The Effectiveness of School Counseling Programs in Reducing Examination Anxiety among Secondary School Students in District Poonch Azad Kashmir

Abstract

Examination anxiety is a significant psychological barrier that negatively affects students’ academic performance and emotional well-being, particularly in high-stakes academic environments. This study examined the effectiveness of school counseling programs in reducing examination anxiety among secondary school students in District Poonch, Azad Kashmir. A sample of 300 students (150 counseled and 150 non-counseled) was selected using a stratified random sampling technique. Examination anxiety was measured using a standardized Test Anxiety Inventory. Descriptive statistics, independent samples t-tests, and regression analysis were employed to evaluate group differences and determine the predictive impact of counseling participation on anxiety levels. Results showed that students who received counseling reported significantly lower anxiety scores compared to non-counseled students. The t-test confirmed a significant mean difference (p < .001), while regression analysis indicated that counseling participation was a strong predictor of reduced examination anxiety, explaining 23% of the variance. The findings suggest that school counseling programs, particularly those based on cognitive-behavioral strategies and stress-coping techniques, are highly effective in mitigating examination-related stress. The study highlights the need for integrating structured counseling services within schools in District Poonch to support students’ academic performance and emotional stability. Recommendations for enhancing counseling practices and directions for future research are provided.