




































Humanitas: Indonesian Psychological Journal  

Vol. 19 (2), August 2022, 138-147 
ISSN:  2598-6368(online); 1693-7236(print)  

      humanitas@psy.uad.ac.id     https://doi.org/10.26555/humanitas.v19i2.43 

Perception of undergraduates on study habit strategies for overcoming 

examination anxiety in Kwara, Nigeria 

Agubosi Lydia Akunna, Falilat Anike Okesina, Samuel Kolawole Ajiboye, Omotayo 

Esther Monisola 

Department of Counsellor Education, University of Ilorin, Nigeria  
Corresponding author:agubosi.la@unilorin.edu.ng 
 

 

Introduction 

The examination outcome determines success or failure in the academic endeavor. The 

examination is not the real taste of knowledge acquired after the instructional process. Yet, it 

is the yardstick for measuring the effectiveness, success, or failure of educational instruction 

at the end of instruction. The examination can be written in essays, open-ended, objectives, 

and matching tests. It could also be an oral examination in the form of an oral interview. All 

over the world, either written or oral examination is used to access instructional outcomes in 

learning institutions. The examination applies to grade learners for promotion to the next class 

or level, placement, and admissions to higher educational institutions. An examination is 

periodically taken to test and measure the success of students after they have been exposed to 

a learning experience. One issue that makes students fail in the examination is examination 

anxiety. 

No matter the mode it takes, examination generates anxiety in the examinee. The 

anxiety level depends on the examinee's preparedness before the examination. Anxiety is the 

inner unpleasant disposition and feelings usually characterized by sweating, shortness of 

ART ICLE  INFO  

 

AB ST R ACT  

 

Article history 

Received: November 11, 2021 

Revised: February 24, 2022 

Accepted: March 15, 2022 

 

 Examination anxiety has made students fail their examinations, 
causing many problems, including depression and suicide. The study 
aimed to investigate study habit strategies for overcoming 
examination anxiety as perceived by undergraduate students in Kwara 
State, Nigeria. The influence of gender, academic level, and age on 
strategies for handling examination anxiety were also investigated. A 
descriptive survey was adopted, with a sample of 250 respondents 
selected through a multistage sampling procedure to participate. Data 
was collected through Study Habit for overcoming Examination 
Anxiety Questionnaire (SHEAQ). The instrument was validated by 
four experts in measurement and has a good reliability coefficient 
obtained through test re-test. One research question and three 
hypotheses guided the study. Based on data analysis with t-test and 
ANOVA, hypothesis 1 was retained, while hypotheses 2 and 3 were 
rejected. Findings showed that overcoming examination anxiety as 
perceived by respondents are: reviewing what was taught, having 
adequate time for study, and testing oneself, among other strategies. 
Findings also showed no significant difference in the strategies for 
overcoming examination anxiety based on gender; significant 
differences were found based on academic level and age. Therefore, 
students should be counseled on the need to develop good study habits 
to pass examinations. 

 

 

Keywords 

anxiety; 

examination; 

strategies; 

undergraduates; 

university. 

 

 

 

mailto:humanitas@psy.uad.ac.id
https://doi.org/10.26555/humanitas.v19i2.31
mailto:agubosi.la@unilorin.edu.ng


Humanitas: Indonesian Psychological Journal 139 

 

       Agubosi et al. (Perception of undergraduates on study habit strategies…)  

breath, shivering, uneasiness, and worry. Examination anxiety is a negative effect, worry, and 

psychological arousal, leading to the behavioral response of failure or lack of competence in 

examination (Matthew et al., 2006). Pagaria (2020) defined test anxiety as a psychological 

condition that causes outrageous distress and anxiety during the period of testing. Anxiety is 

the exaggerated state of apprehension, with feelings of uneasiness resulting in stress and fear 

of an imminent danger (Akinade, 2001). Examination anxiety is the type of anxiety people 

face during the examination period, which can linger to the post-examination. Even though 

anxiety during the examination period is normal, it becomes a problem when the anxiety 

poses a threat to the examinee. Anxiety can lead to failure in an examination; it causes 

examination fever, making students miss their examinations. Examination anxiety could 

affect the academic performance of students (Mohammed et al., 2017; Yusefzadeh et al., 

2019). Some students who express anxiety during examinations might be afraid of 

examinations and play truancy and absenteeism. When students are persistently absent from 

school, failure in the examination is inevitable. Chukwu (2014) noted that students are 

anxious during examinations. The anxiety occurs in all categories of students regardless of 

age (Solanke, 2014), mainly students who are consistently absent in class when a teacher is 

teaching.  

