Fear Of Examination Research Articles

Influence of Students Leaders’ Selection Criteria on Management of Student Discipline in Public Secondary Schools in Tigania West Sub-County, Kenya

The success of the teaching-learning process in school is dependent upon the quality of students’ discipline. However, indiscipline among students is on the rise in public secondary schools. The issue of student strikes, fear of examinations, leading to cheating and the burning of school property has become one of the serious problems being faced by the country’s school principals. In light of this, the study sought to investigate selection criteria for the management of student discipline in public secondary schools in Tigania West Sub-County, Kenya. The study is based on Douglas Murray McGregor’s Theory X and Theory Y. The research employed a descriptive survey study. The population of the study consisted of 10 principals, 44 teachers and 80 student leaders to a total of 134 respondents, stratified random sampling was used to categorise schools into four: mixed day schools, boarding boys, boarding girls, and mixed boarding schools. Then 30% of principals were selected, while other categories were 10% each. The main research instrument was a questionnaire. The researcher piloted the questionnaires in one public secondary school, and the test-retest technique was used to assess the reliability of the research instrument. Quantitative data collected was analysed with the aid of the statistical package for social sciences version 21 to get the percentages and generate tables, charts, and figures for interpretation. The study established that the selection is mainly based on the academic performance and discipline of the individual, and this allows the selection of disciplined individuals with academic merit and good personality as leaders. The study concluded that the selection of student leaders by involving both teachers and students could enhance the ability of student leaders to promote student discipline. The study recommends that the selection of student leaders should involve both teachers and students in a democratic manner to avoid any disruption of academic work due to students feeling short-changed.

The impact of virtual learning on students’ educational behavior and pervasiveness of depression among university students due to the COVID-19 pandemic

BackgroundOne of the worst pandemics of recent memory, COVID-19, severely impacted the public. In particular, students were physically and mentally affected by the lockdown and the shift from physical person-to-person classrooms to virtual learning (online classes). This increased the prevalence of psychological stress, anxiety, and depression among university students. In this study, we investigated the depression levels in Saudi Arabian university students who were learning virtually because of the COVID-19 pandemic and examined its impact on their educational proficiency.MethodsThe study focused on two points: first, examining the depression levels among undergraduate students in Saudi Arabia, by adapting the Zung (Self-Rating Depression Scale) questionnaire. Second, whether there is an association between the levels of depression and various distress factors associated with virtual (online) learning resulting from the COVID-19 pandemic and its impact on students’ educational behaviors. The questionnaire was prepared using a monkey survey and shared online, via email, and on WhatsApp groups, with participants in two universities, a public and private university in the largest city of Saudi Arabia. A total of 157 complete responses were received. Data were analyzed using SPSS-24, the chi-square test, descriptive statistics, and multilinear regression.ResultsThe results indicated that three-fourths of the university students suffered from different depressive symptoms, half of which had moderate to extreme levels of depression. Our study confirmed that a boring virtual (online) learning method, stress, fear of examinations, and decreased productivity were significantly associated with increased depression. In addition, 75% and 79% of the students suffered from stress and fear of examinations, respectively. About half of the students were associated with increased depression. The outcome also indicated that female students experienced extreme depression, stress, and fear of examinations more than males.ConclusionThese findings can inform government agencies and representatives of the importance of making swift, effective decisions to address students’ depression levels. It is essential to provide training for students to change their educational experience mindset, which might help decrease "depression and stress-related growth." There is also a need to search for a better virtual teaching delivery method to lessen students' stress and fear of examinations.

Assessing Stress and Burnout in Dental Students in a Dental Institution

Abstract Background: Dental students feel stress in their professional education such as fear of examinations, burden of workload, stress in completion of academic course, and adjustment in college atmosphere. The objective of the study was to assess stress among dental students and its association with academic year of training and gender differences in perceived stress. Materials and Methods: A 31-item self-constructed Modified Garbee's Dental Environmental Stress Survey (1980) Questionnaire was distributed among students to obtain their stress response on a 4-point Likert scale with responses ranked: 1 – not stressful, 2 – slightly stressful, 3 – moderately stressful, and 4 – very stressful. Statistical analysis was done using the Statistical Package for the Social Sciences version 21.0, Armonk, NY, USA: IBM Corp. Results: Responses were obtained from 232 students; 74.2% were female and 24.6% were male. Top stressors were fear of failure, insecurity of future, stress of examinations, fear of excessive workload, assigned work burden, unavailability of clinical cases, the lack of time to complete work, less time for recreation, coping with competition among classmates, lack of confidence in career decision, receiving criticism of work from teachers, and the lack of confidence to be successful student. Less stressful responses were difficulty in learning preclinical procedures, learning environment created by faculty, the attitude toward faculty, relationship with colleagues, financial stress, impact on personal health, discrimination due to race, class, etc., The mean stress scores were more in preclinical years (BDS 1st and 2nd years) when compared to clinical years (BDS 3rd and 4th years). Stress perceived by female students outweighed male students. Conclusion: Therefore stress reduction strategies need to be incorporated in dental curriculum.

