The document discusses a study that examined the relationship between mindfulness and test anxiety among senior high school students. It found that the students reported a moderate level of mindfulness overall as well as in specific facets like observing, describing, and non-judging. It also found that through practicing mindfulness, the students reported a low level of test anxiety, contrasting with prior high levels of anxiety. The study aims to provide a basis for strengthening mindfulness programs in schools to help reduce students' test anxiety.
A Study to Assess the Effectiveness of Mindfulness Techniques on Level of Tes...ijtsrd
Anxiety is the emotional response to that events. Anxiety also serves an important protective function. It signals that something is wrong so that we can move out of a potentially dangerous situation. We can retrain our thinking to better cope with significantly reduce test anxiety. A study was conducted to assess the effectiveness of mindfulness techniques on test anxiety among B.Sc N students in selected college at Chennai. The objective of the study is to determine the effectiveness of mindfulness techniques among the B.Sc N students. The hypothesis formulated was there is significant association between the mindfulness techniques on the level of test anxiety among B.Sc N students. The review of literature included the related studies which provide a strong foundation for the study including the basis for conceptual framework and formation of tool. The research design used for this study was pre experimental one group pre test post test design. It was carried out with 30 samples who fulfilled the inclusion criteria. Purposive sampling techniques was used to select the samples. An interview schedule was used to assess the pre test and post test level of test anxiety. A integrated mindfulness techniques was given for students for the duration of 30 40 minutes, a standardized tool was given to the students for duration of 10 to 15 minutes. The post test was conducted at the end of the 7th day by using same tool. The analysis revealed that the pre test level of test anxiety mean score was 34.0 with standard deviation 4.40 and post test level of test anxiety mean score was 22.3 with standard deviation 2.85. The paired ‘t’ value was 12.96 which showed highly significant at p 0.001 level. Thus it indicates the effectiveness of mindfulness on level of test anxiety among B.Sc N students. So the null hypothesis was rejected and researcher hypothesis was accepted for this study. Mrs. Bharathi. P | Dr. Tamilarasi. B "A Study to Assess the Effectiveness of Mindfulness Techniques on Level of Test Anxiety among the B.Sc (Nursing) Students in Selected College at Chennai" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52790.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/52790/a-study-to-assess-the-effectiveness-of-mindfulness-techniques-on-level-of-test-anxiety-among-the-bsc-nursing-students-in-selected-college-at-chennai/mrs-bharathi-p
Emotional and behavioral problems of young people have always been an important issue. Emotions could
be changed through learning and maturing. Therefore, the emotions of young people can be changed
through counselling courses. This research uses experimental research methods, multimedia education and
the Beck Youth Inventories-Second Edition as research tools. The samples of this research are 60 eighth
grade students. The teaching experiment investigates the students' effectiveness of immediate and
procrastinated emotion counselling after the use of multimedia learning. The research showed that there is
no significant difference between the students of the experimental group and the control group in
immediate counselling results. On procrastinated emotion counselling, there is a significant effectiveness in
depression and anxiety. On emotional stability, the students of experimental group is better than the control
group.
MWERA Parent Perceptions of Trauma-informed Assessment Conference PaperCamilleMora
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
—Stress is the side effect of development. Nowadays school going children also had stress and it's after effects. So this research was carried out in order to evaluate indicators of stress level (stress test), attention (Toulouse-Pièron test), immediate memory (word list test) and working memory (reverse order digit test), to a group of 40 students of the school whose age was between 15 and 17 year. Survey done on first of April in the International Baccalaureate level of the Latacunga city, Cotopaxi province, Republic of Ecuador. The perceptual and attention testing Toluuse-Pièron for additions and omissions plus errors did not throw significant differences between gender; but they behaved over 20 % of the hits, which showed a lack of deep concentration and attention over time. The stress test showed that females were more stressed in relation to males; however, for the word test and the reverse-order digits, no significant differences between the genders were found. A nonlinear (polynomial) relationship was found between the stress of the students and the memory. So it can be concluded that females were significantly more stressed than males whereas regarding memory there was no significant difference in both the sexes. It was also revealed that there was no linear relation between stress and memory.
