Examining the Impact of Educational Exhaustion Factors on the Academic Performance of English students based on Content Checking Questions (CCQ) and Overall Performance

The researchers in this current study focused on depression, anxiety, and stress in English learners and college students. The research employs a simple random technique for the collection of data from the university students. A demographic questionnaire and the DASS-۲۱ were used during observation in order to determine the level of stress, anxiety, and/or depression present. The conventional method was employed to compute the subscale scores, while a computer program for statistical analysis of social science data was used to analyze the frequency distribution approach. We looked at stress, anxiety, and depression strategies and their occurrence with college students. The study revealed that ۳۰% of ۱۵ depressed people out of all ۱۵% are normal, ۴۰%are mildly, ۱۰% moderately, and ۵% are severely deprived in response to different ranges of deviations. These consisted of no anxiety, low anxiety and tension, slight anxiety and tension, moderate anxiety and tension, high anxiety and tension, and extreme anxiety and tension. It can be little or big, and today, it is experienced more often than sadness, anxiety, and stress. Such outcomes prove the necessity of specific measures and primary health care for student's health. The implementation of QCC was accompanied and investigated alongside content and language integrated learning (CLIL), in which the students used foreign languages to learn the content and the language. The exchange of information and subsequent interaction feedback enhances competency as well as speech proficiency. Nevertheless, CLIL and CCQ classrooms may have a higher level of instructional wear out, lower learners' performance outcomes, and stress and anxiety.

کلیدواژه ها:

Educational Progress ، Academic Performance ، CCQ ، Examination ، Educational Exhaustion