EXPLORING THE IMPACT OF THE COVID-19 PANDEMIC ON

ACADEMIC STRESS: A CROSS-SECTIONAL STUDY OF JUNIOR

COLLEGE STUDENTS IN WEST BENGAL

Dr. Md Siddique Hossain

Assistant Professor, Department of Education, Pandaveswar College
Pandaveswar, Paschim Bardhaman, West Bengal -713346, India
ORCID ID: https://orcid.org/0009-0008-3912-7101
E-mail: mdsh803@gmail.com

Abstract:
The objective of the current research is to investigate potential disparities in
academic stress levels among junior college students during the COVID-19 era, specifically
in relation to gender (male and female), habitat (urban and rural), and topic stream (science,
commerce, and humanities). The study used a survey research methodology. This research is
a cross-sectional investigation undertaken on junior college students affiliated with the West
Bengal Council of Higher Secondary Education, namely from the south 24 Pargana area in
West Bengal. A total of 600 students from a junior college were selected using a stratified
random sample technique. The data gathering in this research included a standardised
questionnaire. Data analysis included the use of statistical measures such as the mean,
standard deviation, t-test, and F-test. The findings of this research indicate that male junior
college students experience greater levels of academic stress compared to their female
counterparts. The level of academic stress experienced by junior college students residing in
urban areas is comparatively greater in comparison to their counterparts in rural areas. The
level of academic stress experienced by junior college students is shown to be greater in the
scientific subject as compared to the humanities and commerce disciplines.
Key words: Academic stress, Habitat, Junior college students.
Introduction:
During the ongoing COVID-19 pandemic, a significant concern that has emerged is
the experience of psychological distress sometimes referred to as "stress". During this time,
individuals have become more disconnected from one another, as they are drawn into
engaging in online courses and often experience internet outages. Each person has a distinct
set of attributes including interests, aptitudes, attitudes, capabilities, personal qualities, IQ,
and so on. Stress may be seen as a discrepancy between an individual's subjective assessment

1
of the demands placed upon them and their perceived ability to cope with those demands. On
the other hand, a stressor refers to a specific factor or event that triggers or exacerbates this
discrepancy. The phenomenon in question is an inherent component of routine engagements,
although its detrimental effects manifest when it attains a level of intensity that impairs the
execution of day-to-day tasks. According to Jins and Radhakrishnan (2013), the human body
exhibits a physiological response known as "gearing up" when exposed to stress, as a means
of self-protection. Upon the removal of the cause, the body reverts back to its original
posture. According to Selye (1956), the general adaptation syndrome (GAS) is a concept that
describes the progression of physiological responses to stress, which occurs in three distinct
phases. Initially, the human body becomes aware of a stimulus and then initiates a response
characterised by an alarm reaction. Subsequently, the initiation of autonomic activity occurs
as the organism readies itself to cope with the stressor. This phase might be characterised as
the period of resistance. Ultimately, should the prolonged stress persist beyond the body's
ability to effectively adapt, it might result in detrimental consequences and even system
failure. This may be described as a state of extreme fatigue and depletion.

