Academic Stress and Performance among Secondary School Students Post-COVID
DOI:
https://doi.org/10.59436/jsiane.478.2583-2093Keywords:
Academic stress; academic performance; secondary school students; post-COVID education; examination anxietyAbstract
The COVID-19 epidemic caused extraordinary disruption to secondary education systems worldwide, resulting in protracted school closures, widespread adoption of remote learning, social isolation, and major confusion over academic assessment. As schools resumed in-person instruction in the post-COVID era, apprehensions surrounding students' academic stress and its impact on academic performance intensified. This study examines the correlation between academic stress and academic achievement among secondary school students in the post-COVID environment. A quantitative, descriptive-correlational study approach was utilized, encompassing a sample of 480 secondary school pupils from both public and private institutions. Academic stress was evaluated through various dimensions, including workload pressure, examination anxiety, fear of academic failure, and learning challenges. Academic performance was quantified using recent examination results and grade point averages. SPSS was used to do descriptive statistics, correlation analysis, and linear regression analysis. The results show that children are under moderate to high levels of academic stress after COVID, and that test anxiety is the biggest source of stress. A statistically significant inverse correlation was identified between academic stress and academic performance, indicating that elevated stress levels correlate with diminished academic attainment. Regression study indicated that academic stress is a major predictor of academic performance, explaining a considerable percentage of the variance. The study emphasizes the enduring psychological effects of the pandemic on secondary school pupils and reinforces the necessity of stress-management strategies, supportive learning settings, and learner-centered instructional methodologies. The results add to research on schooling after the epidemic and have real-world effects for teachers, school leaders, and policymakers.
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