A Comparative Study of Academic Stress Among Secondary School Students in Biological Science

Education

In today’s highly competitive academic environment, secondary school students frequently encounter various academic challenges such as examination pressure, lack of interest in classes, and difficulty in understanding subjects, particularly in Biological Science. Academic stress refers to the psychological distress arising from anticipated academic difficulties, fear of failure, or the pressure to meet internal and external expectations. The present study investigates the level of academic stress among secondary school students in Biological Science and examines whether significant differences exist between boys and girls. A sample of 60 students, comprising 30 boys and 30 girls selected through a simple random sampling technique from two colleges, participated in the study. Data were collected using a survey method, and statistical tools such as mean, standard deviation, and t-ratio were employed for analysis. The findings reveal that secondary school students experience a moderate level of academic stress. Furthermore, the results indicate no significant difference between boys and girls in their academic stress levels, suggesting that both groups experience similar academic pressures. The study concludes that academic sources—primarily course overload and assessment-related pressures—remain the major contributors to stress among students. These findings highlight the need for supportive academic environments, effective coping strategies, and teacher interventions to reduce stress and enhance student well-being.

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