

of anxiety.

2.4.4 Existential/Phenomenological Theory of Anxiety

The existential or phenomenological approaches in psychology refer to the behavior

of an organism as a counter part of the natural occurrences. Every organism lives

freely in nature and it behaves accordingly. The concept refers back to the work of

Kierkegaard (1844), who framed the idea of human development and maturity as a

function of freedom, which in turn depends upon the awareness of existing

possibilities in life. Considering such possibilities in life, there must also be the

involvement of anxiety to occur. Every individual is presented with a number of

choices at every step of life and hence at every step, there is to select among the given

alternatives, which creates anxiety. Thus in order to become self-actualized, an

individual must face anxiety and cope with it.

Kierkegaard (1844), presented a demarcation line between fear and anxiety in terms

as fear is an emotional condition due to a known specific object while anxiety is

independent of object. A fearful individual moves away from the object causing fear

while an anxious individual has to face the situation as a conflict with no choice of

avoidance.

The same theory was presented by Fischer (1970), in a detailed manner, according to

which, every individual has an identity acting in the form of milestones in life.

Whenever, a milestone of life is threatened, anxiety is resulted. Similarly, every

individual has a network of relations and involvement of the life milestones, in the

form of his/her world. Again, if the world of relations of an individual is threatened,

17
anxiety will emerge. An individual’s world and identity correlate through a

motivation and there is always an action to achieve the given milestones. Finally, an

individual must also have the ability to evaluate the life, at every step towards an

uncertain competence.

2.4.5 Cognitive Theory of Anxiety

The Cognitive approach to psychology is based on the mental operations and

processing of mind regarding a particular behavior. There are different theories of

anxiety in this paradigm out of which two are more common, i.e. the cognitive theory

by Eysenck (1990), and the information processing theory by Ohman (1993). Both of

them consider the mental operation as a base for the emerging anxiety.

According to the cognitive theory of anxiety by Michael Eysenck, every individual

has its own mood-state-dependent memory, and the retrieval of information related to

a particular mood depends upon the cognitive structure or contents of memory. Thus

people vary in moods and anxieties, due to differences in their cognitive structures

and retrieval systems. Thus it influences the physiology and behavior of an individual

based on the attention given to a particular situation and makes anxiety as a prevailing

trait.

The Othman’s theory of anxiety based on information processing model states that the

information processing sources lead to defenses that are biological in nature and

hence creates the feelings of anxiety. He argues that information goes through feature

detectors and evaluators which automatically evaluate the relevance of the stimuli.

There may be cognitive resources but present in the non-conscious level of an

individual. The arousal system gives signals to the significant evaluators and also

provokes the system of conscious perception based on the emergency reaction of the

autonomic nervous system. The emotions being organized in memory form the

expectancy system forming a standard cognitive system. The combination of these

18
systems recognizes the threat in environment. Thus a connection between the

environmental threat and cognitive apparatus is maintained, which interprets the

situation through the conscious perception. Anxiety emerges as alarm system by a

continuum of mental processes to protect the individual from impending danger.

2.5 ACADEMIC PERFORMANCE OF STUDENTS

Academic performance is a term used to describe the rating of a student following an
examination. This is an important aspect of a student's life and is known to be
influenced by various factors including anxiety and level of hard work/preparations
done prior to the examination (Eysenck M, Derkshen N, 2009).

(Oppapers, 2011) opined that academic performance is measured by the standing rates

of grades of students in every subject and students have their own attitude towards

learning and achieving a high level of academic performance. In order for a student to

succeed he needs to be armed with strategies and techniques that will supplement his

desire to reach his goals. One way is to have an efficient and adaptive study habit free

of anxiety.

(Parveen A, 2008) stated that academic performance of students can be determined

by various academic and non-academic factors that include measures of previous

academic performance such as college and high school grade point (GPA), scores of

different aptitude tests, and certain demographic characteristics such as age, gender,

marital status, ethnicity, residential background and previous work experience.