Factors contributing to stress and anxiety in undergraduate medical students.

Objectives: To determine the contextual factors responsible for stress and anxiety in undergraduate medical students. Study Design: Qualitative Study. Setting: Islamic International Medical College, Al Mizan Campus, Riphah University, Rawalpindi. Period: 04th April 2019 to 03rd October 2019. Material & Methods: This qualitative exploratory studied was conducted at Islamic International Medical College Rawalpindi from April to October 2019 with the help of semi structured interviews each lasting for about thirty minutes conducted from final year medical students and the data was analyzed to establish the factors responsible for stress in medical students. Results: The study revealed academic and non academic reasons for stress in medical students’ time of graduation. Fear of examinations came at the top of the list of stress causing factors followed by hectic time tables, challenging clinical environment, lack of feedback by clinicians, lack of structured clinical training, non conducive learning environment, time management issues, peer pressure, pressure from parents to achieve academic excellence, less number of leisure hours, lack of sleep and finally the issues of attendance. Conclusion: Majority of final year students experienced stress in their medical life which was due to social factors, academics reasons and non academic issues.

КОМПЬЮТЕРНОЕ ТЕСТИРОВАНИЕ КАК ОДНА ИЗ ФОРМ ИТОГОВОГО КОНТРОЛЯ ЗНАНИЙ ОБУЧАЮЩИХСЯ ПО ДИСЦИПЛИНЕ «ФИЗИКА» В УСЛОВИЯХ ДИСТАНЦИОННОГО ОБРАЗОВАНИЯ

The methodology of use, organization and content of computer testing for a final control of knowledge on Physics course is given in the article. Since in the conditions of intensive computerization of modern higher education, computer testing is increasingly chosen as a means of diagnosing educational achievements. Therefore, at the present stage of the education development, with the transition to student-centered learning, arises a need for test control at all stages of education. An active approach involves an organic combination in tests of developing and controlling functions and the use of so-called educational control. Moreover, with the introduction of the Unified National Testing, it became necessary to prepare students for a new test control form and more broadly – to motivate a student to succeed, deliver him from fear of examinations, to create a comfortable environment. The article substantiates the importance of using computer testing in an educational process. In the educational process, tests are of great importance, as well as by the results of their execution it is possible to judge not only about the level of knowledge, but also about the degree of development of some personal qualities, about the success or failure of a certain stage of training for the whole group or individual students. Tests suggest that a user has a certain amount of information, so they are most often used as a control method for fixing or repeating material. In this regard, tests for students are given a special place. They should be focused not only on solving educational problems, but also on teaching the student how to work with test, accumulating his experience in completing test tasks, developing the ability to control himself, find and correct his own mistakes. A use of test control performs several functions, among them a diagnostic function, which stands out as an independent one. It consists in the fact that the teacher can not only monitor the level of knowledge and skills of students, but also find out the causes of the gaps found, then to eliminate them. The advantages of computer testing over other forms of control are also considered. Some examples from the contents of test items are given. Their compliance with regulatory and criteria-oriented requirements in the development of tests. Rules for the development of tasks in a test form; basic mathematical and statistical methods for processing test results, methods for developing components and elements of resource support for testing learning outcomes. The article also presents the criteria for evaluating tests. The purpose of the tests to assess the level of thinking development, ability to apply knowledge to solve practical problems, as well as the ability to analyze the causes and results of certain physical phenomena are indicated. The article presents some results and analysis of the results of a pedagogical experiment on implementation of this methodology, carried out at the Department of General Scientific Disciplines of the Academy of Civil Aviation. The dynamics of growth in student academic performance by semester is shown in the table and the diagram.