A Study to Assess the Effectiveness of Mindfulness Techniques on Level of Tes...ijtsrd
Anxiety is the emotional response to that events. Anxiety also serves an important protective function. It signals that something is wrong so that we can move out of a potentially dangerous situation. We can retrain our thinking to better cope with significantly reduce test anxiety. A study was conducted to assess the effectiveness of mindfulness techniques on test anxiety among B.Sc N students in selected college at Chennai. The objective of the study is to determine the effectiveness of mindfulness techniques among the B.Sc N students. The hypothesis formulated was there is significant association between the mindfulness techniques on the level of test anxiety among B.Sc N students. The review of literature included the related studies which provide a strong foundation for the study including the basis for conceptual framework and formation of tool. The research design used for this study was pre experimental one group pre test post test design. It was carried out with 30 samples who fulfilled the inclusion criteria. Purposive sampling techniques was used to select the samples. An interview schedule was used to assess the pre test and post test level of test anxiety. A integrated mindfulness techniques was given for students for the duration of 30 40 minutes, a standardized tool was given to the students for duration of 10 to 15 minutes. The post test was conducted at the end of the 7th day by using same tool. The analysis revealed that the pre test level of test anxiety mean score was 34.0 with standard deviation 4.40 and post test level of test anxiety mean score was 22.3 with standard deviation 2.85. The paired ‘t’ value was 12.96 which showed highly significant at p 0.001 level. Thus it indicates the effectiveness of mindfulness on level of test anxiety among B.Sc N students. So the null hypothesis was rejected and researcher hypothesis was accepted for this study. Mrs. Bharathi. P | Dr. Tamilarasi. B "A Study to Assess the Effectiveness of Mindfulness Techniques on Level of Test Anxiety among the B.Sc (Nursing) Students in Selected College at Chennai" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52790.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/52790/a-study-to-assess-the-effectiveness-of-mindfulness-techniques-on-level-of-test-anxiety-among-the-bsc-nursing-students-in-selected-college-at-chennai/mrs-bharathi-p
Emotional and behavioral problems of young people have always been an important issue. Emotions could
be changed through learning and maturing. Therefore, the emotions of young people can be changed
through counselling courses. This research uses experimental research methods, multimedia education and
the Beck Youth Inventories-Second Edition as research tools. The samples of this research are 60 eighth
grade students. The teaching experiment investigates the students' effectiveness of immediate and
procrastinated emotion counselling after the use of multimedia learning. The research showed that there is
no significant difference between the students of the experimental group and the control group in
immediate counselling results. On procrastinated emotion counselling, there is a significant effectiveness in
depression and anxiety. On emotional stability, the students of experimental group is better than the control
group.
MWERA Parent Perceptions of Trauma-informed Assessment Conference PaperCamilleMora
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
—Stress is the side effect of development. Nowadays school going children also had stress and it's after effects. So this research was carried out in order to evaluate indicators of stress level (stress test), attention (Toulouse-Pièron test), immediate memory (word list test) and working memory (reverse order digit test), to a group of 40 students of the school whose age was between 15 and 17 year. Survey done on first of April in the International Baccalaureate level of the Latacunga city, Cotopaxi province, Republic of Ecuador. The perceptual and attention testing Toluuse-Pièron for additions and omissions plus errors did not throw significant differences between gender; but they behaved over 20 % of the hits, which showed a lack of deep concentration and attention over time. The stress test showed that females were more stressed in relation to males; however, for the word test and the reverse-order digits, no significant differences between the genders were found. A nonlinear (polynomial) relationship was found between the stress of the students and the memory. So it can be concluded that females were significantly more stressed than males whereas regarding memory there was no significant difference in both the sexes. It was also revealed that there was no linear relation between stress and memory.
A Study to Evaluate the Effectiveness of Motivational Intervention on Anxiety...iosrjce
The objective of the study was to assess the mental To assess and compare the level anxiety of
unsuccessful B.Sc (N) students in university examination before and after the administration of motivational
intervention and to determine the association of level of anxiety with the selected personal variables.31
unsuccessful B.Sc(N)student were selected through purposive sampling technique. In view of the nature of the
problem and to accomplish the objectives of the study, structured Beck Anxiety Inventory was used to assess the
Anxiety level of the students. Validity was ensured in the field of Nursing and medical departments. Reliability of
the tools was tested by Cranach’s alpha, which was 0.92 Both descriptive and inferential statistics were used.
