Year: 2022 | Month: June | Volume 12 | Issue 1
A Study of the Impact of Examination Stress on Academic Achievement of Students of Higher Education
Mukesh Kumar Singh
DOI:10.30954/2231-4105.01.2022.3
Abstract:
The high level of stress during examination is not only the result of student’s aspiration or parental expectation, the archaic and disgraceful examination system for higher education is equally responsible for it. The stress is often on testing the student’s memory and rote learning. A careful memorizing of answers to questions posed in the three previous years (excluding the immediate past year) will guarantee high grades. Analytical skills, application of knowledge, problem-solving capacity and innovation are rarely tested. There is no stress on continuous appraisal and the student is only judged by his/her performance in a single final examination. There is an absolute disconnect between what is taught in the class and what is tested. One would imagine that the teacher who teaches the course is best suited to evaluate a student’s performance in that course. But in the current system, a completely disconnected evaluator sitting somewhere else grades the student’s exam.
Print This Article Email This Article to Your Friend
