Effect of Mindfulness Based Instructional Strategy on Academic Anxiety of Senior Secondary School Students

Abstract

This paper focuses on the effect of mindfulness based instructional strategy on academic anxiety of senior secondary school students. Sample of the study consisted of 80 students of Nehru Garden Senior Secondary school, Jalandhar, Punjab. A random sampling technique was used to collect the sample. Research methodology included experimental method with pre-test post -test control group design. Data was collected by using “The Mindful Attention Awareness Scale for Adolescents (MAAS-A) by De Bruin, Zijlstra, Van De Weijer-Bergsma and Bogels (2011), Academic Anxiety Scale developed by Cassady, J.C., Pierson, E. E., & Starling, J. M. (2019), General Group Test of Intelligence (GGTI) by G. C. Ahuja (2005). Statistical techniques- mean, standard deviation, t- test and Two way Analysis of Variance were employed to analyze the collected data. Results of the study indicated that mindfulness teaching strategy is effective technique to reduce the academic anxiety. It is more effective technique to reduce the academic anxiety of students with high intelligence. It also showed significant interaction effect of instructional strategy i.e. mindfulness teaching strategy and conventional teaching strategy and intelligence i.e. high intelligence and low intelligence on academic anxiety of students.