Bulletin of Education and Research

August 2019, Vol. 41, No. 2 pp. 67-78

Exploration of Anxiety Factors among Students of Distance

Learning: A Case Study of Allama Iqbal Open University

Muhammad Ajmal * and Saghir Ahmad**

__________________________________________________________________

Abstract
Present study aimed to find out the anxiety factors among students of distance learning of Allama
Iqbal Open University. The sample of the study comprised of 322 students of M.Ed. programme
selected by using purposive sampling technique. The study was descriptive in nature.
Questionnaire was used as the research instrument which was based on five point Likert scale.
Mean score and t-test was applied by using SPSS version 21.The results highlighted that factors,
like lacunae in admission process, books distribution, assignments, course tutorials and student
support services were found to create anxiety among the students of AIOU. The overall mean
values for all factors of anxiety were slightly higher in male students as compared to female
students. A significant effect of anxiety on the academic performance of distance learners was
found. Present research found a significant effect of anxiety on the academic performance among
distance learning students of AIOU. It is recommended that University may support students in
managing their academic anxiety through counseling and behavioral techniques.

Keywords: Anxiety, academic performance, and distance learner.

*Associate Professor, Department of Distance and Non Formal Education, Allama Iqbal Open
University, Islamabad. E-mail: [email protected]
** PhD Scholar, Institute of Education and Research, University of the Punjab Lahore, Pakistan.
E-mail: [email protected]
Exploration of Anxiety Factors among Students of DL: A Case Study of AIOU 68

Introduction
Anxiety is a basic human emotion that consists of fear and uncertainty and usually it
occurs when an individual believes that the event is a threat to self or self-esteem.
Anxiety can also be state or trait depending on its duration. Anxiety blocks the normal
thought processes. It favors a passive approach to material rather than interaction with it.
Anxiety is the human emotion that everyone experiences. Students experience problems
during their studies, and feel anxious when taking exams or making significant life
decisions. There is evidence in the literature that there is a negative correlation between
anxiety and student achievement, and there is a negative correlation between anxiety and
the realization of important cognitive and emotional outcomes in distance learning
education (Jegede, Alaiyemola, & Okebukola, 1990). The apparent difference between
face-to-face and distance learning and the accompanying environmental variables that
affect distance learners make the impact of anxiety on distance learning more likely.
Gibbs, Habeshaw, and Habeshaw (1989) put it succinctly, ‘Anxiety causes students to
consistently underperform. Anxiety in distance learners stems mainly from their life
experiences, and expectations/ assumptions they make as a result. The distance learners
tend to fear failure, yet conversely can have high, even unrealistic expectations of
themselves. They may have had negative experiences of educations in the past, and
assume that distance learning education may provide the same disempowering learning
environment as that experiences by many school.

In contrast to traditional classroom instruction, various studies have been

conducted to assess students' attitudes, dropouts and academic performance in distance
education. Compared with classroom education, there are many factors identified in
distance education of poor results and high dropout rate; boring courses, economic
difficulties, lack of feedback and encouragement, isolation, lack of motivation,
dissatisfaction with requirements or regulations, and changes in career goals (Bernard,
2004; Fozdar & Kumar, 2007). Saddington (1992) highlighted that the expectation of
disempowerment is one of the key issues in feelings of anxiety and poor confidence. The
fear of interaction with other people triggering self-consciousness, feelings of being
negatively judged and evaluated, inferiority, embarrassment, humiliation, and depression
which leads to avoidance from gathered activities where different types of people are
present. Anxiety becomes a major concern among distance learners when they realize that
they will have to give an oral presentation while using modern technologies such as
multimedia presentations etc.
Ajmal & Ahmad 69

As far as distance education is concerned in Pakistan, most of the students belong

to remote areas and have other major responsibilities in their lives than studies. For
example, some students have full time jobs and others have their own business to run. So,
usually they have difficulties in sparing enough time for studies. Books are not received
in time due to negligence of postal services or due to late dispatch. Mismatch of their
tutorial and examination schedules with their job’s schedule creates major anxiety in
them. Social anxiety issues during tutorial activities influence their performance
significantly. All these anxiety problems affect performance causing deterioration in their
studies and are the major issue among distance learners (Woodley, 2004). In order to
solve this problem present study provided some insights on the development of distance
education in Pakistan and carried out a detailed analysis of distance education practice.
Finally, the main thrust of the paper has been dedicated to the analysis of factors of
anxiety that affects distance-learning students’ performance.

