Traversing Academic Success: An Empirical Analysis of Learning Approaches, Psychological Stress, and Performance among Teacher Education Students

ABSTRACT

The complex subtleties of academic achievement extend far beyond traditional cognitive measures, comprising comprehensive psychological and behavioral factors. This study explores the nuanced relationships between students’ learning approaches, examination-related psychological stress, and academic performance within teacher education programs. Employing a robust correlational research design, the investigation systematically examined 120 education students (equally representing both genders) using two standardized instruments: Mukhopadhyay and Sansanwal’s Study Habit Inventory and Spielberger’s Test Anxiety Inventory. Statistical analysis utilizing Pearson’s Product Moment Correlation Coefficient and t-tests revealed significant findings. A strong positive correlation (r = 0.689*, p < 0.01) emerged between students’ study habits and academic achievement, while test anxiety demonstrated a substantial negative relationship with performance (r = -0.548, p < 0.01). The gender-based variations in academic accomplishments and test anxiety levels were statistically significant. The research underscores the critical importance of developing systematic learning approaches and implementing effective stress management strategies. By enlightening the psychological mechanisms underlying academic performance, this study provides exceptional insights for academic experts, curriculum designers, and institutional administrators seeking to optimize student learning experiences and outcomes.

Keywords: Academic Achievement, Anxiety, Motivation, Study Habit, Teacher Education Students

INTRODUCTION

Students’ academic journey has several ups and downs in their academic life that pass-through school, college, university and other institutional programs. They have different learning preferences (study habits), cognitive skills, psychological stress and other influencing variables affecting their academic performance. Some students show courage, grit and determination to sail smoothy; nevertheless, most students find difficulties in dealing problems, such as test anxiety (Akanbi, 2013; Akca, 2011; Ayesha and Khurshid, 2013; Bembenutty, 2009; Bonaccio and Reeve, 2010; Chapell, et al, 2005; Chamorro-Premuzic, et al, 2008; Embse and Hasson, 2013), gender difference (Devine, et al, 2012; Voyer and Voyer, 2014), lack of motivation (Holbah and Sharma, 2022; Mishra and Sharma, 2023), stress, depression, overload of assignments, technological advancements, etc., creating multifaceted constraints affecting their academic success (Chamorro-Premuzic, et al, 2005, Sharma, 2021a; Sharma and Begam, 2024). The academic journey of students is profoundly influenced by the intricate interplay between test anxiety (TA), study habits (SH), and academic accomplishments (AA). Several research studies have explored the complex factors that contribute to students’ educational performance and psychological well-being. Researchers have identified several critical variables that impact academic achievement, including anxiety, motivation, learning preferences, and study habits (Holbah and Sharma, 2022; Mishra and Sharma, 2023).

The significance of understanding these factors extends beyond individual academic success, as students’ educational outcomes are crucial for national development (Sharma and Begam, 2024). Various academic perspectives underscore the complex environmental and personal circumstances that can positively or negatively affect students’ learning capabilities and content retention (Cassady and Gridley, 2005; Sharma, 2021; Howard, 2020). Particularly in healthcare education, researchers have noted heightened levels of stress, anxiety, and depression among students (Fauzi, et al., 2021; Zhang, Peng and Chen, 2024). Viewing the significance of the study and expanding its scope, we make a seminal attempt to explore how study habits and test anxiety affect students’ academic accomplishment.

Extensive research supports the profound impact of multiple factors on students’ academic performance. Lawrence (2014) and Sharma (2020) emphasizes the role of family background, individual differences, economic status, cultural variances, family size, and parental education in shaping SHs and academic outcomes. The intricate relationship between TA and SHs presents a complex dynamic, with some researchers finding negative correlations, while others suggest potential motivational aspects (Kader, 2016; Sharma, 2022). In addition, the digital age introduces additional challenges, as Sharma (2019) notes that millennials and Generation Z often struggle with social media engagement and electronic device usage, which can lead to poor time management, increased stress, and test anxiety; however, the Gen Alpha take advantage of their digital knowledge and love for their electronic gadgets (Sharma and Begam, 2024). This phenomenon potentially disrupts effective study habits and contributes to academic pressure and potential depression among students.

