"A STUDY ON ACADEMIC ACHIEVEMENT OF ENGLISH IN

RELATION TO ANXIETY AND STRESS OF 9th STANDARD

STUDENTS"

A dissertation submitted in the partial fulfilment of the requirements for the degree
of MASTER OF EDUCATION for the academic year 2022-24

Submitted by
GOLI KISHORE
[Link]. P19NK22E001005

Research Guide and Supervisor

DR. SUJATHA N P
M.A., [Link]., [Link]., Ph.D.

Professor
Department of Post-Graduation in Education,
Bangalore City College of Education.

DEPARTMENT OF EDUCATION
BANGALORE CITY COLLEGE
CHELIKERE MAIN ROAD, KALYAN NAGAR BANGALORE-43

2022-2024

i
DECLARATION

I hereby declare that this dissertation entitled "A STUDY ON ACADEMIC

ACHIEVEMENT OF ENGLISH IN RELATION TO ANXIETY AND STRESS

OF 9th STANDARD STUDENTS" is the outcome of the research taken up and

carried out by me, during the academic year 2022-24, in the partial fulfilment of the

requirements for the degree of MASTER OF EDUCATION.

This dissertation has been prepared by me under the valuable guidance and

supervision of Dr. SUJATHA N P M.A, [Link]., [Link]., Ph.D..professor, Department of Post-

Graduation in Education, Bangalore City College, Kalyan Nagar, and Bangalore-43.

I also declare that this dissertation has not been previously submitted by me

or others for the award of any other degree or diploma either in this or any other

university.

Place: Bangalore Goli Kishore

Date: Reg. No. P19NK22E001005

ii
CERTIFICATE

This is to certify that this dissertation entitled "A STUDY ON ACADEMIC

ACHIEVEMENT OF ENGLISH IN RELATION TO ANXIETY AND STRESS

OF 9th STANDARD STUDENTS" is a record of research work done by GOLI

KISHORE, Reg. No. P19NK22E001005 during the academic year 2022-24 under my

guidance and supervision in partial fulfilment of the requirements for the Degree of

Master of Education, and this dissertation has not been submitted for the award of any

other degree or diploma.

Head of Department: Research Guide:

DR. PRABHU K.H. DR. SUJATHA N P
[Link]., [Link]., [Link]., Ph.D., KSET. M.A., [Link]., [Link]., Ph.D.
Professor & Head of Department Asst. Professor
Dept. of Post-Graduation in Education Dept. of Post-Graduation in Education
Bangalore City College of Education Bangalore City College of Education
Bengaluru - 560 043 Bengaluru - 560 043

DATE: DATE:

iii
ACKNOWLEDGEMENT

I wish to express my deep sense of gratitude to my respected teacher and my

guide Dr. SUJATHA N P [Link]., [Link]., [Link]., Ph.D. Professor, Department of Post

Graduation in Education Bangalore city college Kalyan Nagar, Bangalore - 43 who has

given me valuable guidance throughout my research work.

I express my sincere gratitude & grateful to Dr. PRABHU K.H [Link]., [Link].,

[Link]., Ph.D., KSET. Professor and Head of Department, Department of Post Graduation

in Education, Bangalore City College, Kalyan Nagar, Bangalore - 43 for giving me this

opportunity to do this research work.

I express my sincere thanks to Dr. SUMANGALA M.A, [Link]., [Link]., Ph.D.

Assistant Professors in the Department Post Graduation in Education, Bangalore City

College, Chellikere Main Road, Kalyan Nagar, Bangalore. I also would like to thank

all Head Masters and Head Mistress, Teachers and Students, who co-operated me

during the period of data collection.

I express my heartfelt thanks to my beloved parents and family members and

friends for their patience, cooperation and help to do this dissertation work. I would like

to thank to all others who helped directly and indirectly in the successful completion of

this dissertation.

Place: Bangalore GOLI KISHORE

Date : [Link].P19NK22E001005

iv
CONTENTS

Page
Chapter No. TOPICS
No.
Chapter -1 INTRODUCTION 1
Background of the study. Study statement of the
problem. Operational definitions, objectives of the
2-18
study limitations of the study. Organization of the
report
Chapter II REVIEW OF RELATED LITERATURE 19-26
Chapter III METHODOLOGY 27

Introduction, research design statement of the

problem. Operational definition of the present study,
sampling technique. Population of study, hypothesis 28-32
variables of the study Tools used for data collection
procedure of data Collection Statistical Analysis

Chapter IV ANALYSIS AND INTERPRETATION OF DATA 33-38

Chapter V SUMMARY AND CONCLUSION 39
Introduction
Need for the study statement of the problem.
Objectives of the study sampling technique,
40-46
statistical analysis. Limitations findings of the study,
major findings of study. Educational implications of
the study. Suggestions for further Investigation.
BIBLIOGRAPHY
47-52
APPENDIX
Chapter - 1

1|Page
CHAPTER-1

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is the development of an improvement in learning (knowledge and skills)

to bring out or develop potential. There are many definitions of education but people

often confuse education with schooling

The term "education" originates from the Latin words educate, meaning "to bring

up," and educate, meaning "to bring forth." The definition of education has been

explored by theorists from various fields

What is a basic definition of education? Education is both the act of teaching knowledge

to others and the act of receiving knowledge from someone else. Education also refers

to the knowledge received through schooling or instruction and to the institution of

teaching as a whole.

Specifically, it is concerned with: assisting and strengthening the design and

development of high-quality student learning experiences, developing the scholarship

of teaching and learning, Learning Management System, and incorporating findings.

It is essential because it boosts your chances of landing a better

job. Education produces a clever, well-informed populace, promoting

economic growth and raising a country’s GDP. It enables people to lead healthy, high-

quality lives.

Meaning of Education:

What is a basic definition of education? Education is both the act of teaching

knowledge to others and the act of receiving knowledge from someone else. Education

also refers to the knowledge received through schooling or instruction and to the

2|Page
institution of teaching as a whole. Hence, the concept of education is like a diamond,

which appears to be of a different angle.

The following eminent personalities expressed their view points about

education differently:

Dewey's definition of education ' 'as the process of the reconstruction of

experience, giving it a more socialized value through the medium of increased

individual efficiency.”

Gandhi said, “By education, I mean all-round drawing out of the best in child

and man-body mind and spirit. Literacy is not the end of education, not even the

beginning. It is one of the means whereby men and women can be educated. Literacy

in itself is no education.