Academic Stress:
Junior college students encounter several sources of stress on a daily basis within the
educational setting, including but not limited to tests, academic performance, assignments, as
well as the expectations placed upon them by both their parents and professors. The demands
placed on junior college students may exceed the resources at their disposal. Consequently,
individuals may experience stress due to the correlation between their expectations and the
attainment of academic objectives. The optimal level of academic stress is essential for the
academic success of junior college students, since excessive stress may result in both mental
and physical health issues, ultimately hindering students' ability to perform at their highest
potential during tests. The time of attending junior college has significant importance as a
pivotal juncture in the academic trajectory of pupils. Furthermore, at this juncture, the
academic performance of individuals assumes a significant role in determining their future
prospects in further education and subsequent job paths. Within the framework of the Indian
school education system, students are required to transition from secondary education to
upper secondary education. During this phase, students are expected to make a deliberate
choice among three distinct streams, either science, commerce, or the humanities. Scholars
have posited that the employment prospects within the field of science exhibit a somewhat
higher degree of favorability when compared to those within commerce and the humanities.
The majority of junior college students, together with their guardians, choose for the
scientific path in grade XI. In the context of this nation, the process of transitioning between
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different educational streams after the completion of the upper secondary test for junior
college students poses considerable challenges. This programme is specifically designed to
cater to undergraduate students enrolled in junior college programmes with a focus on
business and the humanities. Junior college students have been shown to face this particular
kind of academic stress (Deb et al., 2014). The user's text lacks academic tone and structure.
It should be revised to adhere to academic According to Bisht's (1989) definition, academic
stress refers to the experience of a student seeing a cognitive imbalance between the demands
of their academic responsibilities and the available internal or external resources to meet
those demands. As to her assertion, academic stress encompasses an individual's subjective
interpretation of academic dissatisfaction, academic conflict, academic pressure, and
academic worry. The individual has provided a comprehensive explanation of four distinct
elements that contribute to academic stress, which are as follows: Academic frustration refers
to a psychological condition that arises from the negative impact experienced in pursuit of
certain academic objectives. Academic conflict arises when there are several instances of
divergent responses to academic aims that are of equal magnitude. Academic pressure refers
to the situation in which students experience significant demands on their time and energy in
order to complete their academic objectives. Academic anxiety refers to the state of
apprehension or unease experienced by individuals in relation to potential negative outcomes
or injury to their academic aspirations (Lal, 2014). One of the prominent challenges
encountered by junior college students amidst the COVID-19 pandemic pertains to their
academic pursuits. These challenges encompass a multitude of factors, including the
necessity to cover a substantial volume of course material within a restricted timeframe, an
excessive workload in the form of homework assignments, intense competition with peers,
inadequate preparation, instances of academic setbacks, and strained relationships with both
fellow students and instructors (Fairbrother & Warn, 2003). Furthermore, the academic
environment, encompassing familial, educational, and social aspects, as well as
extracurricular commitments, can significantly impact students' ability to comprehend the
subject matter and their level of engagement in online classes. According to Prabhu (2015),
when students experience academic stress, they may encounter various negative emotions
such as navigational failure, upset, inability to relax, intolerance of interruption, fear,
frustration, and depression. However, it is important to note that not all junior college
students consistently experience these stressful situations, and the emotional responses to
stress can vary among individuals. The youth population represents the future of our country.
The researcher made the decision to examine the levels of academic stress experienced by
junior college students within the COVID-19 pandemic.
Review of Literature :
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 The research undertaken by Ruiz-Robledillo et al. (2022) examined the effects of the
COVID-19 pandemic on academic stress and perceived classroom atmosphere in a sample of
Spanish university students. The COVID-19 epidemic has resulted in several societal changes,
particularly within the realm of education, where various learning approaches and social
relationships have undergone major modifications. The aforementioned fact may have had a
detrimental influence on the levels of academic stress experienced by students and the overall
atmosphere inside the classroom, particularly within the setting of higher education institutions.
The primary objective of the current research was to ascertain the alterations in academic stress
and the perceived classroom atmosphere resulting from the COVID-19 pandemic among a cohort
of Spanish university students. The assessment of academic stress was conducted using the
Stressor Academic Scale (SAS), while the evaluation of perceived classroom climate was carried
out using the Perceived Classroom Responsibility Climate (PCRC) questionnaire. A longitudinal
research was undertaken. A total of 135 students, including 97 females and 38 males, enrolled in
the Gastronomy (n = 31) and Criminology (n = 104) programmes, were subjected to assessment
both before to and during the implementation of the COVID-19 lockdown measures in Spain. The
study examined the levels of academic stress and perceived classroom atmosphere both before
(Time 1) and after (Time 2) the proclamation of the lockdown. A notable escalation in academic
stress was seen, particularly in relation to instructors' methodological shortcomings, the weight of
academic responsibilities, and individuals' perceptions of their own performance. Female
individuals and students in their last year had elevated levels of academic stress. There were no
discernible alterations seen in the perceived classroom atmosphere between Time 1 and Time 2.
The findings indicate a significant rise in academic stress among university students in Spain as a
consequence of the COVID-19 epidemic. The educational modifications that were put into effect
and the subsequent uncertainties stemming from the pandemic may potentially have a notable