Furthermore, knowledge about predictors of academic performance help in

developing strategies to facilitate students' success in nursing education programs and

ensuring adequate training and provision of man power in the nursing profession

(Beeson Set al, 2001 )

The effect of anxiety on academic performance as revealed by (Eysenck M, ET all,

2009) is not always obvious and new research funded by the (Economic and Social

19
Research Council (ESRC), 2012) suggests that there may be hidden costs. The

research found that anxious individuals find it harder to avoid distractions and take

more time to turn their attention from one task to the next than their less anxious

peers. They further stated that a lot of the negative effects of anxiety appear to be

caused by difficulties with controlling attention. This suggests that training techniques

designed to enhance attention; control the ability of students to ignore distractions and

prevent the switching of their attention from one task to another could help anxious

students to achieve their academic potential.

(Eysenck M, et al, 2009) also showed that anxious individuals often perform at a

comparable level to non-anxious ones but only do so at a greater cost in terms of

effort or perhaps long term stress. This implies that it is important that teachers focus

not only on whether a student’s academic performance seems to be satisfactory but

also on how much effort the student had to put in to achieve that level of success.

Anxious students may be trying desperately hard just to keep pace with academic

demands and this could be at great psychological cost.

2.6 ANXIETY AND ACADEMIC PERFORMANCE OF

STUDENTS
Anxiety symptoms are extremely common in childhood and adolescence and can

negatively interfere with general well –being, social life, academic performance and

development of social skills. (Mazzone L, et al, 2007) stated that anxiety symptoms

are associated with impairment of memory and cognitive functions and can contribute

to poor school performance and academic failure. Anxiety as illustrated by (Neil R,

Donald C, 2010), plays important roles in our lives. These include immediate reaction

to stimuli following onset, anticipation and being prepared for important events in the

future. It may be unpleasant, but it is often adaptive and in its absence one may have

trouble as life becomes difficult to organize. They further pointed out that anxiety can

disrupt our lives if it becomes maladaptive. However, (Jon G, 2012) explained that the

20
consequences of anxiety during test or examination may limit the educational or

vocational development and promotion through the educational system. It is normal

for a student to feel anxious before a test or examination, but it becomes problematic

when the level of anxiety is excess. (McDonald, A,2010) opined that a variety of

factors can contribute to a student's level of anxiety, examples include: past

experience with courses, perception of course load, their inability to manage time,

family issues and beliefs, which may have been shaped by a complex interplay of

factors, may result to a unique reaction to a situation and lead to anxiety. The negative

effects of anxiety can be explained by two models namely; the Interference and the

Learning Deficit Models. According to the interference model, anxious students are

distracted due to task irrelevant cognitions and negative thoughts during

examinations, while the learning deficit model proposes that it is student’s ineffective

study habits during preparation for an examination that causes them to be anxious

(McDonald, A, 2010).

Researchers found that anxious individuals find it harder to avoid distractions and

take more time to turn their attention from one task to the next than their less anxious

peers. This makes learning, reading, remembering and writing difficult affecting

academic performance. Since, the anxious individuals perform at a comparable level

to the non-anxious ones with a greater cost in terms of effort or perhaps long term

stress; it is believed that students with high anxiety as well as those with low anxiety

will have lower academic performance. Therefore, those with moderate levels of

anxiety will perform the best (Driscoll R, 2007). (Heather L, April L,2009 ),

maintained that if an individual's experience is negative, then anxiety level will be

higher, leading to lower academic performance. Consequently, if an individual's

experience is positive, then the anxiety level will be lower leading to higher academic

performance. From these investigations, it has been observed that high and lower

levels of anxiety is related to poor academic performance while a moderate level of

21
anxiety is related to optimum academic performance.

(Iris G, 2011) reported that chronic anxiety has a detrimental effect on academic

success. Every individual experience anxiety, although it most often ensues when the

individual is uncertain about an outcome. (Driscoll R, 2007) observed that about 30%

of student nurses suffer from anxiety especially in specific situations including: test,

examination and presentations. According to (Bembenutty H,2009) the unfavorable

effects of anxiety experienced by nursing students leads to the development of low

self -esteem over a period of time which adversely affects their academic

performance.