Plato regards education as means to achieve justice, both individual justice and social

justice.

According to Plato, individual justice can be obtained when each individual

develops his or her ability to the fullest. In this sense, justice means excellence. For the

Greeks and Plato, excellence is virtue.

1.1.2 Education during Pre Independence

Education has been defined by different people in different ways. The meaning

of education has been changing according to people, place and time.

A single glance at all the history of education in any country will reveal that the aims

of education have invariably gone hand in hand with then aims and ideals of social life.

One can take the case of education in India profoundly.

3|Page
1.1.3. Education during Ancient Times

In ancient India, education was mainly imparted through the Vedic and

Buddhist education systems, which differed in their subjects and languages. The Vedic

system used Sanskrit, while the Buddhist system used Pali. The Vedic system began at

age 8–12, while the Buddhist system began at age 8. The main goal of education was

to develop character, self-control, social awareness, and to preserve and advance

ancient culture.

1.1.4 . Education during medieval times

Education in medieval times was largely placed around religion and was mainly

for the children of wealthy families. In the Middle Ages, education in schools focused

on religious texts and the Bible, and subjects included Greek and Latin, religious

philosophy, and basic math. Students took notes on wax tablets and memorized large

amounts of information because paper was not common until the late Middle Ages.

1.1.5. Education during British period :

The British introduced modern education to India during their rule from the 18th

century to the mid-20th century. The British education system in India was highly

centralized and controlled by the colonial government. The British wanted educated

Indians to help them administer the land and understand local customs and laws

1.1.6 Education in Post-Independence:

After gaining independence from British rule in 1947, India's education system was

reformed to expand access to education and promote social justice. The Indian

government established committees to address educational challenges and create

policies to improve the education system. The government also appointed commissions

to suggest reforms, including:

4|Page
 University Education Commission of 1949: Recommended changes to courses,

evaluation methods, instruction, student services, and teacher recruitment

 Secondary Education Commission of 1952–53: Focused on secondary and

teacher education

 Education Commission of 1964–66: Recommended the "10+2" pattern of

education, which is 10 years of school and 2 years of higher secondary school

or junior college, followed by 3 years of study for a bachelor's degree

The National policy on Education (1986):

In 1986, the government led by Rajiv Gandhi introduced a new national policy

on education. The new policy called for “special emphasis on removing disparities and

equalizing educational opportunities,” particularly for Indian women, Scheduled Tribes

(STs), and Scheduled Castes (SCs) communities. To achieve such social integration, the

policy called for scholarships, expansion of adult education, recruitment of more

teachers from STs, incentives for poor families to send their children to school regularly,

development of new institutions, and provision of housing and services.

The NPE of 1986 also emphasized early childhood care and education, non-

formal education, vocationalization of education, and rural universities. The policy also

included the Operation Blackboard project, which aimed to improve the facilities of

primary schools in rural and urban areas. The project included building at least two big

classrooms, appointing at least one female teacher, and building separate toilets for

girls.

The NPE of 1986 was revised in 1992 after two Review Committees submitted

reports. The revision added two paragraphs and modified 31 paragraphs.

5|Page
National Curriculum Frame Work 2005

The National Curriculum Framework (NCF) provides a structured guide for schools

and teachers to organize meaningful learning experiences for all students. The NCF has

been revised several times, with previous editions published in 1975, 1988, and 2000.

The latest NCF, published in 2005, is a comprehensive framework for developing

textbooks, curriculum, and teaching methods within the Indian education system.

The main objectives are to cultivate the habit of:

1. Self-Awareness

2. Problem solving

3. Decision making

4. Critical thinking

5. Creative thinking

6. Interpersonal Relationship

7. Effective communication

8. Empathy

9. Managing Emotions

10. Dealing with stress

For teachers to be required to observe students and themselves with respect to these

qualitative aspects of learning is just a step away from the recognition of those ideal

psychological qualities that the mother pointed to in her guidelines for vital education,

which she said should be inculcated in both teachers and students: sincerity,

straightforwardness, courage, disinterestedness, unselfishness

6|Page
1.1.7 Research in Education

Educational research is the scientific study of education and learning

processes. It involves the systematic collection and analysis of data about education,

such as student learning, teaching methods, and classroom dynamics. The goal of

educational research is to improve knowledge about the educational system and

pedagogy. It can be used to:

 Explore issues

 Shape policy

 Improve quality

 Understand how learning takes place throughout a person's

life

 Understand how formal and informal education affects

learning

 Develop new tools and methods

Hence research in the field of education is very much essential because of the

changing conception of education. Education has strong in the field like philosophy,

History, economics, psychology and sociology.

As result a number of new educational problems of expansions, buildings, finance,

strategies, individual differences, media and management etc, has raised the need for

research. Hence researchers in these area are required to promote the quality of

education. And teachers should be strengthened in these fields. For this to happen,

teachers should be equipped with the knowledge of conducting field level research in

their subjects to improve their proficiency.

7|Page
1.1.8 Concept of Anxiety and Stress.

Stress is a normal reaction to a perceived or real threat, while anxiety is a

reaction to stress. Stress can be caused by short-term or long-term triggers, such as a

fight with a loved one or chronic illness. Anxiety is a feeling of fear, worry, or unease

that can happen without an obvious trigger.

Stress can cause mental and physical symptoms, such as:

Irritability, Anger, Fatigue, Muscle pain, Digestive issues, Difficulty sleeping,

Difficulty concentrating, Struggling to make decisions, Feeling overwhelmed, and

Constant worrying.

Anxiety can cause mental and physical symptoms, such as:

 Fear, dread, and uneasiness

 Sweating

 Restlessness and tension

 Rapid heartbeat

 Difficulty concentrating

 Irritability

 Cold or sweaty hands

 Dry mouth

 Heart palpitations

 Nausea

8|Page
Anxiety can be a normal reaction to stress, such as when faced with a difficult

problem at work, before taking a test, or before making an important

decision. However, for people with anxiety disorders, the fear is not temporary and can

be overwhelming.

Relaxation techniques, such as breathing exercises, physical activity, and talking

about worries, can help manage stress and anxiety. If stress or anxiety is interfering with

everyday life, it may be best to speak to a doctor.