Review of the Related Literature

Researchers in the field recognized two types of anxiety, trait anxiety and state anxiety
where trait anxiety is the tendency of each person to be relatively stable internally and
able to respond to anxiety and state anxiety as the temporary emotional state of the
individual, as well as the structure of the intensity that changes and fluctuates over time.
This is a relatively stable and permanent personality trait that is neither bound to time nor
of any specific situation. Anxiety has an adverse effect on learning and achievement
because the anxiety caused in the educational environment tends to be context specific.
Many types of academic-related anxiety have been identified, including computer
anxiety, research anxiety, statistical anxiety, writing anxiety, foreign language anxiety,
general test anxiety and math anxiety (Onwuegbuzie, Jiao, & Bostick, 2004).

Ordinary students and students with learning disabilities are not the only students
with academic anxiety. Gifted students may also suffer from anxiety disorders. Fletcher
and Speirs (2012) studied how perfectionism and achievement motivation affect gifted
students. Perfectionist students may undergo from academic anxiety because of
unrealistic expectations set by themselves or others. Perfectionism is not restricted to
gifted students. In different studies, it was found that the amount of hours worked by the
students also had a bad effect on their academic performance. However, Brint and
Cantwell (2008) argued that the results of their study showed that Academic performance
is positively affected by the time spent with family.
Exploration of Anxiety Factors among Students of DL: A Case Study of AIOU 70

Huberty (2009) reported that anxiety affect students' behavior, cognition and
physiology. For example, for students with anxiety, high-risk testing can be very difficult.
Anxious students may also suffer from depression. He recommends that teachers and
parents work together to help students learn to handle with anxiety. Nadeem, Ali, and
Zaidi (2012) studied the impact of anxiety on student achievement at the University of
Bahawalpur in Pakistan. An in-depth survey of the results by these analytical data shows
that anxiety has an impact on students' academic performance. The results show that
when anxiety increases, the academic performance of both male and female students
declines.

Tuncay and Uzunboylu (2010) investigated student anxiety and resistance to

learning through distance education. Precisely the study pursued answers to questions
such as why students did not choose distance learning courses, the symptoms of anxiety,
if any, the performance of distance learners for distance learning, gender and the
perception of distance learners or any relationship between these factors. 120 distance
education students from Near Eastern University were observed, 96 of whom were
interviewed. Computer anxiety, language anxiety, and social anxiety are one of the
reasons why students resist distance learning. Akinsola and Nwajei (2013) conducted a
research to explore the relationship between test anxiety, depression, and academic
performance. The results showed that test anxiety, trait anxiety and depression coexisted
and were positively correlated, and negatively correlated with academic achievement.
Shakir (2014) study focuses to explore the relationship and impact of academic anxiety
and student academic achievement. The academic performance of students with high and
low academic anxiety groups, the academic anxiety group of male and female, the
academic anxiety group of female high school students, and the high anxiety level
between male and female students have significant differences in academic performance
and also between the low academic anxiety groups of male and female students.

Agboola and Evans (2015) conducted a research to explore the relationship

between anxiety and academic achievement among international students in UK
universities. The results of the study showed that anxiety was significantly associated
with academic performance. Singh (2015) study focused to measure the impact of anxiety
on academic achievement of under graduate students. The study was exploratory and
descriptive in nature. It was found that low and moderate anxiety is positively correlated
with academic achievement. Shibli (2015) conducted a study to explore the effects of
anxiety on achievement and performance of college students. The analysis of responses
revealed no significant relationship with anxiety and achievement. Rehman (2016)
research study focused on exploring the causes of anxiety among Indian higher education
students. The researchers reviewed relevant academic anxiety literature and identified
factors that led to serious academic anxiety. Exploratory research design is used for
Ajmal & Ahmad 71

qualitative analysis. The results show that personal, family, institutional, social and
political factors are considered to be potential threats to students' serious academic
anxiety. For students with severe academic anxiety, various preventive measures can be
taken both non-clinical and clinical. The need for hours is to build awareness among
students so they can get help from professionals at the right time. Exploratory research
design is used for qualitative analysis. The results show that personal, family,
institutional, social and political factors are considered to be potential threats to students'
serious academic anxiety. For students with severe academic anxiety, various preventive
measures can be taken both non-clinical and clinical. The need of the day is to build
awareness among students so they can get help from professionals at the right time.

