Assessing the Causes of Students' Anxiety on Measurement and Evaluation in Institution of Higher Learning
Main Article Content
Abstract
This study aimed to assess the causes of students' anxiety related to measurement and evaluation in institutions of higher learning in Anambra State, Nigeria. The research design employed was a descriptive survey, utilizing a cross-sectional survey questionnaire to collect quantitative data from a sample of 122 students. The questionnaire consisted of two clusters and ten items each, employing a 4-point Likert scale for responses. The research design employed face validation by experts and achieved acceptable reliability through Cronbach's coefficient alpha. Data analysis involved descriptive statistics, including mean and standard deviation computations using SPSS version 22. The findings revealed that navigating evolving friendships and relationships, learning disabilities, adjusting to a new environment, separation from the support system of family and friends, irregular and poor-quality sleep, curriculum difficulties, discrimination, poor performance history, and a perceived lack of preparation were identified as significant causes of anxiety among students. The study's results provide insights into the specific factors contributing to student anxiety in the context of measurement and evaluation in higher learning institutions. These findings highlight the need for institutions to develop targeted interventions and support systems to address these causes of anxiety and promote students' mental well-being.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.Penulis.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (Refer to The Effect of Open Access).
References
Archbell, K. A., & Coplan, R. J. (2022). Too anxious to talk: Social anxiety, academic communication, and students’ experiences in higher education. Journal of emotional and behavioral disorders, 30(4), 273-286.
Azonuche J.E. (2021). Influence of Family Background on the Academic Performance of Married Female Students in Clothing and Textiles in Nigeria’s Universities. Journal of Educational and Social Research, Vol. 11(4), 118-124
Azonuche, J.E. (2022). Women Retirees Involvement in meeting the Food needs of Families in Nigeria. Nigeria Journal of Home Economics (Nig JHEC} Vol. 10(6) 59-69.
Cooper, K., Russell, A. J., Lei, J., & Smith, L. G. (2023). The impact of a positive autism identity and autistic community solidarity on social anxiety and mental health in autistic young people. Autism, 27(3), 848-857.
El-Mrayyan, N., Eberhard, J., & Ahlström, G. (2019). The occurrence of comorbidities with affective and anxiety disorders among older people with intellectual disability compared with the general population: a register study. BMC psychiatry, 19(1), 1-12.
Eriksen, I. M. (2021). Class, parenting and academic stress in Norway: Middle-class youth on parental pressure and mental health. Discourse: studies in the cultural politics of education, 42(4), 602-614.
Hanson, K. R. (2021). Becoming a (gendered) dating app user: An analysis of how heterosexual college students navigate deception and interactional ambiguity on dating apps. Sexuality & Culture, 25(1), 75-92.
Keskin, S., Şahin, M., Uluç, S., & Yurdugul, H. (2023). Online learners’ interactions and social anxiety: The social anxiety scale for e-learning environments (SASE). Interactive learning environments, 31(1), 201-213.
Klee, H. L., Buehl, M. M., & Miller, A. D. (2022). Strategies for alleviating students’ math anxiety: Control-value theory in practice. Theory Into Practice, 61(1), 49-61.
Nash, G., Crimmins, G., & Oprescu, F. (2016). If first-year students are afraid of public speaking assessments what can teachers do to alleviate such anxiety?. Assessment & Evaluation in Higher Education, 41(4), 586-600.
Ogbonyomi, O.B., Arubayi, D.O, Azonuche, J.E. (2023). Processing and preservation of homemade tomato, pepper and onion paste for combating household food wastage and economic sustainability. BOHR International Journal of Social Science and Humanities Research.(BIJSSHR) 2(1), 153-159. Crossref and Google Scholar.
Pizzoli, S. M. F., Marzorati, C., Mazzoni, D., & Pravettoni, G. (2020). An internet-based intervention to alleviate stress during social isolation with guided relaxation and meditation: Protocol for a randomized controlled trial. JMIR research protocols, 9(6), e19236.
Tus, J. (2020). Academic stress, academic motivation, and its relationship on the academic performance of the senior high school students. Asian Journal of Multidisciplinary Studies, 8(11), 29-37.
Vos, H., Marinova, M., De Leon, S. C., Sasanguie, D., & Reynvoet, B. (2023). Gender differences in young adults' mathematical performance: Examining the contribution of working memory, math anxiety and gender-related stereotypes. Learning and Individual Differences, 102, 102255.