The findings of this study indicated that Motivational Intervention is effective in reducing Anxiety (t
value=3.027, p value = <0.05) among unsuccessful B.Sc (N) students. There was no significant association of
Anxiety with the selected sample characteristics after motivational intervention but before motivational
intervention it was significantly associated with age in year, passed higher secondary in how many attempts and
hobbies. The finding suggests that motivational intervention was effective in reducing level of Anxiety of
unsuccessful B.Sc (N) students.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
How Do Clinical Tutors Encourage Intrinsic Motivation In Undergraduate Studen...Cesar Orsini
Presented at the 4th National Scottish Medical Education Conference, Edinburgh, U.K.
May 6, 2014
Orsini C, Evans P, Ledezma P, Fuentes F. (2014) How Do Clinical Tutors Encourage Intrinsic Motivation In Undergraduate Students? A Systematic Review. In: 4th National Scottish Medical Education Conference, Edinburgh, U.K.
EMOTION DETECTION AND OPINION MINING FROM STUDENT COMMENTS FOR TEACHING INNOV...ijejournal
Students can provide their opinions, comments, or suggestions about a course, course instructor, study environment, and available resources using the course evaluation at the end of every semester. This helps the course professors and other college authorities make appropriate changes or continue a particular approach to get the best experience in classrooms. These course evaluations are in both quantitative and qualitative forms. In quantitative feedback the evaluation is performed in terms of measurable outcomes and include a Likert-type scale to capture the level of agreement and disagreement. In qualitative feedback the students can convey their feelings, opinions or suggestions about the course, the course instructor, or their overall thoughts/comments towards the course. The qualitative feedbacks provide freedom for the students to express their honest thoughts on a course. The data collected in the qualitative form provides deeper insight into a student’s emotional state. In this work we focus on mining the qualitative student feedbacks and analyzing the student sentiments. We also analyze the efficiency of Light Weight teams and Flipped Classroom approach which are Active Learning methods. Results show that the implementation of these Active Learning methods is linked with increased positivity in student emotions.
This is the paper entitled "Effects of the Mountain Climbing Analogy to the Performance and Attitude of the First Year University students in Basic Mathematics"
the paper together with its data gave an insight on the viability of this teaching approach as a substitute to the teacher-centered traditional classroom environment.
Test Anxiety and Academic Achievement in Thiruvannamalai Districtijtsrd
The present study planned to probe the effects of test anxiety on academic achievement of high school pupils. The respondents encompassed of 300 school pupils 158 boys and 142 girls studied in IX standard were selected by random basis from diverse high schools of Thiruvannamalai District. Prof. V. P. Sharma’s Test Anxiety Scale TAS was used to assess test anxiety and English Achievement Test EAT was used to carry out test and calculated the percentage of total marks attain by the students was measured as the academic achievement score. The outcome revealed that the result revealed that there is significant difference in Private school students have high anxiety when compared to Government School students. Nuclear family students achieve more in the academic of English when compared to Joint family students. Government school students achieve more in English when compared to Private school students. And also reveals that there is no significant difference between nuclear family and joint family in respect to their Test Anxiety. Lastly, the correlation result reveals that there exists a moderate Positive Correlation between Test Anxiety and Academic Achievement. Dr. R. Muthaiyan | J. Lingeswaran "Test Anxiety and Academic Achievement in Thiruvannamalai District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd32980.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/32980/test-anxiety-and-academic-achievement-in-thiruvannamalai-district/dr-r-muthaiyan
Abstract
Background: Across the country, nursing students are experiencing alarming amounts of stress. While stress is a common phenomenon, it has been shown to negatively impact nursing student performance and general health. One solution to this issue is mindfulness-based stress reduction (MBSR). Reported effects of MBSR include stress reduction; mindfulness; improvements in self-esteem; increase in general health; a decrease in anxiety; and an increase in empathy. Because MBSR is not widely included in nursing curricula, students are not learning stress reduction techniques needed to manage daily stress. Purpose: To address this gap, a DNP project was implemented at a university site. The project’s purpose was two-fold: To increase the knowledge of faculty and to provide educational resources for students. Methods: A toolkit was developed that included a Power Point presentation for faculty; a copy of the Perceived Stress Scale (PSS); and handouts on stress and MBSR techniques for students. Thirty-four faculty in an online family nurse practitioner program were offered the toolkit at one university in California; five faculty participated and completed the surveys. Results: Valuable data was obtained on the effectiveness of the presentation on faculty knowledge, perception, acceptance, and willingness to use the resources provided. Conclusion: When provided with a toolkit on stress and MBSR techniques, faculty became more aware of the significance of stress and stated they were willing to utilize the resources provided in future online classes.