Curbing examination anxiety among students requires proactive strategies that could 

impact examination anxiety. Planning and strategizing geared towards reducing examination 

anxiety is a task that requires teachers' efforts, school authorities, and other stakeholders in 

education. Teachers who deliver a course of instruction and conduct examinations could curb 

examination anxiety through their teaching method and the questions set in the examination. 

A teacher who dedicated little or no time to teaching would be mounting high anxiety in the 

students, who would be very anxious and afraid of what kinds of questions would come out 

in the examination. Parents could be blamed for their children's anxiety during examination 

because they threaten their children to do well to avoid being disgraced by society (Olayinka 

& Omoegun, 2000).  

Ogunsanya & Buraimo (2020) recommended that regular counseling services be 

introduced to students to train them on study habits and strategies to excel in their academic 

work. The school authority could contribute to examination anxiety by preparing an 

examination timetable, so students are not given enough time to prepare. Examination dates 

and times are not given enough space. A reasonable examination timetable could allow 

students to prepare well for the examination and easily take it. On the contrary, an 

examination timetable that allows students to sit for three or more exams a day will generate 

high examination anxiety. 

Examination anxiety does not view gender. Male and female examinees struggle with 

examination anxiety. As reported in Olatoye & Afuwape (2003) research finding, gender 

differences do not mean significant differences in cognitive test anxiety. However, Chukwu 

(2014) study on test anxiety among Secondary school students showed that male students 

exhibit higher test anxiety than female students. Solanke (2014) revealed that age did not 

matter when it comes to examination anxiety because students, irrespective of age, showed 

no significant difference in their perception of the factors responsible for examination anxiety. 

Anxiety is likely to occur when students are not adequately prepared for the examination. The 

way to adequately prepare for the examination is to imbibe a good study habit strategy. 

Therefore, this study aimed to investigate study habit strategies that could help students 

overcome examination anxiety, fill the knowledge gap, and contribute to existing knowledge 

on examination anxiety. 

The problem is that students sometimes fail examinations due to a lack of good study 

habits. Many students did not know they needed to plan for their studies to avoid examination 



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Agubosi et al. (Perception of undergraduates on study habit strategies…) 

anxiety that might make them fail their examinations. Poor study habit leads to failure in 

examination. Students who perform poorly in examinations are not happy doing so. 

Examination anxiety is an emotional problem that could result in neurotic difficulties. Trifoni 

& Shahini (2011) noted that examination anxiety gives rise to physical and psychological 

problems, which could lead to emotional breakdown resulting in possible damage to the 

individual's personality. Poor academic performance among students has a lot of negative 

consequences. Students who perform poorly in the examination are not happy about doing 

so. Some students do sleep in the class overnight to study. Female students could run into the 

danger of rape by sleeping in the lecture halls and classrooms. Cultists could also attack 

students at night in the classrooms. 

Some criminal activities are going on in school resulting from failure in examinations. 

Some students who fail examinations play truancy, go into hard drugs, drop out of school, 

join cult activities, become alcoholics and some attempt or commit suicide. These negative 

consequences call for a study that will investigate study habit strategies to help students 

overcome examination anxiety. Therefore, the purpose of the study was to investigate the 

study habit strategies for overcoming examination anxiety as perceived by undergraduates of 

the University of Ilorin. It also investigated the influence of gender, academic level, and age 

variables on the participants' perception of study habit strategies for overcoming examination 

anxiety. 

