AN EXAMINATION OF SOURCES OF STRESS AMONG SECONDARY SCHOOL STUDENTS
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AN EXAMINATION OF SOURCES OF STRESS AMONG SECONDARY SCHOOL STUDENTS
AN EXAMINATION OF SOURCES OF STRESS AMONG SECONDARY SCHOOL STUDENTS
Stress is inherent and inevitable in a social system. It creates
physiological and psychological changes in the individual. When one
talks about the “stress and strain” of modern life, most especially in
schools, one means simply the pressures caused by competitions in
schools and in the working world. Social demands worries about economic
security and frustration of expectation not achieved due to stress and
strains.
Qualitative approaches have gone further in exploring the meaning
of these stressful events for students concerned, highlighting theme
such as an over identification with academic success and the perception
of GCSE examination as constituting a crucial moment in determining
the future life trajectory of a student. However, this area has been
neglected by researchers working on the educational psychology
disciplinary boundaries, and a number of important features have yet to
be specified regarding the development, antecedents and educational
consequences of examination stress.
The concept of the sources of pressures faced by young people and
adolescents, Kyriacou (2003) and Seiffge-Krenke (1993) suggests that
school assessments and examinations represent a number of sources of
change and insecurity that leads to stress; others include school
transfer, bullying relationships and identity.
This is also a popular theme in the National Press, where a number
of recent articles have voiced concerns of students, parents and
teachers that the frequency and importance of examinations is resulting
in an unacceptable degree of stress in school children and
subsequently contributing to a range of derogatory consequences (e.g.
Times Educational Supplement, 2005, 2007, 2008). A number of
survey-based studies have provided evidence for these claims indicating
that assessments, and in particular examinations are perceived by
secondary school students as stressful, worrisome and anxiety provoking
events in Benin City and environ (e.g. Gallaghe & Miller, 1996) and
(Kouzma & Kennedy, 2004).
The tension and strain experienced by individuals be it in their
homes, in their schools have been proved as the by-product of stress by
many psychologists. Aherne (2001) Executive stress and its management
emphasized that stress occurs when nervous tension reaches a degree of
intensity that interferes with normal physiological process in the
body. He looked at these as a perceived substantial imbalance between
demands and responses capability under the condition where failure to
meet demands has important or perceived consequences.
This type of survey-based research is useful in providing an
empirical body of data to substantiate claims that school
assessment/examination are a perceived source of stress, but are
limited by their design in the extent to which they inform on three
important dimensions of examination stress. First, this research tells
us little about subjectivity, that is how students make sense of the
experience of assessment/examination stress. Second this research
provides no information as to the factors which contribute to the
development of examination stress. Third, the research provides little
contextual information how the experience of stress is situated in
schools, places (e.g. examination halls) and practices (e.g. how
teachers prepare students for examinations). These sources of stress
factors general stressful situations as they hinder goals and
expectations.
On this line Connor (2001, 2003) reported how elevated
stress/anxiety was related to student’s worries about underachieving
compared to peers and whether poor results would influence which group
or sets they would be placed in. He classified sources of stress into
various types; social, physical and economical. However, this research
work is concerned with physical sources of stress. As Hall et al.
(2004) further explained the physical sources of stress are further
classified into Primary or Direct and Secondary or Indirect stress.
The Primary or Direct stress which is the concern of this research
work involves environmental adaptive capacities of the impositions,
trauma or insults which directly strains or stresses the adaptive
capacities of non-physiological system, excessive noise and heat are
examples of such primary source of stress.
In recent times, Benin City has considerably increased in
population tending towards high urbanization. The school system is an
important part of society, the hustling from traffic jam, the hustle
and bustle of getting vehicles to school by the students, the crowded
classrooms and overloaded curriculum all emanate stressful symptoms.
This is further increased as most schools are located c lose to
or at the centre of the busy streets. According to Akhagbe’s Isei
(2005) finding in his project work titled school location planning a
very high percentage of students travel distance lesser than or equal
to five kilometers to get to school.
Denscombe (2000) state that noise adverse effects on behaviour.
The noise factors that could create stressful situation among secondary
school students, it could also emanate from crowded school
environment.
Putwain (2007a) found out that there has been a rapid growth in
the development of education at all levels particularly in the approach
adopted by Denscombe (2000) was the second of these, ascertaining
student’s views on the factors associated with the GCSE that caused
stress.
This phenomenon resulted to rapid growth in secondary schools, and
this led to crowded number of students in the classrooms, playgrounds,
laboratories without a corresponding increase in buildings, seat,
staff and other physical facilities because of the general economic
depression. This idea brought with it many problems which are causing
emotional and physical distress in students.
Against this background students in Benin City and environ are
faced with the problems which tend to militate against their effective
and efficient learning. Pekrun et al, (2002) noted that stress symptoms
which could be observed among this type of individuals includes
anxiety, worries, feeling of guilt, uneasiness, some psychological
responses, and increased tension.
The awareness of the importance of education had encouraged the
Federal Government of Nigeria to adopt education as an instrument of
per excellence for effecting national development. As a result the
Nigerian Education Research Council was initiated in 1969 to review the
nation’s school curriculum. The National Curriculum Conference
addressed the issue of the relevance of the curriculum at all levels of
education. The outcome of that conference was a production of an
educational structure known as the 6-3-3-4 system. But as Ekpo (1992)
viewed in his contribution of the analysis of “Educational Policy and
Implementation in Nigeria” the 6-3-3-4 system now in vogue is not
workable because of high cost, lack of prior evaluation and heavy
workload on the students and the teaching personnel.
On the aspect of secondary school curriculum, this research work
will also look at the area of the implications of ‘over’ widened
curriculum of the 6-3-3-4 system. Very often, students see their
problems as centered on having too much to do during the six crowded
hours of school period, it is not unusual to hear students complain of
lack of time as they may have too many assignments from numerous core
and vocational subjects are expected to offer.
The student’s sources of stress is their attempt to cope with
situations which affect their physical and mental energy. As a result,
students may undergo a lot of strains such as anxiety, fear and
uneasiness when they cannot complete their numerous assignments or
class work.
AN EXAMINATION OF SOURCES OF STRESS AMONG SECONDARY SCHOOL STUDENTS
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Stress is inherent and inevitable in a social system. It creates physiological and psychological changes in the individual. When one talks about the “stress and strain” of modern life, most especially in schools, one means simply the pressures caused by competitions in schools and in the working world. Social demands worries about economic security and frustration of expectation not achieved due to stress and strains. .. education project topics
AN EXAMINATION OF SOURCES OF STRESS AMONG SECONDARY SCHOOL STUDENTS