adverse influence on the mental well-being of individuals within this demographic, leading to
heightened levels of academic stress, particularly among female students and those in their last
year of study. Future research should investigate the techniques used by students to effectively
manage educational problems within the realm of higher education. Additionally, it is essential to
explore intervention measures that may be implemented to enhance these coping mechanisms.
The study conducted by Fuente et al. (2021) investigated the impact of the COVID-19
crisis on the academic stress experienced by university students. The Role of Educators and
Learners The COVID-19 epidemic has necessitated significant adaptations in the realm of
university teaching and learning methodologies. The objective of this research was to
examine if there were statistically significant disparities in variables, symptoms, and stress
levels between the academic year 2020 and the two prior academic years. A cohort of 642
individuals enrolled in higher education institutions, ranging in age from 18 to 25, were
4
included in the study. These participants completed reliable and validated self-report
measures between the months of March and August in the year 2020. The study used an ex
post facto approach to investigate the relationships between variables. Structural equation
modelling (SEM) analyses, as well as simple and multiple analysis of variance (ANOVA),
were conducted to examine the data. The findings of the study revealed that stressors arising
from the instructional procedures exhibited a significant predictive capacity for the learning
outcomes, emotional well-being, and academic burnout. Additionally, the analysis indicated
that being male was a significant predictor of negative emotions. Similarly, the inferential
findings indicated that there was no statistically significant impact of academic year on stress
experiences during the pandemic. However, a significant influence of gender on stress
experiences was seen. With the exception of some particular elements, the year 2020 did not
provide any substantial worldwide impact on variables and manifestations of stress. The
findings indicated that the occurrence of the COVID-19 pandemic in the academic year did
not provide a statistically significant impact on the stress levels associated with the
educational instruction. Based on the findings presented, we may derive implications for
targeted guiding interventions aimed at university educators and students.
In their research, Sagar and Singh (2017) conducted an investigation on the topic of
academic stress experienced by high school pupils. The research investigated the extent of
academic stress experienced by adolescents in secondary education. The study used a
descriptive research design and utilised stratified random sampling as the preferred sample
method. The research had a sample size of 180 students, which was drawn from 10 upper
secondary schools located in the Bareilly area. The results were obtained using a self-
designed academic stress measure. The data underwent statistical analysis using both a t-test
and an analysis of variance (ANOVA). The research uncovered a statistically significant
disparity in academic stress levels between male and female participants within the upper
secondary school student population. However, no statistically significant distinction was
seen in academic stress levels among students pursuing arts, science, and commerce streams.
Additionally, the study revealed that there was no statistically significant disparity in
academic stress levels between students attending government-aided schools and those
attending self-financed schools, as well as between students from rural and urban school
settings.
In a research conducted by Alam (2016), the examination of academic stress and test
anxiety as potential indicators of academic success among secondary school students was
undertaken. The objectives of the research were examining the correlation between academic
stress, test anxiety, and students' academic success. b) The objective of this study is to
conduct a comparative analysis between boys and girls, including both rural and urban
5
populations, with regards to academic stress, test anxiety, and academic accomplishment. The
data collecting process included the use of two established instruments: the Scale of
Academic Stress (SAS) developed by Abha Rani Bisht in 1987, and the Test Anxiety
Inventory developed by Spielberger et al. in 1981. These instruments were administered to a
sample of 400 students in the 9th grade. The findings of the study indicated that there exists a
negative correlation between academic stress and both test anxiety and academic
accomplishment among male and female students, as well as among students residing in both
rural and urban areas. The study revealed significant disparities in academic stress, test
anxiety, and academic accomplishment between male and female students residing in both
rural and urban areas. No statistically significant difference was seen in terms of academic
success between male and female students.
Ghosh (2016) noticed academic stress among government and private high school pupils.
The research aimed to assess two main objectives: a) to determine whether a notable difference
exists between students attending government schools and those attending private schools; and b)
to examine the gender disparity in relation to academic stress experienced by high school
students. A sample size of 200 students from the ninth grade was chosen for the study. In this
study, a set of stress measures known as the Bisht battery was used. The researcher discovered
that there was a notable disparity in the levels of academic stress experienced by students at
private schools compared to those in government institutions. According to the findings, female
students exhibited greater levels of academic stress in comparison to their male counterparts. The
academic stress experienced by teenagers in government and private schools was investigated by
Razia (2016).
The primary aims of this research were to assess the extent of academic stress
experienced by teenagers enrolled in secondary schools. b) The objective of this study is to
determine the extent of academic stress experienced by teenagers, with a specific focus on
examining any gender differences. c) The objective of this study is to assess and evaluate the
levels of academic stress experienced by teenagers attending government and private schools.
The objective of this study is to examine and compare the levels of academic stress
experienced by male adolescents in government and private schools. e) The objective of this
study is to examine and compare the levels of academic stress experienced by female
adolescents in government schools and private schools. The objectives of this study are as
follows: f) To investigate the levels of academic stress experienced by male and female
adolescents attending government schools; and g) To investigate the levels of academic stress
experienced by male and female adolescents attending private schools. There are a total of 36
things. A total of 216 teenagers enrolled in class IX, who were attending six distinct

