Helping students to face exams
Loading...
Authors
Palacios, Citlalli Arce
Issue Date
2021
Educational Level
ISCED Level 6 Bachelor's or equivalent
Geographical Setting
Mexico
Abstract
Context: This study took place at Escuela Normal de Coatepec Harinas, a public teacher training institution in the State of Mexico. The participants were 21 second-year students (15 women and 6 men) aged 19-21, at CEFR A2 level. The students struggled with English exams, experiencing high levels of stress and poor results, which often did not reflect their actual knowledge. The teacher aimed to help them face exams more effectively.
Aims: The research aimed to understand students' attitudes and challenges related to exams and to explore how mindfulness and relaxation techniques could improve their emotional state and exam performance. Specific objectives included identifying factors affecting exam performance, exploring emotional barriers, and testing strategies to reduce stress.
Methods: Data collection involved a questionnaire, reflective writing, and lesson plan analysis. The questionnaire addressed students' feelings about exams, their perceived performance, and useful preparation activities. Reflective writing tasks captured personal insights on exam challenges. Lesson plans were analysed to evaluate how class activities aligned with exam requirements. Additionally, students kept records of relaxation practices and preparation time. After an intervention using mindfulness and music, feedback was gathered via a second questionnaire and WhatsApp voice recordings.
Findings: The data confirmed that students faced significant emotional barriers, including anxiety, stress, and self-doubt, often accompanied by physical symptoms like headaches. While most students recognised that class activities aligned with exams, they felt unprepared emotionally. The intervention involved breathing exercises, mindfulness, and music to reduce stress. Feedback revealed that these techniques helped students feel more relaxed and focused. A majority reported improved exam performance, with results showing significant grade increases for most students.
Implications: The findings underscore the importance of addressing emotional factors in exam preparation. Teachers might consider integrating mindfulness and relaxation techniques to create a more supportive environment. Students may also benefit from strategies that help them manage stress and build confidence, which could improve both academic outcomes and well-being.
Aims: The research aimed to understand students' attitudes and challenges related to exams and to explore how mindfulness and relaxation techniques could improve their emotional state and exam performance. Specific objectives included identifying factors affecting exam performance, exploring emotional barriers, and testing strategies to reduce stress.
Methods: Data collection involved a questionnaire, reflective writing, and lesson plan analysis. The questionnaire addressed students' feelings about exams, their perceived performance, and useful preparation activities. Reflective writing tasks captured personal insights on exam challenges. Lesson plans were analysed to evaluate how class activities aligned with exam requirements. Additionally, students kept records of relaxation practices and preparation time. After an intervention using mindfulness and music, feedback was gathered via a second questionnaire and WhatsApp voice recordings.
Findings: The data confirmed that students faced significant emotional barriers, including anxiety, stress, and self-doubt, often accompanied by physical symptoms like headaches. While most students recognised that class activities aligned with exams, they felt unprepared emotionally. The intervention involved breathing exercises, mindfulness, and music to reduce stress. Feedback revealed that these techniques helped students feel more relaxed and focused. A majority reported improved exam performance, with results showing significant grade increases for most students.
Implications: The findings underscore the importance of addressing emotional factors in exam preparation. Teachers might consider integrating mindfulness and relaxation techniques to create a more supportive environment. Students may also benefit from strategies that help them manage stress and build confidence, which could improve both academic outcomes and well-being.
Description
Keywords (free text)
english as a foreign language , exam preparation , mindfulness , stress management , student emotions , teacher training , exploratory action research