While existing literature presents varying perspectives on the relationship between test anxiety and academic performance, with some studies finding significant correlations between SHs, TA and AA (Sanuar, Koushik, and Maity, 2023), and some reveal limited correlations (Jerim, 2023), but the consensus highlights the critical importance of understanding these interconnected variables. Researchers like Sridevi (2013) have sought to explore the intricate connections between TA and AA. The intended study follows the methods and procedure of the previous research (Sanuar, Koushik, and Maity, 2023) but employed in different college and location. Interpreting these aspects is essential for grasping the different variables universally and their probable effects for students’ learning habits and academic results.

The study undertakes the daunting task to examine the correlation between two components: first the Study Habit (SH), Test Anxiety (TA), and second the Academic Achievement (AA) of male and female College Students. Then, a few suggestions are proposed to deal with the students’ concurrent problems affecting their career enhancement to facilitate them easy sail to succeed and excel in their career. 

The major objectives of this study are:

1. To examine the correlation between Study Habits (SH), Test Anxiety (TA), and Academic Achievement (AA) among male and female college students.

2. To analyze the differences in SHs, test-taking anxiety, and AA between male and female students.

3. To develop and suggest viable measures that can help reduce test anxiety.

4. To propose strategies for improving study habits and ultimately enhancing academic performance.

The research proposes to contribute valuable insights into the complex psychological and educational factors that influence student success, potentially offering pragmatic and innovative methods to support students in managing anxiety and developing effective study strategies.

Hypotheses

H1: A significant correlation between the SHs, TA, and AA of teacher education students exists in the sample.

H2: Students with good SHs face a very less TA than those with poor SHs.

H3: Students with good SHs have a higher rate of AA than those who have poor SHs.

H4: Male and female students have a substantial distinction in the SHs.

H5: Male students have less TA than female students.

H6: Female students have a high rate of AA than male students.

METHODOLOGY

Research Problem

The study explores the intricate relationships between study habits (SHs), test anxiety (TA), and academic achievement (AA) among teacher education students, with a particular focus on gender differences. The research aims to understand how these variables interact and influence student performance in Bachelor of Education programs. Four key hypotheses guide this investigation, examining the correlations between SHs, TA, and AA, as well as potential gender-based variations in these factors.

Sample

The research methodology employs a correlational design, sampling 120 teacher education students from the Darjeeling District of West Bengal during the 2022-2023 academic year. The sample was equally distributed between male and female students, ranging in age from 23 to 28 years, selected through purposive sampling. The study establishes study habits and gender as independent variables, while test anxiety and academic achievement serve as dependent variables, creating a framework for examining their interrelationships.

Research Design

Research paradigms, research approaches, research designs, and data collection methods are some of the components that make up a research design, which offers guidelines for conducting the study (Creswell and Clark, 2017; Myers, 2019). On the other hand, a correlational research design is used to find the association between two or more variables (Cohen et al., 2018). Test anxiety (TA) and academic achievement (AA) were the dependent variables in the study, while study habit (SH) and gender (male/female) were the independent variables.

Instruments

For data collection, the study utilizes several validated instruments. The opening part of the questionnaire comprises the socio-demographic characteristics of the participants, with their name, age, marital status, district, academic information and the year level (first or second year) of the teacher education. The Study Habit Inventory (SHI) by Mukhopadhyay and Sansanwal measures students’ study habits across five dimensions: interaction, recording, task orientation, comprehension, and concentration. This 35-item inventory demonstrates strong reliability with a split-half coefficient of 0.89 and test-retest reliability of 0.83, along with a validity score of 0.8. The inventory employs a 5-point rating scale, with separate scoring methods for positive and negative statements, yielding scores ranging from 0 to 140.

 Test Anxiety Inventory (TAI)

Test anxiety measurement relies on Spielberger’s Test Anxiety Inventory (1980b), a 20-item instrument that assesses anxiety indicators before, during, and after tests. This inventory examines both nervousness and psychosomatic components of test anxiety, utilizing a quatern-point scale varying from “Rarely” to “Almost Always.” The TAI shows robust reliability with test-retest coefficients of 0.78-0.79 for education students and strong construct validity (0.81-0.82) when compared with Sarason’s TAI. The current study confirmed the inventory’s reliability with coefficients of 0.84 for overall scores and 0.72 and 0.78 for worry and emotionality subscales, respectively.