2.7 RESEARCH ALREADY CONDUCTED

Aktekin et al (2008), published a research article in which prevalence of anxiety,

depression and stressful life events among students of Turkey were taken into

account. They selected all the first year students of medicine, economics and physical

education enrolled in 1996, at the Akdeniz University of Turkey and collected data

about their anxiety and depression by using Beck Anxiety Inventory, General Health

Questionnaire and State-Trait Anxiety Inventory. They found that the anxiety,

depression and stressful life events prevailed in the students of medicine as compared

to those of economics and physical education.

Nauman et al (2008), conducted a cross-sectional study for determining the

prevalence of anxiety and depression among the Medical students of Nishtar Medical

College, Multan, Pakistan. They collected data from a number of 815 students by

using the Validated Questionnaire for anxiety by the Aga Khan University. They

concluded that female students had more anxiety than the male students. They further

argued that age, marital status, locality and family income did not have any significant

effect over the prevalence of anxiety.

Rab et al (2008), studied the rates of anxiety and depression among the female

22
Medical students of Pakistan. They selected a sample of 87 students at a medical

college of Lahore, Pakistan and collected data by using Hospital Anxiety and

Depression Scale along with a Questionnaire designed for life events, social behavior

and past medical history. They found that 43.7% female students have significantly

high anxiety and 19.5% have depression. Anxiety and depression prevailed in

students living at hostels than those living at homes. Students with recent negative life

events were found to be depressed while students having more friends were found to

have a lower level of anxiety and depression.

Eisenberg et al (2007), conducted a study on prevalence and correlates of depression,

anxiety, and suicidality among university students by using a web based survey. Data

from university students was collected through Patient Health Questionnaire which

showed the prevalence of anxiety among 15.6% undergraduates and 13.0% graduate

students. 2% of students showed suicidal ideation while students with financial

problems were found at high risks towards mental disorders.

Maria et al (2006), investigated the defense mechanisms followed by the medical

students of Karachi, Pakistan, while coping with their higher levels of anxiety. They

collected data from 682 students of five different Medical colleges of Karachi, by

using Defense Style Questionnaire which divided the defense mechanisms into

mature, immature and Neurotic categories. They concluded that Neurotic defenses

were more common in female students of medical colleges, while immature defense

mechanisms were less commonly employed. They further mentioned that the use of

Neurotic mechanism was probably due to the female gender, recent admission and

enrolment in private colleges.

Mark et al (2005), studied test anxiety and academic performance in 4000

undergraduates and 1414 graduate students and found an inverse relation between test

anxiety and GPA in both groups. Female students with low test anxiety showed B

23
grades while those with more test anxiety showed B grades. In male students,

however, there was found no significant difference in GPA for more and less test

anxious cases.

Andrews and Wilding (2004), correlated the financial and other difficulties with the

Anxiety level of British students at college level. They used a pre-test and Post-test

experimental design and by analyzing data collected from a sample having 351

students through Hospital Anxiety & Depression Scale, they found that financial and

other environmental factors increase the anxiety level of students significantly, which

in turn decreases the exam performance up to a significant level.

Mirza (2004), conducted a research on the risk factors, prevalence and treatment of

anxiety and depressive disorders in Pakistan by systematically reviewing the existing

pool of published literature. He analyzed 20 studies and found that gender, age,

education, economic conditions household relationships and domestic problems are

the important factors leading towards anxiety and depression. He further argued that

34% of the overall population showed significant anxiety problems including 29% to

66% females and 10% to 33% males.

Ali et al (2002), studied the prevalence and factors associated with anxiety and

depression among women in a lower middle class semi-urban community of Karachi,

Pakistan. They took a sample of 1218 women between the ages 18 to 50 years in a

cross-sectional survey. The data was collected by using the Aga Khan Anxiety and

Depression Scale along with socio-demographic questionnaire which revealed a 30%

prevalence of anxiety. The causal factors of anxiety they found were verbal abuse,

lack of education and increasing age among the subjects under study. They suggested

that provision of education and reduction of domestic abuse can be a measure to

decrease the prevalence of anxiety and depression in women.

McKenzie and Schweitzer (2001), analyzed the undergraduate students of Australian

24
Universities for various predicting factors affecting academic performance. They took

197 undergraduate students as sample. By keeping the last exam result as a standard

pre-test measure, they identified academic, psychological, cognitive and demographic

factors as the key predictors of academic performance. They concluded that

identifying these predictors can help in providing support services to the students at

risk of academic problems.

