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International Journal of Advances in Nursing Management
ISSN: 2454-2652(Online), 2347-8632(Print)
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A Study to Evaluate the Effectiveness of Structured Teaching Programme on knowledge regarding Coping Strategies of examination anxiety among tenth standard students in selected schools, at Delhi
Amar C. Yadav
Mr. Amar C. Yadav
Faculty of PG Nursing, Govt. College of Nursing, MBGH, Udaipur (Raj.)
Introduction: Exam anxiety is a set of responses that include excessive worry, depression, nervousness, and irrelevant thinking to a class or stimuli from an individual’s experience of assessment/test and outcome. The goal is to reduce symptoms of stress of examination anxiety which leads to problem such as school dropouts, run away, depression, suicide so on and help the students to face the board exam without any distress. Aim and Objectives: To evaluate the effectiveness of structured teaching programme on knowledge regarding coping strategy of examination anxiety among tenth standard students. Material and Methods: A one group pre test – post test pre experimental research design was adopted. The study was conducted among 60 students studying tenth standard by purposive sampling in the selected schools. Result: The overall mean post-test knowledge score of tenth class students was found to be 67.83% as compared to mean pre-test 48.66% with an enhancement of 19.17%. A paired‘t’ test result indicated significant difference between the pre-test and post-test knowledge score regarding coping strategies of examination anxiety (t=10.083*, p<0.05). Conclusion: it can be inferred that the structured teaching programme was effective in enhancing the knowledge of tenth class students.
Evaluate, effectiveness, structured teaching programme, knowledge, coping strategies of examination anxiety.
Amar C. Yadav. A Study to Evaluate the Effectiveness of Structured Teaching Programme on knowledge regarding Coping Strategies of examination anxiety among tenth standard students in selected schools, at Delhi. Int. J. of Advances in Nur. Management. 2020; 8(1):35-39.
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