Statement of the Problem

Majority of the students who get admission in distance learning system have previous
experience of formal education system because of that they face problems and feel
anxiety that ultimately affect their learning in new setting. The present study analyzed
those factors that cause anxiety in students of distance education. Furthermore, the study
investigated the differences based on gender regarding the factors of anxiety.

Objectives of the Study

The following were objectives of the study.

1. To explore the factors creating anxiety among the students of distance learning.
2. To explore the effects of anxiety on students’ performance.
3. To compare the gender wise perception of students of distance learning about the
effects of anxiety on their performance.

Research Questions

The following were research questions of the study.

1. What are the factors that create anxiety among students of distance learning?
2. How anxieties affect the performance of students of distance learning?
3. Is there any difference in perception of students of distance learning about the
effects of anxiety on their performance regarding their gender?
Exploration of Anxiety Factors among Students of DL: A Case Study of AIOU 72

Research Methodology

Present study was descriptive in nature. Population of the study comprised the students of
Allama Iqbal University. The study comprised of the sample size of 322 students
purposively selected (132 males and 190 Females) of M.Ed. programme enrolled in
Semester Spring, 2017 from Regional campus Rawalpindi of Allama Iqbal Open
University. A self-developed questionnaire based on five point Likert rating scale was
used to collect the data by survey. Pilot testing was conducted to check the validity and
reliability of the instrument before its administration. Mean score and t-test was applied
for the analysis of data by using SPSS.

Results

Table 1
Factors of Anxiety (N=322)
S. No. Factors Gender N Mean t Sig.
1 Admission Male 132 3.99
Female 190 2.68 16.22 0.00
2 Books distribution Male 132 2.49
Female 190 3.95 -10.04 0.00
3 Assignments Male 132 3.43
Female 190 3.12 5.33 0.00
4 Course tutorials Male 132 4.1
Female 190 1.92 20.78 0.00
5 Student support services Male 132 3.41
Female 190 3.29 2.08 0.04
6 Barrier Male 132 4.31
Female 190 4.14 1.45 0.15
7 Exams Male 132 4.08
Female 190 4.22 -1.31 0.19

The above table shows the mean result of factors of anxiety and results of independent
sample t-test analysis, for all factors of anxiety among students under study. For most of
the factors, t values were observed less than 0.05. If we observe the overall mean values
for assignments factor, the mean value was moderate in case of males and females. It
supports the fact that male and female students both felt low level of anxiety due to lack
of time given to prepare assignments, due dates of assignments, understanding of
assignments, and assessment of assignments and tutor remarks.
Ajmal & Ahmad 73

On course tutorials factor, the mean value was high in case of male students and
low in case of female students. It supports the fact that male students felt high level of
anxiety due to poor quality of books as compared to female students. On student support
services factor, the mean value was moderate in case of male and female students which
revealed that both felt low level of anxiety due to lack of communication with tutors, poor
feedback from the tutors, lack of communication with the regional offices.

Regarding barriers factor the mean value was high in case of male and female
students which revealed that both felt high level of anxiety due to performing jobs side by
side with education. Mean on factor exams was high among both male and female
students which revealed that both felt high level of anxiety due to the location of exam
center.

Table 2
Factors of Students Performance (N=322)
S. No. Factors Gender N Mean t Sig.
1 Assignment Male 132 2.34
performance Female 190 3.79 -12.58 0.00
2 Class grouping Male 132 4.4
Female 190 4.17 -2.36 0.02
3 Exams performance Male 132 3.96
Female 190 3.59 -6.13 0.00
4 Scope of degree Male 132 3.8
Female 190 3.09 8.55 0.00

Table shows the mean values which represents the level of anxiety which affects
student’s performance felt regarding due dates of assignments by male and female
students of AIOU. The mean value was high in case of female students and low in case of
male students. It supports the fact that female students felt high level of anxiety regarding
due dates of assignments and male students did not face such issues and their anxiety
level was low.