Stress and Coping Strategies among Undergraduate Nursing Students: A Descriptive Assessment from Western Rajasthan.

Background:Nursing is a very challenging profession, which requires very stringent training since initial years of nursing education. Throughout the training period, students are exposed to various stressful situations. Inability to cope up with varied stressors may lead to psychological distress and impede students' pursuits of nursing career.Objectives:The aim of the present study is to assess stress and coping strategies among nursing students of Western Rajasthan.Materials and Methods:Two hundred and twenty-one undergraduate nursing students were recruited for the study through total enumeration. Standardized Student Nurse Stress Index and brief cope scale were used to assess stress and coping strategies.Results:Nearly 82.4% of the students reported moderate level of stress. Interface worries (mean score 17.88 ± 4.9) and academic load (mean score 17.6 ± 4.78) were the major source of perceived stress. Students considered attitude of other professionals toward nursing, lack of free time, and fear of examination as most likely reasons of their distress. Active coping was the most commonly used coping strategies. Level of stress was found to have significant association with the interest of students in nursing.Conclusions:Interface worries and academic-related concerns emerged as major source of stress. A positive trend was evident in the use of adaptive coping strategies over succumbing meekly. However, there is a great need to plan and implement stress management programs so that these budding health professionals could be better equipped and trained to face various challenges of the profession.

Psychogenic Movement Disorders in Adults and Children: A Clinical and Video Profile of 58 Indian Patients.

Psychogenic movement disorders (PMDs) represent 2% to 20% of patients with movement disorders. There is a paucity of literature on PMD in children, with most existing literature relating to adults only. For this detailed report of 58 patients (33 adults and 25 children) with PMD, history was assessed in the form of disease onset, duration, precipitating factors, diagnosis, and outcome. Movement phenotype was classified in terms of its appearance as tremor, dystonia, myoclonus, chorea, and others. Clinical evaluations were done to document variability, distractibility, and entrainment. Surface electromyography studies were obtained in patients with tremor. Seven adults and 7 children were classified with "documented" PMD, and 26 adults and 18 children were classified with "clinically established" PMD. Abrupt onset was common in adults (75.75%) and children (68%). The most common precipitating factors were family and social issues (42.42%) in adults and fear of examination (40%) and school-related issues (24%) in children. Tremor was the most common PMD in both adults and children. The second most common PMD was hemifacial spasm in adults. The majority of patients had abrupt onset of symptoms, and tremor was the most common form of movement disorder. The second most common PMDs were hemifacial spasm in adults and dystonia and gait abnormality in children. The most common precipitating factors in adults were related to family and social issues; whereas, in children, examination and school-related issues were most common. Complete improvement was seen in only 405 of patients.

Hanseníase: avaliação em contatos intradomiciliares

Introdução: Os contatos intradomiciliares de hanseníase são meios para a manutenção da endemia. Objetivo: Identificar os motivos por que os contatos intradomiciliares não procuraram a Unidade de Saúde da Família (USF) para realização do exame dermatoneurológico, no município de Cajazeiras (PB). Métodos: Pesquisa exploratório-descritiva, com abordagem qualitativa, realizada em três USF do referido município. Os dados foram coletados em entrevista, mediante aplicação de roteiro estruturado, durante visitas domiciliares a 31 contatos de casos de hanseníase; os dados foram tratados por meio da análise de conteúdo de Bardin. Resultados: O principal motivo para a não realização do exame dermatoneurológico foi ausência de sinais e sintomas de hanseníase, e sentimentos como: medo do exame, desconfiança no serviço, dentre outros. Conclusão: Os contatos intradomiciliares não procuraram a USF para realização do exame dermatoneurológico por falta de informações prestadas pelos profissionais de saúde que os atendem na Estratégia em Saúde da Família.