Abstract:
It is difficult to find in Spanish a word that can translate the meaning of Counselling and encompassing all those elements and nuances that you are your own. The translations more frequently used are "assisted advice" and/or "aid relationship" and/or advice, it also includes all the skills that are necessary to establish that interpersonal relationship.
Although the communication skills, and in particular communication of bad news and the relationship with users are currently not part of the university education within the degree in Medicine, Nursing, Physiotherapy or Psychology if it has been of concern on the part of practitioners in these areas present sufficient levels of training in this core competency. In fact, we presented/displayed a communication where the little information received in the own hospital on the part of parents with children with Syndrome of Down is reflected in particular on this genetic alteration before making decisions referred to the birth from the boy. Thus, just as the curative art is learned can be learned the abilities of communication referred the unexpected news, which will help to diminish the psychological cost for the professional and the own patient.
Lesson plan. Old curriculum.
DepEd Lesson Plan is an exceptional example of a teacher's “roadmap” for a lesson. It contains a detailed description of the steps a teacher will take to teach a particular topic. It contains the following parts: Objectives, Content, Learning Resources, Procedures, Remarks, and Reflection
A lesson plan is a teacher's daily guide for what students need to learn, how it will be taught, and how learning will be measured.
finding related literature and studies
Literature that is informed and tested by research, these books, articles and reference sources will attempt to explain, describe, define and provide a background or theoretical framework for a field of inquiry
A Study to Evaluate the Effectiveness of Motivational Intervention on Anxiety...iosrjce
The objective of the study was to assess the mental To assess and compare the level anxiety of
unsuccessful B.Sc (N) students in university examination before and after the administration of motivational
intervention and to determine the association of level of anxiety with the selected personal variables.31
unsuccessful B.Sc(N)student were selected through purposive sampling technique. In view of the nature of the
problem and to accomplish the objectives of the study, structured Beck Anxiety Inventory was used to assess the
Anxiety level of the students. Validity was ensured in the field of Nursing and medical departments. Reliability of
the tools was tested by Cranach’s alpha, which was 0.92 Both descriptive and inferential statistics were used.
The findings of this study indicated that Motivational Intervention is effective in reducing Anxiety (t
value=3.027, p value = <0.05) among unsuccessful B.Sc (N) students. There was no significant association of
Anxiety with the selected sample characteristics after motivational intervention but before motivational
intervention it was significantly associated with age in year, passed higher secondary in how many attempts and
hobbies. The finding suggests that motivational intervention was effective in reducing level of Anxiety of
unsuccessful B.Sc (N) students.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
How Do Clinical Tutors Encourage Intrinsic Motivation In Undergraduate Studen...Cesar Orsini
Presented at the 4th National Scottish Medical Education Conference, Edinburgh, U.K.
May 6, 2014
Orsini C, Evans P, Ledezma P, Fuentes F. (2014) How Do Clinical Tutors Encourage Intrinsic Motivation In Undergraduate Students? A Systematic Review. In: 4th National Scottish Medical Education Conference, Edinburgh, U.K.
EMOTION DETECTION AND OPINION MINING FROM STUDENT COMMENTS FOR TEACHING INNOV...ijejournal
Students can provide their opinions, comments, or suggestions about a course, course instructor, study environment, and available resources using the course evaluation at the end of every semester. This helps the course professors and other college authorities make appropriate changes or continue a particular approach to get the best experience in classrooms. These course evaluations are in both quantitative and qualitative forms. In quantitative feedback the evaluation is performed in terms of measurable outcomes and include a Likert-type scale to capture the level of agreement and disagreement. In qualitative feedback the students can convey their feelings, opinions or suggestions about the course, the course instructor, or their overall thoughts/comments towards the course. The qualitative feedbacks provide freedom for the students to express their honest thoughts on a course. The data collected in the qualitative form provides deeper insight into a student’s emotional state. In this work we focus on mining the qualitative student feedbacks and analyzing the student sentiments. We also analyze the efficiency of Light Weight teams and Flipped Classroom approach which are Active Learning methods. Results show that the implementation of these Active Learning methods is linked with increased positivity in student emotions.