One research question was raised to guide the conduct of this study thus: What are the 

study habit strategies for overcoming examination anxiety among undergraduates in Kwara 

State? Three hypotheses were postulated to guide the study as follows: (1) There is no 

significant difference in respondents' perception of the study habit strategies for overcoming 

examination anxiety based on gender; (2) There is no significant difference in respondents' 

perception of the study habit strategies for overcoming examination anxiety based on an 

academic level; (3) There is no significant difference in respondents' perception of the study 

habit strategies for overcoming examination anxiety based on age 

Method 

Research Design 

The research design adopted for this study is a descriptive survey. A descriptive survey 

enables the researcher to obtain the opinion of a representative sample of the target population 

to infer the perception of the entire population (Daramola, 2006). A descriptive survey 

approach was considered appropriate for this study. The researcher is interested in collecting 

information from a representative sample of undergraduates of the University of Ilorin, Ilorin, 

Kwara State, to find out the perceived study habit strategies for handling examination anxiety 

among undergraduates of the University of Ilorin. 

Participants 

The population for this study consisted of all undergraduates at Kwara State Universities. The 

target population comprised undergraduates of the University of Ilorin. A multistage 

sampling procedure was used to select 250 sample students that participated in the study. At 

stage 1, a convenient sampling technique was used to select the University of Ilorin out of 

five universities in Kwara State. In stage 2, a simple random sampling technique was used to 

select students from the University of Ilorin to participate. Students in their 100, 200, 300, 

400, and 500  levels, that is, students in their first year, second year, third year, fourth and 

fifth year, were selected from Faculties of Law, Education, Management Sciences, Social 



Humanitas: Indonesian Psychological Journal 141 

 

       Agubosi et al. (Perception of undergraduates on study habit strategies…)  

Sciences, and Agricultural Sciences. The order of student selection was 100 level (54 

students), 200 level (103 students), 300 level (60 students), and 400 and above level (33 

students). The number selected from the various levels was based on the number of students 

in the various levels. Stratified sampling was used to select the students according to 

demographic variables of gender, academic level, and age (see Table 1). 

Table 1 

Demographic Data of Respondents 
 Frequency                  Percentage 

Gender   

Male     109 43.6 

Female   141 56.4             

Academic level   

100    54 21.6 

200 103 41.2 

300   60 24.0 

400 and above                                                                             33 13.2 

Age   

16-19 years                                                                                  83                   33.2 

20-23 years                                                                                  63 25.2 

24-26 years                                                                                  70                   28.0 

27 years and above                                                                      34 13.6 

 
Instruments 

The researchers designed the instrument for this study,  titled Study Habit Strategies for 

overcoming Examination Anxiety (SHSEA), based on the theory of Skinner (1954) on 

behavioral learning. The instrument is comprised of two sections (A & B). Section A 

consisted of respondents' demographic information, such as gender, academic level, and age, 

while Section B consisted of 20 items on study habit strategies for overcoming examination 

anxiety. The responses patterned after the Four-Point Likert-type format with options of 

Strongly Agree (SD) = 4 points; Agree (A) = 3 points; Disagree (D) =2 points; Strongly 

Disagree (SD) = 1 point. 

Four experts validated the instrument in test and measurement evaluation. The 

instrument's reliability was obtained through the test re-test method. The questionnaire forms 

were administered to forty tertiary institution students who were not part of the respondents. 

After three weeks, the same respondents were given the same instrument to respond. The two 

sets of scores were correlated using Pearson Product Moment Correlation which yielded a 

reliability of .78. The questionnaire forms were personally administered to the respondents 

and collected on the spot to avoid loss. Section B in the instrument was scored by summing 

up the points and dividing by 4 to obtain the mean score of each item, thus: 4+3+2+1=10/4= 

2.50. The cut-off mark is 2.50. Any item in the questionnaire that did not score 2.50 and above 

was not considered study habit strategies for overcoming examination anxiety. 
 
Data analysis 

Data analyses were conducted using descriptive and inferential statistics. Demographic data 

were analyzed using descriptive statistics, frequency, and percentages. Data obtained from 

the research question was analyzed using mean and rank order, while t-test and analysis of 

variance (ANOVA) were used to test the formulated hypotheses. Hypotheses were tested at 

a .05 level of significance. 



