Correlation Between Study Habit, Test Anxiety And Academic Achievement Of The Male And Female B.Ed. College Students
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Abstract
This research aims to investigate the relationships between study habits, exam anxiety, and academic achievement in a sample of male and female B.Ed. college students. Using the purposive selection technique, a total of 120 B. Ed. college students—a balanced mix of male and female students—were chosen for this study. Mukhopadhyay and Sansanwal's Study Habit Inventory (SHI) was utilized to assess the study habits of the sample. Test anxiety was measured with Spielberger's Test Anxiety Inventory (TAI). The academic performance of B.Ed. college students were evaluated using the percentage of marks received in the promotion exam from the first to second year. The assumptions were checked using Pearson's Product Moment Correlation Coefficient and t-statistics with the help of SPSS (Version 22). The B.Ed. students' study habits have a strong and positive correlation with their academic achievement and a substantial and adverse relationship with their test anxiety. Academic achievement and test anxiety in B.Ed. students are substantially and adversely correlated. Regarding these three aspects, students with good study habits differed significantly from those with poor study habits.
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References
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