ACADEMIC STRESS AND SELF-SUPERVISION

AMONG POST-GRADUATE STUDENTS IN

WAWASAN OPEN UNIVERSITY: MEDIATING
ROLE OF MINDFULLNESS

YOGESWARI A/P NARAYANASAMY

031180332

SCHOOL OF EDUCATION, HUMANITIES and SOCIAL SCIENCES

WAWASAN OPEN UNIVERSITY

2020
NAME : Yogeswari A/P Narayanasamy

DEGREE : Master of Education

SUPERVISOR : Dr Chandran Abraham Ebenazer

TITLE : ACADEMIC STRESS AND SELF-SUPERVISION AMONG POST-

GRADUATE STUDENTS IN WAWASAN OPEN UNIVERSITY:
MEDIATING ROLE OF MINDFULNESS

DATE : 19th November 2020

Project Report submitted in partial fulfillment

of the requirements for the award of
Master of Education
of
Wawasan Open University
Penang, Malaysia

ii
 ACKNOWLEDGEMENTS

First of all, I would like to take this opportunity to express my gratitude to my family,

colleagues and friends for all the support provided during my course of study. Their support

has given me encouragement and motivated me to reach the end of this journey despite

encountering many conflicts of priorities such as those with work commitment, family and

personal challenges during the period of studies. Although it was up to myself to not give

up until the last battle was won, it was the encouragement from family and friends that has

kept me working hard towards this goal. I appreciate all their unending support indeed.

I would like to express my greatest appreciation towards my supervisor Dr. Chandran

Abraham Ebenazer who has guided me and built confidence in me to proceed with my

research project. His wisdom, understanding, and efforts have provided the needed energy

when the going got tough at times. I also would like to thank my CC Dr. Christine Por who

also supports me and advises me in completing my research correctly and meaningfully.

Last but not least, I would like to thank the management of Wawasan Open University

(WOU) for giving me the opportunity to further my studies despite various shortcomings

on my part as a student. The support given by the Tutors and Course Coordinators was very

encouraging and has motivated me to fulfil my dream. WOU is the right place to further

our studies, one with the ambience for flexible learning.

Yogeswari A/P Narayanasamy

November, 2020 iii

 TABLE OF CONTENTS
Contents
Page
Acknowledgement iii
Certificate of Originality iv
Plagiarism Statement v
Table of Contents vi
Abstract viii

Chapter 1 Introduction to the Study

1.1 Introduction 1
1.2 Research Background 1
1.3 Statement of Problem 2
1.4 Research Objectives 3
1.5 Research Questions 3
1.6 Limitations to the Research 4
1.7 Definition of Terms 4
1.8 Summary 5

Chapter 2 Literature Review

2.1 Introduction 6
2.2 Related Literature 6
2.3 Related Research 8
2.4 Conceptual Framework 9
2.5 Summary 9

Chapter 3 Research Methodology

3.1 Introduction 10
3.2 Research Design 10
3.3 Samples and Sampling 11
3.4 Research Location 12
3.5 Instrumentation 12
3.6 Pilot Study 13
3.7 Research Ethics 13
3.8 Data Collection 14
3.9 Data Analysis 14
3.10 Validity and Reliability 15
3.11 Summary 16

vi
Contents

Page

Chapter 4 Findings and Discussion

4.1 Introduction 17
4.2 Demographic Characteristics 17
4.3 Quantitative Data Analysis 20
4.4 Qualitative Data Analysis 35
4.5 Summary 41

Chapter 5 Discussion and Conclusions

5.1 Introduction 43
5.2 Discussion 43
5.3 Limitation 44
5.4 Implications 45
5.5 Recommendation 45
5.6 Conclusion 47

References 48

Appendicies

Appendix A WOU -Permission Letter for student survey 52

Appendix B Questionnaire Survey 54
Appendix C Interview Section 61

vii
NAME : Yogeswari A/P Narayanasamy

DEGREE : Master of Education

SUPERVISOR : Dr Chandran Abraham Ebenazer

TITLE : ACADEMIC STRESS AND SELF-SUPERVISION AMONG POST-

GRADUATE STUDENTS IN WAWASAN OPEN UNIVERSITY:
MEDIATING ROLE OF MINDFULNESS

DATE : 19th November 2020

ABSTRACT

This study was designed to examine mindfulness as the mediator amongst postgraduate
students when they encounter academic stress and how do they cope with self-supervision.
This study focuses mainly on the post-graduate students from the Wawasan Open
University (WOU). Independent variables such as academic stress, self-supervision and
mindfulness were used to determine the significance towards these post-graduate students.
Data from a hundred (100) students were collected and was analysed using SPSS. There
was also a pilot study done with ten (10) other students and their feedbacks were also
recorded and analysed. The results revealed the significant relation of self-supervision
towards the confidence and morale of the post-graduate students. However, between
academic stress and mindfulness were not as significant. Further analysis showed positive
correlations between self-supervision and academic stress, academic stress and
mindfulness, and self-supervision and performance of these post-graduate students.

Keywords: mindfulness, self-regulation, self-supervision, academic stress, postgraduate

students

viii
 CHAPTER 1
INTRODUCTION OF THE STUDY

1.1 INTRODUCTION

Stress is considered to be a major cause of health and psychological problem among

Malaysians, especially students (Rafidi, 2020), mainly from factors such as physical, mental
and emotional from a student standpoint. Other factors include but not limited to the
development of stress are family, career, social relationship and communal communication.
Post-graduate studies require greater academic attention than that of an undergraduate study.
Their preparation takes as much as from two (2) to four (4) years and their schedule is hectic
with dissertation, assignments, new study syllabus, online learning and researches; moreover,
the need to juggle with their social lives too.
Self-supervision is a major factor in today’s learning environment. (Ryan & Zuber-Skerritt,
2017). Online learning and Open Distance Learning Postgraduate Programmes offered by
Wawasan Open University signifies a heavy reliance on self-supervision to manage self-study
schedules.
The purpose of this research is to find out whether mindfulness was actively practiced when
mediating between academic stress and self-supervision among post-graduate students in
Wawasan Open University.

1.2 RESEARCH BACKGROUND

The research for this study will be conducted at Wawasan Open University (WOU), Kuala
Lumpur Regional Office (KLRO). The background aims to focus on the research area, the
current information surrounding the issue, past researches and studies on the issue and relevant
references on the research area.

Wawasan Open University offers five different post-graduate programmes under the Open
Distance Learning Postgraduate Programmes. They are, Commonwealth Executive Master in
Business Administration (CeMBA), Master of Business Administration in Construction
Management, Master of Business Administration in Manufacturing and Production

1
Management, Master of Arts in Psychology and Master of Education (Wawasan Open
University Sdn. Bhd., 2020).

As such, Wawasan Open University practices an online pedagogy that emphasizes on student-
centred learning for the post-graduate students. Some of the major areas are study materials
that are digitally available, online assignments and once-a-month tutorials. Every post-graduate
student is required to comprehend online studying by virtue of self-supervision. (Murphy,
Developing Skills for Distance Learning, 2007)

A student, who is not tech-savvy, has a higher chance of accumulating stress with the additional
responsibility at hand and to learn a new skill (A.C.A & M.D, 2012). The element of stress has
been a major factor of health and mental deterrent among Malaysians, specifically post-
graduate students. (Vasugi & Hassan, 2019)

This research intends to identify whether mindfulness, when practiced by students, would yield
positive results to their studies. (Ahmadi, Mustaffa, Haghdoost , & Alavi, 2014)

