A Study to Assess the Impact of Exam Anxiety on Academic Performance Among Collegestudents, in a Selected College at Bangalore
Year: 2026
Type: article
Study design: Observational Study
Abstract: Background of the study: Moderate levels of exam anxiety can help students stay focused and motivated, enhancing their performance. However, when anxiety becomes overwhelming, it can impair concentration, leading to poor academic results. Students often perceive poor performance as a reflection of their abilities, which can further exacerbate stress and reduce motivation. This study aims to examine how exam anxiety affect academic performance. Statement of the problem: “A study to assess the impact of exam anxiety on academic performance among college students, in a selected college, Bangalore”. Objectives of the study 1. To assess the level of exam anxiety among college students. 2. To determine the association between exam anxiety among college students and selected demographic variables. 3. To assess the impact of exam anxiety on academic performance among college students. Methods of the study: A Descriptive research design and quantitative approach was used in the study. In the present study, 60 college students were selected to assess the level of anxiety, the impact of exam anxiety on academic performance, and its association among college students. The samples were selected by using Convenient sampling technique. The sample consists of students of universal college of nursing, Bangalore who meet the inclusion criteria of the study. The obtained data was analyzed by using descriptive and inferential statistics and interpreted in terms of objectives of the study. Results: The present study shows that about 75% of participants were having high anxiety level , 17% of participants were having moderate anxiety, 8% were having low anxiety level. The Chi-square test was used to assess the association between demographic variables and exam anxiety, and the results showed a statistically significant association, indicating that exam anxiety was influenced by certain demographic factors among the study participants. Interpretation: Further, the relationship between exam anxiety and academic performance was analyzed using the correlation coefficient. The results revealed a negligible negative correlation (r = -0.01) between exam anxiety and academic performance, indicating that there was almost no linear relationship negligible negative correlation between the two variables in this study. Hence, exam anxiety did not show any meaningful impact on the academic performance of the students in the selected setting.In our study hypothesis was there will be no significant relation between exam anxiety and academic performance among college students. So we got the result as -0.01 as r value which implies negligible negative correlation. Hence null hypothesis - “There will be no significant relation between exam anxiety and academic performance among college students” is accepted. Conclusion: The study findings revealed that the majority of students experienced high exam anxiety (45 students, 75%), followed by moderate anxiety (10 students, 17%), and low anxiety (5 students, 8%), indicating that most of the students had elevated levels of exam-related anxiety. The Chi-square test showed a statistically significant association between demographic variables and exam anxiety, indicating that certain demographic factors influenced the level of exam anxiety among students. However, the correlation analysis revealed a negligible negative correlation (r = -0.01) between exam anxiety and academic performance, indicating that there was almost no linear relationship between the two variables. This suggests that exam anxiety did not have a meaningful impact on academic performance in the present study. Overall, the study concludes that while exam anxiety was prevalent among most students and was significantly associated with certain demographic variables, it did not show a significant relationship with academic performance in this sample.
Language: English
Topic: Student Stress and Coping
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7224842059