{"id":3219,"date":"2023-10-10T17:41:53","date_gmt":"2023-10-10T16:41:53","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=3219"},"modified":"2023-11-02T06:21:59","modified_gmt":"2023-11-02T06:21:59","slug":"prevalence-of-examination-anxiety-among-undergraduates-implications-for-counselling","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/shodh-sari-2\/sodha-sari-vol-2-issue-4\/prevalence-of-examination-anxiety-among-undergraduates-implications-for-counselling\/","title":{"rendered":"Prevalence of Examination Anxiety among Undergraduates: Implications for Counselling"},"content":{"rendered":"\t\t
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Prevalence of Examination Anxiety among Undergraduates: Implications for \nCounselling<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Haruna, Abubakar Sadiq<\/span>1,2<\/span><\/span><\/p>

Gurjiya, Sani Ahmadu<\/span>1<\/span><\/span><\/p>

Lukman, Sheu Adaramaja<\/span>1<\/span><\/span><\/p>

1<\/span><\/span>Department of Educational Foundations, Federal University Gusau, Nigeria<\/span><\/p>

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2<\/span><\/span>Maryam Abacha American University of Nigeria<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Abstract<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The paper examined the prevalence of examination anxiety among undergraduates and its implications for counselling. The study employed a cross-sectional survey design in which 368 students were sampled from a population of 8,989 (male 60.6%; female 39.4%) undergraduates at Federal University Gusau (FUGUS) following a stratified random sampling technique. Data were obtained via an instrument called the University Examination Anxiety Scale (UEAS) whose reliability coefficient of 0.699 was estimated through the Cronbach Alpha statistic. Five null hypotheses were tested with t-test and Analysis of Variance (ANOVA) at 0.05 significance. Findings from the study revealed a significant prevalence of examination anxiety among undergraduates. Whereas the prevalence of examination anxiety did not differ with respect to gender, age group, and students-faculty, a significant difference was however established among the various levels of the undergraduate programme in the university. The implication of these findings for counselling is that the tension induced by test anxiety needs to be reduced to enable the students concentrate on their examination. This could be achieved by employing biofeedback and psycho-education approaches. The study recommends among others that counsellors should empower undergraduate students with simple strategies to reduce examination anxiety such as mindfulness techniques and simple deep breathing exercises.<\/span><\/p>

Keywords<\/b>: <\/span>Examination anxiety prevalence, Undergraduates, Gender, Counselling implications<\/span><\/i><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Impact statement<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Examination anxiety is a psychological phenomenon characterized by feelings of unease, nervousness, and fear that can significantly impact a person\u2019s performance in academic assessments, which is very common among undergraduates.\u00a0<\/span><\/p>

The present study found that a significant proportion of undergraduate students in Federal University Gusau experience some level of examination anxiety. Similarly, previous studies have reported that undergraduates experience moderate to high levels of examination anxiety. Although, prevalence may vary across different institutions, gender and levels of study, the overall trend suggests that examination anxiety is a widespread concern among undergraduate students.<\/span><\/p>

Therefore, counselling services that address examination anxiety can provide students with the necessary tools and strategies to manage and perform better in their studies. Creating a supportive and open environment within educational institutions is crucial for effectively addressing this problem.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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About The Author<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Abubakar Sadiq Haruna, Ph.D.<\/b><\/p>

A faculty member of the Department of Educational Foundations, Federal University Gusau and a visiting professor of counselling psychology with Maryam Abacha American University of Nigeria (MAAUN).\u00a0 He is presently the Editor-In-Chief of MAAUN International Multidisciplinary Journal of Research and Innovations (MIMJRI); Publication Editor of Zamfara International Journal of Education (ZIJE); Managing Editor of Kano Journal of Educational Psychology and Chairman, Nigerian Society for Educational Psychologists (NISEP), Kano\/Jigawa Branch. A member of Editorial Board of World Academy of Science, Engineering and Technology (WASET); Member American Psychological Association (APA). Abubakar Sadiq Haruna is also the Director, Institute of African Higher Education Research and Innovations (IAHERI), an affiliate of Maryam Abacha American University of Nigeria (MAAUN); current Secretary General of the Association of African Private Universities (AAPU).<\/span><\/p>

Ahmad Sani Gurjiya, Ph.D.<\/b><\/p>

Senior Lecturer with the Department of Educational Foundations, Faculty of Education, Federal University Gusau, Zamfara State. He specializes in Educational Psychology. Chairman, Students\u2019 Project and Research Committee, Department of Educational Foundations, Federal University Gusau, Zamfara State, Nigeria.\u00a0<\/span><\/p>

