Investigating The Impact Of Depression, Stress, And Anxiety In The Presence Of Content-Checking Questions Regarding English Learners' Academic Performance And Educational Exhaustion

Depression, anxiety, stress, and frequency of their occurrence among English learners and college students are variables of interest in the current study. The study approach relies on simple random sampling techniques to get university students' data. In the process of observation, the participants' stress levels, anxiety, and depression were assessed through a demographic form and the DASS-21. The results for each subscale were scored using the standard method, and for the subsequent analysis, the frequency distribution approach was used with the help of statistical software for social sciences. The studied techniques of stress, anxiety, and depression, in addition to their frequency among college students, were incorporated into our analysis. According to the study findings, the following categories included 30% of the population with depression: normal, 15% medium, 40% moderate, 10% severe, and 5% extremely severe. Within the bounds of the following categories: Non-significant, mild, moderate, severe, and extremely severe, anxiety and tension were noted to be present. The impact may be small and may also be quite significant, and it is present to a greater extent in the modern generation than signs of sadness, anxiety, and stress. From these outcomes, the importance of specific interventions and primary health care for the welfare of students has been well underscored. Content and Language Integrated Learning (CLIL) was also introduced and investigated, as well as QCC, while students' foreign language acquired knowledge in both the school curriculum and language itself. The emphasis here is on communication and interaction, enhancing proficiency and oral communication. Nonetheless, it may increase students' educational exhaustion and performance drop, leading to higher stress, anxiety, and anxiety in classes with CLIL and CCQ involved.

Investigating The Impact Of Depression, Stress, And Anxiety In The Presence Of Content-Checking Questions Regarding English Learners' Academic Performance And Educational Exhaustion Keywords:

Examination , Concept Checking Questions , Mental Health , Stress , Depression , Anxiety