The impact of anxiety on

academic performance in
education students

○ A Research Project Submitted In June

Requirements For the Degree of Bachelor Of English Education

Departments For Art and Science Studies

College Art and Science

Student Of Oman

May 2020

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Table of Contents
Abstract............................................................................................................................................................................... 2
Chapter 1: Introduction............................................................................................................................................... 4
1.1 The Context of the Study.......................................................................................................................... 4
1.2 Problem statement.............................................................................................................................................. 5
1.3 Aims of the study................................................................................................................................................. 5
1.4 Research hypothesis........................................................................................................................................... 6
1.5 Research questions.............................................................................................................................................. 6
1.6 Overview of the Project.................................................................................................................................... 6
1.7 Conclusion.............................................................................................................................................................. 7
Chapter 2: A Review of the Literature............................................................................................................... 7
2.1 Introduction:....................................................................................................................................................... 7
2.2 Anxiety and Student Performance:......................................................................................................... 7
2.3. Anxiety and academic performance in learning English as a foreign language:........12
2.4 Conclusion:........................................................................................................................................................ 13
Chapter 3: Methodology............................................................................................................................................ 13
3.1 Introduction........................................................................................................................................................ 13
3.2 Research Questions.......................................................................................................................................... 14
3.3 Population of respondents............................................................................................................................. 14
3.4 Designing questionnaire................................................................................................................................. 15
3.5 Instruments......................................................................................................................................................... 15
3.6 Procedure............................................................................................................................................................. 15
7.6 Research Tools................................................................................................................................................... 16
3.8 Data Analysis...................................................................................................................................................... 16
3.8 Ethical Considerations.................................................................................................................................... 16
3.8 Conclusion........................................................................................................................................................... 17
Chapter 4: Data analysis............................................................................................................................................ 17
4.1 Introduction:....................................................................................................................................................... 17
4.2 Section 1:............................................................................................................................................................ 18
4.3 Section 2:............................................................................................................................................................ 19
4.4 Section 3:...................................................................................................................................................... 21
4.5 Section 4:............................................................................................................................................................ 22
4.6 Discussion of the findings.............................................................................................................................. 23
Chapter 5 Conclusion and Recommendations.................................................................................................. 26
5.1 Introduction:....................................................................................................................................................... 26
5.2................................................................................................................................................................................... 26
Conclusion................................................................................................................................................................. 26

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 Recommendations:............................................................................................................................................... 26
References:...................................................................................................................................................................... 27
Questionnaire:................................................................................................................................................................ 32

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 Abstract

A serious issue is faced nowadays by people in today's world called anxiety. It is one of the
most common problems faced by young adults and teens of school and it is becoming a
serious issue. Students have to face a lot of academic stress in everyday life. This is so
serious issue that if it goes unnoticed it affects student performance, student's mental health,
poor self-care practices, etc. This anxiety affects the performance of students. So, in this
study impact of anxiety on student's performance is discussed in detail. The University of
Nizwa is taken in this study for analyzing the impact of anxiety on student's academic
performance. Also, the causes of anxiety is also discussed in this study. The study also
focuses on the impact of anxiety on the education level of Nizwa University. Both
quantitative and qualitative research is used for research. Results show that anxiety has a bad
effect on Nizwa universities' students.

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 Acknowledgment
I would like to thank my professor for helping me throughout my research work. I would like
to thank respondents for their participation in the survey who supported my work in this way
and helped me get results of better quality. I am also grateful

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 Chapter 1: Introduction

1.1 The Context of the Study

Now a day, the life of people is getting busy and hectic, they are dealing with a heavy
workload and different other tensions, due to which every third person is suffering from some
sort of anxiety and stress levels. The high stress and anxiety cause a serious illness which
affects the whole personality of the individual. Along with the work-life, the main
observations related to stress and anxiety are observed in a student's life

In everyday life, students have to face a lot of stress. There are different types of reasons
behind the anxiety that is faced by the students. Different inferences can be used to sort out
this problem of anxiety that is prevailing in our society. The academic loads mustn't be put on
the students. Parents and professors must play their roles in releasing the stress of their child.
Also, good sleep and exercise must be done every day. In the research of (Das, 2014), It is
stated that because of the heavy workload of assignment, quizzes, projects, and Exam
students gets anxiety. As they cannot manage workload, this creates a lot of stress. Some of
the students, cannot complete their assignments on time due to which their grades get
lowered and they faced anxiety. Sometimes, not completing the syllabus for an exam creates
anxiety which affects their exam. Most of the students have said that during the exam they
forget what they memorize.

There is a lot of syllabus in an academic book, when they are unable to cover the syllabus
before exams, they went through stress and anxiety. Some students are having family issues
due to which they are not able to too put the focus on their academic life, and because of that,
they have to face to earn for the livelihood also, which in return weakens their performance
during exams. It gets difficult for them to manage their academic and personal
life(Bunevicius, Katkute, and Bunevicius, 2008). Some students are not having enough
caliper to attain the highest marks, but they are forced by their parents, family members, and
teachers and compared with some other intelligent students due to which they overthink and
take stress and anxiety. The students must be provided with a positive environment, but
academic anxiety is opposing them. Because of the high level of stress, students' academic
performance decreases.

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According to (Regehr et al., 2013), the future of any nation are students, as they represent the
nation in front of other countries, and they have to bring improvements in the national
economy. Therefore, it is very important to have good mental health of students. Moreover,
they do not have so much maturity level any kind of negativity around them can take them to
a more negative level. If students are forces to do something which is against their caliber,
they might feel stress and anxiety, and due to which they start taking drugs. Many of the
youngsters are found taking drugs to overcome the stress and anxiety level which is given to
them by their parents. During exams, when they are unable to complete their syllabus or do
proper revision, they get stressed. Also, during giving an exam, they often forget or are
unable to memorize what they have remembered because of stress. The research will explore
the impact of anxiety on academic performance in education students.