Misra et al (2000), published their study conducted over a sample of 249 university

undergraduate students by interrelating the anxiety, academic stress and time

management with gender differences. They found that although females have more

time management skills as compared to males, however, they experience more

anxiety than males. They also mentioned that anxiety and time management are

causal factors of academic stress. Anxiety reduction and leisure activities help to

optimize academic stress.

Twenge (2000), undertook two meta-analyses of increasing anxiety with age and

social indices, by reviewing the literature from 1950s to 1990s. Increasing pattern of

anxiety in both adults and children was taken into account for which he suggested that

increased environmental dangers are the factors of increase in anxiety. He further

argues that economic factors have relatively low influence over anxiety.

Townsend et al (1998), investigated an experimental study over the students of

educational psychology. The students were assessed for the subjects of social statistics

and mathematics regarding their anxiety and self-concept about the said subjects at

the beginning and end of the courses. By applying a positive environment of

cooperative learning activities and class discussions, they found that students’ anxiety

about statistics was significantly reduced, which yielded an improved confidence in

dealing with statistical problems. However, the mathematics anxiety was not

significantly reduced due to their negative attitudinal factors about the subjects. They

25
concluded that attitudinal factors are important to be considered along with other

issues while designing instructions for mathematics-related areas.

Mumford (1998), conducted a cross cultural study by comparing the somatic

sensations and psychological distress among the students in Britain and Pakistan. He

collected data from the students of University of Leeds (UK) and University of

Lahore (Pakistan), by using Bradford Somatic Inventory and General Health

Questionnaire. He concluded that there was no significant difference between the two

populations, however, females in both cases showed prevalence of somatic sensations

and psychological distress than males.

Rapee and Heimberg (1997), presented a model of anxiety and social phobia by

taking into account anxiety as a product of the processing and evaluating the

information by the people with social phobia. They argued that people with social

phobia feel a higher level of anxiety in social situation due to the distortions and

biases of information received and processed.

Gorenstein et al (1995), contrasted the scores obtained with revised forms of Beck

Depression Inventory and State-Trait Anxiety inventory for Brazilian University

students. The scales were applied to a sample of 270 students from different

Universities at Sau Paulo for which they found that using a Brazilian version of the

said scales gave the same results as obtained by the original versions.

Gotlib (1984), conducted a study on the validation of various self-reported scales used

for anxiety, depression and other maladaptive behaviors found in university students.

The scales included Beck Depression Inventory and State-Trait Anxiety Inventory and

five others. Data collected from a number of 443 students was when interpreted, it

was concluded that all these scales were significantly intercorrelated; however care

should be taken for high score obtained.

Quinn and Jimmy (1983), performed a study on the prevalence, causes and effects of

26
anxiety among the university students. They reviewed the professional literature cited

for anxiety among university students and found that anxiety level influences

academic performance, where a low anxiety level improves academic performance

while a high anxiety level with more intelligence also improves academic grades. An

increased anxiety level of female students badly influences academic performance

while environmental factors have significant correlation with anxiety and academic

grades. Behavioural modification and counseling are effective techniques to optimize

students’ anxiety.

Charles et al (1962), found that college students with low intellectual ability showed

low grades irrespective of anxiety level, while academic performance of students with

middle range of intelligence is badly influenced with increased anxiety. For students

with very superior intelligence, anxiety serves as a tool of increased academic grades.

27
 CHAPTER – III
RESEARCH METHODOLOGY

3.1 NATURE OF RESEARCH

The study was descriptive in nature.

According to Aquino (1971); Descriptive research is fact-finding with adequate

interpretation. The descriptive method is something more and beyond just data

gathering.

3.2 POPULATION
The population of the study comprised of all students of 44 departments of University

of Peshawar.

3.3 SAMPLE
The sample of the study included 220 students. The samples were selected randomly

from the 22 departments of University Of Peshawar.

3.4 RESEARCH INSTRUMENT

As the study was descriptive in nature, therefore questionnaire was used to collect

data. Researcher developed the questionnaire, under the guidance of supervisor.

