Examining Students’ Listening Habits to Educational Programs on Radio in Bouesti and Implications for 21st Century Pedagogy

Abstract
This study investigated the prevalence, manifestations, underlying factors, and
influence of phobic tendencies, particularly test and performance anxiety,
among students at Bamidele Olumilua University of Education, Science and
Technology (BOUESTI), Ikere-Ekiti, with a specific focus on their impact on
performance in Computer-Based Examinations (CBEs) in Oral English.
Additionally, the study explored the strategies and interventions that could help
students manage their anxiety and improve their performance. The study
employed a descriptive survey research design, and data were collected from a
sample of 80 students from BOUESTI, with an equal representation of 40
students from Part 1 (first-year students) and 40 students from Part 2
(second-year students). These participants were selected using simple random
sampling from different departments within the Faculty of Education. The
research utilized a structured questionnaire to gather responses regarding
students' experiences of test anxiety, underlying factors contributing to their
anxiety, the impact on their performance, and strategies for managing their
anxiety. The findings of this study revealed a high prevalence of test and
performance anxiety among students. A significant proportion of students
reported feeling anxious before taking CBEs, with many experiencing physical
symptoms such as sweating and trembling when preparing for the exam.
Performance anxiety, especially the fear of speaking during an Oral English
CBE, was also notably high. Factors contributing to these anxieties included
pressure to perform academically, unfamiliarity with the technology used in
CBEs, peer competition, and inadequate preparation. Furthermore, it was found
that these phobic tendencies significantly impacted students' academic
performance, with many students reporting that their anxiety led to
forgetfulness, poor concentration, and an inability to demonstrate their abilities
during the exam. The study also identified several effective strategies for
managing anxiety. These included regular practice with the CBE format, the
use of mindfulness and relaxation techniques, and support from instructors and
peers. These interventions were found to help reduce anxiety and increase
students’ confidence in taking CBEs. The findings emphasized the importance
of addressing test anxiety to improve academic performance and overall
student well-being