1.2 Problem statement

It has been observed that higher studies create a high level of stress on students due to which
they face a lot of problems. Being a student, I have faced anxiety at different levels of
education. There is a serious impact of anxiety on students’ academic performance. The
number of students left their studies as they cannot manage their studies because of
anxiety(Foose, 2014). There are different effects of studies on academic performance which
are yet to be explored efficiently. Different types of students belong to different family
backgrounds and areas, so their level of anxiety differs from others. There is a need for
analysis to know the impacts and how anxiety levels in the students can be reduced.

1.3 Aims of the study

In the vicinity of the University of Nizwa, there is no such study that is being carried out
before regarding the topic of impacts of anxiety, therefore the aim of this research to explore
the challenges faced by the university in the academic performance of students because of
anxiety. The impacts on the students studying at the University of Nizwa will be explored so
that management will be able to take the necessary required steps to improve the students'
academic performance. This will improve the level of education provided by the university.
A number of factors are there that affects the academic performance of student such as low
grades, not participating in extracurricular activities, not able to create friendly environments,
fights with other students and other which will be explored in detail in the study. Appropriate

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techniques will be suggested to the university for reducing the level of anxiety in students to
make the place more prosperous and improve academic performance of students.

1.4 Research hypothesis

H0: First hypothesis is that there are negative impacts of anxieties on the academic
performance due to which different problems are faced by students in their academic life.
The impacts are especially on their social life, career, understanding of concepts,
overthinking and others.

H1: The memory of the students is affected because of anxiety. They have a poor relationship
with teachers and fellows.

H2: they can not Confidently solve the academic problems and they cannot ask for others'
helps due to which they remain stuck in poor performance.

Data will be collected from the students in the form of surveys on the basis of the data
analysis hypothesis will be tested.

1.5 Research questions

Research questions provide a way to find the solution to the research problem, so following
are the research questions:

1. What are the causes of anxiety of University of Nizwa students?

2. What are the impacts of anxiety on the academic performance of University of Nizwa
students?
3. How anxiety levels are affecting the education level provided by institution of the
University of Nizwa in Oman?
4. What are the ways through which improvements can be prepared to eradicate the level
of anxiety in students of University of Nizwa in Oman?

1.6 Overview of the Project

In this chapter, the research topic is introduced. This chapter will provide a base for the next
chapter which is a literature review. Different research papers and articles from authentic
journals on the research topic will be gathered to find out the solution regarding the research
questions. After getting information about the past research works, then the methodology of
the research will be developed regarding this research project. The methodology will be
developed in chapter three. After methodology completion, data will be gathered, and its
analysis will be performed in chapter 4.

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1.7 Conclusion
Various reasons for which this research topic is chosen are explained. The chapter has
discussed problem statements about the research, aims and objectives, research questions, and
research hypothesis. It is concluded that anxiety is the current research problem which
required to be researched in the university to improve the education level, students'
performance and their career as the level of education plays a main role in the development of
the nation(Miyazaki et al., 2016).

Chapter 2: A Review of the Literature

2.1 Introduction:
Anxiety is one of the most common problems faced by young adults and teens of school
and it is becoming a serious issue. Many students face academic-related anxiety. If anxiety
will remain unidentified in students, it may cause negative impacts on their abilities and
performance in school. If this anxiety goes unnoticed it affects a student’s mental health,
student performance, poor self-care practices, etc. (Khalaila, 2015). This section presents a
detailed literature review on the impact and effect of anxiety on academic performance in
education. What is anxiety, the impact of anxiety on student's performance and Anxiety, and
academic performance in learning English is explained in this literature, and a conclusion is
given at the end of the study?

2.2 Anxiety and Student Performance:

Anxiety:

It is a disease that causes excessive fear, nervousness, and worry for something. It also
causes effects on acts done by a person (Demirci, Akgönül and Akpinar, 2015). Mild anxiety
can be controlled and managed but severe anxiety may cause serious effects.

Academic performance:

It's a measure of achievement achieved by students in different academic subjects. It can be

measured usually by performance in class, student's results, etc. Anxiety and academic results
are closely linked to each other (Holahan, Ragan and Moos, 2016).

Impact of anxiety on student’s performance:

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The impact of anxiety on student’s performance has been a research topic among researchers
for a long time. There is an inconsistency between many researchers and scholars related to
the correlation between anxiety and student’s performance. A study was conducted by OECD
involving 72 countries, containing 540,000 students according to the survey 59% of students
often get stressed because of tests and 60% of students get stressed because of poor results.
According to ADAA anxiety and depression association, 1 out of 8 students is suffering from
academic anxiety that directly affects their academic performance and efficacy. In 2010 some
researchers indicate that academic performance and anxiety had a negative correlation but
some researchers did not support that fact. Research is done on BS honors students by
Brigham Young University for testing the hypothesis on the fact that students who have the
high academic ability and have a good GPA have less anxiety than those with lower GPAs.

For measuring student’s performance College Ability Test and for anxiety measurement,
MMPI and Welsh’s Anxiety Index (AI) were conducted. And these assessments were taken
by students during orientation. Students with a 3.5 or higher GPA during the first semester
were considered for assessment.

Further students with 3.5 or above GPA were categorized into two groups. Students with
3.8 or above GPA were categorized into high honor groups. Similarly, students with a 3.5 to
3.8 GPA were categorized into the honors group (Balogun, Balogun, & Onyencho, 2017).
These two groups are further categorized into three subgroups based on high, middle, and low
abilities. After analyzing data the clusters were further categorized that are based on gender
as there was a significant variance between the level of male and female anxiety. However
the study and analyzed data supported the hypothesis as the students of the high honors group
had a low anxiety level than the honors group.

An article was written by Altairi (2014) on performance and test anxiety. Huberty a
professor of Indiana School Psychology of Indiana University, at that time. The causes, types
and lists characteristics of anxiety were addressed in the article. According to Huberty
behavior and physiology of students are affected due to anxiety. Students that have anxiety
may also have depression. Parents and teachers should pay attention to a student suffering
from anxiety.