3.5 TOOL OF DATA COLLECTION

In order to get data from the respondents through questionnaire, the researcher

personally visited the sample departments of University of Peshawar and administered

the questionnaire to the sample students. They were thoroughly brief about the

procedure of filling the questionnaire.

28
3.6 DATA ANALYSIS
The collected data was tabulated, analyzed and then interpreted. The data was

analyzed through tables, graphs and percentages, conclusions and recommendations

were also drawn on the basis of collected data, accordingly.

29
 CHAPTER – IV
DATA ANALYSIS
Table 4.1: Showing the point of view respondents regarding seriousness of
anxiety.

N = 220

Responses Frequency Percentage

Yes 192 87%

No 28 13%

Total 220 100%

13%

Yes
No

87%

Figure 4.1: Showing the point of view respondents regarding seriousness of

anxiety.

Table 4.1 shows that 87% respondents agreed that anxiety is a serious disease while

13% respondents shows that it’s not a serious disease.

30
Table 4.2: Showing effect of anxiety on studies

N = 220

Responses Frequency Percentage

Yes 195 88%

No 25 12%

Total 220 100%

12%

Yes
No

88%

Figure 4.2: Showing effect of anxiety on studies

Table 4.2 shows that 88% respondents agreed that anxiety affects studies most of the

time while 12% respondents show that its not affects studies.

31
Table 4.3: Showing the effect of anxiety confidence

N = 220

Responses Frequency Percentage

Yes 185 84%

No 35 16%

Total 220 100%

16%

Yes
No

84%

Figure 4.3: Showing the effect of anxiety confidence

Table 4.3 shows that 84% respondents agreed that anxiety affects self-confidence

while 16% respondent’s shows that it’s not effect self-confidence.

32
Table 4.4: Plan to remove anxiety

N = 220

Responses Frequency Percentage

Yes 142 65%

No 78 35%

Total 220 100%

35%

Yes
No

65%

Figure 4.4: Plan to remove anxiety

Table 4.4 shows that 65% respondents agreed that you get out of sorts due anxiety

while 35% shows that its not get out of sort due anxiety.

33
Table 4.5: Anxiety effects on exams

N = 220

Responses Frequency Percentage

Yes 60 28%

No 160 72%

Total 220 100%

28%

Yes
No

72%

Figure 4.5: Anxiety effects on exams

Table 4.5 shows that 28% respondents agreed that anxiety occurs to you during exams

only while 71% respondents shows that its not occurs during exams only.

34
Table 4.6: Effect of anxiety on the performance of students during exam

N = 220

Responses Frequency Percentage

Yes 177 80%

No 43 20%

Total 220 100%

20%

Yes
No

80%

Figure 4.6: Effect of anxiety on the performance of students during exam

Table 4.6 shows that 80% respondents agreed that anxiety effects the performance of

students during exams while 20% respondent’s shows that it’s not affect the

performance of students during exam.

35
Table 4.7: Respondents views regarding fidget with hands

N = 220

Responses Frequency Percentage

Yes 108 49%

No 122 51%

Total 220 100%

49% Yes
51% No

Figure 4.7: Respondents views regarding fidget with hands

Table 4.7 Shows that 49% of the respondents were agreed to the given statement

while 51% were not agreed.

36
Table 4.8: Respondents views regarding fidget with feet unintentionally

N = 220

Responses Frequency Percentage

Yes 110 50%

No 110 50%

Total 220 100%

Yes
50% 50%
No

Figure 4.8: Respondents views regarding fidget with feet unintentionally

Table 4.8 Shows that 50% of the respondents were agreed to the given statement

while 50% were not agree.

37
Table 4.9: Anxiety and high order thinking

N = 220

Responses Frequency Percentage

Yes 109 49%

No 111 51%

Total 220 100%

49% Yes
51% No

Figure 4.9: Anxiety and high order thinking

Table 4.9 Shows that 49% of the respondents were agreed to the given statement

while 51% were not agreed.

38
Table 4.10: Showing respondents views regarding noise in the exam hall

N = 220

Responses Frequency Percentage

Yes 156 71%

No 64 29%

Total 220 100%

29%

Yes
No

71%

Figure 4.10: Showing respondents views regarding noise in the exam hall

Table 4.10 Shows that 71% of the respondents were agreed to the given statement

while 29% were not agreed.