1.3 STATEMENT OF PROBLEM

Stress is common among us however, many may not be aware of the stress that is affecting
them in their daily lives. What more, stress in an academic environment as a student then which
could possibly give a negative impact when not treated. Some of the common physical or
emotional state students go through when they are stressed are fatigue, depression, anxiety or
headache and more (Dusselier, Dunn, Wang, II, & Whalen, 2005). Stress-related mental health
issues have been rapidly increasing in campuses worldwide whereby suicide rates are three
times higher than they since the 1950s, making it the second most common cause of death
among students (CH, C, SHM, M, & JA, 2019) .
This study is designed to recognise the empirical study between anxiety from the academic
stress and the awareness of self-discipline in self-supervision among the post-graduate
students. Mindfulness as the mediator factor among non-traditional post-graduate students
requires constant practice in overcoming academic stress that is caused by factors such as
financial, family, career and technological barrier as they pursue their studies (Murphy, 2007)
The study by Wai-Ching, Lee & Ong (2012) tests on a larger group of undergraduates from a
mix study method (traditional and distance learning) concluded, university administrators were
2
equipped with some practical understandings into student services and course model to deal
with extreme intensity of academic pressure among students.
Since, this study focuses on post-graduates at Wawasan Open University, narrowing the
respondents with a specific identification, the students of Wawasan Open University. (Murphy ,
Developing Skills for Distance Learning, 2007) The students will be tested on their
mindfulness as the mediating factor when handling academic stress; by virtue of their ability
to infer self-supervision in their lives. The presence and the importance of stress, self-regulation
and mindfulness will be tested in the survey questionnaires and interviews. (Hj Ramli, Alavi,
Mehrinezhad, & Ahmadi, 2018; Shekarchizadeh, Rasli, & Huam, 2011)

1.4 RESEARCH OBJECTIVES

This research aims to answer the following objectives:
i) To examine the factors that contributes to academic stress among the post-graduate
students of Kuala Lumpur Regional Office, Wawasan Open University
ii) To determine whether these students apply self-supervision throughout their
studies.
iii) To determine whether the presence of mindfulness or in this context, self-discipline,
has a positive contribution towards academic stress and self-supervision as a
mediator.
iv) To provide improvements, if any, in the application of mindfulness among post-
graduate students of Wawasan Open University.

1.5 RESEARCH QUESTIONS

Based on the research objectives above, the following research questions are formulated:
i) What are the contributing factors towards stress for the post-graduates’ students
when they pursue higher education?
ii) How effectively was self-supervision, utilised by the post-graduate students?
iii) Is mindfulness or being aware of the importance of self-discipline in pursuing
academic advancement, present among these post-graduate students?
iv) Has the said self-regulation, i.e.: self-discipline utilised fully by the students in
ensuring effective result to their academic pursuance?

3
1.5.1 SIGNIFICANCE OF RESEARCH
The significance of this research is to enable the findings of this study to benefit the ‘citizens’
of Wawasan Open University, besides current and future students, the academicians and staffs
of the institution. Furthermore, it could possibly benefit other institutions, organizations and
any other bodies who may deem interested in this research area.
This study would conclude on the factors of academic stress among the post-graduate students,
thence focusing on key areas for support and assistance, possibly through adequate peer support
group.
Therefore, the researcher hopes that through data analysis, models, techniques, and policies
from this study can be used in the near future to develop the efficacy of mindfulness in self-
supervision, institution wide at Wawasan Open University.

1.6 LIMITATIONS TO THE RESEARCH

This research is being limited to post-graduate students of Wawasan Open University as their
study plan requires a significant time period for online learning such as accessing study
materials digitally, preparing Tutorial Marked Assignments (TMA) and research work in lieu
of these assignments (Murphy, Developing Skills for Distance Learning, 2007). The online
pedagogy that is based on Online Distance-Learning (ODL) specifically caters to working
adults who would want to obtain a masters-degree for their personal development and/or goal.
Therefore, this research does not consider the younger, non-working adults who is pursuing
the post-graduate studies full-time. The other limitation also includes the geographical aspect,
where only students from the Kuala Lumpur Regional Office (KLRO) are considered as subject
for this study.

1.7 DEFINITION OF TERMS

1.7.1 ACADEMIC STRESS

Gupta & Khan (1987) states that “Academic stress is a mental distress with respect to some
anticipated frustration associated with academic failure or even awareness of the possibility of
such failure”. As such, this research aims to examine the factors that leads to academic stress
which these post-graduate students possibly face while pursuing their studies.

4
1.7.2 SELF-SUPERVISION
Self-supervision is defined as, “the skill to recognize personal resources and employ said
resources in order to appropriately adjust to any condition” (Exforsys, 2010). Thus, self-
supervision in this research highlights the use of these gathered resources by the post-graduate
students such as online tutorials, e-libraries, peer support, etc. (Ryan & Zuber-Skerritt, 2017).

1.7.3 POST-GRADUATE STUDENTS in WAWASAN OPEN UNIVERSITY

Post-graduate students in Wawasan Open University in this context specifies a controlled group
of subjects who are pursuing their post-graduate studies and has a basic similarity with regards
to their employability, age group, social background, and economic stability. (Wawasan Open
University Sdn. Bhd., 2020)

1.7.4 MEDIATING
Mediating is an informal transitive word of “to influence something and/or make it possible for
it to happen” which in this context of research, to influence self-supervision effectively. (Hj
Ramli, Alavi, Mehrinezhad, & Ahmadi, 2018)

1.7.5 MINDFULNESS
Mindfulness is defined as being conscious and aware of one’s responsibilities. (Ahmadi,
Mindfulness Among Students: The Impact of Faculty and Demography in Malaysia, 2016) In
the context of this research, it is applied as self-discipline.

1.8 SUMMARY
The primary reason for this research is to identify the effectiveness of mindfulness as a
mediating factor between stress and self-supervision among the post-graduate students from
Wawasan Open University (WOU) at Kuala Lumpur Regional Office (KLRO). This chapter
looked into the research background, statement of problem, research objectives, research
questions, limitations to the research, definition of terms and the significance of the research.

5
 CHAPTER 2
LITERATURE REVIEW

2.1 INTRODUCTION
This chapter will look into the literature and past research references that is found relevant to
this area of study. Further references will be made to the scale of measurement that will be used
in this study, such as the level of mindfulness via the Mindfulness Attention Awareness Scale
(MAAS) to determine the mindfulness scale of the respondents in this research.
However, a later finding suggested that there is a negative corroboration between academic
anxiety and self-regulation among Malaysian students (Hj Ramli, Alavi, Mehrinezhad, &
Ahmadi, 2018).

2.2 RELATED LITERATURE

2.2.1 STRESS
The concept of academic stress refers to the added pressure and responsibility a student
undertakes when pursuing their education, which varies from one individual to another as it
affects the physical and psychological dysfunction of an individual (Bedewy & Gabriel, 2015).
However, this research narrows it to higher education in regard to post-graduate studies.
(A.C.A & M.D, 2012)
Stress is prevalent among students who are pursuing higher education in this country for a
number of reasons. Most continue their education journey after a short or long break as they
are usually active in the workforce; making priorities such as time-management, work priority,
career prospect, and much more a challenge (Anjali & Garkal, 2015). Besides the career life,
there is also a personal life such as family commitment, married or not that adds to this stress
(Gyambrah , Sesay, & Amponsah , 2017). These factors require a balance of work-life-study
which increases the level of stress (Fotaratnam & Buchanan, 2004).