A study was conducted by Khalaila (2015) to analyze the test anxiety effects on students with
behavior disorders. In this study group of 82 students from 8th to 12th class were taken. All
students were facing learning disabilities 61 of them were facing behavior disorders, and

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thirty-nine also had attention disorder. According to research student thinking about an
unrelated subject during a test is suffering from high-level anxiety. According to research
student’s achievement in study correlates with their anxiety level. Student’s high achievement
causes a low level of anxiety. SAT was a test for conducting a student’s level of test anxiety.
Questions were read by teachers for assessment of the level of anxiety.

A non- experimental study was conducted by Grills-Taquechel, Fletcher, Vaughn, &

Stuebing (2012) for determining the relation between anxiety and reading difficulties in
students. The research was analyzed on first-grade students. Students were asked to rate
themselves. As research was conducted on students of one standard so questions were read
for them.

A research was conducted by Nelson and Harwood (2010) on the relation between anxiety
and learning disability. 58 studies were conducted by researchers on 3,336 students. The
software was used for data analysis. The features computed for the study include standard
deviations, means and effect sizes. The effect size was the scale used to decide whether
students that had learning disabilities face a higher level of anxiety or not. The level of
anxiety depends upon effect size, the greater the influence size the larger the association
between anxiety and learning disability. For negative effect sizes, it was concluded that there
was no relativity between anxiety and learning disability. From the study, it was determined
that students that had learning disabilities were suffering from a higher level of anxiety.

There is a link between academic performance and anxiety according to Owens, Stevenson,
Hadwin, and Norgate (2012). Working memory is greatly affected by academic anxiety.
Anxiety also refers to a high level of worries that affects the academic performance of the
student. A study was conducted by researchers for analyzing the association between working
memory, academic performance, and anxiety. A self- report questionnaire related to anxiety
was conducted from two groups of students between the ages of 12 to 13. (STAF) was used
to examine the level of anxiety and MDD was used for measuring depression level. Raw
scores from subsets of science, math, and English conducted by SAT were used for academic
assessment. The research concluded that a high degree of worries was caused by a high
degree of anxiety and depression. According to the study, there was a negative correlation
among worry, depression, working memory and anxiety. As these factors increased student’s
academic performance decreased.

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 There is a higher degree of worries as a result of anxiety and depression that directly affect
negatively on academic performance. The higher the worry and anxiety the lower the
academic performance. Mostly school tasks involve mind working and brainstorming and
such type of school tasks are affected by depression and anxiety (Thomas, Cassady, & Heller,
2017). It is concluded by research that students with a low anxiety level perform well in such
memory working tasks.

Lower self-confidence may lead to an advanced level of anxiety (Ahmed, Minnaert,

Kuyper, & van der Werf, 2011). A non-experimental research was done by researchers based
on a questionnaire of 495 students of 7th grade. The questionnaire was based on the self-
concept of math and math anxiety questions. It was analyzed by research that students with a
great level of self-concept had a lower degree of anxiety. Though, the correlation between the
low degree of self-concept and a higher level of anxiety was not clear from research.
However, when the researcher compared data using chi-square results showed that low self-
confidence and self-concept leads to a higher degree of anxiety.

Academic anxiety is not only faced by average or learning disable students, but it is also
faced by intelligent students. Intelligent students can also suffer from anxiety. Intelligent and
gifted students suffer from anxiety if they do not meet the goals set by themselves or their
parents or teachers. Their goals do not harm them unless the student gets hard to themselves.
If other people impose their expectations on bright students, they may suffer from anxiety.
But the correlation between anxiety and perfectionism is still not explored completely by
researchers. A study was conducted by Chin (2017) in which the association among success
and motivation in students was studied. Causes of student failure and success at school were
explored in the study. Attributions of luck task difficulty, ability and effort were studied by
researchers.

Early age low-level self-concept can lead to a greater level of math anxiety. Failure in
academics had a high anxiety level and low confidence levels in students. Different
researches have been done on math anxiety and math self-concepts by different researchers.

Anxiety level may vary according to culture. The relationship between math self-confidence
and self-concept is studied by Lee (2010) based on different countries. Data from forty-one
different countries were gathered by the researcher. The sample size taken for the study was
quite enormous.250, 000 students were taken as sample data. The ages of students range from
15 to 16 years. Results were varied from country to country. In Western Europe and North

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America students with high scores in math had a strange level of concepts and less level of
anxiety. But, in Asian countries students with high math scores had a low level of self-
concept and high level of anxiety.

According to WHO students must be emotionally stable for participating in academic

competitions. According to OECD report anxiety harms student’s achievements and
performance. It is concluded from research that the academic performance of bright students
suffers because of the fear of making mistakes. Average students are more anxious compared
to gifted students. According to OEC report, 46% of bright students feel anxious while 63%
of average students feel anxious about their science test apart from the fact that how well they
are prepared. Engagement and anxiety also have a direct relation. Positive and negative
emotions are related to the engagement of students in the study (Nail et al., 2015). Research
shows that the positive emotions of students depend on the higher level of student
engagement. While negative emotions are caused by the lower level of student engagement.
This research plays an important role because engagement is important for achievement.

A study was conducted on 456 undergraduate students in German and it was analyzed that
higher academic anxiety negatively affects academic performance. Another research is done
on 121 students in Hong Kong, and it is analyzed and concluded that anxiety is related to
academic achievement. Academic-related anxiety and stress result in inefficacy or decreasing
accomplishment. Brady et al. (2018) states that academic anxiety affects the student’s
efficacy and motivation. If the student becomes anxious then he/she feels less motivated
towards his goals. Academic anxiety and dropouts in schools are related as according to
Altairi (2014) anxiety causes a lack of motivation and interest of students in studies that
cause a higher rate of dropouts. A literature reviewed by Kahan (2008) shows that these
dropouts can also affect the academic performance of students. Students that have lower
education results are more anxious and stressed than that of higher academic results.
Dropouts from schools due to stress and anxiety also cause unemployment and poverty. On
the other hand, academic achievement leads to a higher likelihood and employment rate.
Depression, anxiety, and stress may cause poor communication of students with their parents
and teachers. According to research conducted on 10,000 students from 60 different countries
and it is concluded that 50% of students get demotivated due to academic anxiety and can
lose engagement in studies. (Thomas et al., 2017) done a survey by conducting an academic
test and it is concluded by the study that most of the anxious students face challenges to
retain the latest things due to lower working memory. Not only the anxiety affects the

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student’s performance but student’s confidence is also compromised. It will cause a problem
for the student while interacting with teachers or class fellows. By a report of WHO 85% of
suicide is committed by students having anxiety and stress. The behavior of students
suffering from anxiety is unpredictable with teachers and students. A report is generated by
the center of emotional health in which a survey of 60000 students from different schools was
conducted about dropouts of students due to anxiety according to a report 49% of students
claim that anxiety becomes a reason for their dropout from school.