Non-compliance in surveillance for patients with previous resection of large (≥ 1 cm) colorectal adenomas

To assess the extent and reasons of non-compliance in surveillance for patients undergoing polypectomy of large (> or = 1 cm) colorectal adenomas. Between 1995 and 2002, colorectal adenomas > or = 1 cm were diagnosed in 210 patients and subsequently documented at the Erlangen Registry of Colorectal Polyps. One hundred and fifty-eight patients (75.2%) could be contacted by telephone and agreed to be interviewed. Additionally, records were obtained from the treating physicians. Fifty-four out of 158 patients (34.2%) neglected any surveillance. Reasons for non-compliance included lack of knowledge concerning surveillance intervals (45.8%), no symptoms (29.2%), fear of examination (18.8%) or old age/severe illness (6.3%). In a multivariate analysis, the factors including female gender (P = 0.036) and age > 62 years (P = 0.016) proved to be significantly associated with non-compliance in surveillance. Efforts to increase compliance in surveillance are of utmost importance. This applies particularly to women's compliance. Effective strategies for avoiding metachronous colorectal adenoma and cancer should focus on both the improvement in awareness and knowledge of patients and information about physicians for surveillance.

Pseudoseizures in Children: A Profile of 50 Cases

In contrast to adulthood hysterical disorders, childhood hysteria has not been accorded due recognition. Pseudoseizures are paroxysmal alterations in behavior that resemble epileptic seizures but are without any underlying organic cause. There is paucity of literature on pseudoseizures in children. In the present descriptive study of 2 years' duration, a series of consecutively seen 50 children with pseudoseizures is reported. After detailed history from parents, various socio-demographic and clinical variables were noted. Of 110 children seen with conversion disorder, 50 had pseudoseizures (45.5%). The average age was 8.2 years in boys and 9.4 years in girls. There were 28 girls (56.0%) and 22 boys (44.0%), and the majority of patients had the pseudoseizures for 1 to 3 months. When the mode of referral was studied, 52% were referred from pediatric outpatient department and the majority were referred to rule out comorbid psychiatric disorder. The fits mimicking generalized tonic-clonic seizures were most common and the duration of fits ranged from 10 to 35 minutes. The most common frequency of fits was 5 to 6 per week. The average duration of symptoms was 2.6 months in boys and 3.2 months in girls. Only 14 patients (28%) gave the history of having seen the fits in a relative or schoolmate. School phobia and the fear of examinations were the most common precipitating factors. Separation anxiety disorder, school phobia, and mood disorders were common comorbid diagnoses. The patients were put on appropriate drug treatment and/or psychotherapy for 3 months. Of 50 cases, 36 (72.0%) remitted, 10 (20.0%) showed a decrease in frequency of pseudoseizures, and 4 (8.0%) did not improve. With correct diagnosis and treatment, the children with pseudoseizures have a good outcome.

The Effect of Beta Blockade on Stress-Induced Cognitive Dysfunction in Adolescents

Test anxiety is severely disabling to students whose fear of examinations causes cognitive dysfunction that paralyzes their thinking the way stage fright impairs actors ability to act. In studies using subjective evaluations among actors and musicians, beta-blockade relieved stage fright and has been used informally to treat test anxiety in students without objective measures of effectiveness. The Scholastic Aptitude Test (SAT) was chosen as an objective test instrument to confirm the effect of beta-blockade on test anxiety and performance. Thirty-two high school students who had already taken the SAT before enrolling in this study and who had stress-induced cognitive dysfunction on exams were given 40 mg of propranolol one hour before they retook those tests. Mean SAT scores with beta-blockade were 130 points higher than on the initial SAT done before entering the study without medication (p = less than .01). A single dose of propranolol immediately before the SAT permitted improved performance in students prone to cognitive dysfunction due to test anxiety.

I Made It – How I Got Through College

Well, to begin with, I wasn’t accepted into teacher’s college because of the grades I scored in the Higher School Certificate. In point of fact, I failed this examination miserably. I’ve always had a great fear of examinations and as a result of this I’d usually do poorly.Before I was accepted into teacher’s college, I had to write an essay on a topic of my choice. This in turn was followed by an interview at the college. I would not have graduated from college this year if I had not been supported by the Aboriginal Study Grant, because my family just couldn’t give me this financial support over the three years.I’ve always had the ‘dream’ of becoming a school teacher. I come from a large family and have had children around me constantly. I love spending time with children because they’re so innocent. I enjoy watching them as they gradually take one step at a time and come to learn about life and what it’s all about.When I was a child I would play ‘schools’. You couldn’t have guessed but I was always the school teacher and my sister and cousins would be the children in my class. I’d never really thought of pursuing any other career but a teacher’s.I worked through my college years because I had no choice! I came to realise that if I was to succeed, I had to put a great deal of effort into these three years and it didn’t take me very long to reach this conclusion.