Students are liable to test anxiety and stress which they may experience as they tackle their academic activities. A student undergoing these, experiences a lot of physically and mentally. This is a very sensitive point that requires one to inquire more optimistic plot that would enable management of stress and anxiety (Apgar, 1982).
I personally had fall a victim of a test anxiety. It was very easy to realize this kind of distress. Lacks of sleep a day before the test, fear of running out time for revision and falling sick after eating anything were major experiences. Apart from these, I had to check time constantly as well failing to get to the exam room at the right time. These are the symptom of test anxiety (Goliszek, 1988).
This test anxiety resulted from cramming without understanding content, failure to develop a proper study approach and strategies of time management. The reaction in the room finally was failure to organize texts properly and worried a lot as the others turn the test papers fearing that I would be the last to complete. Finally, I ended up not understanding the instructions and recorded a failure in the end.
Stress is a great barrier to proper academic approach, experiences, and achievements. Stress denies the ability to develop proper study approaches. It also affects the academic experiences for instance it makes one tense and may be unable to perfect the academic work. The overall result is failure to achieve the goals whereby one ends up failing or getting a lower grade (Gordon, 1990).
It becomes very important to develop strategies, attitudes, and habits to reduce one’s test anxiety and academic stress. One way is to approach the exam with confidence, which is possible by viewing as an opportunity to reveal how much one has studied. It may also be necessary to avoid those students who are likely to have given, who may rather one’s preparation. With these, it is very easy to avoid anxiety and academic stress (Gordon, 1990).
Test anxiety and stress greatly affect students. These two may result from an inadequate preparation to tackle an exam. Once one has developed these, there is a possibility of failing of in an exam since the exam room may not appear friendly. Reducing test anxiety and academic stress calls for the development of proper strategies, attitudes, and habits.
Apgar, K., & Callahan, B. (1982). Stress management. New York, N.Y.: Family Service
Association of America.
Goliszek, A. (1988). Breaking the stress habit: A modern guide to one-minute stress
management. Winston-Salem, NC: Carolina Press.
Gordon, J. (1990). Stress management. New York: Chelsea House.