Academic achievement (AA)

Academic achievement data is derived from students’ percentage marks in their promotion test from first to second year.

Statistical Techniques

The research methodology incorporates both descriptive and inferential statistical techniques, utilizing SPSS Version 22 for data analysis. Students are categorized into groups based on the median study habit score, allowing for comparative analysis. The statistical analysis employs t-statistics and Pearson’s Product Moment Correlation Coefficient to check the study’s assumptions and test correlations between variables.

RESULTS

The analysis revealed significant correlations among study habits, test anxiety, and academic achievement in teacher education students. The findings determined a remarkable negative correlation between SHs and TA, representing those students with better SHs experienced lesser levels of TA. Conversely, a sizable positive connection emerged between SHs and academic achievement, suggesting that stronger SHs were correlated with improved academic performance.

The results clearly illustrated the relationship between study habits and student outcomes. Students who demonstrated good study habits consistently showed lower levels of TA compared to their partners with poor study habits. Additionally, these same students with good study habits achieved higher levels of academic performance, establishing a clear pattern of relationship between these variables.

A substantial negative association was also perceived between TA and AA. This relationship implies that students experiencing lower levels of TA tended to perform better academically, while those with higher anxiety levels showed diminished academic performance. All these correlations were statistically important at the 0.01 level, lending compelling support to the findings' reliability.

Based on these results (table 1), the first hypothesis (H1), which postulated a significant correlation between SHs, TA, and AA among teacher education students, was supported. The data analysis confirmed substantial correlations among all three variables in the sample, providing empirical evidence for the interconnected nature of these educational factors.

Table: 1 Shows the Correlation among SH, TA and AA of the teacher education Students (N=120)

*Correlation is significant at the 0.01 level (2-tailed)

Statistical analysis (table 2) revealed significant differences in test anxiety levels between students with varying study habits. Students who demonstrated good study habits showed notably lower test anxiety scores (M = 52.37) compared to those with poor study habits (M= 69.77). This variance was statistically substantial, as evidenced by the t-value of -6.787 (df = 118), which exceeded the critical value of 2.62 at the 0.01 significance level.

These findings provided strong support for the second hypothesis (H2), confirming that students with good SHs experience ominously less TA than their counterparts with poor study habits.

Table 2: t-value Depicting the Variation in Test Anxiety Between Students with the Best and Poorest Studying Habits

*Test Anxiety of the   Students with Good Study Habit 

**Test Anxiety of the   Students with Poor Study Habit 

 ***Substantial at 0.01 level

The analysis of academic achievement (table 3) yielded equally compelling results. Students who exhibited good study habits achieved substantially higher academic scores (M = 109.81) compared to those with poor study habits (M = 89.17). The statistical implication of this variance was proven by a t-value of 7.081 (df = 118), which was considerably better than the significant value of 2.62 at the 0.01 significance level. These results strongly supported the third hypothesis (H3), demonstrating that students with good study habits attain significantly higher levels of academic achievement than those with poor study habits.

Table 3: t-Value Depicting the Variation in Academic Achievement between Students with Good SH and Students with Poor SH

**Substantial at 0.01 level

Analysis of gender differences (table 4) revealed significant variations in study habits between male and female teacher education students. Female students demonstrated higher mean study habit scores (M = 86.78) compared to their male counterparts (M = 72.32). This difference was statistically significant, as indicated by the t-value of -3.398 (df = 118), which exceeded the critical value of 2.62 at the 0.01 significance level. These findings supported the fourth hypothesis (H4), confirming substantial gender-based differences in study habits among teacher education students.

Table-4: t-Value Depicting the Variation in SH between Male and Female teacher education students

**Substantial at 0.01 level

The scrutiny of test anxiety (table 5) across gender groups yielded notable results. Female students exhibited higher levels of test anxiety (M = 59.79) compared to male students (M = 51.62). Although the calculated t-value of 0.498 (df = 118) was lower than the critical value of 1.98 at the 0.05 significance level, the data nonetheless revealed meaningful differences in anxiety patterns between genders.

These findings supported the fifth hypothesis (H5), indicating that female teacher education students experience greater levels of TA than their male peers, though the difference was less pronounced than in study habits.

