Exam anxiety is a set of responses that includes excessive fear, unhappiness, nervousness and irrelevant thinking to a class of incentives from an person’s experience of evaluation/exam and consequence . Test anxiety as “An unpleasant feeling or emotional state that has both physiological and behavioral components and that is experienced in formal testing or other evaluative situations” . Students frequently report test anxiety and there is broad agreement in the empirical literature that it is linked with lower academic performance. The fact that this association has been observed even in large samples of undergraduate and graduate students highlights the serious problem that test anxiety constitutes for many college and university students.
One of the broadest research areas in recent years has been test anxiety and its dimensions. It is a type of nervousness which turn out especially during examination. Test anxiety has been overwhelmingly identified as a two-factor construct, consisting of the cognitive (often referred to as “worry”) and emotional (or affective) components .
Colleges and universities have and probably always will be a test-conscious, test giving environment where the educational success of students is in part determined by their course test performances, it is not surprising that test anxiety is a problem for many students. Furthermore, great levels of test anxiety and corresponding low levels of educational success are often attributed to insufficient exam preparation.
There is also some research which suggests that a good way to reduce test anxiety is to improve study behavior . In more general terms, test anxiety appears to reflect a combination of bodily arousal and worry which not only interferes with attention and memory retrieval, but can affect judgment and the ability to reach decisions .
Test anxiety can also be interpreted as worry or emotion in the face of academic demands which are self-threatening . Yet it is the cognitive worry component of test anxiety that seems to be more predictive of lower educational performance than the emotionality or arousal component . In any event, in application of the Yerkes-Dodson law, academic tests are sufficiently complex to require a low to moderate level of arousal rather than a high arousal level in order to reach maximum performance . Pupils with high anxiety and high arousal can also learn to relax more during a testing situation by developing hose skills to reduce high arousal and self-defeating thoughts . Of course, the bottom line is that relaxing will not simply lead to higher academic performance unless the information to be retrieved is present within the memory system.
Those students with good study habits probably do not have problems with encoding and organizing the material to be learned. If these students perform badly, it is due to problems with retrieval which may be a direct function of test anxiety. If, however, students have poor study habits, they do not encode not have problems with encoding and organizing the material to be learned. If these students perform badly, it is due to problems with retrieval which may be a direct function of test anxiety . If, however, students have poor study habits, they do not encode the material very well. Then the problem is not so much one of retrieval but failure to sufficiently input the material to be learned. No amount of relaxation will help this type of test anxious student . Relatively little is known about the relationship of test anxiety and study behavior as those variables relate to gender, different ages, or different ethnic groups . Therefore, the purpose of this research was to determine the correlational values among the variables of test anxiety, study behavior, and the student characteristics of age, gender, and ethnicity . Taking on new knowledge, roles, concepts and attitudes eventually leads to period of stress and dissatisfaction. Stress and recognition of impending stressors among nursing students were given a large extent of attention in the literature .University students face challenges like adaption to new outset altering the routines and habits of life, also there is a great challenge and demand for success to achieve the highest level of academic performance which in turn can affect student performance and lead to situation of stress, depression and anxiety .Undergraduate students have a great possibility of developing nervousness during investigation.
Anxiety disorders are rising among students . Recent studies on anxiety and related fields showed that anxiety disorders are prevalent in American society. Test anxiety is one of these fields .This form of anxiety most of the time tends to weaken students’ exam taking skill. Also, their ability to exhibit knowledge about the content in the course being evaluated decreases, consequently leading to poor performance in the test that in turn affects the test scores and overall grades .Test anxiety is an undesirable reaction toward evaluation. It’s the most important problem that is faced by the students in their education worldwide . Test anxiety is a psychological condition in which students face extreme distress and anxiety in test situations. A little anxiety during exams is required that will help students to get motivated and learn. Mounting up so much of anxiety will not help the student to perform rather it will influence the educational performance negatively . The psychological symptoms that build up in students before a test includes restlessness, unusual body movements, difficulty in concentrating, insomnia, fatigue, muscle contraction, abdominal pain, and tremors .These symptoms have negative consequences on student lives and professional growth . Aim of the Study The aim of this study was twofold, first to identify the level of test anxiety and second to explore the relationship between test anxiety and school achievement among undergraduate female pharmacy students at University of Central Punjab. Literature Shireen Hashmat (2008) conducted study to evaluate examination related tension amongst final expert scientific students by way of vas (visible analogue scale) and to determine the factors contributing to examination tension among final expert scientific college students. A total of 120 students out of 2 hundred (60%) crammed in the questionnaire.
There were 25. 8% male and 74. 2% female college students. The common maximum exam anxiety marked on VAS became 64±28. Among various factors contributing to exam tension, large path hundreds (98 %), loss of bodily exercise (ninety %) and long period of tests (seventy seven. 5%) have been the maximum essential factors pronounced by using the scholars. Most of the scholars had no expertise of exam-taking and anxiety-reduction strategies and majority of folks that knew these techniques did no longer put in force them. This take a look at shows moderate stage of exam tension primarily based on a visible analogue scale in college students of a clinical university and additionally highlights factors including extensive direction load, loss of workout and long period of assessments which contribute to exam anxiety. Douglas H. Powell (2004) explained and illustrate the behavioral remedy of clinical students and physicians whose debilitating test tension become related to their failure to bypass the united states clinical licensing examination (USMLE) or a forte board take a look at. Seventy‐two medical trainees had been handled consecutively because of at least one failure to skip these professional examinations. Behavioral remedy centered on their anxiety, which resulted within the “dual deficits” of poor test coaching, terrible take a look at overall performance, or both. Remedy featured modern muscle rest, systematic desensitization, the self‐manipulate triad, behavioral practice session, and a psycho-educational element. Ninety‐3 percent of the customers eventually surpassed the exam whilst in treatment.