2.2.2 SELF-SUPERVISION
The past two decades has seen a steady rise among self-regulating or in this regard, self-
supervision of the various study schemes (Sidhu, Kaur, Chan, & Wan Yunus, 2014).

6
To quote Barry J. Zimmerman, “Self-regulation is a self-directive process by which learners
transform their mental abilities into academic skills. Learning is viewed as an activity that
students do for themselves in a proactive way” (Zimmerman, 2002).
Self-supervision is considered as an essential asset for potential students who wants to pursue
higher education as it is entrepreneurial and enables a smooth flow of studying without
succumbing to stress. (Lope Pihie & Bagheri, 2013)
The concept of ‘Open Universities’ allows the above factors to be considered as students
choose to continue with their education journey (Open University, 2017).

2.2.3 MINDFULNESS
The relationship between the level of mindfulness and demographic factors among university
students in Malaysia is referenced from the book, “Mindfulness Among Students: The Impact
of Faculty and Demography in Malaysia” (Ahmadi, Mindfulness Among Students: The Impact
of Faculty and Demography in Malaysia, 2016). This study will look into the advantage and
the connection of mindfulness as a positive psychology stimulus, demographic and the field of
study of these students.
Another important technique worth mentioning here is the Mindfulness Attention Awareness
Scale (MAAS) questionnaire (Brown & Ryan, 2003) which allows a qualitative aspect of a
study or observation be interpreted into quantitative method. Mindfulness is a subtle aspect of
awareness, the positive impact of being mindful is intangible and differs from one individual
to another as it depends on how its perceived.
Another literature that discusses at length about expansion and exploration of mindfulness is,
“Mindfulness-Based Intervention Research: Characteristics, Approaches and Developments.”
(Christian, et al., 2019); examining the crucial dialogue of qualities of mindfulness-based
interventions (MBIs) research. This study is important in this research in that, the presence of
mindfulness is the ability to acknowledge and accept the said individual’s thoughts and
emotions openly and without being judgemental or bias towards it; more of a mental health
check and balance. The inference of this mindfulness is known for reducing psychological
stress and improving well-being of an individual. But the fact must be deduced here that the
mindfulness in this research, integrated awareness of mediating their academic stress and self-
supervision, as in a post-graduate students’ daily life.

7
2.2.4 MINDFULNESS-TO-MEANING THEORY
Cognitive development looks at the mental structure of an individual and how learning,
knowledge, reasoning, belief and behaviour progresses. There are three (3) identified
components in cognitive theory and they are schemas, adaptation process and the stages of
cognitive development itself (Piaget, 1936).
Mindfulness was combined with the cognitive theory as a strategy to assist individuals manage
and consciously understand their thoughts and emotions towards having a relief from a
distressful feeling – in this study, to overcome stress and to face the challenges as a post-
graduate student in a more positive outlook with better efficacy (Sipe & Eisendrath, 2012).
Mindfulness-to-meaning theory is a model that focuses on the positive emotion regulation with
improved concentration, tolerance, self-control, better mental clarity and emotional
intelligence (Garland & Fredrickson, 2019). Garland, et. al (2015) also mentions that this
theory gives room for an individual to be more aware which then broadens their attention to
unnoticed pieces of information, thus promoting positive emotions and a deeper sense of
objectivity in the process of self-actualization. (Garland, Farb, Goldin, & Fredrickson, 2015).
This theory will potentially prove through this study how resilience the students are when
overcoming stress via self-supervision.

2.3 RELATED RESEARCH

Other related research shows that there is a clear evidence of stress among students (Teh,
Choon, binti Zulkifli, Vellasamy, & Suresh, 2015). Hence it would be an easier factor to find
precedent in proving the presence of stress among post-graduate students in Wawasan Open
University.
Besides the above, a more recent study by Ling (2020), indicated that the recent COVID-19
pandemic related movement control order (MCO) nationwide lockdown had pushed many
institutions and organisations to reassess and respond to the ‘new normal’, especially the
importance of businesses and education moving towards online.
Ling’s findings go in line with another news article reported on the 16 th May 2020. (Rahman,
2020) In this report, moving towards IR4.0 in education, Malaysia would include more remote
studying and it would side-line ‘real-time’ learning in favour of online learning.
Moreover, with the recent events, there is also a growing stream of interest by both the
academicians and mental health organisations to study the presence of mindfulness.

8
2.4 CONCEPTUAL FRAMEWORK
These days, more and more students go through academic stress at different levels which
affects both their physical and mental state. This study is based on the academic stress, self-
supervision and how mindfulness as a mediator play a role. Figure 2.1 (as below) is the
conceptual framework for this research study over a three months period to further understand
the phases and the relationship of this study.
This research milestone begins from proving the element of stress among post-graduate
students at Wawasan Open University (WOU). The evidence of stress is then included with the
evidence of the presence of self-supervision among the same student respondents.
The third factor that needs to be proved will be the existence of mediation of mindfulness
among the post-graduate students in Wawasan Open University.
All three elements must be studied cumulatively in order to prove the positive effect it has on
students’ lives.

Figure 2.1 Conceptual Framework of this research over a period of three (3) months.

Prove self- Prove mediation

Prove stress among supervision among of mindfulness Record the effect
post-graduate post-graduate among post- of their study
students in students in graduate students whether it turned
Wawasan Open Wawasan Open in Wawasan Open out positively or
University University University otherwise

2.5 SUMMARY
There is a concentrated research with regards to the mediator role in mindfulness among
university students. (Hj Ramli, Alavi, Mehrinezhad, & Ahmadi, 2018) This study, however,
narrows it further into a more controlled environment to reiterate the focus on postgraduate
students who takes eighty percent (80%) of their studies and assignments online as at Wawasan
Open University, and who are all part-time students with active careers and jobs. Hence, the
result of this research will focus on the effectiveness of mindful mediation among the post
graduate students who undergo stress and appoint self-supervision when undertaking their
studies.

9
 CHAPTER 3
RESEARCH METHODOLOGY

3.1 INTRODUCTION
This chapter incorporates methodology which includes, research design, population sample and
samplings, location of research, instrumentation, technique of data collection and technique of
data analysis.

3.2 RESEARCH DESIGN

This research incorporates quantitative method though its questionnaire and quantitative and
qualitative hybrid in the short interview. Both these instruments duly use close-ended questions
in its questionnaires and open-ended questions in its short interview.
The result obtained from this research questions are tabulated using quantitative method and
used to provide qualitative take on the research results. The survey method is conducted online
so as to stop paper wastage, it can be applied to a large group of respondents at the same time
and the results are much more easily obtained and tabulated automatically online due to the
preprogramed tabulation technique using excel sheet that can be used for the purpose of this
research. (Bhat, 2020)
This research design encompasses scaling questionnaire i.e.: Likert Scale, to ensure the
collection of data which focuses on the establishment of academic stress and self-supervision
among post-graduate students; subsequently proving the presence of mindfulness with
reference to the Mindfulness Attention Awareness Scale (MAAS) which is also adapted to the
interview questions, either enables or hinders their studies. The gathered data is then analysed
to accomplish a definite outcome from the research and minimising both internal and external
unforeseen circumstances.
For example, the internal circumstance in the said interview could point towards, lack of
seriousness among students in undertaking the interview. Another factor is the overt need to be
diplomatic and remaining neutral in their answers. Also, not answering all the questions posed.
External mistakes include mislabelling, and miscalculation.
The research study also focuses on recurring words, such as struggling, hard, anxiety, stress,
timetable, scheduled, routine, aware to name a few. Though the interview is a short one, the
research study aims to recognise the qualitative aspect of this study by virtue of recognising a

10
pattern of recurring words in the students’ answer and code them in accordance towards a
conclusion.