This is the paper entitled "Effects of the Mountain Climbing Analogy to the Performance and Attitude of the First Year University students in Basic Mathematics"
the paper together with its data gave an insight on the viability of this teaching approach as a substitute to the teacher-centered traditional classroom environment.
Test Anxiety and Academic Achievement in Thiruvannamalai Districtijtsrd
The present study planned to probe the effects of test anxiety on academic achievement of high school pupils. The respondents encompassed of 300 school pupils 158 boys and 142 girls studied in IX standard were selected by random basis from diverse high schools of Thiruvannamalai District. Prof. V. P. Sharma’s Test Anxiety Scale TAS was used to assess test anxiety and English Achievement Test EAT was used to carry out test and calculated the percentage of total marks attain by the students was measured as the academic achievement score. The outcome revealed that the result revealed that there is significant difference in Private school students have high anxiety when compared to Government School students. Nuclear family students achieve more in the academic of English when compared to Joint family students. Government school students achieve more in English when compared to Private school students. And also reveals that there is no significant difference between nuclear family and joint family in respect to their Test Anxiety. Lastly, the correlation result reveals that there exists a moderate Positive Correlation between Test Anxiety and Academic Achievement. Dr. R. Muthaiyan | J. Lingeswaran "Test Anxiety and Academic Achievement in Thiruvannamalai District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd32980.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/32980/test-anxiety-and-academic-achievement-in-thiruvannamalai-district/dr-r-muthaiyan
Abstract
Background: Across the country, nursing students are experiencing alarming amounts of stress. While stress is a common phenomenon, it has been shown to negatively impact nursing student performance and general health. One solution to this issue is mindfulness-based stress reduction (MBSR). Reported effects of MBSR include stress reduction; mindfulness; improvements in self-esteem; increase in general health; a decrease in anxiety; and an increase in empathy. Because MBSR is not widely included in nursing curricula, students are not learning stress reduction techniques needed to manage daily stress. Purpose: To address this gap, a DNP project was implemented at a university site. The project’s purpose was two-fold: To increase the knowledge of faculty and to provide educational resources for students. Methods: A toolkit was developed that included a Power Point presentation for faculty; a copy of the Perceived Stress Scale (PSS); and handouts on stress and MBSR techniques for students. Thirty-four faculty in an online family nurse practitioner program were offered the toolkit at one university in California; five faculty participated and completed the surveys. Results: Valuable data was obtained on the effectiveness of the presentation on faculty knowledge, perception, acceptance, and willingness to use the resources provided. Conclusion: When provided with a toolkit on stress and MBSR techniques, faculty became more aware of the significance of stress and stated they were willing to utilize the resources provided in future online classes.
Abstract:
It is difficult to find in Spanish a word that can translate the meaning of Counselling and encompassing all those elements and nuances that you are your own. The translations more frequently used are "assisted advice" and/or "aid relationship" and/or advice, it also includes all the skills that are necessary to establish that interpersonal relationship.
Although the communication skills, and in particular communication of bad news and the relationship with users are currently not part of the university education within the degree in Medicine, Nursing, Physiotherapy or Psychology if it has been of concern on the part of practitioners in these areas present sufficient levels of training in this core competency. In fact, we presented/displayed a communication where the little information received in the own hospital on the part of parents with children with Syndrome of Down is reflected in particular on this genetic alteration before making decisions referred to the birth from the boy. Thus, just as the curative art is learned can be learned the abilities of communication referred the unexpected news, which will help to diminish the psychological cost for the professional and the own patient.
Lesson plan. Old curriculum.