Meaning of Anxiety

Anxiety is a feeling of fear, dread, and uneasiness that can be a normal reaction

to stress. It can cause people to sweat, feel restless and tense, and have a rapid

heartbeat. Anxiety can help people cope, and can give them a boost of energy or help

them focus. However, for people with anxiety disorders, the fear is not temporary and

can be overwhelming.

Anxiety is different from fear, but they are often used interchangeably. Anxiety

is considered a future-oriented, long-acting response broadly focused on a diffuse

threat, whereas fear is an appropriate, present-oriented, and short-lived response to a

clearly identifiable and specific threat.

CAUSES OF ANXIETY

There are four major areas which can contribute to anxiety in students:

1. Life style issues

2. Information needs

3. Studying style

4. Psychological factors

9|Page
Life style issues that can contribute to anxiety are:

 Inadequate rest

 Poor nutrition

 Too many stimulants

 Insufficient exercise

 Not scheduling available time

 Not prioritizing commitments

Information needs that can contribute to anxiety are:

 Exam taking strategies

 Academic information such as course requirements, teachers,

expectations, exam dates and testing location

 Knowledge of how to apply anxiety reduction techniques while

studying examination and during an examination

Studying styles are:

 Trying to memorize the text book

 All night studying before exams

 Reading without understanding

 Can't recall the material

 Not making review notes

Psychological factors are:

 Feeling no control over the examination situation

 Negative thinking and self-criticism

 Irrational thinking about exams and outcomes

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Effects of Anxiety Anxiety can affect people in different ways, including physically

and mentally. Some physical symptoms of anxiety include:

 Breathing: Faster breathing, hyperventilation or an irregular heartbeat

 Sweating: Hot flushes or excessive sweating

 Heart: Heart palpitations

 Other: Dizziness, light-headedness, muscle aches, or dry mouth

 Digestion: Nausea, abdominal distress, or frequent headaches

 Sleep: Trouble sleeping

Meaning of Stress:

Stress is a natural human response to a difficult situation that causes a state of

mental tension or worry. It can be a physical or emotional feeling of tension that results

from an event or thought that makes someone feel frustrated, nervous, or angry. Stress

can happen when someone feels threatened or under pressure, and is in a situation that

they feel they can't control or manage.

Stress can be positive in short bursts, such as when it helps someone meet a deadline or

avoid danger. However, long-term stress can harm health. Stress responses help the

body adjust to new situations and can keep someone alert, motivated, and ready to avoid

danger. For example, if someone has an important test coming up, a stress response

might help their body stay awake longer and work harder. However, stress becomes a

problem when stressors continue without relief or periods of relaxation.

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Symptoms of stress include:

 Anxiety

 Nervousness

 Changes in eating habits, such as overeating or undereating

 Loss of enthusiasm or energy

 Mood changes, such as irritability and depression

Issues concerning Stress in students

A critical issue concerning stress among students is its effect on learning. The

Yerkes Dodson Low (1908) postulates that individuals who are under low or high stress

learning is least and research support the notion that excessive stress is harmful to

student's performance. Mechanisms explain why students perform badly under stress

include 'hyper vigilance' (excessive alertness to a stressful situation resulting in panic -

For example,

over studying for an exam) and 'premature closure' (quickly choosing a solution to end

a stressful situations. For example, rushing through an exam) (Whitman, 1985).

Effect of Stress

Stress is associated with impairment of health, and negative emotional

experiences which is detrimental quality of life and sense of well-being (Sinha, 2000),

Out of number of stress faced by adolescents and young adults, academic stress emerges

as significant mental health problem in recent year (Rangaswamy, 1995). It has been

estimated that10% to 30%students experience academic related stress that affects their

academic performance.

Psychological adjustment along with their overall emotional and physical well-being.

Information load, high expectations, academic burden or pressure, unrealistic

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ambitions, limited opportunities, high competitiveness are some of the important source

of stress which creates tension, fear, and anxiety.

Poor academic performance, diminished popularity, depression, attention

difficulties, somatic complaints and substance abuse are commonly observed problems

among the victims of academic stress without being aware of alternative means to cope

with problems (Sinha, 2000)

Therefore by identifying the students having stress can help them to cope with

stress and its related variable such as depression, low self-efficacy, and poor academic

performance. Research show that among therapeutic techniques, cognitive Behavior

Therapy (CBT) appeared effective remedial method for reducing stress and depression

and enhancing self- efficacy and academic performance.

TABLE 1.1

DIFFERENCE BETWEEN STRESS AND ANXIETY

Stress Anxiety

1. Stress is a physical or mental response 1. while anxiety is the body's reaction

to an external cause. to stress. Anxiety, however, can

persist even when there is no

identifiable stressor.

2. Stress can be triggered by any event or 2. Anxiety can be positive or negative,

scenario that makes you feel frustrated and it can occur as a reaction to

or nervous, such as: Having a lot of stress or without any obvious

homework, Having an illness, Taking a trigger. For example, anxiety can

big test, and Arguing with a friend inspire you to meet a deadline, or it

may cause you to lose sleep.

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1.2 NEED OF THE STUDY

Stress and anxiety are the determinants of human behavior. The concept of stress

and anxiety is utilized for explaining many psychological and academic problems. In

the developing country like ours we see economic difference in the society. Some are

rich and some poor, they have different life styles according to their income. All the

parents want to provide better educational facilities to the children. Parents who can not

to afford expensive private school education for their children send them to government

which is comparatively cheap. Most of the private schools in India are better than

government.

This difference affects some personality traits of the students like the self-

concept, academic achievement, anxiety and stress.

In India one of the most important in a life of student is the academic

achievement. It is more important to understand the factors that influenced the

achievement of students.

Type of school, the abilities of students, the locality are the main factors.

There are several factors which may leads to stress and anxiety in the students.

Number of changes occurs rapidly during the adolescent period namely physical,

physiological, cultural, interpersonal, biochemical and hormonal and so on. If the

individual is poorly equipped to handle this crisis he/she may find it extremely difficult

to adjust to these rapidly changing events. Each of these factors individually or in

combination may result in creating stress and anxiety in the individual. The individual

may experience stress adjustment problem, anxiety and depression. Further,

biochemical and hormonal changes that take place endogenously can lead to increased

sexual interest, curiosity and sexual activity (for which individual maybe poorly

14 | P a g e
equipped) may create more anxiety, stress, self-doubt and adequacy about himself

leading to further increase in stress and anxiety. Because of activation and release of

sexual hormones (oestrogen in girls and androgen in boys) may cause the young one to

show different types of behaviour that represent their gender identity. During this period

the bodily changes that occurs (such as face acne, base voice and so on) can have

influence their self-esteem while comparing themselves with other peers may also lead

to development of negative self-esteem (ex. I am inadequate, poorly equipped, inferior,

etc.) which may contribute to severe stress and anxiety about themselves.