3.3 SAMPLE AND SAMPLINGS

The sample with regards to this research will be the current post-graduate students of Wawasan
Open University from Kuala Lumpur Regional Office (KLRO), comprising of hundred
students as respondents to this research. They represent a good number to ensure a fairer and
more diverse outcome. Besides the Kuala Lumpur branch has a strong number of students who
is pursuing post graduate studies, under the Wawasan Open University (WOU) as an
institution.
The correlation of these factors will be determined through the effectiveness in practicing
mindfulness or in the context of this research; being aware on the importance of self-discipline
by the post-graduate students. The input is measured with relation to motivation, participation,
approach, and feedback. The results will be established upon collected data from observation
and questionnaires referring to Student Academic Stress Scale (SASS) and Mindfulness
Attention Awareness Scale (MAAS), and subsequently analysed using critical evaluation,
ascertainable methods, and ratios.
A sampling is determined by two aspects. One is the probability sampling methods and the
non-probability sampling methods. (Datta, 2018)
For this research study, probability sampling method is used in that; each respondent was
selected randomly from post-graduate classes. Every member has a non-zero probability, i.e.:
every sample of the respondents is used for the purpose of this study.
This research study also adapts the Simple Random Sampling in which every post-graduate
students of Wawasan Open University (WOU), Kuala Lumpur Regional Office (KLRO) have
equal chance to participate in this research study. (Taherdoost, 2016) The benefit of applying
this sampling method is that it removes any biases of systemic errors. The only shortfall is that
it cannot be applied over a larger number of respondents.
One other sampling that this research study adapts is, Cluster Sampling, in which the
probability sampling is used for larger group of sampling. Though the issue with this sampling
method will be a probability of systemic error. The combination of both techniques could
produce a precise and zero-mistake with regards to systemic error.

11
3.4 RESEARCH LOCATION
The whole research would be conducted in Kuala Lumpur Regional Office (KLRO) of
Wawasan Open University (WOU) which is situated at Menara PGRM, Level 3, 8, Jalan Pudu
Ulu, Cheras, 56100 Kuala Lumpur.
The purpose is to establish a controlled group of respondents for this research and also enable
a practical method of collecting students’ data who were concentrated in one focal point. Case
in point, the Kuala Lumpur Regional Office (KLRO).

3.5 INSTRUMENTATION
The instrumentation used in this research is a survey questionnaire that is divided into three
sections (APPENDIX I) with a hundred (100) respondents. Subsequent instrument is the short
interview adapting in reference with Mindfulness Attention Awareness Scale (MAAS) that is
held on random students who have participated in the initial research Questionnaire
(APPENDIX 2). The number of students for this interview is limited to ten (10) from the
original set of students to get a more precise reaction to obtain a more accurate result.
Alluding to the research statement in the quantitative studies in this research, all the
respondents are required to attempt the same set of questions meted out in the questionnaires.
This method is a more suitable when used to collect data in a quantitative approach. Moreover,
the quantitative methodology will offer a comprehensive and practical method in any data
collection.

Data obtained through the circulated questionnaires to the post graduate students will be
analysed based on their responses to the questions in the questionnaires. Benefits of using
questionnaires in this research includes, it is easy to be analysed, a large number of students
can be reached out to participate the said research. Besides that, the cost of such exercise is
relatively lower, it is easily managed, and the question types are easier to do by all the research
respondents.

Analysis of data will be made based on feedback and responses from the questionnaires
distributed to students and based on percentages of the overall samples of students for the
research made. Although they are advantages in using questionnaires for the research, there
are some disadvantages such as the variables in interpreting the questions or some students

12
might not answer it truthfully. Nevertheless, the received replies can be gathered within a
specified time frame and can be easily analysed to obtain systemic data which complies with
objectivity, reliability, and standardisation. (Mishra, 2011)

3.6 PILOT STUDY

A pilot study was initiated as a comparison set in which respondents in terms of, profile of
respondents including, age, gender, location of residence and academic background. This
research is performed to corroborate the legitimacy of procedures and prevent multiplicity and
loss of consistency. A total of ten (10) students were invited to participate in this pilot study.
The test focuses on the correlation between location of the residences of the students and the
evidence stress. But the result showed that location of the students and their stress factor does
not correlate as these students were from the same state of Kuala Lumpur; therefore, a precise
analysis could not be conducted.

The pilot study required a slight modification based on the questionnaire results obtained from
the post-graduate students of Wawasan Open University (WOU) in this research. This
improvement helped to eradicate any ambiguity of the methods for this research.

3.7 RESEARCH ETHICS

This research has taken adequate measures to comply and adhere with the Malaysian Code of
Responsible Conduct in Research (MCRCR) (National Science Council, 2017).

The research questionnaires and interviews pertaining to this research are provided with a
disclaimer to ensure the data and information collected from the students will not be misused,
misrepresented or altered to suit a personal agenda. Instead, the integrity of the respondents
will be ensured so as to obtain a neutral and impartial analysis of the data.

In lieu of (Margaret M. Baguley, 2015) efforts has been taken to provide a careful analyis in
that efforts were taken to ensure a safe and mistake-free tabulation to process the data.

Each data collected for the purpose of this research is for the advancement of academic research
and not for any monetary gain or personal gain of the researcher.

13
3.8 DATA COLLECTION
The process of data collection with regard to this research are, quantitative method (Christian,
et al., 2019) where the students are provided with a questionnaire of fifty-five (55) questions.
Each question is a close-ended and applies the Likert Scale as was introduced by the famous
psychologist, Rensis Likert. (Likert, 1932) The questionnaire which is divided into three (3)
sub-sections is then distributed between hundred (100) post-graduate students.
The first section (Section A) is to establish the demographic of the respondents, comprising of
four (4) questions. The following section (Section B) attempts to establish the presence of stress
by applying Student Academic Stress Scale (SASS). The research adapts to psychometric
assessment of the Likert Scale to measure the apparent causes of academic stress among
undergraduate university students. Section B has forty (40) statement-based questions which
poses questions which requires answers from “No Stress” to “Extreme Stress” with the scales
showing from 1-5; one (1) being the weakest to five (5) being the strongest.
The third section (Section C) adapts the Mindfulness Attention Awareness Scale (MAAS) in
that it attempts to establish the presence of mindfulness and its effect on the students,
comprising of fifteen (15) statement-based questions which the students’ rate on how
frequently they engage in the activities described, on a scale from 1 being “Almost Always”,
to six (6) to “Almost Never.” (Creswell, 2003)
Respondents who were involved in the questionnaire of this research is then, selected randomly
and out of the initial numbers, ten (10) students were selected to undertake the interview
questions to ensure a more standardised data which resonates closely to reliability of their
answer, validity of the data acquired, and objectivity of this research is eventually met.
The interview questions adapt in reference to Mindfulness Attention Awareness Scale (MAAS)
and the responses are properly recorded and analysed accordingly. The response is then
adjudged quantitatively to obtain a more qualitative answer to the application in mediation of
mindfulness.