DepEd Lesson Plan is an exceptional example of a teacher's “roadmap” for a lesson. It contains a detailed description of the steps a teacher will take to teach a particular topic. It contains the following parts: Objectives, Content, Learning Resources, Procedures, Remarks, and Reflection
A lesson plan is a teacher's daily guide for what students need to learn, how it will be taught, and how learning will be measured.
finding related literature and studies
Literature that is informed and tested by research, these books, articles and reference sources will attempt to explain, describe, define and provide a background or theoretical framework for a field of inquiry
This literature review is focused on the rallying cry in the transition to post-pandemic education in the Philippines. The country experienced a series of lockdowns that catapulted prolonged closures of school premises for more than eighteen months and was considered the last country to reopen. As steps to conduct and resume limited in-person classes, selected schools have led the priming for the gradual transition, but the implications of readapting educational landscapes remain an emerging challenge to be dealt with. To delimit the discussion of educational reviews, subtopics were articulated, these are: 1) Integration of Health in Education; 2) Hybrid Learning; 3) Online Learning Space; 4) Assessment and Evaluation Methods; and 5) Enhancing Data Security. This paper reiterates the recalibration of curriculum from the basic and the higher institutions, the campaign for proactive thinking of curriculum planners as well as the underscore of insights that the online and hybrid learning will be mainstay imperative as the country adjusts and awaits the ebbing of the COVID-19.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. International Journal of Scientific and Research Publications, Volume 10, Issue 11, November 2020 6
ISSN 2250-3153
This publication is licensed under Creative Commons Attribution CC BY.
http://dx.doi.org/10.29322/IJSRP.10.11.2020.p10703 www.ijsrp.org
Facets of Mindfulness and Test Anxiety of Senior High
Students: Basis for Strengthening Mindfulness Program
CARIE JUSTINE P. ESTRELLADO*, MARLON V. BUNYI**
*Senior High School Teacher
Tayabas Western Academy, Quezon, Philippines
+63977-2860042
cariejustine.estrellado@gmail.com
**Principal
Tayabas Western Academy, Quezon, Philippines
sirmarsbunyi@gmail.com
DOI: 10.29322/IJSRP.10.11.2020.p10703
http://dx.doi.org/10.29322/IJSRP.10.11.2020.p10703
Abstract: The study focused on the link between school-based mindfulness program activities using the facets: explaining, observing,
reacting with awareness, non-judging, and non-reacting to students ' level of test anxiety. Two self-report measures were undertaken
through survey questionnaire. The findings showed that through Mindfulness, the students perceived a moderate level of mindfulness
in all facets and conversely low level anxiety during examinations period. The hypothesis that mindfulness and level of test anxiety
are inversely related was verified in the findings. Therefore, the practice of Mindfulness in school context is perceived to lessen the
test anxiety of students and it is recommended on the basis of results by strengthening the program institution through enhancing a
formal practice measures that will continue to address anxiety-related factors. Moreover, to provide information on its impact,
researchers may uplift the study into experimental type and or a case study design.
Keywords: mindfulness, mindful breathing, correlation, psychology, program
I. Introduction
est anxiety is an element of draining factor that needs to be dealt with especially for an individual who is under academic pressure;
considered to be a widespread concern among schools bringing stressful events interfering students’ ability to perform well in exam
- even for the most prepared one. This predicament seeks to entail the coping program of the school and one of which is the practice
of mindfulness.
The upsurge interest of Mindfulness has reached a far distant as a program from western medicine and clinical settings, workforce,
meditation and consequently its immersion to the educational sphere. The word Mindfulness is restricted to practice by enabling the
state of self-awareness in a current and non-judgmental manner (Kabat-Zinn, 2003; Chiesa & Malinowski, 2011). Kabat-Zinn, J.
(1994) Quoted by Srinivasan (2014), mindful breathing is a way of life, a ritual we indulge in, it's not an abstract state; it's a kind,
curious, non-judgmental consciousness we strive to add to every moment we act. Especially attentive breathing makes us more alert
and less reactive.
