Vol. 4, Issue 3 (2019)
This psycho-pedagogical research is conducted at the National Institute of Youth, Physical Education and Sport (INJEPS) of the University of Abomey-Calavi (UAC), on 100-level students enrolled in the department of Science and Technique of Physical and Sport Activities (STAPS) during the 2017-2018 academic year. They were 246 students (215 males and 31 females) aged 18.56±0.39 years old. They have all been effectively submitted to two Likert Scale questionnaires. One assessing the level of stress perceived by students before and during examination where questions are asked one by one and the other evaluating the same level of stress for a one go set of written examination questions. The statistical analysis software R (3.4.3.) was used to estimate a logistic model between the evaluation strategy and the level of stress perceived by students during the examination according to the evaluation strategy and for the realisation of the multiple correspondence analysis using the FactoMineR package (F. Husson et al. 2017). Data analysis revealed that the two forms of evaluations strategies generated stress just before and during final examination. But, the level of stress was higher among students when the questions are administered one by one. Accordingly, the evaluation strategy in which the totality of the examination questions is given at once should be prioritised by lecturers in order to assure better academic achievement of their students. However it could also be interesting to test the student’s ability to manage stress especially knowing that he/she is a potential candidate of a professional life where stress is permanent.
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