14
3.9 DATA ANALYSIS
This research made sure all the students responds to all the questions and statements of method
in this study.
This research applies Google form for the survey questionnaires and Microsoft Word
application for interview questions. (Appendix 1 and Appendix 2 respectively). Data derived
from the said research questions are then analysed using pre-programmed excel spreadsheet
for the instant tabulation.
The data are then converted into tables and graphs for the purpose of understanding and further
discussion in Chapter 4 in this research and questionnaires and the interview survey are then
analysed using percentages and quantitative frequencies (Mertens, 2005) to provide the
following: -
 The presence of stress among post-graduate students in Wawasan Open University in
Kuala Lumpur Regional Office

 The combination of self-supervision among the same set of students.

 Whether the said students have applied mindfulness in overcoming the stress in this
circumstance and the success rate.

3.10 VALIDITY AND RELIABILITY

Reliability assumes that based on a single reality, would produce the same results when
studying it repeatedly as it minimises errors and biases in the study at the same time. However,
this could also pose a challenge when it comes to emotions and human behaviour as it is
dynamic. Having said that, the most important thing is that for both qualitative and quantitative
research is if the results are consistent with the data collected. Reliability could also be tested
by comparing the responses with the ones collected earlier, like the pilot study (Best & Kahn,
2006). Both the interview and the questionnaire process, when repeated did provide an estimate
of consistency to the response. However, due to each respondent being unique, it was a
challenge to ensure reliability entirely.
Validity on the other hand looks at the accuracy of the findings and how they can be applied to
other studies or situations (Merriam, 2009). It is crucial for the study to be internally validated.
In this case, the questionnaire utilised in this study was revised based on the feedback from the
pilot study to ensure high internal validity. Multiple data sources such as questionnaires,
15
interviews and document review enhance the interpretation of the findings (Morrow, 2005).
This was done by complementing the questionnaires with the interviews. Researcher was able
to gain and establish trust and rapport from the respondents to ensure the responses are at its
true value.
Piloting, testing and retesting both the questionnaire and interview were done to strengthen the
validity and reliability in this study. The pilot study was done to ensure the respondents
understood the instructions and the objective of this study (Salant & Dillman, 1994). Based on
these, a strategy was formulated to ensure reliability and validity of the research was
maintained throughout.

3.11 SUMMARY
According to (Mackenzie & Knipe , 2006) the concept of quantitative and qualitative methods
can be combined so that constructivist approach can be achieved that would be able to derive
a concise analysis of the derived data. Taking this into consideration, this research applied both,
survey questionnaires and interviews questions adapting the Mindfulness Attention Awareness
Scale (MAAS) towards a clear and unambiguous conclusion. (Creswell, 2003)

16
 CHAPTER 4
FINDINGS AND DISCUSSION
4.1 INTRODUCTION
This chapter discusses the findings of this study. The primary source of data comes from the
survey done with hundred (100) respondents. There was also a pilot study via interviews with
ten (10) respondents. This chapter begins with the demographic characteristics of the
respondents followed with the analysis and findings from both the survey and the interviews
based on the research questions of this study.
In analysing the data, the research adopted the approach by Bazeley, P. (2007). This approach
is believed to provide a coherent approach in analysing any given data and to avoid “Garden
Path Analysis’s mistakes”. He goes further to explain the three (3) steps in analysing data as
follows:
1. Describe – the theme’s characteristics and boundaries
2. Compare – the differences in these characteristics and boundaries for each theme
3. Relate – these theme or category with what others have already written

4.2 DEMOGRAPHIC CHARACTERISTICS

There were two (2) groups where data was collected. First was from the pilot study, an
interview with ten (10) respondents where they were recorded and transcribed verbatim. The
second group was a questionnaire sent to hundred (100) respondents. The data from these
respondents were analysed using SPSS. The respondents are all post-graduates from the
Wawasan Open University (WOU). The analysis of the findings will be further elaborated for
both the groups as the researcher investigates each segment.

Figure 4.1 shows the age of the respondents from the survey group. The result of this study
showed that nearly half (47, 46.5%) of the students were aged between 25-30 years old, (29,
28.7%) aged 46 and above; (12, 11.9%) aged between 36-40, (9,8.9%) aged between 31-36
and (4, 3.9% aged between 41-45 years old)

17
 AGE

≥46, 28.70%

25-30, 46.50%

41-45, 4%
36-40, 11.90%
31-35, 8.90%

Figure 4.1: Age of the students

Figure 4.2 shows the gender breakdown of the respondents from the survey group. The majority
(60, 59.4%) of the students were female and the rest were male (41, 40.6%).

GENDER

Male, 41%

Female, 60%

Figure 4.2: Gender

Since the study focuses on post-graduate students, Figure 4.3 looks at the employment status
of these respondents. About half of the respondents were students working in an organization
18
(50, 49.5%). There were also those who were self-employed (15, 14.9%), unemployed (20,
19.8%) and working in a government office (10, 9.9%). There was a small fraction of retirees
(6, 5.9%).

Employment status
60.00%
49.50%
50.00%

40.00%

30.00%
19.80%
20.00% 14.90%
9.90%
10.00% 5.90%

0.00%
Self-employed Working in an Working in a Retired Unemployed
organisation goverment
office

Figure 4.3: Employment status

Figure 4.4 looks at the academic level of these respondents, possibly having a contributing
element towards this study in mindfulness. The highest were Masters (44, 43.6%) followed
by degree (41, 40.6%). There were also those with Diploma (2, 2%) and just one with a
Certificate. There was also one respondent who is a doctoral holder. The employment status
of these respondents contributes to their maturity; somewhat enabling them to understand the
stress that they go through and how to either address and perhaps attempt to overcome it.

19
 Qualification level
50%
43.60%
45% 40.60%
40%
35%
30%
25%
20%
15% 11.90%
10%
5% 2%
2%
0%
Certificate Diploma Degree Masters Doctoral

Figure 4.4: Qualification Level

4.3 QUANTITATIVE DATA ANALYSIS

The following segment elaborates further on the findings from the survey, addressing the
research questions from both internal and external perspective.

RQ 1: Contributing factors towards stress for the post-graduate students

Students’ Lack Self-confidence

Results of the students’ stress level when they lack self-confidence were based on their responses
to ten questions, all of which were tabulated and described in Table 4.1.

20
Table 4.1: Students’ Lack Self-confidence
No slight Moderate High Extreme Mean±SD
stress stress stress stress stress
n (%) n (%) n (%) n (%) n (%)
Lecturers make too
many extra demands on 3(3) 15(14.9) 45(44.6) 25(24.8) 13(12.9) 3.30±.98
students.
Poor interest in English
27(26.7) 20(19.8) 28(27.7) 18(17.8) 8 (7.9) 2.60±1.28
language subject
Progress reports to 13
13(12.9) 41(40.6) 22(21.8) 12(11.9 3.07±1.16
parents (12.9)
The lecturer is not
5(5) 12(11.9) 44(43.6) 25(24.8) 15(14.9) 3.33±1.03
friendly towards us
Lack of concentration
3(3) 8(7.9) 45(44.6) 32(31.7) 13!2.9) 3.44±.92
during study hours
Difficulty in
remembering all the 4(4) 8(7.9) 32(31.7) 32(31.7) 25(24.8) 3.65±1.06
topics studied.
Worrying about
6(5.9) 7(6.9) 17(16.8) 41(40.6) 30(29.7) 3.81±1.12
examinations

Lack of self-confidence 5(5) 15(14.9) 37(36.6) 29(28.7) 15(14.9) 3.34±1.06

Most of the student, when asked if they were stressed when their lecturer makes additional or
extra demands, minority (25, 24.8%) were highly impacted. While the rest of the survey
pointed that majority (45, 44.6%) of them were moderately stressed and only 3 respondents
(3%) did not feel stressed out.