39
Table 4.11: Respondents views regarding cheating in exam

N = 220

Responses Frequency Percentage

Yes 53 24%

No 167 76%

Total 220 100%

29%

Yes
No

71%

Figure 4.11: Respondents views regarding cheating in exam

Table 4.11 Shows that24 % of the respondents were agreed to the given statement

while 76% were not agreed.

40
Table 4.12: Respondents views regarding appropriate answers

N = 220

Responses Frequency Percentage

Yes 116 53%

No 104 47%

Total 220 100%

29%

Yes
No

71%

Figure 4.12: Respondents views regarding appropriate answers

Table 4.12 Shows that 53% of the respondents were agreed to the given statement

while 47% were not agreed.

41
Table 4.13: Commit mistakes on easy questions

N = 220

Responses Frequency Percentage

Yes 126 57%

No 94 43%

Total 220 100%

29%

Yes
No

71%

Figure 4.13: Commit mistakes on easy questions

Table 4.13 Shows that 57% of the respondents were agreed to the given statement

while 43% were not agreed.

42
Table 4.14: Views of respondents about defacing the answers very often

N = 220

Responses Frequency Percentage

Yes 106 48%

No 114 52%

Total 220 100%

48% Yes

52% No

Figure 4.14: Views of respondents about defacing the answers very often

Table 4.14 Shows that 48% of the respondents were agreed to the given statement

while 52% were not agreed.

43
Table 4.15: Respondents views about sleeping well at night before a test

N = 220

Responses Frequency Percentage

Yes 96 44%

No 124 56%

Total 220 100%

44%
Yes
No
56%

Figure 4.15: Respondents views about sleeping well at night before a test

Table 4.15 Shows that 44% of the respondents were agreed to the given statement

while 56% were not agreed.

44
Table 4.16: Respondents views regarding answering a question without
knowing

N = 220

Responses Frequency Percentage

Yes 125 57%

No 95 43%

Total 220 100%

43%
Yes
No
57%

Figure 4.16: Respondents views regarding answering a question without

knowing

Table 4.16 Shows that 57% of the respondents were agreed to the given statement

while 43% were not agreed.

45
Table 4.17: Respondents views regarding getting confused very often in
attempting question

N = 220

Responses Frequency Percentage

Yes 131 60%

No 89 40%

Total 220 100%

40%
Yes
No
60%

Figure 4.17: Respondents views regarding getting confused very often in

attempting question

Table 4.17 Shows that 60% of the respondents were agreed to the given statement

while 40% were not agreed.

46
Table 4.18: Views of respondents regarding mind emptiness during a test

N = 220

Responses Frequency Percentage

Yes 102 46%

No 118 54%

Total 220 100%

46% Yes
No
54%

Figure 4.18: Views of respondents regarding mind emptiness during a test

Table 4.18 Shows that 46% of the respondents were agreed to the given statement

while 54% were not agreed.

47
Table 4.19: Respondents views about feeling panic before and during a test

N = 220

Responses Frequency Percentage

Yes 131 60%

No 89 40%

Total 220 100%

40%
Yes
No
60%

Figure 4.19: Respondents views about feeling panic before and during a test

Table 4.19 Shows that 60% of the respondents were agreed to the given statement

while 40% were not agreed.

48
Table 4.20: Showing respondents views regarding easiness before a test

N = 220

Responses Frequency Percentage

Yes 103 47%

No 117 53%

Total 220 100%

47% Yes

53% No

Figure 4.20: Showing respondents views regarding easiness before a test

Table 4.20 Shows that 47% of the respondents were agreed to the given statement

while 53 % were not agreed.

49
Table 4.21: Showing respondents views regarding frustration before a test

N = 220

Responses Frequency Percentage

Yes 111 50%

No 109 50%

Total 220 100%

47% Yes

53% No

Figure 4.21: Showing respondents views regarding frustration before a test

Table 4.21 Shows that 50% of the respondents were agreed to the given statement

while 50% were not agreed.

50
Table 4.22: Showing respondents views regarding nervousness before a test

N = 220

Responses Frequency Percentage

Yes 131 60%

No 89 40%

Total 220 100%

40%
Yes
No
60%

Figure 4.22: Showing respondents views regarding nervousness before a test

Table 4.22 Shows that 60% of the respondents were agreed to the given statement

while 40% were not agreed.