Anxious student gets easily distracted by irrelevant things and face problems in focusing on
important and relevant details. According to research by anxiety not always affect academic
achievements. But, research by the economic council it is observed that anxious students did
not focus on work properly and got distracted, they also take more time for turning their
focus from one task to another. Students that have anxiety are lack of attentional control.
According to Brady et al. (2018) memory, attention span and concentration decreased due to
anxiety. Researchers found that students that have academic and test anxiety perform poorly
in school and have less attention on their work, despite this they behave improperly.
According to. (Chin et al., 2017) when the student did not concentrate on work this will effect
and disrupts their memory and as a result, cause poor academic performance. It is clear from
literature that anxiety have many bad impacts on student’s performance. A student may
perform very well if the student didn’t get anxious. Anxiety of tests, and academics can affect
the performance of student.

2.3. Anxiety and academic performance in learning English as a foreign language:

English as a foreign language:

This means learning of English by some non-native people for study purpose or other
purpose where English is not a native language. Students also take stress and anxiety when
they were learning EFL.

Anxiety and academic performance in learning EFL:

Many researchers researched on impact of anxiety on English learners. A survey is done by

Akkakoson (2016) according to author poor capability of learning English is also a cause of
anxiety. Other author argued Marwan (2016) that not only poor ability of learning is cause of
anxiety in fact anxiety may be a cause of poor English learning and performance.(Marwan,
2016) Also support the previous study and concluded that poor performance in an English
learning class is a cause of anxiety. Alsowat (2016) Stated that continuously a negative

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impact is done by anxiety on learning English language and student’s achievement in English
class. According to Debreli and Demirkan (2015) there is a uniform relation in anxiety and
performance of language learning. Language learning which is not native is a difficult task
hence students get anxious and could not perform well in class.

According to a survey Chow et al. (2018) three groups are taken that have to learn English a
group in which it is required to learn English a group in which English is majoring and last
one is elective group. It is seen that required group is facing anxiety problem. According to a
survey a group of student said that they feel nervous while giving English learning class test
so they did not perform well. According to Horwitz (2016) another group oral test of English
make them anxious and hurt their performance. Another group said during exams they get
confused and hence not concentrate on the exam so it affects the performance. It is clear from
above literature that anxiety affects negatively on the performance of students in learning
EFL.

2.4 Conclusion:
Anxiety is a state of mind in which students feel nervous and fear and it can affect the
performance of students. In this literature impact of anxiety on student's performance is
reviewed and according to survey, many bright students can also perform low when they feel
anxious. Anxiety has a direct relation to the performance of students. Moreover, Anxiety
affects student's performance when it comes to learning English as a non-native language.
Students get confused and feel anxious while giving exams or talking English as English is
not their native language so they will not perform according to their knowledge. So, anxiety
effect negatively on student's performance in academics.

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 Chapter 3: Methodology

3.1 Introduction
The previous chapter indicates the research works regarding the impact of anxiety on
academic performance in education. Some studies have conducted quantitative research,
some have conducted qualitative research for collecting data for the research. Research
methodology plays a significant role in the development of research work as it describes the
method of the research on which current research is working. There are different challenges
which are faced by students during their education(Pócza and Dobos, 2018).
Currently, there are few research works that have been conducted regarding the Omani
environment about the impacts of anxiety on students in their performance. If the
performance of students is not well, they cannot perform accurately in their subject which
might affect their future. In return, this can affects the job structure of Oman as students will
not have good grades so Jobs will be required to design based on low merit. So, such studies
are required to be conducted to help the students of Oman to get rid of anxiety and focus on
their education (Atzmüller and Steiner, 2010).
In the current research methodology of impacts of anxiety, quantitative and qualitative
research methodology will be followed. The quantitative research methodology will support
the researcher to gather the data in the form of facts and figures and statistical values can
clearly be described which point is required to be followed and which should be rejected.
Moreover, further, in quantitative research there are different methods through which data
can be collected so for the current survey method will be adopted. In the survey method, a
Questionnaire will be distributed to the research respondents. The qualitative research method
involves collecting data directly from the participants of the research, interviews will be
taken. This provides help to know the information based on practical experiences.
3.2 Research Questions
To form a questionnaire for the survey, the research hypothesis and research questions will be
followed. Based on those questions and hypotheses, questionnaires will be developed.

Following are the research questions:

1. What are the causes of anxiety?

2. What are the impacts of anxiety on the academic performance of students?
3. How anxiety levels are affecting the education level provided by Nizwa Students?

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 4. Recommendations that can be made to eradicate the level of anxiety in students of
Nizwa Students?

3.3 Population of respondents

For the current research, the population of the respondents is those people who are going to
answer the questions and those people who will be beneficial from this research. Therefore,
the education students of Nizwa are the population. The students studying the Nizwa in
education level. The sample is taken from the group of population which will be a
distribution of questionnaires to 100 students. The sample size is chosen to find the research
solution on a random selection method. In the Random selection method, respondents of the
research are chosen randomly so that there would be no biasness in the end result. The
students of Nizwa will be asked to fill the. Online questionnaires will be developed using
Survey Monkey so that students can easily fill the questionnaire.