The survey also looked into language proficiency – if the command of English would affect
the stress level. About 18 respondents (17.8%) showed high level of stress whilst 27
respondents (26.7%) did not show any stress level. This is an interesting find considering
English being the main stream where lessons are taught and yet they do not find the need to
gain interest in the language.

Majority of the respondents, 41 (40.6%) reported a moderate level of stress when they show
their progress reports to parents and 22 (21.8%) have high stress. On the other hand, 13 (12.9%)
don’t feel stress.
21
Though friendliness is subjective from one individual to another. The survey also looked at the
role of the lecturer in a classroom environment. About 44 (43.6%) of the students reported a
moderate level of stress when the lecturer is not friendly towards them, while 25 (24.8%), 15
(14.9%) reported high and extreme level of stress. Only 5 (5%) did not indicate any stress level.

The data of the students indicated that nearly half of the students 45 (44.6%); and 32 (31.7%)
students have a moderate and high level of stress respectively. While only 3 (3%) of the
students do not feel stress when they lose their concentration during study hours. In relation to
this questionnaire, the survey also asked about the difficulty in remembering all the topics
studied. Studies have shown that a general concentration span in a classroom is usually about
15 minutes long. It is natural for student’s attention differs from one to another depending on
elements such as motivation, commitment, interest and so on. Having said that, more than half
of the respondents, 57 (56.4%) have high level of stress when they face difficulty in
remembering all the topics studied, while 4 (4%) have not reported any level of stress.

Examination is one of the biggest fears of a student, which then translates to the stress level.
Data of students showed that nearly three quarter 71 (70.3%) of the students reported high level
of stress when they have examination, while only 6 (5.9%) of the students did not report any
signs of stress.

Generally, students stress level increases when they lack confidence. According to this survey,
the findings showed that 29 (28.7%); and 15 (14.9%) reported high and extreme level of stress
respectively when they lack confidence. Meanwhile, only a fraction of 5 (5%) of the students
reported no stress level.

RQ 2: Effectiveness of self-supervision

Student’s opportunity to meet lecturers

This section provides the responses of the students on the extent to which their level of stress
when they experience lack of opportunity to meet lecturers in ten areas (Table 4.2); directly or
indirectly leading them towards self-supervision.

22
Table 4.2: Rating the student’s opportunity to meet lecturers
No slight Moderate High Extreme Mean±SD
stress stress stress stress stress

n (%) n (%) n (%) n (%) n (%)

The lecturers do not
6(5.9) 14(13.9) 38(37.6) 31(30.7) 12(11.9) 3.29±1.04
listen to our ideas
Conflict with friends 15(14.9) 17(16.8) 33(32.7) 19(18.8) 17 (16.8) 3.06±1.28
Lecturers give
collective
10 (9.9) 15(14.9) 28(27.4) 24(23.8) 24(23.8) 3.37±1.27
punishments in the
class
Worry about results
8(7.9) 8(7.9) 22(21.8) 35(34.7) 28(27.7) 3.66±1.19
after examinations
Hesitate to ask the
lecturer for detailed 9(8.9) 17(16.8) 39(38.6) 26(25.7) 10(9.9) 3.11±1.09
explanation
Biased attitude of the
9(8.9) 7(6.9) 32(31.7) 26(25.7) 27(26.7) 3.54±1.21
lecturer
Inadequate space or
room for study at 16(15.8) 16(15.8) 43(42.6) 15(14.9) 11(10.9) 2.89±1.17
home
Not knowing how to
prepare for the 5(5) 17(16.8) 31(36.6) 29(28.7) 19(18.8) 3.40±1.12
examinations
Lack of assertiveness
confidence in the 8(7.9) 19(18.8) 44(43.6) 18(17.8) 12(11.9) 3.07±1.08
class
Lack of opportunity
7(6.9) 22(21.8) 38(37.6) 22(21.8) 12(11.9) 3.10±1.09
to meet lecturers

Majority of the students 38 (37.6%) indicated that they feel moderate stress when their lecturers
do not listen to their ideas, flowed by 31 (30.7%) high stress; 12 (11.9%). Only 6 (5.9%) do
not feel stress.

On the rating of stress level when they have conflict with their friends, the response from 33
(32.7%) reported moderate stress; from 19 (18.8%) was high stress; and from 17 (16.8%) for
extreme stress.

23
When asked on the extent to which their level of stress when lecturers give collective
punishments in the class, 28 (27.4%) of the students experience moderate stress, 24 (23.8%)
each for both high stress and extreme stress respectively.

In this study, the majority of the students, 35 (27.7%), reported a high stress when they got
worry about results after examinations. In addition, 28 (23.1%) of students report extreme
stress. only 8 (7.9%) don’t feel stress when they got worry about results after examinations.

About 39 (38.6%) of the total students in this study reported a moderate level of stress when
they hesitate to ask the lecturer for detail clarification; and 26 (25.7) reported high stress.
Meanwhile, only 9 (8.9%) they don’t feel stress when they hesitate to ask the lecturer for
detailed explanation.

In the area of the extent to which students feel stress when they experience biased attitude of
the lecturer; 32 (31.7%) students experience a moderate stress; 26 (25.7%) high stress; 27
(26.7%) extreme stress; and only 9 (8.9%) do not feel stress when they experience biased
attitude of the lecturer.

The majority of the students, 43 (42.6%), indicated that they have a moderate stress when they
have inadequate space or room for study at home; while 16 (15.8%) indicated not at all stress;
15 (14.9%) high stress.

When asked students to indicate their feeling of stress when they don’t know how to prepare
for the examinations, 37 (36.6%) reported a moderate stress. In addition, 29 (28.7%) of the
students reported high stress, and only 5 (5%) indicated they don’t feel stress.

On the extent to which their lack of assertiveness confidence in the class lead them to
experience stress, 44 (43.6%) of the students reported a moderate stress, 18 (17.8%) as high
stress, 12 (11.9%) as extreme stress and only 7(6.9%) as not feel stress.

The assessment of the students on the extent to which their level of stress when they do not
have the opportunity to meet their lecturers, the result showed that the majority, 38 (37.6%),

24
reported moderate stress, 22 (21.8%) high stress, 12 (11.9%) extreme stress and only 7 (6.9%)
answered not stress. This analysis indicates that the role of a lecturer is crucial in a student’s
study life, not just as a mentor but to journey through with them as they complete their studies.

Monotonous (boring or tedious) teaching style by the lecturer

This section provides the responses of the students’ experience of stress when the monotonous
(boring or tedious) teaching style by the lecturer, and how they rate their level of stress when
they experience importance of six teaching style (Table 4.3).