6
secondary schools, were recruited as participants for the study. The researchers used the
Academic Stress Questionnaire to collect data from the participants. The research yielded the
following results: The research revealed significant disparities in the levels of academic stress
experienced by male and female teenagers enrolled in secondary schools. Private schools
exhibited a higher degree of academic stress in comparison to government institutions. Male
adolescents attending private schools had significantly higher levels of stress as compared to
their counterparts attending government institutions. There was no statistically significant
difference seen in terms of academic stress between female adolescents attending government
schools and those attending private schools. According to the findings, female adolescents
enrolled in government schools had higher levels of academic stress compared to their male
peers. The levels of academic stress among male and female teenagers in private schools
were found to be comparable.
Research Gap:
No data pertaining to academic stress among junior college students in Murshidabad district,
West Bengal during the COVID-19 period has been identified by the researcher.
Statement of the Problem :
This study examines the phenomenon of academic stress among junior college students in West
Bengal . Lduring the Covid-19 period, using a cross-sectional research design.
Objectives:
• The objective of this study is to assess the potential disparities in academic stress levels
between male and female junior college students.
• The objective of this study is to examine the potential disparities in academic stress levels
among junior college students based on their habitat, specifically distinguishing between
urban and rural settings.
• The objective of this study is to investigate potential variations in academic stress levels
among junior college students based on their chosen streams, namely science, commerce, and
humanities.
Hypothesis:
• There is a lack of substantial disparity in academic stress levels between male and female
junior college students.
• There is a lack of statistically significant variation in the levels of academic stress
experienced by junior college students residing in urban and rural environments.
• There is a lack of statistically significant variation in the levels of academic stress
experienced by junior college students across different streams, including science,
commerce, and humanities.
Method :
7
• The current research used the descriptive survey approach.
• The operational definition of the key terms is a clear and precise description of how those
terms will be measured, observed, or manipulated in a research study.
• It provides a specific and measurable definition that allows for consistent and objective
interpretation of the variables under investigation.
Academic Stress :
According to Gupta and Khan (1987), academic stress refers to the psychological tension
experienced in relation to the expectation of encountering obstacles or failure in academic
pursuits, or merely the recognition of the potential for such outcomes. The origin of this
phenomenon may be traced back to formal education. Junior college students often experience
stress while trying to manage their academic responsibilities, maintain a healthy work-life
balance, and allocate time for extracurricular activities.
Junior College Students :
This research focuses on junior college students, namely those in class XI, who are enrolled
in Bengali-medium government-sponsored institutions under the West Bengal Council of
Higher Secondary Education (WBCHSE). These students belong to three different streams,
namely science, commerce, and humanities.
Habitat :
The present research included the selection of urban and rural regions within the Murshidabad
district of West Bengal.
Population :
The target population for this research consists of all students enrolled in class XI, aged 16-
18, who are pursuing various disciplines (science, commerce, and humanities) under the West
Bengal Council of Higher Secondary Education. The language of instruction for these
students is Bengali. The provided text is already written in an academic style. No further
rewriting is necessary. The researcher chose a sample of 600 male and female students, from
which XI junior college students were chosen. Table 1 provides information on the
characteristics and magnitude of the sample.