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Results 

This study has a research question: What are the study habit strategies for overcoming 

examination anxiety perceived by undergraduates of the University of Ilorin? Table 2 shows 

that all the items except 15 and 17 had 2.50 mean scores and above; therefore, all items except 

items 15 and 17 are perceived as study habit strategies for overcoming examination anxiety. 

 

Table 2 

Mean and Rank Order Analysis of the Respondents' Perception of Study Habit Strategies for 

overcoming Examination Anxiety 
Item No To avoid examination anxiety, one should engage in the following study 

habits: 

Mean Rank 

12 review what they learned in school that day 3.33 1st 

  1 have adequate time for studying 3.28 2nd 

  3 test oneself periodically 3.25 3rd 

20 check work before consider it done 3.16 4th 

14 have time for study sessions and breaks 3.07 5th  

  7 create a pre-studying checklist 3.03 6th 

  9 find a good reading spot 3.03 6th 

11 write during classes 2.97 8th 

  6 create study plan 2.95 9th 

  2 create adequate time for studying 2.92 10st 

  5 cover all course outlines before the examination starts 2.92 10th 

13 get at least eight hours sleep everyday 2.88 12th 

18 take a break to take care of oneself 2.86 13th 

  8 create a weekly schedule 2.82 14th 

  4 have my personal reading timetable 2.77 15th 

19 study offline as much as possible 2.76 16th 

16 organize lecture note 2.70 17th 

10 use coffee while studying 2.58 18th 

17 avoid social media 2.48 19th 

15 ask question in class when lecture is not understand 2.46 20th 

 

The first hypothesis in this study: there is no significant difference in the study habit 

strategies for handling examination anxiety as perceived by undergraduates of the University 

of Ilorin based on gender. Table 3 shows that the calculated t-value of .64 is less than the 

critical t-value of 1.65 with a corresponding p-value of .524, which is greater than the .05 

level of significance. The null hypothesis is accepted since the calculated p-value is greater 

than the significance level. This result indicates no significant difference in the study habit 

strategies for handling examination anxiety as perceived by undergraduates of the University 

of Ilorin based on gender. 
 

Table 3 

The t-value of the Respondents' View on the Study Habit Strategies for Handling Examination 

Anxiety Based on Gender 
Gender N Mean SD df Cal. t-value Crit. t-value p 

Male  109 57.84 6.77 248 .64 1.65 .524 

Female 141 58.49 8.70  

 

The second hypothesis in this study: there is no significant difference in the study habit 

strategies for overcoming examination anxiety as perceived by undergraduates of the 

University of Ilorin based on the academic level. Table 4 shows that the calculated F-ratio of 

55.90 is greater than the critical F-ratio of 2.60 with a corresponding p-value of .000, which 



Humanitas: Indonesian Psychological Journal 143 

 

       Agubosi et al. (Perception of undergraduates on study habit strategies…)  

is less than the .05 level of significance. The null hypothesis is rejected since the calculated 

p-value is less than the significance level. This result indicates a significant difference in the 

study habit strategies for handling examination anxiety as perceived by undergraduates of the 

University of Ilorin based on the academic level. 

 

Table 4 

Analysis of Variance (ANOVA) of the Respondents' View on the Study Habit Strategies for 

Handling Examination Anxiety Based on Academic Level 
Source SS df Mean Square Cal. F-ratio Crit. F-ratio p 

Between Groups    6323.732     3 2107.911 55.90* 2.60 .000 

Within Groups    9275.452 246     37.705  

Total 15599.184 249   

*Significant, p<.05 

To ascertain where the significant difference lies, Scheffe Post-Hoc was carried out, 

and the output is shown in Table 5. It shows that respondents at the 100 level had a 66.33 

mean difference, the 200 level had a 54.23mean difference, and the 300 level had a 55.32 

mean difference, while those in the 400 level and above had a 62.58 mean score. Those in the 

100 level had a mean difference of 66.33 implies that the mean score of respondents in the 

100 level is greater than the mean difference of other groups, thus contributing to the 

significant difference. It means that 100 level students are the ones that had the highest 

perception of the strategies for overcoming examination anxiety, thereby making them differ 

significantly from students at other levels. 