Table 4.3: Rating monotonous (boring or tedious) teaching style by the lecturer
No slight Moderate High Extreme Mean±SD
stress stress stress stress stress

n (%) n (%) n (%) n (%) n (%)

Lecturer shows
socioeconomic status on 9(8.9) 20(19.8) 3534.7) 23(22.8) 14 (13.9) 3.13±1.16
students
Slow in getting along 8
14(13.9) 44(43.6) 26(25.7) 9(8.9) 3.14±1.03
with the curriculum (7.9)
Exam papers are tough
3 (3) 10(9.9) 42(41.6) 22(21.8) 24(23.8) 3.53±1.05
and not valued well
Unable to complete the
3(3) 12(11.9) 26(25.7) 33(32.7) 27(26.7) 3.68±1.09
assignment in time
Lack of communication
between lecturers and 6(5.9) 13(12.9) 39(38.6) 27(26.7) 16(15.8) 3.34±1.08
students
Monotonous boring or
tedious teaching style by 6(5.9) 17(16.8) 36(35.6) 25(24.8) 27(16.8) 3.30±1.12
the lecturer

On the extent to which their expectation of level of stress among students when the lecturer
shows socioeconomic status on students, 35 (34.7%) of the students reported a moderate stress,
23 (22.8%) high stress, 14 (13.9%) extreme stress, and only 9 (8.9%) reported no stress. These
responses showed that the majority of the students tend to feel moderate stress when the lecturer
shows socioeconomic status on students.

25
Nearly half of the students, 44 (43.6%), reported a moderate stress when we asked them
regarding their level of stress when they are getting slow with the curriculum, while only 8
(7.9%) they don’t feel stress when the getting slow with the curriculum. All the students
reported different level of stress when they get slow with the curriculum.

For the students feeling of stress when exam papers are tough and not valued well, 42(41.6%)
students feel a moderate stress when they have exam papers are tough and not valued
24(23.8%) report extreme stress, and 22(21.8%) report high stress. However, 3 (3%2) report
they don’t feel stress.

The result of this study indicated that one third of the students 33(32.7%) reported to have high
stress when they are unable to complete the assignment in time; 27(26.7%) reported extreme
stress; 26(25.7) reported a moderate stress, while only 3(3%) reported not feel stress when they
are unable to complete the assignment in time.

Feeling a moderate stress was experienced among more than one third 39 (38.6%) of the
students who have a lack of communication between lecturers and them, 27 (26.7%) reported
high stress, 16 (15.8%) reported extreme stress. However, 6 (5.9%) of the students reported not
feel off stress when the have lack of communication between them and their lecturers.

Students’ level of stress when the monotonous boring or tedious teaching style by the lecturer,
only 36 (35.6%) of the students reported to have a moderate stress when the monotonous boring
or tedious teaching style by the lecturer; nearly one quarter 25 (24.8%) of the students reported
high stress, and 27 (26.8%) reported extreme stress.

Feeling of inferiority
This section provides the responses of the students’ experience of stress when the students feel
of inferiority and how they rate their stress when the feeling of inferiority in eight statements
(Table 4.4).

26
Table 4.4: Rating Feeling of inferiority
No slight Moderate High Extreme Mean±SD
stress stress stress stress stress

n (%) n (%) n (%) n (%) n (%)

Not enough
7(6.9) 18(17.8) 34(33.7) 31(30.7) 11(10.9) 3.21±1.08
discussion in the class
Lack of mutual help 25
9(8.9) 18(17.8) 37(36.6) 12 (11.9) 3.13±1.12
among classmates (24.8)
Lack of fluency while
speaking the language 21(20.8) 15(14.9) 35(34.7) 20(19.8) 10(9.9) 2.83±1.25
other than them
Difficulty in public
9(8.9) 19(18.8) 31(30.7) 26(25.7) 16(15.8) 3.21±1.19
speaking
The lecturer is fast in
25
explanation and does 10(9.9) 17(16.8) 35(34.7) 14(13.9) 3.16±1.16
(24.8)
not use black board
Lecturers lacking
interest in students’ 9(8.9) 14(13.9) 40(39.6) 27(26.7) 11(10.9) 3.17±1.09
performance
Examination
syllabuses too heavy 5(5) 10(9.9) 23(22.8) 36(35.6) 27(26.7) 3.69±1.12
in some subjects

Feeling of inferiority 10(9.9) 13(12.9) 43(42.6) 23(22.8) 12(11.9) 3.14±1.11

On the question of whether lack of discussion in the class will lead students, the result showed
that approximately one third 34 (33.7%) of the students reported to experience a moderate
stress when they don’t have enough discussion in class. In addition, 31 (30.7%) reported a high
stress, and 11 (10.9%) reported extreme stress. On the other hand, the only 7 (6.9%) students
reported not feel stress when they don’t have enough discussion in the class.

More than one third (37(36.6%) of the students reported to have a moderate stress when they
experienced lack of mutual help among classmates, while nearly one quarter (25(24.8%) of the
students reported high stress. Meanwhile, only 9(8.9%) reported not feel stress when they
experience lack of mutual help among classmates.

27
All the 26 (100%) respondents in this study reported that they had performed the activity of
changing position of the patient during their clinical practice. The rating on the importance of
changing the position of the patient showed that 15 (57.7%) of the respondents rated this
activity as very important, 8 (30.8%) rated it as of much importance, 2 (7.7%) rated as of
moderate importance, and 1 (3.8%) rated it as of little importance.

On the issue of difficulty of public speaking, nearly one third 31 (30.7%) of the students have
reported a moderate stress when they face difficulty in public speaking, and approximately
quarter 25 (25.7%) reported a high level of stress. While only 9 (8.9%) of the students reported
not feel stress when the face difficulty in public speaking.

For the students’ level stress when their lecturer is fast in explanation and does not use black
board, more than one third 35 (34.6%) of the students have experience a moderate stress, about
one quarter 25 (24.8%) high stress, and 14 (13.9%) extreme stress. In addition, the 10 (9.9%)
of the students don’t feel stress.

A total of 40 (39.6%) of the students in this study had experienced a moderate stress when their
lecturers are not interested in their performance; while more than one quarter 27 (26.7%) had
experienced high level of stress. Meanwhile, a few 9 (8.9%) students had not experienced any
stress when their lecturers are not interested in their performance.

The majority of the students, 36 (35.6%), in this study had experienced high level of stress
when the examination syllabuses too heavy in some subjects, while only 27 (26.7%) had
experienced extreme level of stress. while 10 (9.9%), 23 (22.8%) of students had experienced
slight and moderate stress respectively. However, 5 (5%) had not experienced stress when the
examination syllabuses too heavy in some subjects.

Nearly half of the students, 43 (42.6%), had experience a moderate stress when they had feeling
of inferiority, and only 23 (22.8%) had experienced high level of stress. Don’t feel any stress
was received from 10 (9.9%) of the students.

28
Inadequate laboratory and library facilities
This section provides data on whether experience of inadequate laboratory and library facilities
will cause and increase the level of stress among the students or not (Table 4.5).

Table 4.5: Rating Inadequate laboratory and library facilities

No slight Moderate High Extreme Mean±SD
stress stress stress stress stress

n (%) n (%) n (%) n (%) n (%)

Unable to discuss
academic failures 11(10.9) 19(18.8) 32(31.7) 29(28.7) 10(9.9) 3.08±1.15
with parents
Not able to grasp the 30
8(7.9) 13(12.9) 33(32.7) 17 (16.8) 3.35±1.14
subject matter (29.7)
Incomplete and
confusing study 6(5.9) 10(9.9) 33(32.7) 34(33.7) 18(17.8) 3.48±1.08
material
Eleventh hour
preparation for the 5(5) 10(9.9) 27(26.7) 31(30.7) 28(27.7) 3.66±1.13
examinations
Importance of the
7(6.9) 12(11.9) 33(32.7) 33(32.7) 16(15.8) 3.39±1.10
subject matter
Difficulty in adjusting 28
25(24.8) 32(31.7) 13(12.9) 3(3) 2.42±1.09
with opposite gender (27.7)
Inadequate subject
knowledge of the
8(7.9) 18(17.8) 36(35.6) 25(24.8) 14(13.9) 3.19±1.13
lecturer

Inadequate laboratory
10(9.9) 29(19.8) 43(42.6) 22(21.8) 6(5.9) 2.94±1.03
and library facilities

Discussing the academic failure with parents may lead students to feel stress to discuss this
matter, in this study nearly one third 32 (31.7%) of the students reported to have a moderate
stress when the discuss the academic failure with their parents, more than one quarter 29
(28.7%) have reported a high stress, 10 (9.9%) extreme stress. However, only 11 (10.9%) don’t
feel stress when discuss failure issue with parents.