Sl. No. Nature Sources

1 Total sample 600
2 Class XI
3 Age range 16-18
4 Subject stream Science (N=178)
Commerce
8
 (N=156)
Humanities (N=266)
5 Gender Boys (N=300)
Girls (N=300)
6 Habitat Urban (N=300)
Rural (N=300)
7 Type of school Government sponsored school
8 Medium Bengali

Sampling Technique:
The researchers in this study have used stratified random sampling techniques for the purpose
of selecting the sample. The research study used a straightforward random sample technique
within each stratum. This research used a categorization method to separate the people into
several groups depending on their geographical location, specifically distinguishing between
urban and rural regions. Subsequently, a random selection process was used to choose
government-sponsored schools from each geographical region. Following this, an equal
number of male and female students were picked from each of the three academic streams.

Variable:
In the present study researcher have used two types of variables:
Independent Variable-
A. Gender
B. Habitat and
C. Subject
D. Stream
Dependet Variable-
A. Academic stress
In this work, the researchers have used stratified random sampling techniques for the purpose
of sample selection. The sample technique used in each stratum adhered to a basic random
sampling strategy. This research used a categorization approach to segment the population
according to geographical factors, specifically distinguishing between urban and rural
regions. Subsequently, a random selection process was used to choose government-sponsored
schools from each geographical region. Following this, an equal number of male and female
students were picked from each of the three academic streams.
Procedure :
The instrument was given to a sample of 600 junior college students (N = 600) who
9
 were enrolled in science, commerce, and humanities programmes at government-sponsored
institutions under the West Bengal Council of Higher Secondary Education in the
Murshidabad district of West Bengal. Informed consent was obtained from both individual
participants and relevant higher authorities. The full questionnaire was gathered by the
researcher within a time frame of 30 minutes.
Scoring Method and Data Analysis :
The 'battery of stress scale' was assessed using a Likert-type scale with five points,
ranging from 0 (indicating never) to 4 (indicating always). For the negative items, the scoring was
reversed. In order to conduct the data analysis, descriptive statistics, namely the mean and
standard deviation, were used. Additionally, inferential statistics such as t-tests were utilised to
compare the academic stress levels across different genders and habitats. Furthermore, F-tests
were employed to compare the academic stress levels across three topic streams, namely science,
commerce, and humanities. The findings of the study indicate
The research findings are presented in accordance with the order of the hypotheses. Hypothesis
1: There is no statistically significant difference in academic stress levels between male and
female junior college students. In order to evaluate the null hypothesis, statistical measures such
as the mean, standard deviation, and t-test were used.
Table 2- Academic stress among boys and girls junior college students
Group N M SD t Df Table Level of
value significance
Boys 300 133.75 24.48 1.01 598 1.96** NS
Girls 300 130.29 24.09
** table value at 0.05 level of significance and NS=not significant
Based on the data shown in Table 2, it can be seen that the mean scores for academic
stress somewhat varied between male and female junior college students. However, the t-
value analysis suggests that this difference is not statistically significant. It may be inferred
that female junior college students had lower levels of academic stress compared to their
male counterparts. The findings indicate that there was a modest impact of junior college
students on academic stress. It may be posited that both male and female junior college
students experienced comparable forms of academic stress. Hypothesis 2: There exists no
statistically significant disparity in the levels of academic stress experienced by junior college
students based on their environment, specifically distinguishing between urban and rural
settings.
In order to evaluate the null hypothesis, the standard deviation (SD) and a t-test were used.

Table 3- Academic stress among urban and rural areas junior college students
10
Group N M SD T Df Table Level of
value significance
Urban 300 133.18 24.99 6.62 598 2.59* 0.01
Rural 300 131.87 23.43
*table value at 0.01 level of significance
Table 3 above presents the average, standard deviation, and t-value pertaining to the
academic stress experienced by junior college students, categorised by their habitat (urban
and rural locations). The average value of urban regions (M = 133.18) with a standard
deviation of 24.99 is somewhat more than the average value of rural areas (M = 131.87) with
a standard deviation of 23.43. The t-value obtained from the calculation, which is 6.62,
indicates that it exceeds the critical value of 2.59 at a significance level of 0.01, given the
degrees of freedom of 598. The findings suggest that there is a statistically significant
disparity between the two groups. This suggests that there exists a significant disparity in the
levels of academic stress experienced in urban and rural regions. Furthermore, it should be
noted that the academic stress experienced by junior college students varies across urban and
rural locations, indicating a lack of homogeneity. Therefore, the null hypothesis is rejected.
Hypothesis 3: There is no statistically significant variation in levels of academic stress
among junior college students when considering their academic streams, namely science,
commerce, and humanities. The mean, standard deviation (SD), and F-test, also known as
analysis of variance (ANOVA), were computed in order to evaluate the null hypothesis.
Table 4-Difference in academic stress with respect to stream

Variable N M SD Df Table value F Level

o
f
significance
Science 178 162.07 50.04 2 3.01(df 10.46* 0.01
(betwe f
en groups) or greater
mean
square/ 0.05
level

of
significance )