 

Table 5 

Scheffe's Posthoc Based on Academic Level 
Variable  Group               Mean difference                              p 

 100 66.33             .843  

Academic Level 200 54.23           1.000  

 300 

400 & above                                                                                     

55.32 

62.58 

          1.000 

          1.000 

 

Sig. p<.05 

The third hypothesis in this study: there is no significant difference in the study habit 

strategies for handling examination anxiety as perceived by undergraduates of the University 

of Ilorin based on age. Table 6 shows that the calculated F-ratio of 57.64 is greater than the 

critical F-ratio of 2.60 with a corresponding p-value of .000, which is less than the .05 level 

of significance. The null hypothesis is rejected since the calculated p-value is less than the 

significance level, indicating a significant difference in the study habit strategies for handling 

examination anxiety as perceived by undergraduates of the University of Ilorin based on age.  

 

Table 6 

Analysis of Variance (ANOVA) of the Respondents' View on the Study Habits Strategies for 

Handling Examination Anxiety Based on Age 
Source SS df Mean Square Cal. F-ratio Crit. F-ratio p 

Between Groups   6439.514     3 2146.505 57.64* 2.60 .000 

Within Groups   9159.670 246     37.234  

Total 15599.184 249   

*Significant, p<.05 



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Agubosi et al. (Perception of undergraduates on study habit strategies…) 

   To ascertain where the significant difference lies, Scheffe Post-Hoc was carried out, 

and the output is shown in Table 7. It shows that respondents between 16-19 years had a mean 

difference of 55.76, 20-23 years had a mean difference of 50.44, 24-26 years had a mean 

difference of 60.66, and 27 years above had a mean difference of 63.47. These results imply 

that the mean difference between respondents between 24-26 years of age and those between 

27 years and above is greater than the mean difference of other groups, thus, contributing to 

the significant difference observed. It means that respondents between 24-26 years of age and 

those between 27 years and above had the most perception of the strategies for overcoming 

examination anxiety, thereby contributing to the significant difference observed. 

 

Table 7 

Scheffe Posthoc  Based on Age 
Variable  Group Mean difference                        p 

Age 16-19 years 55.76    .119  

 20-23 years 50.44     .109  

 

 

24-26 years 

27 and above 

60.66 

63.47 

     1.000  

     1.000                 

 

Sig. p< .05 

 

Discussion 

The study showed that the respondents perceived that study habits strategies for overcoming 

examination anxiety are: reviewing what they learned in school that day, having adequate 

time for studying, testing themselves periodically, having time for a study session, creating a 

pre-study checklist, finding a good reading spot, creating and following study plan, among 

other strategies. This finding supports Ipaye's (2005)  study, which noted that students must 

have a study time schedule and know when to study. The finding also aligns with Bentil et al. 

(2020), who asserted that not having good study habits and skills was the dominant 

examination anxiety among in-school adolescents. A previous study conducted by Agubosi 

& Akerele (2017) also supported the finding by noting that poor study habits could make 

students not perform well in the examination 

The study finding implies counseling practice. When appropriate study habit is 

imbibed, examination anxiety can be overcome. Lack of adequate preparation for 

examination causes fear and its attendant failure in the examination. School counselors must 

counsel students on reading through good study habits to pass their examinations. The 

students can be given individual or group counseling as the case may be. One of the objectives 

of having school counselors is to help the students do well in academics; therefore, the school 

counselor should wake up to that responsibility. 