Sheu Adaramaja Lukman Ph.D.<\/b><\/p>

Senior Lecturer at the Department of Educational Foundations, Faculty of Education, Federal University Gusau, Zamfara State. Specialized in Educational Research, Measurement and Evaluation. Dr Sheu is a researcher and Psychometrician who has published widely; local, national and international. He is a member of Association of Educational Researcher & Evaluators of Nigeria (ASSEREN), Association of Behavioural Research Analysts and Psychometricians (AB-REAP) and History of Education Society of Nigeria. Dr Sheu is the Present Faculty of Education Examination Officer and Postgraduate Coordinator.\u00a0<\/span><\/p>




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References<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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[1] Umar, A. M. & Haruna, A. (2021). Relationship between Test-Anxiety and Achievement in Mathematics among Senior Secondary School Students in Bida LGA, Niger State. Kano Journal of Educational Psychology,<\/i> 3(1), 142-148.<\/p>

[2] Shu\u2019aibu, M. G. (2021). Influence of Test-taking Strategies on Academic Performance of Undergraduate Education Students of Sule Lamido University Kafin Hausa, Jigawa State, Nigeria. Kano Journal of Educational Psychology,<\/i> 3(1), 142-148.<\/p>

[3] Khizar, A., Anwar, M. N. & Khanum, H. (2015). Relationship between Examination Anxiety and Academic Achievement among University Students. Elixir Social Studies 87<\/i>, 35644-35646.<\/p>

[4] Kavakci, O. Semiz, M. Kartal, A., Dikici, A., & Kugu, N. (2014). Test anxiety prevalence and related variables in the students who intend to take the university entrance examination. Journal of Psychiatry and Neurological Sciences<\/i> 27, 301-307. DOI: 10.5350\/DAJPN2014270403.<\/p>

[5] Haruna, A.S. & Hassan, U. (2017). Assessment of Students\u2019 Preference for Online Counselling of Test Anxiety in Federal College of Education, Kano. International Journal of Educational Benchmark (IJEB)<\/i>, 8(2), 50-58.<\/p>

[6] Nunez-Pena, M.I., Suarez-Pellicioni, M. & Bono, R. (2016). Gender differences in test anxiety and their impact on higher education students\u2019 academic achievement. Procedia – Social and Behavioral Sciences<\/i> 228, 154 \u2013 160.<\/p>

[7] Torrano R, Ortigosa JM, Riquelme A, M\u00e9ndez FJ & L\u00f3pez-Pina JA (2020) Test Anxiety in Adolescent Students: Different Responses According to the Components of Anxiety as a Function of Sociodemographic and Academic Variables. Front. Psychol.<\/i> 11:612270. doi: 10.3389\/fpsyg.2020.612270.<\/p>

[8] Federal University Gusau (2019). Students\u2019 Handbook<\/i>. FUGUS.<\/p>

[9] Oladipo, S.E. & Ogungbamila, A. (2013). Academic level and student\u2019s faculty as factors of test anxiety among undergraduates in Nigeria. International Journal of Development and Sustainability<\/i>, 2 (2), 704-710.<\/p>

[10] Onukwufor, J. N., & Ugwu, C. J. (2018). Level of Schooling and Gender Differences in Test Anxiety among Secondary School Students in Port Harcourt Local Government Area of Rivers State. Advances in Social Sciences Research Journal<\/i>, 5(2) 154-159.<\/p>

[11] Haruna, A.S. (2010). Research methods: A simple guide to educational inquiries<\/i>. Kano: S.K. Amodu.<\/p>

[12] Abdel Wahed, W.Y & Hassan S.K. (2017). Prevalence and associated factors of stress, anxiety and depression among medical Fayoum University students. Alexand Journal Medicine<\/i>, 53(1):77\u201380.<\/p>

[14] Ahmed, B. Enam S.F, Iqbal, Z., Murtaza, G. & Bashir S. (2016). Depression and anxiety: a snapshot of the situation in Pakistan. International Journal of Neuroscience and Behavioral Science<\/i>, 4(2):32\u201338.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Prevalence of Examination Anxiety among Undergraduates: Implications for Counselling Haruna, Abubakar Sadiq1,2 Gurjiya, Sani Ahmadu1 Lukman, Sheu Adaramaja1 1Department of Educational Foundations, Federal University Gusau, Nigeria \u00a0 2Maryam Abacha American University of Nigeria Abstract The paper examined the prevalence of examination anxiety among undergraduates and its implications for counselling. The study employed a cross-sectional survey […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":3057,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-3219","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/3219","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/comments?post=3219"}],"version-history":[{"count":10,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/3219\/revisions"}],"predecessor-version":[{"id":4525,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/3219\/revisions\/4525"}],"up":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/3057"}],"wp:attachment":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/media?parent=3219"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}