According to Hall (1904) adolescent period is accompanied by disturbance and

emotional instability, and he attributed this to psychological, physical and physiological

changes leadings to confusion and poor self-concept. Arnett (1999) pointed out that

adolescents experience stress and disturbance more than any other age group.

According to Erikson (1968) psychosocial crisis of this period is ego identity

Versus identity distortion. Unsatisfactory solution to this crisis can lead to

increased stress, anxiety and will affect their self-efficacy to solve this crisis (identity

crisis) is an appropriate manner (Weiten, 2002). During this stage of life the young ones

are under the influence of peers. This dependency and belongingness to peer group can

have negative effects on individual leading to disturbed interpersonal relation with

parents which may leads to disturbed emotional relationships, increased aggression,

depression, stress and anxiety which in turn may affect their academic performance.

The review of studies has indicated that there are not enough studies under taken to

find out the academic achievement in relation to stress, anxiety in 8th standard school

children in Karnataka. As no study has been traced by the investigator on this area from

Karnataka, it was felt to conduct a study, so that necessary changes can be suggested in

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the scholastic and non-scholastic areas at 8th standard school level based on the findings

of the study.

1.3 STATEMENT OF THE PROBLEM

“A STUDY ON ACADEMIC ACHIEVEMENT OF ENGLISH PHONETICS

RELATION TO ANXIETY AND STRESS OF 9TH STANDARD SCCHOOL

STUDENTS’’.

1.4 OPERATIONAL DEFINITIONS

ACADEMIC ACHIEVEMENT

.Ability of student to perform, usually on a written test, so as to indicate mastery

of some form of content.

STRESS

A Condition in which people respond physiologically, psychologically,

behaviourally and socially to life change.'

ANXIETY

A transitory emotional state, varying in intensity and over time, which leads to

tension,

Apprehension and activation of the autonomic nervous system.

9th STANDARD SCHOOL STUDENT

A school attended after elementary school or junior high school and usually

consisting Of grade 9 and grade 10.

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1.5 OBJECTIVES OF THE STUDY

The Main objectives of the study are as follows:

1. To study the academic achievement in relation to stress of 8th standard school

students in Karnataka.

2. To study the academic achievement in relation to anxiety of 8th standard school

students in Karnataka.

3. To compare the extent of anxiety level between the boys and girls of 9th standard

school in Karnataka.

4. To compare the extent of anxiety level between the Urban and Rural students of

9th standard school in Karnataka.

1.6 LIMITATIONS OF THE STUDY

1. The present study undertaken is limited to students of 9th standard school in

Bangalore only.

2. The study is limited to the selected Government and private schools of

Bangalore only.

3. The study is limited to certain variables such as gender, location of school type

of school.

The study is limited to statistical sample of 320 students of grade 9 and grade 10

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1.7 ORGANISATION OF THE REPORT

The Study is summarized in five chapters as follows:

Chapter – 1

This contains a brief introduction of the problem, need and significance of the

problem, statement of the study, definition of the key terms objectives of the study,

limitation and organization of the report.

Chapter - 2

This contains purpose of related studies and review of related literature.

Chapter - 3

This contains methodology of study, variables, tools etc., Sample on which

study was conducted, data collection procedures, scoring and consolidation of data and

statistical techniques.

Chapter - 4:

This contains distribution of scores, with mean, median, mode, etc., testing of

hypotheses, discussion.

Chapter - 5:

This consists of summary of findings and suggestions with restatements of

problem, variables, objectives, hypotheses, methodology, conclusion, educational

implication, suggestions for further research etc.

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Chapter - 2

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CHAPTER-II

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

A review of related literature helps an investigator to define the problem not only

with reference to the problem that the investigator wishes to tackle but also with

reference to the topic related to the chosen field. It is an unavoidable step for a

researcher as it gives him/her a deeper insight and an understanding of the chosen

problem. By examining what is already done about the problem the investigator become

familiar with the various trends of educational phrases in the area.

2.2 Meaning and importance of Review Related Literature

According to John W. Best "A familiarity with the literature on any problem

area helps the research to discover what is already known, what others have attempted

to find out, what methods have been promising or disappointing and what problems

remains to resolved". Review of related Literature gives organized knowledge of a

specific area of research to evolve an evidence of knowledge to show that the study

could be an addition of the field.

The review of related literature prepares the researcher to select a re searchable

problem in which conceptually and physically important variables are selected. It helps

the investigator. A literature review of related literature is a critical step in the research

process that involves identifying, analyzing, and locating documents that contain

information relevant to a research problem. It's important because it helps researchers:

Prepare for their own research: By summarizing existing knowledge in the field, a

literature review helps researchers prepare to make their own argument or conduct

original research.
20 | P a g e
 Avoid duplication: By familiarizing themselves with current knowledge in their

field, a literature review helps researchers avoid duplicating previous work.

 Identify research questions: A literature review summarizes a subject field and

helps identify specific research questions.

2.3 Literature Review of anxiety, stress and Academic achievement

The literature review with respect to study of academic achievement in relation to

stress, anxiety in immense and dense. There are several studies carried out by

universities, institutions and individuals researchers. The paper published in various

peer reviewed journals have been reviewed and the gaps are identified.

A comparative study of values, intelligence and academic achievement of students

of UP, CBSE, and ICSE Board School.

OBJECTIVES

1. To compare the value patterns of students of

a. UP Board and CBSE Board

b. CBSE Board and ICSE Board

c. UP Board and ICSE Board

2. To compare the value patterns of male and female students of

a. UP Board and CBSE Board.

b. CBSE Board and ICSE Board

c. UP Board and ICSE Board

3. To compare the intelligence of students of

a. UP Board and CBSE Board

b. CBSE Board and ICSE Board

c. UP Board and ICSE Board

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4. To compare the intelligence of male and female students of

a. UP Board and CBSE Board

b. CBSE Board and ICSE Board

c. UP Board and ICSE Board

5. To compare the academic achievement of students of

a. UP Board CBSE Board

b. CBSE Board and ICSE Board

[Link] Board and ICSE Board

6. To compare the academic achievement of me and dents of

UP Board and CBSE Board

CASE Board and ICSE Board

UP Board and ICSE Board

Finding related to intelligence

No significant differences in the Intelligence of students have been found, Inter-

Board and intra-Board, overall, inter-gender and intra-gender.