For qualitative research, 3 respondents will be chosen.

3.4 Designing questionnaire

Close-ended questionnaire will be developed for the survey. In this type, participants have to
choose from the given options. For designing questionnaires, the Likert scale will be
followed. In the Likert scale, some options are given to the respondents and the most suitable
option is selected by the respondents. It involves five option, agree, strongly agree, Disagree,
strongly disagrees, and neutral. For each research questions, four main questions will be
asked See Appendix 1.

Each question will have further 5 questions, open questions will be designed. Participants can
answer based on their experiences and the challenges they have faced they will share
Appendix 1.

3.5 Instruments
The approach for the current research is a mixed approach as it involves quantitative and
qualitative research methods. The reason for choosing mix method is that strengths of one
method will help overcome the weaknesses of the second method. For example, quantitative
research helps to gather data in a minimum time, and data is obtained in the form of
mathematical figures, while it has a drawback that the perception of a participant is not taken
(Pócza and Dobos, 2018). They have to answer the questions which are being asked and
conversation is not possible. There are no in-depth details regarding the research problem in
the quantitative method. On the other side, qualitative research involves interviews which

17
takes a lot of time. The interview takes time as in-depth detail is gathered. So, the research
has two instruments, structured surveys, and unstructured interviews (Alsamawi et al., 2017).

3.6 Procedure
After designing of questionnaires, Questionnaire is distributed among the respondents. For
the distribution of questionnaires to the respective sample, random selection method is
adopted. Participants will be selected randomly without showing any biasness. Those
participants who will be available freely are asked to fill the questionnaire. Those people
who are volunteer and freely wants to fill the questionnaire are asked to fill them.

For the interviews, time is first decided, when the interviewees are easily available, that time
is fixed. On-call interview is taken as because of Corona virus, social interaction is not
allowed, so keeping in view the current circumstances, Survey Monkey and Telephone
interviews are conducted with the respondents.

7.6 Research Tools

The questionnaire filled by each of the students is checked and if any of the questions is
uncompleted or not filled, the respondent is requested to fill the questionnaire again. In this
way, completed filled questionnaires are obtained from the research participants. 16 close-
ended questions will be formed while 4 will be close-ended.

Before conducting the interviews, questions will be designed, and if there is a need for any
further questioning, they will be asked questions to clear the challenges and ambiguity of
research work. The questionnaire design is shown in Appendix 1.

3.8 Data Analysis

After filling the questionnaire and getting response from the participants. The data collected
from the questionnaire is in a raw form, it needs to be analyzed and interpreted. Data will be
plotted on the excel sheet. For the current research percentage analysis will be performed to
get the result in the form of a percentage. The values which is having greater percentage is
chosen and given preferences forth research discussion and recommendations. As there are
four research questions, so for each of the research questions, four close ended questionnaires
on the basis of Likert scale will be designed, while remaining four will be open ended.

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For interpretation of the close ended questions of Likert scale, graphs and tables will be
formed.

3.8 Ethical Considerations

Ethical considerations are followed in the current research so that unethical parties will be
avoided. First ethical consideration is regarding literature review and secondary data. The
data which is collected for the literature review is form valid resources and any invalid
resources is not cited in the research so that future researchers will not have to face any
ambiguity. Moreover, the work is plagiarism free and if the reference form other research is
taken, it is properly cited by mentioning the name of authors or author and the year in which
research was published.

During filling of questionnaires, respondents are not forced to fill the questionnaires and no
harm is given to them. Their willingness is ensured, and time is taken from them. In addition,
confidentiality and privacy of the participants is ensured so that they cannot face any
problem. The response given by the participants is used for the research purpose only.

The research is conducted for the benefit of society and to provide help and support to the
students and Education sector of Oman.

3.8 Conclusion

This chapter provides the completed description about the research methods and
methodology selected for the research of impact of anxiety on students’ performance in
education. The research has used qualitative and quantitative research approach in order to
get the compete detail of research issue. 16 questions are distributed to 15 students while 3
students are selected for the research interview. The descriptive analysis is used for the
interpretation of the results. In the next chapter, data collected will be analyzed and
interpreted and discussed on the basis of collected data, research hypothesis and questions
will be solved. Moreover, recommendations will be given which will be helpful for students
to reduce level of anxiety and focus on education.

19
 Chapter 4: Data analysis

4.1 Introduction:
The data which is gathered from the respondents is presented in this chapter in descriptive
form. There are two types of questionnaires which were formed. One was qualitative which
was for interview ad second was quantitative which was for survey questions. According to
each research objectives and research questions the sections of this chapter are formed. As
there were four main research objectives so there will be four sections in this chapter.
Moreover, the Likert scale has three sections regarding the questions so keep in view the
sections in the chapter are formed.

4.2 Section 1:
0=Strongly Disagree

1=Disagree

2=Neutral

3= Agree

4= Strongly agree

RQ1: What are the causes of anxiety?

Research Question 1 0 1 2 3 4
load always caused stress 10% 20% 10% 30% 30%
among all college students

Students that don’t do hard 10% 30% 30% 20% 10%

work in studies and take
tension take anxiety

20
Advance education causes 20% 10% 20% 30% 20%
anxiety

Not understanding lecture 20% 20% 20% 20% 20%

causes anxiety

This section of the data analysis was to find the answer the first research question which was
related to causes and anxiety of stress. This is because if the causes of anxiety are known then
its impacts would be known and by keeping in view and removing the causes, anxiety level
can be removes so for the sake of fourth question of the research first question is created.

About 10% of the respondents disagreed strongly that load of study causes anxiety while 30%
strongly agree which is higher ratio. Most of the respondents said that they strongly agree and
agree that load of the study causes anxiety the students. This is because if the reason that
when students are unable to manage their study, they take stress which causes anxiety. So,
study load should be minimized. Now student must prepare for quizzes, exams, daily lectures
and assignment which is quite hectic. They have lab also. Consequently, in this way they
cannot pay focus on all the subjects and minor details this caused anxiety.