Pass quotes for this institution were extensively higher than the national average for repeat USMLE test takers. Obstacles of this remedy method are that it seemed too tricky for some medical trainees and turned into much less powerful with individuals who had difficulty evoking anxiety. Latas Milan (2010) lifestyles of pre-sideline anxiety of clinical students and to analyze the dependence of depth of preexisting tension on the subject of the half, 12 months of have a look at and the feasible repeat of the look at year. The survey sample blanketed 198 college students of the scientific school in Belgrade, efficaciously deployed in all years of have a look at. A look at of pre-systolic tension become conducted the usage of the check tension stock. The results showed that students of the college of medicine in Belgrade globally show a slight degree of preexisting anxiety; symptoms of pre-sideline tension are statistically drastically greater mentioned in girl college students; signs and symptoms of pre-sideline anxiety are statistically notably extra stated in students of the third year of research, and the least mentioned amongst students of the 6th year of research; there is no statistically massive distinction in the depth of signs and symptoms of preexisting anxiety amongst students who’ve renewed one of the years of studies and everyday college students. It is able to be concluded that there may be a small population of medical college students with preexisting anxiety issues that want assist and aid in overcoming this trouble. J Stöber (2004) conducted study on collective evidence has shown that four dimensions may be distinguished anxiety: concern, emotionality, interfering, and lack of self-confidence. Handling strategies blanketed task orientation and education, searching for social assist, and avoidance. Outcomes confirmed that standard exam anxiety became related to looking for social support.
Even though a few gender differences emerged, the findings indicate that the primary components of take a look at anxiety show distinct relationships with coping. Moreover, they affirm that it’s miles crucial to distinguish between worry and interference because these dimensions, albeit intently associated, may also display contrary relationships with approaches of managing. DJ Keuler (1998) investigated retrospective evaluations of past emotional states. Twenty‐9 graduate college students rated their tension in the future prior to their complete exam. About 1 month later, they attempted to recall their pre‐exam tension rankings. Half of the scholars recalled after being knowledgeable that that they had passed the exam, even as the others recalled at the same time as nevertheless awaiting a selection. Students as a whole, however particularly folks who knew that they had handed, recalled being more disturbing than what they’d pronounced first of all. As a consequence one’s recollection of a previous emotional state can be stimulated by one’s present day emotional kingdom. MS Chapell (2005) investigated the connection between exam anxiety and educational performance in 4,000 undergraduate and 1,414 graduate college students and observed a big but small inverse relationship among test anxiety and grade factor average (GPA) in each businesses.
Low-take a look at-hectic undergraduates averaged a B+, while excessive-check-stressful students averaged a B. Low-check-worrying female graduate students had extensively better GPAs than high-check-demanding woman graduate college students, but there have been no full-size GPA variations between low- and high-check-irritating male graduate students. Female undergraduates had substantially better check tension and better GPAs than male undergraduates, and lady graduate college students had notably higher check tension and better GPAs than male graduate college students. H Afzal (2012) determined test anxiety in clinical college students and to assess the measures utilized by them to reduce it. Prayers and self-motivation (28.3%), sleep and rest (11%), television and track (10%), calling pals (8.5%) and revision (6.7%) had been the common measures used by the medical college students to overcome examination anxiety. Students in their fourth and very last years of research showed a better level of anxiety as compared to those inside the 2nd and 3rd years. Take a look at indicated excessive tiers of exam tension some of the clinical college students, showing that there’s a need for anxiety-reduction programs in scientific faculties.
Saravanan (2014) conducted study and aim of that study was to discover the superiority of take a look at anxiety and psychological distress. Additionally, the give attention to the volume to which test tension predicts psychological misery and educational motivation. The outcomes confirmed that 18. 2 (n = 28) percentage of medical college students skilled take a look at anxiety and 53.9(n = 83) percentage of them have been mental distressed. In addition, results showed that test anxiety positively correlated with psychological distress and stress. Check tension is a widespread predictor of psychological misery and stress. Over all, medical college students who enjoy test tension have a tendency to enjoy high mental distress of their research. Research design The survey research layout was used in this research.
Subjects: The survey was conducted at the Faculty of Pharmacy (FOP), in University of Central Punjab in locality of Lahore, Pakistan. The sample size was 150 pharmacy students. The 150 female participants was involved in the study. From 1st year to 5th year undergraduate pharmacy students were involved in this study. Instruments The tool used to collect descriptive facts become a questionnaire that consisted of two parts. The 1st part was made to collect personal data of the participants, such as their age, gender, and year at university. The second portion was made to take a look at anxiety scale revised from Sarason’s test Test Anxiety Scale. The exam anxiety scale aimed to measure the degree of exam tension showed by means of the topics. Ultimately, to investigate into members’ acknowledgement of the causes and effects of exam anxiety. Procedure After acquiring ethics and studies approval, clinical college students were approached after their lecture hours to take part on this observe. Researcher take a defined look and give approximately the intention of the current study. After described the info, students who have been concerned to take part on this survey, were requested to present their written consent earlier than filling these questionnaires.