Finding related to Achievement

1. The achievement of total students of CBSE Board has been found

significantly higher than that of UP Board.

2. No significant difference has been found in the achievement of CBSE

School students and that of ICSE Board school students.

3. The achievement of total students of ICSE Board has been found

significantly

4. Higher than that of UP Board.

22 | P a g e
5. The achievement of male students of CBSE Board has been found

significantly higher than that of male students of UP Board.

6. No significant difference has been found in the achievement of CBSE

School

Male students and that of ICSE Board school male students.

7. The achievement of male students of ICSE Board has been found

significantly higher than that of the male students of UP Board.

8. The achievement of female students of CBSE Board has been found

significantly higher than that of the female students of UP Board.

9. No significant difference has been found in the achievement of CBSE

School

Female students and that of ICSE Board school female students.

( A ) ACADEMIC ACHIEVEMENT AND ANXIETY

1) Lieb et al (1968) examined the relationship between academic

achievements

Anxiety of 8th standard school students. Results revealed positively related to

academic achievement. and that anxiety was

2) Brown et al (1968) compared the academic achievement and anxiety

of 120 male and female students. Findings suggested that anxiety and academic

achievement scores was better in females.

3) Banreti (1975) studied the attitudinal, situational and mental health

correlates of academic achievement at undergraduate university level. The

relationship between levels of academic achievement of first year university

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students and various attitudinal, situational and mental health factors was

correlated.

4) Magotra (1982) studied mental health as a correlate of intelligence,

education, academic achievement and socio economic status. Results revealed

that girls appeared to possess better mental health, were capable of facing the

realities around them.

( B ) ACADEMIC ACHIEVEMENT AND GENDER

1. Farquhar (1963) examined the impact of motivational factors on sex and

academic achievement and found no significant relationship between academic

achievement and sex of 11th grade high school students.

2. Pavithran and Feroze (1965) conducted a study on 10th class students to find

out impact of socio economic factors on academic achievement of boys and girls.

Results suggested that boys and girls more or less on the same on achievement."

3. Balasubramanian and Feroze (1966) found no significant difference in the

achievement of boys and girls of urban locality, while there was some statistical

difference in the achievement in mathematics between boys and girls of rural areas.

( C ) GENDER AND STRESS

1) Yung-Ho-Ko (1976) examined the stress of 315 junior high school, 714 senior

high school and 1291 university male students on Ko's Mental health Questionnaire.

Results showed that the stress of senior and high school groups was not significantly

differ from that of the university group.

2) Sarkar (1979) studied the relationship between stress and some family

characteristics of middle class school going adolescents (212 boys and 188 by

administering stress inventory, the children were divided into unhealthy groups. Then

these children were interviewed through children's interview schedule. Findings

24 | P a g e
suggested that the mentally unhealthy group children had higher family tension than

the healthy group and the children from families(except syncretic division of functions)

had better mental health.

3) Bejat and Alexandra (1983) compared the stress levels of two groups of

students. 300 males and 396 females (aged 15-20 years, group-I) and 62 males and 92

females (aged 17 to 19 years, group-II). Subjects were administered Eysenck

Personality Inventory, The Bell Adjustment Inventory and Clinical Medical

Psychological Tests. Results showed that 47.2% of group-I were considered probably

mentally healthy. In group-II 48.8% were found to be mental ill. Among the group

women were at greater risk of becoming mentally ill and showed more signs of mental

illness than men.

(D) LOCALITY AND MENTAL HEALTH

1) Habibullah (1969) found that there was a significant difference between the

rural and urban 8th standard school children with regard to their mental health status.

2) Miano and Emily (1976) tested the mental health status of 909

undergraduates from two institutions using KO's Mental Health Questionnaire, Self -

Rating Depression and Anxiety Scales. Results showed that there is a significant

relationship between anxiety and depressive reactions. No differences between the two

schools i.e., urban and congested schools and urban schools were found.

3) Law (1980) assessed the mental health of 418 Hong Kong urban and rural

students by examining their scores on General Health Questionnaire. Results indicated

that there was a statistical difference between urban and rural girls.

4) Reddy (1988) measured the mental health status of 400 higher 9th standard

students and their age range was between 14 to 19. Results indicated that there was no

significant difference between the rural and urban subjects.

25 | P a g e
(E) TYPE OF SCHOOL AND MENTAL HEALTH

1. Lareto and Galdino (1972) surveyed the Brazilian University pre- course

student's mental health. (N=850) Results indicated that the developmental tasks of late

adolescence, combined with the stress of the university work social situations and

physical difficulties. On the load and first report they emphasized the need for more

mental health on the student life of the Brazilian University.

2. Miller and Bernard (1993) measured the mental health status of 260 graduates

of co-educational and non-co-educational colleges and found that there was no

significant difference between co- educational and non-co-educational college students.

3. Nanda (2001) studied the mental health of high school students. The sample

consisted of 1579 students from 86 schools covering Cuttack district of Orissa state.

Mental Health Scale developed by Nanda (1989) was administered to subjects. Results

revealed that female students were found. better mental health than male students.

While comparing the male and female students in urban, rural and ashram school

separately. It was found that male and female students in urban and ashram schools had

similar mental health, whereas female students had better mental health than male

students in rural schools.

CONCLUSIONS

The studies undertaken are in different contexts. In India there are very few

studies conducted and more in Karnataka such studies have not been undertaken.

Hence, study of academic achievement in social science and English Phonetics in

Relation to stress, anxiety of 8th standard school children in Karnataka will enable me

to know the academic achievement in relation to stress, anxiety of 9th standard school

children in Karnataka.

26 | P a g e
Chapter - 3

27 | P a g e
CHAPTER III
METHODOLOGY
3.1 INTRODUCTION
Methodology is an important part of research in education; methodology

occupies a procedure or technique adopted in research in study. Success of any

educational research central role, without which research findings will have a little

meaning. It is the depends upon the suitability of methods adopted for carrying out the

research in spite of different methods developed to aid in the acquisition of data.

