PSYCHOLOGICAL PROBLEMS AFFECTING LEARNING: IMPACT OF STRESS, FEAR

AND ANXIETY ON LEARNING OF ENGLISH

Ms. Anagha Jayan
II B.Ed. English,
Mount Carmel College of Teacher Education, Kottayam

ABSTRACT
In this present study, the investigator tries to find out the impact of stress, fear and anxiety on
their language learning. The sample of 55 students was selected from Mount Carmel Girls Higher
Secondary School and the tool used was a questionnaire. The percentage analysis was taken on the
basis of 5 selected areas and the data was analyzed and interpreted further.

KEY TERMS: Psychological Problems, Emotional Stress, Social Stress, Linguistic and Cultural
Difficulties, Fear, Anxiety

INTRODUCTION
Education is in its broadest sense, any act or experience that has a formative effect on the mind,
character or physical ability of an individual. Today, education is seen as the most significant linkage
between the society and development. Education is effectively used to develop the potentialities of
individuals. With the turn of the millennium, a new age in education has dawned. Society is looking
forward for individuals who will contribute to its growth and development. Hence, there is the need to
provide quality learning experience to each and every member of our society. The number of children
enrolled in schools has increased in the past decade. However many children drop out from schools due
to poor scholastic performance. When the students are found to be poor only in the academic aspects, it
becomes a concern to the parents. This problem in the child may not be due to intellectual impairment
alone, but due to other problems in the process of learning.
In the process of education, learning experiences occupy a central place. Whatever exists in our
educational set up is meant for the learning of the learners. An individual starts learning immediately
after his birth. The behaviour of an individual is changed through direct or indirect experiences. Changes
in behaviour are brought about by the factors other than experience, yet all the changes in behaviour are
not associated with the process and products of learning. There are number of learners who have
difficulty in the process of learning and its various aspects. Learning problems of students is viewed as
an agonizing factor by parents, teachers and elders. The difficulties may arise due to different reasons.
The society which looks forward to the education of children as a significant event is at a confusion as to
how to help the children

NEED AND SIGNIFICANCE OF THE STUDY

Among the common factors that cause learning problems, psychological problems of students
occupy an important place. The school can become an unhappy place for the children who are having
psychological problems that affect their learning adversely. Many do not complete their schooling due to
the failure of the school system to remediate their learning problems. Today, many children undergo a lot
of stress related to academics. Coping with the activities, curriculum and relation to the school
environment is an everyday challenge for the learners. Some students face fear during their learning
process. The psychological factors affecting learning include stress, fear, anxiety, feeling of insecurity,
depression, psychological instability etc. Stress, Fear and anxiety have become common problems that
hinder the learning of the students of present era. Stress is a state of physical and mental tension caused
by certain external or internal factors in a persons life. School and academic concern are at the top of
the list of stressors. Fear and anxiety are emotions which are characterized by an unpleasant state of
inner turmoil, often accompanied by nervous behavior. As these problems are of major concern in the
scenario of teaching and learning and bring devastation in the lives of many children, it becomes
necessary not only to identify but also to remediate the children facing specific learning problems.
Hence the investigator decided to conduct a study on Psychological Problems Affecting Learning.

STATEMENT OF THE PROBLEM

Keeping in view the above justification, the present study is entitled, Psychological Problems
Affecting Learning: Impact of Stress, Fear and Anxiety on Learning of English.

OBJECTIVES OF THE STUDY

To recognize the unique individual problems that hinders the learning of English.
To evaluate the learning of students and identify the specific learning problems.
To examine the probable causes of the learning problems.
To analyze the problems and interpret in terms of their effect on language learning.

HYPOTHESIS
In order to fulfill the objectives, the following hypotheses were made.
 There will be significant emotional stress experienced by the students while learning English.
There will be significant social stress experienced by the students while learning English.
The students have stress in specific linguistic and curricular aspects of learning English.
The students are having a high rate of examination fear and anxiety.
The students do not get care and support from their family.

METHODOLOGY
The investigator had adopted survey method for conducting the study. The study had been
conducted on a sample of 55 students of standard VII D of Mount Carmel Girls Higher Secondary
School. Sample characteristics reveal that all the students were female, falling in the age range of 11-13.

TOOLS AND TECHNIQUES

The investigator used a tool prepared by herself. It was a questionnaire assessing students stress
and anxiety in various aspects of language learning. It included questions concerning emotional stress,
social stress, linguistic problems, examination fear and anxiety faced by the students in English classes
and the support the students get from their family.

STATISTICAL ANALYSIS AND INTERPRETATION

Once the investigator got the questionnaire filled by the students, the percentage analysis of the
responses to the questions was done. A table revealing the percentage of students having stress, fear and
anxiety in different areas of language learning was formed thereafter.

Sl AREAS OF CONCERN PERCENTAGE

no.

1 Emotional Stress 44.15%

2 Social Stress 46%

3 Linguistic and Curricular Difficulties 79%

4 Examination Fear and Anxiety 71.88%

 5 Family care 97%

Hypothesis I: There will be significant emotional stress experienced by the students while
learning English.
As the students are having a normal range of emotional stress, it is proved that there is
no significant emotional stress in them. Hence, hypothesis I is rejected.
Hypothesis II: There will be significant emotional stress experienced by the students while
learning English.
The students are having a normal range of social stress and hence the above stated
hypothesis II is rejected.
Hypothesis III: The students have stress in specific linguistic and curricular aspects of
learning English.
It is found that majority of the students have language related problems and curricular
difficulties. Therefore hypothesis III is accepted.
Hypothesis IV: The students are having a high rate of examination fear and anxiety
Hypothesis IV is accepted since the students have significant amount of examination fear
and anxiety.
Hypothesis V: The students do not get care and support from their family
. Majority of the students get adequate support and care from their family. So, the stated
hypothesis is rejected.

FINDINGS
The result of the present study showed that, majority of the students has some problems
regarding language learning. They are having stress in certain areas of language learning and it affects
the academic achievement of students. Even if the students are interested in learning English, they have
difficulty in various language skills especially speaking and writing. Majority of the students are
bothered about frequent exams and they experience visible signs of anxiety and fear in them. The
students get proper support and care from their family and only a few are bothered by problems in their
family. The results of the study indicate that, majority of the students have comparatively less tension
and stress unlike the investigator thought.
CONCLUSION
The results of the study show that the students generally feel tensed while learning English. It is
suggested that there is a need for urgent programmes in schools that aim at developing the self esteem of
students and making them cope with their stressful situations, especially examinations. A teacher must
try to know her pupil better and to decrease their fear and anxiety regarding language learning and
examinations. Although the present study was limited only to a small sample, there are several
implications for schools.

EDUCATIONAL IMPLICATIONS
English language has become an inevitable subject of study for the students in India. We adopt
English as our second language and thus the students having regional language backgrounds face so
many difficulties in learning English. The teaching and learning of English has to be made more
interesting so as to reduce the fear and anxiety of learners. The present study has implications for the
teachers, students as well as parents. A teacher has to give prime importance to the development of
linguistic skills of the learner. The classroom atmosphere should be livelier to ensure the participation of
each learner without any inhibition. All that we need is to reduce their inner fear by inculcating in them a
positive attitude and love for language learning.

REFERENCE
Alice Mathew. Learning Disabilities and Remediation. Hyderabad: Neelkamal Publications,2013
Mangal, S.K. The Learner- Nature and Development. Ludhiana: Tandon Publication,2009
N.K. Arjunan. Psychological Bases of Education. Palakkad: Yuga Publications,2010
Pahuja, N.P. Psychology of Learning and Development. New Delhi: Anmol Publications,2004

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