The role of mindfulness applies widely to education (Simbulan, 2016), as Davis and Hayes (2012) described the effects of experience
in lowering student anxiety and helping to enhance awareness in the current situation. Moreover, a study by Hoffman et al . ( 2010)
and Kabat-Zinn (2003) measured the effects of mindfulness-based tension control as a mechanism to manage emotion. Results
revealed an inverse correlation between awareness and anxiety, as awareness as a relaxation therapy helps mold students to stabilize
anxiety, while increasing grades (Hoffman et al., 2010; Baer, et al . , 2012; Brown and Ryan, 2003). Furthermore, the use of
mindfulness not only helps stressed students during analysis (Kiat Hui, 2018; Srinivasan, 2014), but also demonstrates an increase in
memory, less rumination, and more research focus (Davis & Hayes, 2012). In order to endorse the previous results, the researchers
initialize the systematic procedure of taking care every day, referring to Srinivasan Guidebook (2014), but prior to the procedure, the
researchers performed a survey at the beginning of the first week of school by conveniently sampling fifty students using Nist and
T
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Deihl (1990) measure anxiety assessment and the results are sur surprisingly saddening having a high level of test anxiety
result(overall mean=3.44), which the case engendered to incorporate mindfulness hinging on the facets from Baer (2006) and to
evaluate the initiative as basis for strengthening the mindfulness program.
The following queries to be investigated:
1. What is the level of overall mindfulness and test anxiety of senior high school students?
2. Are the scores from facets of mindfulness having a significant difference?
3. Is there a significant relationship between overall mindfulness scores and the level of test anxiety?
II. Framework
The research endeavored to evaluate the relationship between the overall carefulness of the five-facet senior high students (observing,
explaining, behaving with understanding, non-judging and non-reacting) and the level of test anxiety of the students. Moreover, the
study will be instrumental in contributing knowledge to educators and decision-makers as the basis for wider application in school
context.
Figure 1. Conceptual Framework
This study postulated the inverse relationship between the practice of mindfulness and level of test anxiety thus, the more conscious
students likely to develop less test anxiety.
III. Methodology
The study is a descriptive correlation in nature and employed simple random sampling (n=111 from 152 with 5 percent margin of
error) from Humanities and Social Sciences and General Academic strand.
The Five Facet of Awareness Questionnaire (FFMQ) is a psychometric instrument created by Baer et al., (2006) consisting of
examining, explaining, behaving with awareness, non-judging and non-reacting to inner experience. The five factors serve as the main
elements for assessing the awareness composed of thirty-nine (39) items with five reaction choices: 1 – never or very rarely true to 5 –
very often or always true. Build validity was evident in witnessing, identifying, non-judging, and non-reacting aspects (Baer et al.,
2006 as quoted by Vonderheyde, E. M. , 2017). Internal consistency also showed reliability (Veehof et al., 2011; Lilja et al., 2011).
Moreover, to determine the level of student test anxiety the researchers used questionnaire developed by Nist and Diehl (1990)
consisting of ten items, the items have 5 Likert-like format coding: from Never (1) to Always (5). The above tools were validated and
accurate by the test-retest methodology in a two-week gap on thirty students to accommodate this analysis.
The school administration obtained a letter for study purposes to conduct the study and collect the necessary data. The study was
conducted in July's first semester. Informed consent was obtained from each subject participating in the mindfulness practice and
assured anonymity and confidentiality for participants. The FFMQ was conducted two days prior to the preliminary exam with the
allotted time between 10-20 minutes together with the inclusion of clarity of instructions. Meanwhile, the test anxiety questionnaire
was given the day after the exam. The collection of data covered one week and the responses of the participants of the study were
encoded using Microsoft Excel and afterward subjected to statistical analysis using software SPSS version 23.
IV. Results and Discussion
Level of Mindfulness
The result shows that the overall level of mindfulness of students is moderately high (mean = 3.22), which indicates that students are
conscious and aware of their feelings and able to control their actions with focus and unveils their ability to accept one’s or others
emotions without judging.
Overall Mindfulness
of Senior High
Students
Test Anxiety
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Table 1. Summary of Mindfulness Facets
Variable Mean SD
Verbal
Interpretation
1. Observing (O) 3.289 .418 Moderately High
2. Describing (D) 3.240 .463 Moderately High
3. Acting with Awareness (AA) 2.831 .638 Moderately High
4. Non-judging (NJ) 3.386 .792 Moderately High
5. Non-reacting (NR) 3.362 .744 Moderately High
Overall 3.222 .611 Moderately High
Legend: 4.21 - 5.00 Very High/Always true; 3.41 - 4.20 High/Often true; 2.61 - 3.40 Moderately High/Sometimes true; 1.81 - 2.60
Low/Rarely true; 1.00 - 1.80 Very low/Never true
Students’ Level of Test Anxiety
As depicted from the table below the overall level of test anxiety of students is ‘low’ (mean = 2.59), noting that this is contrast to the
initial findings prior to the initialization of mindfulness which resulted a ‘high’ anxiety of students (mean = 3.44).This implies the
practice of mindfulness practice helps students to minimize test anxiety.