This chapter deals with the methodology employed for the present study in order

to achieve different objectives and to verify hypothesis of the study. It deals with the

sampling procedure, tools used, procedure of data collection and statistical techniques

employed for analysis of the data.

3.2 RESEARCH DESIGN

The present study is a survey cum correlation study wherein the objectives was

to study the academic achievement in social science and English phonetics in relation

to anxiety, stress of 9th standard school children research training. Survey attempts to

collect data from students of 9th standard school with respect to one or more variables.

TABLE 3.1

DIAGRAMMATIC REPRESENTATION OF RESEARCH DESIGN

Phase 1 Selection of variables

Phase 2 Preparation of tools

Phase 3 Validation of tools

Phase 4 Selection of the sample

Phase 5 Collection of the data

Phase 6 Analysis of the data

Interpretation and discussion of the
Phase 7
result

28 | P a g e
3.2 STATEMENT OF PROBLEM

The present research is the “ A study on Academic Achievement of English phonetics

in relation to anxiety and stress of 9th standard School Students”.

3.3 POPULATION OF STUDY

By population we mean the aggregate or totality of the objects or individuals

regarding which references are to be made. In a sampling study population is any group

of individuals that have one or more characteristic in common that are of interest to the

researcher. In present study the population consisted of 320 students 9th standard

schools in Karnataka.

3.4.1 SAMPLING TECHNIQUE

Sampling is a technique used in research to select a smaller group of people

from a larger population to represent the whole. The goal is to make statistical

inferences about the entire population based on the sample. The right sampling method

can make or break the validity of the research.

3.4.2. SAMPLE ON WHICH THE STUDY WAS CONDUCTED

The process of sampling make it possible to draw valid inference or

generalizations on the basis of careful observations of variables within a relatively small

proportion of the population. Sampling according to Cornell, stands for "the process by

which relatively small number of individual or measures of individual objectives or

events is selected and analyzed in order to find out something about the entire

population or universe from it.

For the purpose of collection of data the sample was selected randomly. It

consisted of 320 8th standard school students from four schools in Bengaluru. The

29 | P a g e
students were selected from 2 government schools and 2 private schools studying in 8th

and 9th classes.

Out of two government schools, one was urban and one was rural, and out of

the two private schools, one was urban and one was rural.

The investigator selected 80 students randomly from class 9th and class 10th

from each of the schools. Out of 80 students, 40 belonged to class 9th and 40 belonged

to class 10th. Out of these 40 students 20 were boys and 20 were girls. Thus in total the

sample consisted of 320 students.

The following shows the names, locality of the schools, type of the schools and

number of students selected from each of those schools.

TABLE 3.4.3

DETAILS OF THE SAME

SL. .No Name of the Management Place No of

school Students
1 St Germain Private ABE Frezer Town 80
Academy Bengaluru
2 Govt High Government Vijay Nagar, 80
School Bengaluru
3 St Anne High Private Hesaraghatta 80
School Bengaluru
4 Govt high Government Dodballapur 80
school Bengaluru

30 | P a g e
3.5 VARIABLES OF THE STUDY

A. Independent variables

1. Gender: Male and Female

2. Location of school: Urban and Rural

[Link] of school: Government and private

4. Class: 9th standard and 10th standard

5. Academic Achievement: Marks in English Phonetics

B. Department Variables

1. Anxiety

2. Stress

3.6 TOOLS EMPLOYED FOR THE COLLECTION OF DATA

The term "data collecting tools" refers to the tools/devices used to gather data,

such as a paper questionnaire or a system for computer-assisted interviews. Tools used

to gather data include case studies, checklists, interviews, occasionally observation,

surveys, and questionnaires.

Data may also be generated through direct measurement, reviewing secondary

data, and informal project / programme management processes.

31 | P a g e
3.7 DATA COLLECTION PROCEDURE AND ADMIN TOOL:

Surveys and interviews, observations and focus groups are common data

collection methods. Sampling involves selecting a representative group from a larger

population. Choosing the right sampling method to gather representative and relevant

data is crucial. Data collection is the process of gathering and measuring information

on variables of interest, in an. Established systematic fashion that enables one to answer

stated research questions, test. Hypotheses, and evaluate outcomes.

3.8 SCORING OF THE TOOL

As each question of the questionnaire contains two answers YES or NO the

scoring scheme accepted for the questionnaire was as follows:

For each correct answer 1 mark was assigned and for wrong answer 0 mark was

assigned. Therefore a student could score a maximum of 33 marks and minimum of 0

marks.

Thus the total score secured by each student was calculated and a master table

of raw score was prepared.

3.9 STATISTICAL TECHNIQUES APPLIED.

The data thus collected was analysed by using both descriptive statistical

techniques such as mean, median, mode, standard deviation and inferential statistical

techniques such as t- test.

32 | P a g e
Chapter - 4

33 | P a g e
CHAPTER-IV

ANALYSIS AND INTERPRETATION OF DATA

4.1 INTRODUCTION

Data analysis involves manipulating, summarizing, and reducing data to make

it easier to interpret. Data interpretation involves applying processes to assign

meaning to the patterns discovered in the data. In business terms, the interpretation

of data is the execution of various processes. This process analyses and revises data

to gain insights and recognize emerging patterns and behaviours.

4.2 DISTRIBUTION OF SCORES OF 9TH STANDARD

SCHOOL STUDENTS ON THE LEVEL OF ANXIETY

The scores obtained by 320 9th standard school students were tabulated in the

form of frequency distribution. The general performance shown by the entire sample

is computed and interpreted. The necessary descriptive statistics such as mean,

medium, mode, standard deviation etc.

TABLE 4.1

FREQUENCY DISTRIBUTION OF SCORES OF 9TH STANDARD

SCHOOL STUDENTS ON THE LEVEL OF ANXIETY.

Class intervals Frequency Interpretation

0-3 4 Normal

3-6 43 Mild

6-9 73 Moderate

Above 9--19 200 Severe

Mean 10.77
Medium 10.81
Mode 8.43

34 | P a g e
The mean score is obtained by sample is 10.77 which means the anxiety level of

the whole group is much higher than the average 50% of the total score =9.5.

Hence we can infer the students possess severe anxiety condition.