For the second question of this section, about 10% of the respondents said that they strongly
disagreed, 30% disagreed, 30% were neutral and 10% strongly agreed. This stated greater
number of ratios is of those who disagreed. Most of the studies also states that those students
who do hard work faces a lot of stress and anxiety. This is because they are afraid of
forgetting any question in the exam.

In the third question, about 20% of the respondents strongly disagreed, 10% disagreed, 20%
neutral 30% agreed and 30% strongly agreed. The greater number of respondents agreed.
Advance education has complex concept which requires a lot of extra material to study. This
increases the burden on the students, and they are unable to manage their studies. This has
great impact on the anxiety level and their anxiety increases.

For fourth question of the section, 20% strongly disagreed, 20% disagree, 20% neutral and
20% strongly agreed. There is no one answer for this questions. There are some people who
do not understand lecture because of advanced studies and take stress. Some understand it
takes stress. So that is why respondents were neutral.

21
4.3 Section 2:
0=Strongly Disagree

1=Disagree

2=Neutral

3= Agree

4= Strongly agree

RQ2: What are the impacts of anxiety on the academic performance of students?

Question 2 0 1 2 3 4
Anxiety can affect 0% 0% 20% 40% 40%
students’ performance
in education
Social isolation can 0% 10% 0% 60% 30%
occur because of
anxiety
Anxiety negatively 10% 10% 10% 40% 30%
affect the memory
Anxiety has impact on 20% 10% 20% 30% 20%
confidence level

Section 2 of the chapter is for second research question. In the first question of the section,
impacts of anxiety on students’ performance are known. 0% of the respondents strongly
disagreed and disagreed, while 20% were neutral, 40% of the respondents agreed and 40% of
them strongly agreed. Greater number of the ratio is regarding strongly agree and agree.
When students suffer from anxiety, the lose their conscious and confidence due to which they
cannot quickly answer the question. Even if they have answer they get confuse whether to
answer the question.

22
In the second question of the section is regarding social isolation because of anxiety. About
0% strongly disagreed, 10% disagreed, 0% responded neutral and 60 agreed and 30%
strongly agreed. The greater number of the ratio is for agree and strongly agree. In the
perspectives of studies, when an individual suffers from anxiety, he loses communication
skills and interests in social activities and all he wants is to stay alone. He does not have
confidence to talk with other and discuss the issues. Most of the students get complex and
they do not want to make friends as they think people will abuse them for their poor
performance in studies.
In the third question, the response is collected regarding negative effect of anxiety on the
memory. This is one of the serious impacts of anxiety. About 40% of the respondents agreed
and 30% strongly agreed which is the greater ratio by the respondents. When students suffer
from anxiety, they get sick and lack interest in study. They over think all the time which
affects their memory. In the research it has been stated that over thinking affects the memory.
Moreover, the concepts get complex in their mind due to which pressure is exerted on the
brain and in the result, they lack thinking skills. In the fourth question, impact of anxiety on
confidence level is asked. In the question about 20% disagreed strongly, 10% disagreed, 20%
were neutral, 30 percent were agreed and 30% strongly agreed. Anxiety has direct impact on
confidence level.

4.4 Section 3:
RQ:3 How anxiety levels are affecting the education level provided Nizwa university
Students?

Research Question 3 0 1 2 3 4
Students facing anxiety 30% 30% 10% 20% 10%
cannot understand
lecture.

Students facing anxiety 10% 10% 0% 40% 40%

lack academic interest.

Students facing anxiety 10% 0% 30% 30% 30%

23
lack interest in
academic competitions

Anxiety results in poor 30% 20% 0% 30% 30%

communication

In this section question regarding the third research questions are asked. In the first question
of the section, question related to the student not getting the lecture is asked. About 30% of
the respondents strongly disagreed, 30% agreed, 10% were neutral, 20% agreed and 10%
strongly agreed. Most of the respondents disagreed the ration was 60% collectively. This
shows that it is not because of the lecture that students face anxiety. The ration of such
students is very low.

The second question, response regarding academic interest was gathered. About 10% of the
students said that they strongly disagreed, 10% disagreed, 0% were neutral, 40% strongly
agreed, 40% agreed. Most of the students who faces anxiety lack academic interest. This is
because they do not have confidence on them. The do not understand concepts properly.
Third question is related to the academic competitions. 10% of the respondents strongly
disagreed, 0% disagreed, 30% were neutral, 30% agreed and 30% strongly agreed. Those
students who faces anxiety lack academic interest thus because of this the lack interest in
participation in competitions.
In the fourth question, communicational impact is collected. About 30% of the respondents
strongly disagreed, 30% of them disagreed, 0% were neutral, 30% strongly agreed, and 30%
agreed, the greater ratio is of those who agreed. When students face anxiety, they lack
confidence as they think of themselves as a looser and think they cannot take part in
conversation. The get themselves isolated which results in poor communication.

4.5 Section 4:
RQ: 4 Recommendations that can be made to eradicate the level of anxiety in students of
Nizwa Education Students?

24
In this section, no structured questions for the interview are asked. This section contains
qualitative analysis method of the research. The data is gathered for telephone interviews
because of COVID-19.
ST12:

With regards to this question, respondents said that by getting tuition and extra classes they
can helped to reduce the anxiety. There is a need to record lectures so that if during lecture if
any point is missed by the students, they can go through it later in and learn the concepts. In
this way, they cannot get anxiety. As many of the students face anxiety because of not
understanding lectures.

ST3

In response to this question, respondents said that there are different ways anxiety can be
reduced. By normalizing eating habits. Now a days the foods are not having required level of
proteins and vitamins. Due to this, anxiety level stimulated in the person. For that students
should take coffee during preparation of exams. This boosts their energy level. Moreover,
different YouTube lectures can be taken for more understanding. He should prepare
everyday lecture on daily basis so that during exam they do not get load.

ST4:

Yes, students should ask their teacher when they feel difficulty. Most of the students face
difficulties in asking questions form their teachers. They should take part in class
participation.