Table-5: t-Value Depicting the Disparity in Test Anxiety between two genders of teacher education students+

According to Table 6, the mean academic achievement scores for male and female teacher education students are 96.66 and 98.33, respectively. The t-value that was obtained, 0.428 with df = 118, is significantly lower than the 1.98 table value at the .05 level of significance.

According to the H6, female students have a high rate of AA than male teacher education students. Thus, H6 is accepted, and the findings indicate that there is statistically noteworthy variation in AA between male and female teacher education students.

Table 6: t-Value Depicting the Variation in their Academic Achievement between Male and Female teacher education students

Findings

The research findings revealed several significant relationships among study habits, test anxiety, and academic achievement in teacher education students. The correlation analysis yielded three primary relationships of note. First, a substantial negative correlation (r = -0.4209) emerged between SHs and TA, demonstrating that students who maintained better study habits generally experienced reduced levels of test anxiety. Second, the analysis revealed a strong positive correlation (r = 0.6683) between SHs and AA, indicating that students who developed and maintained effective study habits typically achieved higher academic performance. Third, a significant negative correlation (r = -0.521) was observed between TA and AA, suggesting that increased levels of test anxiety were associated with decreased academic performance.

Further comparative analysis of study habits and test anxiety revealed marked differences between student groups. Students who demonstrated good study habits showed substantially lower test anxiety scores (M = 52.37) compared to their peers with poor study habits (M = 69.77). This pattern extended to academic achievement as well, where students with good study habits achieved notably higher academic scores (M = 109.81) than those with poor study habits (M = 89.17). These findings underscore the significant role that study habits play in both managing test anxiety and enhancing academic accomplishment.

The investigation of gender differences yielded mixed results. A significant disparity was observed in study habits between male and female teacher education students, with female students demonstrating higher mean scores (M = 86.78) compared to their male counterparts (M = 72.32). However, the analysis revealed no statistically significant gender-based differences in either test anxiety or academic achievement. This suggests that while gender may influence study habits, its impact does not extend significantly to test anxiety levels or academic performance.

These comprehensive findings provide robust support for the study's hypotheses regarding the interrelationships between study habits, test anxiety, and academic achievement. The results clearly demonstrate that effective study habits serve as a crucial factor in both reducing test anxiety and enhancing academic performance. Moreover, while gender differences exist in study habits, they do not significantly impact other educational outcomes. These insights offer constructive inferences for academic experts and institutions pursuing to augment student success through targeted interventions and support mechanisms.

DISCUSSION

The present study revealed significant gender-based differences in study habits among teacher education students, with female students demonstrating higher mean scores than male students. These findings align with preceding research by Tanveer et al. (2012) and Sanuar et al. (2023), who revealed that female university students typically demonstrate greater academic focus and more effective SHs than their male colleagues; however, conflicting to the study conducted by Singh and Gohain (2022) who found no noteworthy variance in the mean scores of SHs of male and female students. In addition, Lawrence (2014) rebutted any substantial statistical connection between study habits and academic performance. Dhanalakshmi and Murthy’s (2019) research on teacher education students similarly identified gender-based variations in study habits, though they observed a less pronounced difference between male and female students than the present study revealed.

The research findings established significant connections between study habits, test anxiety, and academic achievement across the entire sample of teacher education students. These results corroborate previous studies by multiple researchers (Neemati, Hooshangi, and Shurideh, 2014; Salend, 2012; Sanuar et al., 2023; Segool, et al, 2013; Sharma, 2022; Sindhu, 2016; Zeidner, 1991), which demonstrated that students with good SHs exhibited markedly different levels of TA compared to those with poor study habits. Sharma (2022) similarly identified notable variations in study habits between male and female students in specific college programs. The relationship between study habits and academic achievement aligned with prior research (Dhanalakshmi & Murthy, 2019; Tanveer et al., 2012), showing significant differences in academic achievement between students with good versus poor study habits, with female students generally achieving higher academic performance. Additionally, Cassady and Johnson (2002) revealed that cognitive TA puts forth a considerable constant and negative effect on academic accomplishment processes.

