A Study on Internal Assessment Anxiety and Academic Achievement of B.Ed Students based on their Demographic Characteristics

Abstract

The National Council for Teacher Education governs secondary school teacher training programmes in India. They provide curriculum guidelines, and institutions follow them while running their bachelors in education (B.Ed) programmes. Conventionally, the B.Ed. programme will have almost 50% of the total marks as internal assessment marks. The present study attempts to investigate B.Ed students’ internal assessment anxiety and their academic achievement based on their demographic characteristics such as gender, locality, marital status, subject streams, and type of college. Researchers recruited 598 B.Ed students from Bengaluru, India, using a convenient sampling technique. The study administered an academic anxiety survey questionnaire along with a demographic proforma of the students, including their internal assessment scores. The findings revealed a negative correlation between internal assessment anxiety and academic achievement among all demographic variables. Interestingly, the internal assessment scores of unmarried students are higher than those of married students. Study recommends qualitative inquiry to understand the pattern of internal assessment, academic anxiety, and academic performance of B.Ed students in India.