4.6 Discussion of the findings

There is various different reasons due to which anxiety occurs in students. So, the first
question of the research was to know about the cause of the anxiety. Form the cause of the
anxiety it would be easy to know what the reasons are due to which students face anxiety.
Then solution to solve those causes will be given. When there is no reason to face anxiety,
then there will be no anxiety and in impact(Holahan, Ragan and Moos, 2016). Therefore, to
reduce or eliminate the impacts of anxiety it causes and reasons are required to be identified.

25
Therefore, the first question of the research is formed. Different literature also helps to
identify the answer. First cause is load of study. Now, the studies are getting complex and
competition among the students is increases. Parents and teachers are pressurizing them work
hard. In order to learn all their subjects and manage the load of the study, they have to study
late night and in early morning they have to attend their schools and colleges. They do not get
complete sleep and their sleeping time get disturbed because of heavy load. The researcher
has analyzed that if the sleep of 8 hours is not taken, it can cause stress and anxiety. Students
or an individual can feel dizziness and weakness all day. He can attentively participate in his
lecture because of dizziness. Moreover, sometimes students feel head pain which disturbs
them during their class schedule. Majority of the students face anxiety and stress because of
the study load.

There are some other types of students also, who do not learn their lessons on daily basis and
due to which the study load increase near exams. This becomes difficult for them to manage.
On the other side, the concepts in the studies are getting complex(Pekrun et al., 2002). As the
technology is advancing, new difficult concepts are now being taught at basic level which are
higher than the caliper of all the students. There are few types of the students who can get the
concepts quickly and efficient, but few types of the students take time to understand the
lecture. When students find things complicated in their subjects, they get worried that they
might not give a good result(Moreno et al., 2011). By thinking about this, they get anxiety,
which effects their performance in the papers. Advance level of education creates a challenge
for the student in their studies, which effect their performance and causes anxiety.

In the impact of anxiety, the first impact is on the academic performance of the students.
When students are unable to sleep at night, they get disturb all day, thinking about themselves
as a person who cannot achieve something(Garlow et al., 2008). They get demoralized. When
teachers create a lot pressure of assignment and quizzes which burdened the students, and
they take anxiety. Anxiety effect the sleep of the student and his diet. When a child is
burdened in heavy workload of quizzes, he cannot pay much focus on his extracurricular
activities, hi diet and sleep. His physical health reduced and thus these all collectively affects
his performance. He remained disturb in his classroom and even during exams. Not only the
performance in the education is affected but also extracurricular performance is affected.
Student lacks communication and skills and self-confidence. As study load creates complex
in them there are some students who do not have caliper to learn advance concepts and they
are forced by their parents to choose the subjects(Foose, 2014). When such students live in

26
the company of high caliper students, the feel demotivated and lowered their confidence. This
negatively affect their social life. As they cannot participate in the group discussion, they
cannot give their idea to the others. They prefer to live alone in an isolated environment.

The studies of (Miyazaki et al., 2016), have also observed that students who suffer from
anxiety prefer isolation as they keep on thinking negative thoughts. Another impact of
anxiety is on the memory of the students. When students suffer from anxiety, they can
memorize anything properly, as in the backend of their mind they are having feelings of
demotivation. The keep on thinking negative thoughts so when anything new is taught to
them their mind does not accepts. Moreover, because low self-confidence, when during exam
any question comes which they find difficult they get panic due to which they forget the
answer. The study has shown that majority of the students face this problem and memory
during exam.

When study cannot manage their studies because of the load, they get dissatisfactory results.
Moreover, sometimes they are also scolded by their friends and family for net getting the
higher grades. In some families it is mandatory for the child to get highest grades and if he
does not, he is scolded by the elders(Beilock et al., 2010). This highly effect the personally of
students specially his self-confidence. The study has linked low self-esteem as a result of low
self-confidence. This causes neurotic anxiety. Self-esteem and self-confidence is regarded as
the filter against stress and anxiety. When an individual is having self-confidence, then he is
ready to face all the questions and difficult situation. But, the student who is appearing
anxiety cannot even answer a question, even he knows the answer. This is only because he
thinks that he cannot. Moreover, research works have also shown that people who are having
high self-confidence can have higher chances of success. There is a significant positive
relationship between the good academic performance and self-confidence. Therefore, it can
state that without self-confidence, academic performance cannot be achieved by the students.

Another major impact of anxiety on the students is not understanding the lecture. When
students suffer from anxiety, they keep on thinking over their mistakes and anxiety disturbs
them every time. Their sleeping time is not complete, and their diet is also disturbing. There
are special type of nutrients which are required by the body to fight against stress and
anxiety. When students are mentally disturbed their eating habits get disturb due to which
their stamina reduces(Demirci, Akgönül and Akpinar, 2015). When this happens, students
lack academic interest. This is a major negative impact of anxiety on students. Physically

27
activities boast up the energy level in students. But academic stress and anxiety intend them
to remain isolated thus reducing academic interest. Students are not capable to communicate
with others.

Chapter 5 Conclusion and Recommendations

5.1 Introduction:

In this chapter, the research analysis completed in the previous fourth chapter is concluded.
The findings which are obtained from the chapter 4 will be presented and explained in detail.
The chapter will in attaining the recommendations and solving the challenges faced by the
students regarding anxiety. The Impacts of the anxiety are identified through the data
collection and the causes. The research has proposed the impropriate solution for the anxiety
reduction.

5.2 Conclusion
The study has analyzed the impact of anxiety on students. Students have to face different
problems during their academic life which affects their performance in a negative way as a
result student are not able to give good grades. This has greater affect on the education
sector of country. The research work has uses mixed methodology using quantitative and
qualitative research for finding the solution of research questions. There are four research
questions which are analyzed deeply in the research. The research has examined causes of
the anxiety which shows that complex advance education, difficulty in lectures, high level of
studies, workload, exam load creates anxiety on the student. String competition is
developed among the students and students are forced by the families to take those
subjects which they are not interest. Such factors are causes of anxiety. This negatively
affect their performance.