If we observe the overall mean values for performance in assignments factor, the
mean value was high in case of female students and low in case of male students. It
supports the fact that female students felt high level of anxiety regarding assignments
schedule and they feel that it affects their academic performance. If we observe the
overall mean values for performance in exams factor, the mean value was high in case of
male students and slightly high in case of female students. It supports the fact that both
felt high level of anxiety due to lack of knowledge and understanding of paper pattern,
exams schedule, location of exam center, behavior of invigilators at exam center, paper
marking and they feel that it affects their academic performance.
Exploration of Anxiety Factors among Students of DL: A Case Study of AIOU 74

Table 3
Comparison of Overall Anxiety Factors and Overall Students Performance (N=322)
S. No. Factors Gender N Mean t Sig.
1 Anxiety factors Male 132 3.69
Female 190 3.33 9.09 0.00
2 Student performance Male 132 3.63
Female 190 3.66 -0.82 0.00

Table above shows the comparison of male and female students regarding anxiety factors
and student’s performance. On anxiety factors male mean scores (M=3.69) are higher
than female mean scores (3.33). A significant difference among male and female scores
related to anxiety factors (t =9.09) and student performance (t =-0.82) has been found.

Discussion

The purpose of the study was to search out anxiety factors among distance learners. A
group of students who are studying in distance institutions face a lot of problems and
anxiety factors. Research participants of this study felt anxiety due to issues faced at the
time of admission, while getting a prospectus for admission, locating a bank to deposit
fees, receipt of books, shortage of time given to get ready tasks, assignments, and
projects, lack of standardized and quality books, lack of communication with tutors, poor
system of feedback, communication gap between learner and regional offices of
institution, due dates of assignments, comprehension of assignments, appraisal system,
tutor remarks and their anxiety level was high, performing a job side by side with
education, location of exam center, issues faced regarding assignments schedule. Lack of
interaction with the class fellows, lack of knowledge and understanding of paper pattern,
exams schedule, location of exam center. Behavior of invigilator at exam center,
regarding paper marking, detail marks sheets and degree, equivalence and scope of
degree. Merell (2008) conducted a study to know about the relationship among anxiety
and task performance. It was explored in the study that as anxiety about school
performance becomes more serious, students' ability to fully perform these tasks is
diminishing, even as anxiety becomes a severe issue for them. Thus, students’
performance falls down gradually. Students in this dilemma may be overwhelmed by the
tasks they face and worry about their capability to accomplish these tasks and that they
simply cannot complete the task effectively. The observations made in the above studies
mean that there is a different degree of relationship between anxiety levels and
performance.
Ajmal & Ahmad 75

Findings revealed that a significant difference is found between male and female
university students regarding anxiety and performance. As compared to female students
male students felt slightly high level of anxiety due to different factors of anxiety under
study. Results of present study are in-line with the study conducted by Ahmad, Hussain,
and Khan (2018) where compared to male students, female students show better
performance and less anxiety. Therefore, findings of past studies are supporting the
results of this research.

Conclusion

Present study was conducted to explore anxiety factors among students of distance
learning in context to Allama Iqbal Open University. Students feel more anxiety in
distance learning approach because due to distance they are unable to discuss or share
problems with instructors on daily basis. It is concluded that the majority of the students
felt anxiety due to issues faced at the time of admission, while getting a prospectus for
admission, locating a bank to deposit fees, receipt of books, lack of time given to prepare
assignments, poor quality of books, lack of communication with tutors, poor feedback
from the tutors, lack of communication with the regional offices, due dates of
assignments, understanding of assignments, assessment, tutor remarks and their anxiety
level was high, performing a job side by side with education, location of exam center, and
issues faced regarding assignments schedule. Lack of interaction with the class fellows,
lack of knowledge and understanding of paper pattern, exams schedule, location of exam
center. Behavior of invigilator at exam center, regarding paper marking, detail marks
sheets and degree, equivalence and scope of degree. All these factors are cause of
students’ anxiety in distance learning and affect their academic performance.

Recommendations

It is recommended to establish information desks well in reach of the students from where
they can easily obtain all necessary information related to admission. Administration may
strengthen online information system for students that they can access information easily.
It is suggested to update the system of student support services in main campus as well as
in regional offices and study centers. It is recommended to introduce counseling
center/programs for students so that they may cope with examination anxiety, academic
anxiety and management problems. As high level of anxiety is responsible for low
academic performance, it is recommended that students may be provided with satisfactory
feedback by tutors. Instructors may deal students with positive behavior to overcome and
reduce their level of anxiety. A healthy relationship between tutor and students is helpful
to minimize the anxiety factors. The students with higher level of anxiety must be
identified and treated to enhance their academic performance and for timely and effective
Exploration of Anxiety Factors among Students of DL: A Case Study of AIOU 76

gender-sensitive counseling and therapeutic interventions. It is recommended that

instructional brochures and pamphlets for all matters regarding academic as well as
administrative should be developed by the faculty and distributed among students so that
majority of factors affecting anxiety may be redressed.

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