51
Table 4.23: Respondents views regarding retrieveness of answers

N = 220

Responses Frequency Percentage

Yes 129 59%

No 91 41%

Total 220 100%

41%
Yes
No
59%

Figure 4.23: Respondents views regarding retrieveness of answers

Table 4.23 Shows that 59% of the respondents were agreed to the given statement

while 41% were not agreed.

52
Table 4.24: Showing respondents views regarding teacher cooperation while
being anxious

N = 220

Responses Frequency Percentage

Yes 103 47%

No 117 53%

Total 220 100%

47% Yes

53% No

Figure 4.24: Showing respondents views regarding teacher cooperation while

being anxious

Table 4.24 Shows that 47% of the respondents were agreed to the given statement

while 53% were not agreed.

53
Table 4.25: Showing respondents views regarding eye contact with teacher and
fellows when anxious

N = 220

Responses Frequency Percentage

Yes 130 59%

No 90 41%

Total 220 100%

41%
Yes
No
59%

Figure 4.25: Showing respondents views regarding eye contact with teacher and
fellows when anxious

Table 4.25 Shows that 59% of the respondents were agreed to the given statement

while 41% were not agreed.

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 CHAPTER – V
FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter is organized for the findings from the data analysis, discussing the

results, deriving conclusion and presenting suggestions and recommendations.

5.1 FINDINGS
The analysis of data revealed a variety of perspectives regarding the anxiety,

academic grades and the anxiety correlates. The details are given as follows.

1. According to the collected data 87 % of the respondents were agreed that

anxiety is a serious disease.

2. Approximately 88% of the respondents were agreed that anxiety affects their

studies most of the time.

3. Among all departments, 84 % of the respondents were agreed that anxiety

effect self- confidence.

4. Almost 65% of the respondents were agreed that they get out of sorts due

anxiety.

5. Only 28% of the respondents were agreed that anxiety occurs to them during

exams only.

6. Approximately 80% of the respondents were agreed that anxiety affects their

performance during exams.

7. Researcher got 49% respondents as a result that they fidget with hands most of

the time.

8. Almost 50% respondents show their regards that they fidget their feet

unintentionally.

55
9. It was evident in the study that almost 49% respondents were agreed on the

statement that they avoid tasks that require sustaining high order thinking.

10. In the study it was found that approximately 71% were agreed with the

statement that they mind noise in the exam hall.

11. Only 24% respondents were agreed that they usually cheat in exams.

12. Almost 53% respondents show their regards that they have difficulty in

selecting relevant answers.

13. Approximately 57% respondents show their regards that they commit mistakes

on easy questions.

14. It was observed from the data that 48% respondents deface the answers very

often.

15. Almost 56% respondents were not sleep well at night before a test.

16. Researcher got 57% respondents as a result that they feel belittle for answering

a question without knowing.

17. Approximately 60% respondents were very often confused in attempting

questions.

18. It was observed from the data that 46% respondents find their mind empty

during a test.

19. Almost 60% respondents from the data show as a result that they feel panic

before and during a test.

20. Almost 47 % respondents show their regards that they feel very easy before a

test.

21. Approximately 50 % respondents were agreed that they have a very high level

of frustration before a test.

56
22. Almost 60 % respondents in the finding of this study were agreed that they

have visible signed of nervousness before a test.

23. Almost 47 % respondents show their regards that they find their teacher mild

and cooperative while being anxious.

24. Researcher got 59% respondents as a result that they usually seem to avoid

eye contact with teacher and fellows when anxious.

5.2 CONCLUSION
Findings of this study revealed that anxiety which is expressed as psychological

disturbances, physiological imbalanced and behavioral abnormalities is common

problem faced by students during examination, and negatively affects students'

performance and outcome in examination. Although most of respondents experience

anxiety during examinations, and 87% of them agreed that anxiety is a serious

disease.

Based on the findings of the study, summing up the anxieties, academic grades,

correlation between anxiety and academic grades of students and anxiety correlates

with their intensities, it was concluded that on average, majority of the university

students were found with high level anxiety.