28
Recommendations:

It is required by the institution that workload should not be created on students that they
started feeling burdened. Assignments, quizzes must be given according to the schedules.
Such as if one teacher is giving assignment on a particular deadline, other teachers should not
give so that students can focus on that particular subject on the day of deadline.
Students are required to manage their schedules properly and learn their lectures on daily
basis. As technology is developing there are different tutorials which are available online so
from those tutorials’ students can take help.
There is a need to improve the diet and move away from burgers and fast foods. As fast food
develops such molecules in the body which increases anxiety, while fruits and healthy diet
can help to generate such molecules in body which can increase the capacity of body to fight
against anxiety.
Students are required to discuss their educational problems with their parents, teachers and
friends rather than isolating socially.

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Akkakoson, S. (2016) ‘Speaking Anxiety in English Conversation Classrooms among Thai

Students.’, Malaysian Journal of Learning and Instruction. ERIC, 13(1), pp. 63–82.

Alsamawi, A. et al. (2017) ‘Methodology’, in Environmental Footprints and Eco-Design of

Products and Processes. doi: 10.1007/978-981-10-4137-2_2.

Alsowat, H. H. (2016) ‘Foreign language anxiety in higher education: A practical framework

for reducing FLA’, European Scientific Journal. European Scientific Journal, 12(7).

Atzmüller, C. and Steiner, P. M. (2010) ‘Experimental vignette studies n survey research’,

Methodology. doi: 10.1027/1614-2241/a000014.

Beilock, S. L. et al. (2010) ‘Female teachers’ math anxiety affects girls’ math achievement’,
Proceedings of the National Academy of Sciences of the United States of America. doi:
10.1073/pnas.0910967107.

Bunevicius, A., Katkute, A. and Bunevicius, R. (2008) ‘Symptoms of anxiety and depression
in medical students and in humanities students: Relationship with big-five personality
dimensions and vulnerability to stress’, International Journal of Social Psychiatry. doi:
10.1177/0020764008090843.

Chow, B. W.-Y., Chiu, H. T. and Wong, S. W. L. (2018) ‘Anxiety in reading and listening
English as a foreign language in Chinese undergraduate students’, Language Teaching
Research. SAGE Publications Sage UK: London, England, 22(6), pp. 719–738.

Debreli, E. and Demirkan, S. (2015) ‘Sources and levels of foreign language speaking
anxiety of English as a foreign language university students with regard to language
proficiency and gender’, International Journal of English Language Education, 4(1), pp. 49–
62.

Demirci, K., Akgönül, M. and Akpinar, A. (2015) ‘Relationship of smartphone use severity
with sleep quality, depression, and anxiety in university students’, Journal of Behavioral
Addictions. doi: 10.1556/2006.4.2015.010.

Foose, T. E. (2014) ‘Anxiety’, in Encyclopedia of the Neurological Sciences. doi:

10.1016/B978-0-12-385157-4.01080-0.

33
Garlow, S. J. et al. (2008) ‘Depression, desperation, and suicidal ideation in college students:
Results from the American Foundation for Suicide Prevention College Screening Project at
Emory University’, Depression and Anxiety. doi: 10.1002/da.20321.

Holahan, C. J., Ragan, J. D. and Moos, R. H. (2016) ‘Stress’, in The Curated Reference
Collection in Neuroscience and Biobehavioral Psychology. doi: 10.1016/B978-0-12-809324-
5.05724-2.

Horwitz, E. K. (2016) ‘Factor structure of the foreign language classroom anxiety scale:
Comment on Park (2014)’, Psychological reports. SAGE Publications Sage CA: Los
Angeles, CA, 119(1), pp. 71–76.

Marwan, A. (2016) ‘Investigating students’ foreign language anxiety’, Malaysian Journal of

ELT Research, 3(1), p. 19.

Miyazaki, M. et al. (2016) ‘Anxiety disorders’, in The Curated Reference Collection in

Neuroscience and Biobehavioral Psychology. doi: 10.1016/B978-0-12-809324-5.02115-5.

Moreno, M. A. et al. (2011) ‘Feeling bad on facebook: Depression disclosures by college

students on a social networking site’, Depression and Anxiety. doi: 10.1002/da.20805.

Pekrun, R. et al. (2002) ‘Academic emotions in students’ self-regulated learning and

achievement: A program of qualitative and quantitative research’, Educational Psychologist.
doi: 10.1207/S15326985EP3702_4.

Pócza, K. and Dobos, G. (2018) ‘Research methodology’, in Constitutional Politics and the
Judiciary: Decision-making in Central and Eastern Europe. doi: 10.4324/9780429467097-2.

Questionnaire:

0=Strongly Disagree

1=Disagree

2=Neutral

3= Agree

4= Strongly agree

34
 1. What are the causes of anxiety on the academic performance of students?
2. What are the impacts of anxiety on the academic performance of students?
3. How anxiety levels are affecting the education level provided by institution of
education Students?
4. What are the ways through which improvements can be mad to remove the level of
anxiety in students of Eductaion Students?

Research Question 1 0 1 2 3 4
Study Load always
caused stress among all
college students

Students that don’t do

hard work in studies
and take tension take
anxiety

Advance education
causes anxiety
Understanding lecture
causes anxiety
Question 2
Anxiety can effect
students performance in
education
Social isolation can
occur because of
anxiety
Anxiety negatively
effect the memory?
Anxiety has impact on
confidence level?

35
Research Question 3 0 1 2 3 4
Students facing anxiety
cannot understand
lecture

Students facing anxiety

lack academic interest

Students facing anxiety

lack interest in
academic competitions

Anxiety results in poor

communication
Question 4
Parents should help
child in understanding
difficult concepts
Preparing before exam
can help to reduce
anxiety
Reducing academic
load can reduce anxiety
Teacher student
understand can reduce
anxiety

What type of advance education make students more stressful?

Why the education sectors take some measures to lessen the study load?

36
What is the impact of anxiety?

…………………………………………………………………..

How anxiety can be reduced?

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