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Trends in Higher Education
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Article

Impact of Inquiry-Based Stress Reduction Intervention on Pharmacy Students’ Test Anxiety

by
Martha Ndung’u
1,
Suzanne Galal
2,*,
Emily Tran
2,
Matissa Peng
2,
Jeffrey Chang
2,
Deepti Vyas
2,
John Mayberry
2 and
Avneet Kaur Chima
2
1
School of Pharmacy, University of Pittsburgh, Pittsburgh, PA 15261, USA
2
Thomas J. Long School of Pharmacy and Health Sciences, University of the Pacific, Stockton, CA 95211, USA
*
Author to whom correspondence should be addressed.
Trends High. Educ. 2024, 3(4), 1175-1182; https://doi.org/10.3390/higheredu3040069
Submission received: 17 August 2024 / Revised: 5 December 2024 / Accepted: 16 December 2024 / Published: 23 December 2024
Versions Notes

Abstract

Test anxiety is a significant issue among pharmacy students, potentially affecting their academic performance and well-being. This study aimed to evaluate the effectiveness of an Inquiry-Based Stress Reduction (IBSR) intervention in reducing test anxiety. Pharmacy students enrolled in a didactic course were randomized into an IBSR intervention group or a control group. Both groups attended a 1.5 h seminar; the intervention group learned the IBSR technique, while the control group received instruction on an unrelated topic (emotional intelligence). The intervention group also submitted weekly self-reflections on applying IBSR to exam-related anxiety. Anxiety levels were measured using the State-Trait Anxiety Inventory (STAI) at the start of two major exams. Descriptive data were collected and STAI results were analyzed via independent t-tests. Among the 86 participants, the average baseline STAI score indicated moderate–severe anxiety (51/80). No significant differences were found in anxiety scores between the groups before exam 2 (p = 0.99) and exam 3 (p = 0.60). However, 67% of the intervention group found IBSR helpful, 58% changed their test-taking approach, and 61% altered their self-perception. While IBSR did not significantly reduce pre-exam anxiety levels, it was perceived as beneficial by many students. Future research should explore additional strategies for managing test anxiety in this population.
Keywords: test anxiety; stress reduction intervention; self-reflection; inquiry-based stress reduction (IBSR); State-Trait Anxiety Inventory (STAI) test anxiety; stress reduction intervention; self-reflection; inquiry-based stress reduction (IBSR); State-Trait Anxiety Inventory (STAI)

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MDPI and ACS Style

Ndung’u, M.; Galal, S.; Tran, E.; Peng, M.; Chang, J.; Vyas, D.; Mayberry, J.; Chima, A.K. Impact of Inquiry-Based Stress Reduction Intervention on Pharmacy Students’ Test Anxiety. Trends High. Educ. 2024, 3, 1175-1182. https://doi.org/10.3390/higheredu3040069

AMA Style

Ndung’u M, Galal S, Tran E, Peng M, Chang J, Vyas D, Mayberry J, Chima AK. Impact of Inquiry-Based Stress Reduction Intervention on Pharmacy Students’ Test Anxiety. Trends in Higher Education. 2024; 3(4):1175-1182. https://doi.org/10.3390/higheredu3040069

Chicago/Turabian Style

Ndung’u, Martha, Suzanne Galal, Emily Tran, Matissa Peng, Jeffrey Chang, Deepti Vyas, John Mayberry, and Avneet Kaur Chima. 2024. "Impact of Inquiry-Based Stress Reduction Intervention on Pharmacy Students’ Test Anxiety" Trends in Higher Education 3, no. 4: 1175-1182. https://doi.org/10.3390/higheredu3040069

APA Style

Ndung’u, M., Galal, S., Tran, E., Peng, M., Chang, J., Vyas, D., Mayberry, J., & Chima, A. K. (2024). Impact of Inquiry-Based Stress Reduction Intervention on Pharmacy Students’ Test Anxiety. Trends in Higher Education, 3(4), 1175-1182. https://doi.org/10.3390/higheredu3040069

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