Table 2. Descriptive Statistics of Test Anxiety
Indicator Mean
Interpretatio
n
1. I have obvious signs of nervousness just before my test, such as sweaty palms, sh
aky hands, etc.
2.793 Moderate
2. Before and during exam , I have "butterflies" in my stomach. 2.441 Low
3. Before an exam, I feel nauseated. 2.216 Low
4. I have read the test and feel I do not know the answers. 2.874 Moderate
5. I exhibit panic attack during examination 2.369 Low
6. During an exam, my mind is blank. 2.838 Moderate
7. I recall the details I blanked out after I got out of the exam. 2.523 Low
8. The night before an exam, I have trouble sleeping. 2.892 Moderate
9. I make mistakes with simple questions or placing responses incorrectly. 2.721 Moderate
10. I have difficulties selecting responses. 2.270 Moderate
Overall 2.594 Low
Legend: 4.21 - 5.00 Very High/Always; 3.41 - 4.20 High/Very often; 2.61 - 3.40 Moderate/Sometimes; 1.81 - 2.60 Low/Rarely; 1.00 -
1.80 Very low/Never.
Test of Difference on the Facets of Mindfulness
As shown in the next pages are the facets of mindfulness that are compared using one-way ANOVA. The results vividly show that
there is a significant difference among the responses of the respondents from the five facets of mindfulness. In reference to the means
of mindfulness in Table 1, students are more mindful in terms of non-judging and non-reacting whilst lower in Acting with awareness.
Table 3. ANOVA Facets of Mindfulness
Source of Variation SS df MS F p-value
Between Groups 22.662 4 5.666 14.326** 0.000
Within Groups 217.504 550 0.395
Note: **p ≤ .01
Correlation between Mindfulness and Test Anxiety
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The table below presents test of relationship between five facets of mindfulness and its overall score to the test anxiety of students.
For which it can be gleaned that among the facets only Acting with awareness gained low correlation (r = 0.015), while the four facets
(O, D, NJ, NR) yielded negative correlation whereas also the overall mindfulness resulted in a moderate inverse correlation and
significant relationship to the test anxiety. Findings are similar to the study of Brown & Ryan (2003) and Palmer & Rodger (2009)
where test anxiety can be minimized through mindfulness. Thus, it can infer that the higher incline for mindfulness the lesser
disturbance of test anxiety.
Table 4. Correlation between Mindfulness Scores and Test Anxiety
Mindfulness r-value p-value
Observing (O) -0.204** 0.011
Describing (D) -0.315** 0.000
Acting with awareness (AA) 0.015 0.853
Non-judging (NJ) -0.316** 0.000
Non-reacting (NR) -0.468** 0.000
Overall Mindfulness -0.511** 0.000
Note: **p ≤ .01
V. Conclusions and Recommendations
The findings concluded that students have relatively high knowledge of the non-judging dimension and a significant interaction
between the aspects of knowledge except behaving with awareness of the test anxiety. Hence, the more practice of mindfulness leads
considerably in decreasing test anxiety for students. In light of the findings, the researchers sought that the practice of mindfulness is a
timely program to be included as an anxiety relief for students. The school, through the administrators may continue to hold the
practice of mindfulness especially prior to the examination of students. Also, underpinning procedures on the planning enhancement,
benchmarking, formulation of guidelines, implementation and regular monitoring of mindfulness program may adhere to the school-
wide level. Further, to strengthen the program the expansion of knowledge and skills may be a strong consideration like initiating
attending seminars, seeking guidance for practitioners, webinars, symposia, yoga classes for teachers. More research is needed and
certainly warranted to support and provide information on the impact of mindfulness as an intervention to anxiety like uplifting the
study to experimental and diverse research design and large sample cases.
Acknowledgment
The researchers extend their sincerest gratitude to the administrators of the Tayabas Western Academy for their financial and moral
support in the conduct of the study and to Mr. Andrian S. Nolledo for statistically treating the data.
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