Based on the findings of the study, majority of the respondents expressed that anxiety

effect their studies and self-confidence and performance during exams and also facing

difficulty in selecting relevant answers and commit mistakes in easy questions and

very often get confused in attempting questions most of the time.

Majority of the respondents expressed that they were not sleep well at night before

test and feel panic during test and face high level of frustration before a test, and

avoid eye contact with teachers and other fellows when anxious. Therefore, it was

concluded that anxiety effects the performance of students very often.

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5.3 RECOMMENDATIONS
The researcher suggested the following recommendations.

1. Students should prepare adequately for any examination so that they are able

to develop confidence in themselves and thus prevent examination and test

related anxiety.

2. Student should be properly guided on need to handle and cope with anxiety

and be made to understand that some level of anxiety is required in performing

a particular task.

3. Educators should create enabling learning environment free of tension and

unnecessary stress so as avoid anxiety among their students.

4. Examinations and continuous assessment tests as well as assignments should

be well planned and the students put into consideration during such planning

to avoid undue stress on the students which most likely triggers anxiety.

5. Keeping the study limited to the anxiety prevalence and its academic

influences among university students, a comparative analysis among students

at undergraduate level may be made which may give different results.

6. The present study was conducted as a descriptive investigation in a

quantitative frame work. Action research and experimental studies over

students in controlled environment may be investigated to refine the causal

factors of anxiety and its academic influences.

7. The present study focuses over the academic anxiety and its correlates and

influences among students. Beyond the academic influences of anxiety, its

other aspects including physical, physiological, psychological, social,

financial, cultural, moral and religious effects among university students may

also be investigated, using validated tools and techniques.

58
8. Sociological problems, including drug addiction among students, parental

abuse, terrorism and unemployment etc. may be taken under consideration

regarding anxiety and its influences over academic achievements of students at

different levels.

9. Studies may also be conducted on the utility of mobile phones, printed and

electronic media and other such factors, contributing to the anxiety prevalence

among the youth.

59
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62
 APPENDIX -I

QUESTIONNAIRE
On

Anxiety and its Impact on Students Performance at University Level

Student Name: __________________________

Department/Institute: ___________________________

Please (tick) the appropriate answer. (Yes) or (No)

S.No Statement Yes No

1 You think anxiety is a serious disease.

2 Anxiety affects your studies most of the time.

3 Anxiety effect self-confidence.

4 You get out of sorts due anxiety.

5 Anxiety occurs to you during exams only.

6 Anxiety effect the performance of students during exam.

7 You fidget with hands most of the time.

8 You fidget your feet unintentionally.

9 You avoid tasks that require sustaining high order thinking.

10 You mind noise in the exam hall.

11 You usually cheat in exam.

63
12 You have difficulty in selecting relevant/appropriate answers.

13 You commit mistakes on easy questions.

14 You deface the answers very often.

15 You sleep well at night before a test.

16 You feel belittle for answering a question without knowing.

17 You very often get confused in attempting questions.

18 You find your mind empty during a test.

19 You feel panic before and during a test.

20 You feel very easy before a test.

21 You have a very high level of frustration before a test.

22 You have visible signed of nervousness before a test.

23 You retrieve answers that you blanked on once you get out of
the testing situation.

24 You find your teacher mild and cooperative while being

anxious.

25 You usually seem to avoid eye contact with teacher and fellows
when anxious.

Thank you so much for your co-operation

64
 APPENDIX – II

LIST OF SAMPLE DEPARTMENTS/ INSTITUTES

S.No Names of Departments/ Institutes
1 Institute of Education and Research
2 Department of Psychology
3 Department of Political Science
4 Department of Economics
5 Department of Statistics
6 Department of Peace and Conflict
7 Institute of Management Science
8 Department of Geology
9 Department of Geography
10 Department of Mathematics
11 Department of Sociology
12 Department of Pharmacy
13 Department of Zoology
14 Department of Botany
15 Department of Physics
16 Department of English
17 Department of Chemistry
18 Department of Social Work
19 Department of Computer Science
20 Department of Disaster Management
21 Department of Urban Regional Planning
22 Department of Environmental Science

65
 APPENDIX – C

PERMISSION LETTER

66