However, the current study’s findings regarding gender differences in TA and AA presented some divergence from existing literature. While our results showed significantly higher TA levels among female students evaluated to male students, this finding contrasts with Sanuar et al.’s (2023) observations. Similarly, our breakthrough of statistically significant gender-based variations in academic achievement differs from Sanuar et al.’s (2023) findings. These contrasts highlight the complex nature of gender differences in educational outcomes and suggest the potential influence of contextual factors in shaping these relationships.

This research has revealed crucial insights into the interconnected dynamics of SHs, TA, and AA among teacher education students, demonstrating that effective study strategies positively influence achievement while elevated TA significantly impairs students' ability to showcase their knowledge. The findings particularly emphasize the importance of tailoring support mechanisms to address gender-specific variations in both study patterns and anxiety manifestations, suggesting the need for more personalized approaches in teacher education programs to optimize learning outcomes.

LIMITATIONS

The present study, while comprehensive, faced several limitations that should be considered when interpreting its findings. First, the research was confined to teacher education students in the Darjeeling District of West Bengal, which may limit its generalizability to other geographical regions and scholastic contexts. Second, the investigation counted on self-testified data through questionnaires, which could be subject to reaction prejudice. Third, the cross-sectional nature of the study prevents the examination of how these relationships might evolve over time. Additionally, while the study focused on three key variables, other potential factors influencing academic achievement, such as socioeconomic status, family background, and institutional environment, were not extensively explored.

RECOMMENDATIONS

Educational institutions should prioritize the implementation of structured workshops focused on study skills and time management, helping students develop essential academic habits. They should also provide comprehensive resources and counselling services to manage anxiety effectively. Establishing peer mentoring programs could assist students struggling with poor study habits by offering guidance and support. Regular assessments of students' psychological well-being and academic needs are crucial to ensure that they receive the necessary assistance to thrive.

Secondly, teachers should integrate stress management techniques into classroom activities to help students handle academic pressure. Providing a variety of assessment methods can reduce the anxiety caused by traditional exams. Offering personalized guidance on effective study strategies allows educators to address individual learning styles, while being mindful of gender-specific learning needs ensures that all students receive appropriate support.

Thirdly, students should take an active role in developing their study skills by participating in related programs. Seeking early intervention when dealing with test anxiety is essential to prevent it from affecting academic performance. Joining peer study groups and engaging in collaborative learning can enhance understanding and retention of materials. Maintaining regular communication with academic advisors is also recommended to address any learning challenges and receive tailored support.

Finally, future studies should focus on longitudinal research to track changes in students’ study habits and anxiety levels over time. Investigating the effect of cultural and socioeconomic factors on study habits could provide valuable intuitions into the diverse needs of students. The effectiveness of various intervention strategies should be explored to identify the most successful methods for managing anxiety and improving study habits. Additionally, examining the role of technology in shaping study habits and academic achievement could offer innovative approaches to enhance learning.

CONCLUSION

This study presents significant insights into the intricate relationships between study habits, test anxiety, and academic achievement among teacher education students. The research findings conclusively demonstrate that effective study habits play a pivotal role in both academic triumph and psychological well-being of students. The strong adverse correlation between SHs and TA, coupled with the positive correlation between SHs and AA, underscores the critical importance of developing and maintaining effective learning strategies. The gender-based analysis revealed interesting patterns, particularly in study habits, where female students demonstrated significantly stronger study habits than their male counterparts. However, the relationship between gender and educational outcomes proved more complex, with less pronounced differences in TA and AA between both gender students. These outcomes suggest that while gender may influence learning approaches, other factors may play more decisive roles in determining academic success.

The practical implications of this research are significant for educational institutions and practitioners. The findings strongly support the need for implementing structured study skill development programs and anxiety management interventions in teacher education curricula. Educational institutions should consider developing targeted support systems that address both the academic and psychological needs of students, particularly focusing on strategies to reduce test anxiety while promoting effective study habits.

Future research could benefit from exploring additional variables that might influence these relationships, such as socioeconomic factors, cultural backgrounds, and different educational contexts. Furthermore, longitudinal studies could provide richer insights into how these interactions develop over time and throughout different stages of teacher education programs.

ACKNOWLEDGEMENT

The authors thankfully acknowledge the anonymous reviewers whose astute comments and constructive recommendations significantly enhanced the quality of this paper.

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