4.3 TESTING OF HYPOTHESIS

NULL HYPOTHESIS-1

There is no significant difference between male and female 9th standard school

children in relation to their level of anxiety.

Table 4.3

Showing the number mean, standard deviation, ‘t’ value and level of significance

in the male and female 9th standard school children in relation to their level of

anxiety.

Level of
Variable Mean S. D “t”value significance

Female 60 1078 4.11

Gender 0.24 Not significant
Male 60 10.72 4.15

The data in the above table shows that obtained 't' value of 0.24 is lesser than table

value of 1.97 at 0.05 level it is not significant, therefore we accept the above stated null

hypothesis and it is concluded that there is no significant difference between male and

female 9th standard school children in relation to their level of anxiety. Thus, it is

concluded that the gender of students do not differ in their level of anxiety.

35 | P a g e
GRAPH 4.1

MEAN AND STANDARD DEVIATION OF FEMALE AND MALE

SCHOOL

12
10.78 10.72
10

8
MEAN
6
4.11 4.15
4

0
FEMALE MALE

36 | P a g e
NULL HYPOTHESIS 2

There is no significant difference between the rural and urban 9th standard school

children in relation to their level of anxiety.

Table 4.3

Showing the number mean, standard deviation, “t” value and level of signification in

the rural and urban 9th standard school children in relation to their level of anxiety.

Level of
Variable N Mean SD “t” Value
Significance

Rural 160 2.30 3.11

7.42 Significant
Urban 160 3.22 4.24

The data in the above table shows that obtained’ value of 7.42 is greater than

table value of 1.97 at 0.05 level. It is significant; therefore we reject the above stated

null hypothesis and accept the alternative hypothesis that there is a significant

difference between the rural and urban 8th Standard school children in relation to their

level of anxiety.

Thus it is concluded that the locality of school will differ in the student’s level

of anxiety.

37 | P a g e
GRAPH 4.2

MEAN AND STANDARD DEVIATION OF RURAL AND 8TH

STANDARD SCHOOL STUDENTS IN REALATION TO ANXIEY

14

12.3
12

10
9.22

ME A N S D
6

4.24

3.11

0
FEMALE MA L E

38 | P a g e
Chapter – 5

39 | P a g e
CHAPTER V

SUMMARY, CONCLUSION, FINDINGS AND SUGGESTIONS

5.1 INTRODUCTION

Research is a systematic attempt to obtain answers to meaningful questions

about phenomenon or events through the applications of scientific procedures. It is an

objective, impartial, empirical, and logical analysis and recording of controlled

observations that may lead to the development of generalization, principles or theories,

resulting to some extent in predictions and control of events that may be causes for

specific phenomena.

Anxiety and stress are now commonly used terms Adolescence (Age of 8th

standard school children) can be a stressful time for children, parents and also others

who work with them.

According to Sigmund freud "Anxiety is a specific state of unpleasure

accompanied by motor discharge along definite pathways". In medical terms stress is

described as "A physical or psychological stimulus that can produce mental tension or

physiological reactions that may lead to illness".

5.2 NEED FOR THE STUDY

Numerous studies have indicated that academic stress is associated with various

detrimental personal physical and emotional outcomes; however, relatively few studies

have explored how academic stress affects adolescents' interactions with their

significant others in families and schools, which are two important social systems for

school-age adolescents.

In addition, there are also few studies examining how academic stress influences

adolescents' self-disclosure to parents and school engagement in East Asian districts

particularly in Hong Kong, where the level of academic stress among adolescents is

40 | P a g e
high. This study examines how academic stress affects mental distress, academic self-

disclosure to parents and school engagement and explores gender differences in the risk

for the outcomes of academic stress. One thousand and eight hundred and four students

from eight secondary schools in Hong Kong participated in this study.

The results indicate that academic stress has a significant association with all

three outcomes, but the correlation with school engagement is positive, which is

contrary to the findings of most previous studies. The possible reasons for such positive

association are discussed. In addition, the model can be applied to both genders, but

females are more susceptible to the detrimental outcomes of academic stress by

suffering a higher level of mental distress.

This study suggests that academic stress should be an important entry point to

tackle adolescents' mental distress while interventions should be targeted at females

who are experiencing a higher level of mental distress. In addition, in view of the

significant associations between academic stress and self-disclosure to parents, as well

as between academic stress and school engagement, suggestions are provided to

families and schools on how to proactively provide support to those students who are

experiencing academic stress.

5.3 RESTATEMENT OF THE STUDY

The research problem is restated as “A study on academic achievement of

English phonetics in relation to anxiety and stress of 9th standard school students”.

41 | P a g e
5.4 VARIABLES OF THE STUDY

A) Independent variables

1. Gender: Gender of the students, both male and female were included in the

study. Gender was chosen because there is a notion that male students may differ in

their level of anxiety.

2. Type of the School: type of the school was taken in to consideration to collect

data from different schools such as Government and private schools.

3. Type of Geography: This was taken to collect data from schools in rural and

urban area.

4. Class: Eight and Ninth standard students. This was to collect information

about the awareness of the students of Eight and Ninth regarding environmental

concerns.

B) Dependent variables

1. Anxiety

2. Stress

5.3 OBJECTIVES OF THE STUDY

The following are the main objectives of the study.

5.3.1 To study the level of anxiety and stress among students.

5.3.2 To compare the difference between male and female students in relation to

anxiety, stress.

5.3.3 To compare the difference between government and private school, students in

relation to anxiety, stress.

5.3.4 To compare the difference between rural and urban students in relation to anxiety,

stress.

5.3.5 To compare the difference between male and female students in relation to the

academic achievement in English Phonetics.

42 | P a g e
5.4 HYPOTHESIS OF THE STUDY

THE HYPOTHESES OF THE STUDY ARE AS FOLLOWS:

H 01: There is no significant difference between male and female 8th standard school

children in relation to their level of anxiety.

H 02: There is no significant difference between the rural and urban 8th standard

school children in relation to their level of anxiety.

H 03: There is no significant difference between the government and private

8thstandard school children in relation to their level of anxiety.

H 04: There is no significant difference between male and female 8th standard school

children in relation to their level of Stress.

H 05: There is no significant difference between the government and private 8th

standard school children in relation to their level of stress.

H 06: There is no significant difference between the rural and urban 8th standard

school children in relation to their level of stress.