11
Commerce 156 141.85 50.92 597 4.65 (df
Humanities 266 157.86 46.47 (wit for
hin smaller
groups) mean
square/0.01
level
of
significance )
*significance at 0.01 level
Table 4 shown above displays the average, standard deviation, and F-value pertaining
to the academic stress experienced by junior college students, categorised by their respective
streams of study, namely science, commerce, and humanities. The average value of science
(M = 162.07) with a standard deviation of 50.04 is greater than the average value of the
humanities (M = 157.86) with a standard deviation of 46.47 and commerce (M = 141.85)
with a standard deviation of 50.92. The obtained F-value of 10.46, with degrees of freedom
(df) equal to 2 for between groups and 597 for within groups, indicates that it exceeds the
critical value from the table. Consequently, we reject the null hypothesis, which posits that
there is no statistically significant variation in academic stress levels among junior college
students based on their chosen stream of study (science, commerce, and humanities). Hence,
a notable disparity is seen in the means of the groups. The study findings indicate that
students in science, commerce, and humanities streams at the junior college level encountered
various external stressors. These stressors included a lack of guidance, difficulty in seeking
support from parents and teachers to comprehend their issues, excessive pressure from
competitive examinations, academic workload, anxiety regarding future career prospects,
incongruous course structures, insufficient study time, diminished interest and motivation in
academic pursuits, and the expectation of achieving favourable outcomes. In order to
ascertain the notable distinctions across topic streams, namely science and commerce, as well
as the impact of academic stress, an examination is warranted.
Table 5- Difference in academic stress with respect to subject stream (science and commerce)

Variable N Mean S.D t-value df Table Level of

value significance
Science 178 162.07 50.04 0.79 597 1.96** NS
Commerce 156 141.85 50.92
** Significant value at 0.05 level and NS= not significant

12
 The computed t-value, namely 0.79, is much lower than the critical values of 1.96 and
2.59 at the 0.05 and 0.01 levels of significance, respectively. Therefore, it lacks significance.
Therefore, it can be argued that there is no major variation in academic stress levels between
the scientific and commerce topic streams. In order to ascertain the notable distinctions across
topic streams, namely commerce and humanities, and their respective impacts on academic
stress,
Table 6-Difference in academic stress with respect to subject stream (commerce and
humanities)
Variable N M S.D t-value df Table value Level of
significance
Commerce 156 141.85 50.92 3.24 597 2.59* 0.01
Humanities 266 157.86 46.47
*value at 0.01 level of significance
The calculated t-value exceeds the crucial value of t at a significance level of 0.01.
Therefore, it can be said that there is a notable disparity in academic stress levels between
students pursuing different topic streams, namely commerce and humanities. In conclusion, the
aim is to analyse the notable disparities across topic streams, namely science and humanities,
and the impact they have on academic stress.
Table 7- Difference in academic stress with respect to subject stream (science and
humanities)
Variable N M S.D t-value df Table value Level of
significance
Science 178 162.07 50.04 4.13 597 2.59* 0.01
Humanities 266 157.86 46.47
*value at 0.01 level of significance
The calculated t-value exceeds the threshold t-value at a significance level of 0.01. Therefore,
it may be argued that there exists a large disparity in academic stress levels between students
pursuing scientific and humanities subjects.
Conclusion :
The current investigation demonstrates that male junior college students experience greater
levels of academic stress compared to their female counterparts. The level of academic stress
experienced by junior college students in urban areas is comparatively greater than that
experienced by their counterparts in rural areas. The level of academic stress experienced by
junior college students in the scientific subject is comparatively greater than that seen among
students in the humanities and commerce disciplines.

13
Educational Implications :
This study presents recommendations for junior college students to mitigate academic stress.
The suggestions include: a) maintaining consistent engagement with daily lessons; b)
attending classes regularly and actively focusing on lecture content; c) refraining from last-
minute studying; d) ensuring a sufficient amount of sleep, ideally eight hours; e) strategically
selecting optimal study times and environments; f) adhering to teacher instructions; g)
familiarising oneself with upcoming exam topics and practising previous year's questions;
and g) incorporating short breaks into daily study sessions to enhance concentration. It is vital
to have a good mindset and establish objectives that are grounded in reality in order to
navigate through life effectively. i) On the day of the test, it is advisable for individuals to
maintain a state of calmness and refrain from succumbing to nervousness. Teachers should
prioritise equal attention to all types of pupils and use a diverse range of instructional
strategies inside the classroom. k) It is advisable to mitigate stress-inducing variables within
the educational setting in order to alleviate academic stress. The educational curriculum
implemented inside the classroom should align with the demands of real-world applications,
therefore equipping students with the necessary skills to navigate a highly competitive
society. The establishment responsible for overseeing the school should strive to cultivate an
atmosphere that minimises stress for its students. It is recommended that students engage in
daily yoga practise.
Limitation of the Study :
The sample only comprises individuals enrolled in junior college. The educational institution in
question is of a government-sponsored kind, as opposed to being chosen from among several
other sorts of schools. The selection process only included pupils affiliated with the West Bengal
Council of Higher Secondary Education, whereas students from other boards and councils of
education were not included.
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