Hypothesis one revealed no significant difference in the respondents' perception of 

study habit strategies for overcoming examination based on gender. This result implies that 

male and female respondents were not different in their perception of the study habit strategies 

for overcoming examination anxiety. The finding was probably because both genders know 

the importance of good study habits during the examination period. The finding supports 

Lawrence (2014) study, which discovered no significant difference between higher secondary 

school boys and girls in their study habits and test anxiety. The finding also aligns with 

Cassady & Johnson (2002), who stated that gender differences do not mean significant 

differences in test anxiety. The finding is not consistent with Pagaria (2020), who found a 

significant difference in test anxiety between male and female college students on test 

anxiety. The finding did not support a study from Tsegay et al. (2019), which found that test 



Humanitas: Indonesian Psychological Journal 145 

 

       Agubosi et al. (Perception of undergraduates on study habit strategies…)  

anxiety is more prevalent in women than in men gender. The finding did not also support 

Numan & Hasan (2017), who found that girls experience a higher level of test anxiety than 

boys. Still, girls exhibit better study habits and excel more academically than boys.  

Hypothesis two showed a significant difference in the study habit strategies for 

overcoming examination anxiety as perceived by undergraduates of the University of Ilorin 

based on the academic level. The finding might be so because students at different levels 

might not have the same study habit strategy. Students in 100 levels (freshers) might have 

more examination anxiety because they are beginners who might need to know more about 

the study habit strategies to overcome examination anxiety. Others with higher levels who 

have taken the examination for granted may not need to know more about overcoming 

examination anxiety. The finding parallels Numan & Hasan (2017), who found differences 

in the effect of study habits on test anxiety of undergraduates from different academic levels. 

The finding is consistent with Hanfesa et al. (2020), who discovered that many first-year 

students had test anxiety. 

Hypothesis three revealed a significant difference in the study habit strategies for 

handling examination anxiety as perceived by undergraduates of the University of Ilorin 

based on age. This result implies that respondents' perceptions of the study habit strategies 

for overcoming examination anxiety differed based on age. The finding might probably be so 

because there is maturity based on age. Older students should have good study habits than 

younger ones. The finding negates Sharma's (2017) study, which found no significant 

difference in the effect of anxiety and study habit on the academic achievement of senior 

secondary school students irrespective of age. The finding of Solanke (2014) further negates 

the finding in the research that found no significant influence of age on the perception of 

students on the factors responsible for examination anxiety 

Based on the findings of this study, it is recommended that: (1) school counselors 

should counsel the students on the need to develop good study habits to excel in their 

academic performance, and (2) teachers should inculcate the habit of studying well to students 

before the examination to avoid unnecessary examination anxiety, (3) the school counselors 

should organize seminars where students would be equipped with skills on how to prepare 

for the examination to avoid anxiety during the examination, and (4) the school authority and 

the government should provide enabling environment devoid of distractions so that students 

will concentrate in their studies. This study's limitation is that the financial limitation has 

become the obstruction to increasing the number of respondents. Therefore further research 

can be carried out in another locale with more participants. 

Conclusion 

Study habit strategies for overcoming examination anxiety are: reviewing what was learned 

in school that day, having adequate time for studying, creating a pre-study checklist, finding 

a good reading spot, creating a study plan, testing oneself periodically, and having time for 

study sessions, and breaks. Findings also showed no significant difference in the respondents' 

perception based on gender, but significant differences existed based on academic level and 

age. 

Acknowledgment 

The researchers acknowledge the Department of Counsellor Education and the University 

of Ilorin that permitted the conduct of the study. Also, the undergraduates of the University 

of Ilorin who participated in the study. The supervisors and the lecturers validated the 



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Agubosi et al. (Perception of undergraduates on study habit strategies…) 

instrument for data collection.  And the typist that typed the manuscript. The researchers are 

grateful for your assistance in seeing that the article is worthy of publication. 

Declarations  

Author contributions: LAA organizes the research and collects and analyzes the data. FAO 

contributes to data collection. ASK contributes to proofreading the manuscript. OEM 

contributes to designing the instrument and collecting the data.  
Funding statement. The researchers themselves funded the research.  
Conflict of interest. The authors had no conflict of interest in carrying out the research. 
Additional information. The researchers declare that the study will be helpful to learners 
who take the examination because, through it, they will learn the strategies to adopt to 
overcome examination anxiety. 
 
 

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