H 07: There is no significant difference between the male and female 8th standard

school children in relation to their academic achievement in English

Phonetics.

5.5 METHODOLOGY OF STUDY

The methodology used by the investigator in the study is described below:

Design of the study

The study was undertaken with a view of finding out the level of anxiety, stress

among

9th standard school children in Karnataka with respect to gender, class, type of

school, locality.

The present study is a survey cum correlation study, where in the above

mentioned variables are surveyed.

43 | P a g e
5.6 SAMPLE SELECTION

For the purpose of collection of data the sample was selected randomly. It

consisted of 320 8th standard school students from four schools in Bengaluru. The

students were selected from 2 government schools and 2 private schools studying in 8th

and 9th classes.

Out of two government schools, one was urban and one was rural, and out of

the two private schools, one was urban one was rural. The investigator selected 80

students randomly from 8th and 9th from each of the schools.

Out of which 40 belonged to class 9th and 40 belonged to class 9th out of these

40 students 20 were boys and 20 were girls. Thus in total the sample consisted of 320

students.

5.7 DESCRIPTION OF THE TOOL

TOOLS EMPLOYED FOR THE COLLECTION OF DATA

To carry out any type of research, data must be gathered to test the hypothesis.

To collect the required data the investigator gathered the tool, i.e, questionnaire, with a

view to find out the level of anxiety stress among the 9th standard in Karnataka.

In this study the investigator adopted standardized tool developed by Pallavi

Bhatnagar this was to measure the level of anxiety, stress among the 9th standard school

children.

The questionnaire consisted of 33 questions from different areas of anxiety,

stress among the 9th standard school children in Karnataka.

44 | P a g e
5.8 MAJOR FINDINGS OF THE STUDY
The Analysis and Interpretation of the data revealed significant results of the study.

1. The genders of students do not differ in their level of anxiety. In other words both

boys and girls of 9th standard school have almost same level of anxiety

2. The locality of school will differ in the level of anxiety among 9th standard school

children. The study reveals that the students of rural school have higher level of

anxiety when compared to the students of urban school.

3. The type of school will differ in the level of anxiety among 9th standard school

children. The study reveals that the students of government school have higher

level of anxiety when compared to the students of private school.

4. The gender of students do not differ in their level of stress. In other words both boys

and girls of 8th standard school have almost same level of stress.

5. The type of school will differ in the level of stress among 8th standard school

children. The study reveals that the students of government school have higher

level of stress when compared to the students of private school.

5.9 LIMITATIONS OF THE STUDY

The present study undertaken is limited to students of 8th standard school in

Bangalore only. The study is limited to certain variables such as gender, location of the

school and type of school. The study is limited to statistical sample of 320 students of

class 8 and class 9 only.

The study is limited to the selected Government and private schools of

Bangalore only.

5.10 CONCLUSION
The present study has revealed that the students possess severe anxiety and

moderate stress conditions so it is felt by the investigator that same programs should be

under taken at the 9th standard school level to reduce the anxiety and stress among the

students. Suitable guidance should be given to the parents and teachers which will help

in reducing the anxiety and stress among the students.

45 | P a g e
5.11 EDUCATIONAL IMPLICATIONS

From the study it is very clear that anxiety and stress are common in 8th

standard school children.

Sufficient information about anxiety, stress, academic achievement is gathered

by the researches with the help of this information suggestions can be given to teachers,

parents, school heads and directors suggestions and ways can be provided to students

which can help them in overcoming anxiety and stress. This research will help students,

parents, teachers, 8th standard school board and society. Suicide cases of the students

can be stopped, students can become free from frustration, depression and stress.

The study reveals that the students of rural school have higher level of anxiety

and stress when compared to the students of urban school so more importance should

be given to the students of rural school educational seminars, camps, special training

and counselling sessions should be conducted in rural schools which will help the

students of rural schools in overcoming anxiety and stress.

Another finding is that the students of government school have higher level of

anxiety and stress when compared to the students of private school. The government of

Karnataka and Nao's should undertake some remedial measures which will help the

students of government schools in overcoming anxiety and stress.

5.12 SUGGESTIONS FOR FURTHER RESEARCH

Every study conducted in any field has some limitations. While conducting

further studies, the easier limitations should take into consideration and should be wiped

out. Only then we can achieve improvement and progress in future studies. Based on

the experience gained through present study, the investigator has given following

suggestions for further research for the benefit of interested persons.

46 | P a g e
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49 | P a g e
APPENDIX

QUESTIONNAIRE FOR THE ASSESSMENT OF EXTENT OF

ANXIETY AND STRESS AMONG STUDENTS

(ENGLISH VERSION)

Name: Max Marks:

33 Time: 45 Mints

Class:

Name of the School:

Gender: Boy/Girl

Instructions to the Candidates:

1. All the questions are objective type

2. There are 33 questions carrying one mark each

3. Each questions has 2 answers (Yes/No)

4. Tick the most correct answer

Note: Your answers will be kept confidential, so please be honest.

50 | P a g e
Sl. No STATEMENTS Yes No Score

1. Am aware of the dryness of my mouth. ----- ----- ------

2. I feel difficulty while breathing. ----- ----- ------

3. I find it difficult to relax. ----- ----- ------

4. I feel that I get upset easily. ----- ----- ------

5. I often have a feeling of numbness. ----- ----- ------

6. I find myself getting restless if delayed. ----- ----- ------

7. I often get the feeling of faint ----- ----- ------

8. I feel that I am rather touchy. ----- ----- ------

9. I perspire heavily in the absence of physical exertion. ----- ----- ------

10. Find it hard to calm down after getting upset. ----- ----- ------

11. Have difficulty in swallowing. ----- ----- ------

12. I find it difficult to tolerate any interruptions. ----- ----- ------

13. I am worried about panic things. ----- ----- ------

14. Feel more nervous & anxious. ----- ----- ------

15. I find myself getting agitated in everything. ----- ----- ------

16. I am bothered about headaches & back pains. ----- ----- ------

17. I feel weak and get tired easily. ----- ----- ------

18. Can feel my heart beating fast. ----- ----- ------

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19. I am slow to respond. ----- ----- ------

20. Feel upset if exposed to stressful events. ----- ----- ------

21. Get feelings of tingling in my fingers, toes. ----- ----- ------

22. I am bothered by indigestion. ----- ----- ------

23. I have to empty my bladder. ----- ----- ------

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