REVIEW RELATED LITERATURE

Learning Environment
The immediate surroundings in which the students find themselves are referred to as the
environment. It is also defined as the physical and psychological conditions that affect children.
Students need a stable and supportive social environment and sufficient learning resources within
a certain environment for them to strengthen cognitive, emotional, and physical development.
While having a chaotic environment has negative impacts on the student’s health and academic
performance. (Elujekwute, et al., 2021)
Despite the government’s meticulous planning, the implementation of “Suspending
Classes Without Stopping Learning” still has its consequences and problems they need to
consider. When learning or teaching from home, students and teachers face difficulties. Teaching
and studying at home come with lots of distractions such as the burden of housework and
childcare, having not enough and suitable to do spaces for their school works and teaching and
studying can be constrained by unstable network connection and insufficient hardware at home.
(Zhang, et al., 2020).
According to the study conducted by (Begum et al., 2019), entitled Relationship between
Students’ Home Environment and their Academic Achievement at Secondary School Level, they
concluded that family interactions are crucial and occur regularly, and they have been linked to
the academic performance of the students. Physical facilities at home were also discovered to be
a significant factor in students' academic progress. Students should have a proper home
environment for studies which could boost their motivation and performance overall. These
facilities and school-related materials are the basic needs of education that the parents should
know.

Time Factor
It’s no wonder that when you live by the calendar, your relationship with time might
become a little tangled. After all, time is a finite resource, and neatly dividing the months, weeks,
and days into work, time with friends, and other obligations might help you maximize it.
Looking at a full planner, on the other hand, can make you feel as if you don’t have
enough time to get everything done. Time anxiety refers to recurring emotions of uneasiness and
even dread over the passage of time, which might be caused by the pressure to get to every
function on time.
According to Lickerman, time anxiety can lead to a concern with being late.
It’s normal to desire to be on time, because being late might have a negative impact on
your academic or professional achievement. However, anxiety about being late might keep you
on edge all day. You may waste a lot of time checking the time or plotting the best path to your
next destination. This may provide some relaxation, but it comes at a cost: it distracts you and
impairs your ability to focus on your current task.
According to Lickerman, time anxiety might impair your mood. Even if your tardiness is
insignificant, you may become frustrated or furious if you arrive a few minutes late.
“Understanding what causes time anxiety is the key to managing with it,” Lickerman explains.

Learning Task Factor

Academic achievement has been thoroughly researched, and a number of factors have emerged
as crucial to academic success. Several research (Culler & Holahan, 1980; Dendato & Diener,
1986; Musch & Bröder, 1999; Wine, 1971; Wittmaier, 1972; Zeidner, 1998) demonstrate that
pupils are affected by test anxiety. While studying for an exam, many students experience some
level of anxiety. Appropriate degrees of stress can help children improve their memory,
attention, and motivation, as well as their exam performance (Salend, 2011). When anxiety
levels rise over what is considered normal, it can be debilitating. There have been a number
models proposed to account explain exam anxiety. Test anxiety has frequently been linked to
poor academic performance in studies (Culler & Holahan, 1980). There has been a lot of
research done on the causes and remedies of test anxiety (Culler & Holahan, 1980). The
development of effective anxiety medications has piqued the curiosity of researchers. Low study
habits and the incapacitating physiological impacts of worry have been linked to poor academic
achievement (Culler & Holahan, 1980). Students at any grade level can struggle in school if they
don’t have adequate study abilities (Gettinger & Seibert, 2002).

Test anxiety is “the set of phenomenological, psychological, and behavioral responses that
accompany concern about possible negative consequences or failure on an exam or similar
evaluative situations” (Chapell, Blanding, Takahashi, Silverstein, Newman, Gubi, & McCann,

2005, p. 268). Sansgiry and Sail (2006) defined test anxiety as the “reaction to stimuli that are
associated with an individual‟s experience of testing or evaluative situations” (p. 1). Kirkland
and Hollandsworth (1980) define test anxiety as “a constellation of behaviors that have a
debilitating effect on academic performance” (p. 431). Thus, test anxiety may be defined as the
nonproductive overt and covert behaviors that accompany test taking and test preparation.
“The set of phenomenological, psychological, and behavioral responses that accompany concern
about possible negative consequences or failure on an exam or similar evaluative situations,”
according to Chapell, Blanding, Takahashi, Silverstein, Newman, Gubi, and McCann (Chapell,
Blanding, Takahashi, Silverstein, Newman, Gubi, and McCann (Chapell, Blanding, Takahashi,
Silverstein, Silverstein, Newman, G
(See p. 268 in 2005.) Test anxiety, according to Sansgiry and Sail (2006), is the “response to
stimuli connected with an individual’s experience of testing or evaluating settings” (p. 1). Test
anxiety is defined by Kirkland and Hollandsworth (1980) as “a constellation of behaviors that
have a detrimental influence on academic performance” (p. 431). As a result, test anxiety can be
characterized as the nonproductive overt and covert actions that occur as a result of taking or
preparing for a test.

The learning deficit, or preparation deficit, model proposes that a student‟s ineffective study
habits during test preparation, or poor test taking skills, are critical factors related to anxiety and
to poor performance on tests (Sansgiry & Sail, 2006; Tobias, 1985; Culler &

Holahan, 1980; Kirkland & Hollandsworth, 1980; Paulman & Kennelly, 1984; Zeidner, 1998;
Birjandi & Alemi, 2010). According to this model there are two deficits that account for poor
academic performance in test anxious students: study skills deficits and test taking deficits
(Tobias, 1985). The study skills explanation, noted by Tobias (1985), assumes that poor test
performance is due to “less thorough initial acquisition, or storage of content because of deficient
study skills‟ (p.136), rather than interference with retrieving previously learned material. In
sum, because the student studied ineffectively, subsequent performance deficits are not attributed
to cognitive interference during the test, but rather to the retrieval of inadequately learned
information (Zeidner, 1998).

With this is mind, it is reasonable to assume that practicing more effective study habits might
improve one‟s academic performance.
Zhang, W., et al., (2020). Suspending Classes Without Stopping Learning: China’s Education
Emergency Management Policy in the COVID-19 Outbreak. Retrieved December 30, 2021, from
[Link]

Elujekwute, E. C., et al., (2021). Influence Of Home And School Environments On Students’
Academic Performance In Secondary Schools In Nigeria. Retrieved December 30, 2021, from
[Link]

Begum et al., (2019). Relationship between Students’ Home Environment and their Academic
Achievement at Secondary School Level. Retrieved December 30, 2021, from
[Link]
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