Abstract
In today’s fast paced technological world learners are under a great deal of
pressure to obtain their grade 12 certificates. These learners are also faced with a
number of life events that add to the stress they experience during the preliminary
and final grade 12 examinations. This stress or anxiety increases when they fail
their preliminary grade 12 examinations. This study focuses on these learners and
the stress and anxiety that they experience after failing their grade 12 preliminary
examinations. Guidelines are suggested to support and prevent learners from
failing their grade 12 preliminary examinations.
The research design adopted for this study was qualitative, exploratory and
descriptive in nature. Phenomenological interviews were used for data collection
and field notes were made to support the interviews. The data were analysed and
coded with verification from an independent coder. In phase one, three themes
were identified, discussed and supported by a literature control. In phase two the
findings were used to suggest guidelines for the grade 12 learners.
The findings of this study showed that grade 12 learners, writing their
examinations, experience stress and anxiety physically, psychologically and
emotionally. They describe rather alarming symptoms of this stress and anxiety.
The learners also appear to have ambivalent feelings towards their future
orientation during this stressful time. The guidelines suggested are aimed at
managing the stress and anxiety as well as learning to develop support through
effective communication skills and relationship building. It is hoped that application
of these guidelines will support learners and prevent failure during the preliminary
examinations thereby alleviating much of the stress and anxiety that learners
experience during their examinations.
Prof. C.P.H. Myburgh