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Lakshmipriya R.
B.Ed Student (Physical Science)
Mount Carmel College of Teacher Education, Kottayam
ABSTRACT
The present study is an attempt to know about the problems towards learning
of science among high school students. For this study, a self constructed
questionnaire was prepared and a survey was conducted among IX th standard
students of Mount Carmel High School, Kottayam. The questionnaire contained
40 questions based on the variables stress and examination fear and this study
revealed that stress and examination fear of students adversely affect their
learning of Science.
Introduction
Successful teaching is determined by effective learning, and an important task of the
teacher is to bring about effective learning situations and help each pupil develop efficient
methods of independent learning. The techniques, procedures and practices of teachers are
designed to stimulate and guide learning, and their activity is valuable to the extent to which it
leads to effective learning among pupils. Thus knowledge of the basic principles of learning
becomes an important professional need and learning becomes a central problem in educational
psychology. Usually teachers are concerned with only one kind of learning, that is, the
acquisition of facts and information under different subjects, but habits, interests, attitudes, skills,
social adjustments, and ideals are also part of the learning of every individual. Stress and
examination fear are two psychological variables that adversely affect the learning process of
students.
i. Stress
Stress is a state of mental pressure. It is the bodys adaptation response to any demand
or pressure. These demands or pressures are called stressors. Stress can be defined as
a state of physical and mental tension caused by certain external or internal factors in
a persons life. It is a normal physiological response of the body stimulus which is
perceived as dangerous to the body.
ii. Examination Fear
Examination fear is a very common phenomenon among many students, and it has
disastrous effect. The fear of examinations saps the examinees courage. The bright as
well as weak examinees generally tremble with the unexpected fear on the night
before the examination. The night before the examination is a test of the examinees
fortitude and endurance. They prepare the selected questions holding their breath. The
brilliant ones are apprehensive of possible poor performance which will ruin their
academic career. Test anxiety can also be labeled as anticipatory anxiety, situational
anxiety or evaluation anxiety.
Methodology
Survey method was adopted for the study. To assess the stress and examination fear
among the IXth standard students of Mount Carmel High School, Kottayam, a questionnaire was
administered. The present study consisted of a sample of 34 students. The questionnaire
constructed by the investigator contained 40 questions based on the variables stress and
examination fear towards learning of Science.
Conclusion
From this study, It can be concluded that every child has a tremendous amount of
energy to be channelized and if we suggest desirable educational goals that appeal to their needs,
and if we give them frequent opportunities to succeed in reaching those goals, motivation and
learning will be facilitated. If the learning tasks should be suited to the abilities and interests of
pupils, to a certain extent they can avoid this kind of problems of learning. Anyway, this study
helped me to know about the problems faced by those students in their Science learning and their
co-operation led to the success of this study.
References
1. Hans Raj Bhatia (1977). A Textbook of Educational Psychology. Macmillan India Ltd.
2. K. V. Eapen (1988). A Study of Educational Psychology. Esark Publication.
3. N. K. Arjunan (2014). Psychological Bases of Education (17th Ed.). Yuga Publications,
Palakkad
4. www.classroomsynonym.com
5. www.prokerala.com