29
On the measuring the effect of inability of students to grasp the subject matter on their level of
stress, 33 (32.7%) of students reported to have a moderate stress when they are not able to
grasp the subject matter, 30 (29.7%). Meanwhile 8 (7.9%) of students reported don’t feel any
stress when they are unable to grasp the subject matter.

Incomplete and confusing study material may lead to develop a level of stress among students,
the result of this study indicated that approximately one third 34 (33.6%) of the students had
experienced a high level of stress when they have incomplete and confusing study material, 33
(32.7%) had a moderate stress, and only 6 (5.9%) don’t experienced any stress.

A total of 31 (30.7%) of the students reported to have a high level of stress when they have
only eleventh-hour preparation for the examinations, more than one quarter 28 (27.7%)
reported an extreme stress, 27 (26.7%) reported a moderate stress; and only 5 (5%) don’t feel
stress.

Nearly one third 33 (32.7%) each of the students reported to experience a moderate and high
stress when the know the importance of the subject matter respectively. While 16 (15.8%)
reported an extreme stress, and 12 (11.9%) reported slight stress. In additional, 7 (6.9%) of
students reported do not feel stress when the know the importance of subject matter.

The result of this study showed that nearly one third 32 (31.7%) of the students had experienced
a moderate stress when they face difficulty in adjusting with opposite gender, 28 (27.7%) had
experienced a slight stress. On the other hand, nearly, quarter of the student don’t feel stress
when they face difficulty in adjusting with opposite gender.

Having lecturer with insufficient knowledge about the subject will lead to develop different
level of stress among the students, the result of this study showed that 36 (35.6%) of the
students reported to have a moderate level of stress when they have lecturers with insufficient
knowledge about the subject, while 25 (24.8%) reported to have a high level of stress, 14
(13.9%) extreme stress, and only 8 (7.9%) don’t have stress.

30
On the issue of having an inadequate laboratory and library facilities, nearly half 43 (42.6%)
of students reported to have a moderate stress when they have inadequate laboratory and library
facilities, 22 (21.8%) reported a high level of stress when they face this issue. However, only
10 (9.9%) of the students don’t feel stress when they have inadequate laboratory and library
facilities.

Factors that contributes to academic stress among the post-graduate

The overall summary from the findings of the survey in relation to stress level indicated that
the factors contributing to developing and the increase of stress level among students are as
follows: difficulty in remembering all the topics studied (Mean=3.65±SD1.06); worrying about
examinations (Mean=3.81±SD1.12), worry about result of the examination
(Mean=3.66±SD1.19); unable to complete assignment on time (Mean=3.68±SD1.09);
examination syllabuses too heavy in some subjects (Mean=3.69±SD1.12); and eleventh hour
preparation for the examinations (Mean=3.66±SD1.13).

Furthermore, according to the result of the subcategories of the stress questionnaire showed
that the highest factor that contributes to the development and increase of stress level are
monotonous (boring or tedious) teaching style by the lecturer, followed by the lack of self-
confidence (Mean3.32±.SD69)

Table 4.6: Factors that contributes to academic stress among the post-graduate

Minimum
No. items Mean±SD
-maximum

Lack of self-confidence 8 1-5 3.32±.69

Lack of opportunity to meet lecturers 10 1-5 3.25±.80

Monotonous (boring or tedious) teaching style

6 1-5 3.35±.85
by the lecturer

Feeling of inferiority 8 1-5 3.19±.85

Inadequate laboratory and library facilities 8 1-5 3.19±.86

31
RQ 3: Importance of self-discipline through mindfulness

Apply of Mindfulness among post-graduate students

A total of 15 statements were used to investigate the mindfulness practice among post graduate
students towards reduce stress among post-graduate students. Students selected answers on a
six-point Likert scale that ranged from 1 to 6: (1 = almost always, 2 = very frequent, 3=
somewhat Frequently, 4 = somewhat Infrequently, 5 = very Infrequently, 6= almost never
(Table 4.7).

In regards of 15 statements, nearly one third (31, 30.7%) of the respondents reported that they
are somewhat frequent they could be experiencing some emotion and not be conscious. Only
(25, 24.8%) of students they never been often accidentally break or spill things because of
careless. More than one quarter (30, 29.7%) of the students reported that the it is very
infrequent difficulty to stay focused on what’s happening. Nearly one quarter (24, 23.8%) of
the students indicated that somewhat infrequent tend to walk quickly to get where I’m going
without paying attention. Only (28, 27.7%) of the students are very infrequent tend not to
notice feeling so physical tensioner discomfort. In this study, approximately one quarter (25,
24.8%) of the students were somewhat frequent tend to forget a persons’ name almost as soon
as I’ve been told them. The data of the students indicated that (24, 23.8%) of the students were
somewhat infrequent they are running on automatic without much awareness. More than one
quarter (29, 28.7%) of the students were very infrequent to rush through activities without
being attentive to them. Only (28, 27.7%) of the students were somewhat frequently they get
so focused on the goal want to achieve that they lose touch. Only one quarter (26, 25.7%) of
the students were very infrequently they do jobs or t asks automatically without being aware
of what. A total of (30, 29.7%) of students were somewhat frequently they find themselves
listening to someone with one ear doing something. The study also found that (30. 29.7%) of
the students were almost never they drive places on automatic pilot and then wonder why they
went. Nearly one quarter (24, 23.8%) of the students were somewhat frequently find
themselves preoccupied with the future or the past. More than one third (36, 35.6%) of the
students were very infrequently they find themselves doing things without paying attention.
Nearly one third (30, 29.7%) of the students were almost never have snack without being aware
that they are eating.

32
Table 4.7: Apply of Mindfulness among post graduate students
Almost Very Somewhat Somewhat Very Almost
Always Frequently Frequently Infrequently Infrequently Never
n (%) n (%) n (%) n (%) n (%) n (%)
I could be
experiencing 6(5.9) 8(7.9) 31(30.7) 22(21.8) 20(19.8) 14(13.9)
some emotion
and not be
conscious of it

I often
accidentally 4(4.0) 10(9.9) 21(20.8) 16(15.8) 25(24.8) 25(24.8)
break or spill
things because
of careless

I find it
difficult to stay 6(5.9) 10(9.9) 26(25.7) 15(14.9) 30(29.7) 14(13.9)
focused on
what’s
happening

I tend to walk
quickly to get 8(7.9) 12(11.9) 21(20.8) 24(23.8) 23(22.8) 13(12.9)
where I’m
going without
paying
attention
I tend not to
notice feeling 7(6.9) 6(5.9) 30(29.7) 19(18.8) 28(27.7) 11(10.9)
so physical
tensioner
discomfort

I forget a
persons’ name 11(10.9) 10(9.9) 25(24.8) 17(16.8) 23(22.8) 15(14.9)
almost as soon
as I’ve been
told them

It seems I am
running on 5(5.0) 13(12.9) 22(21.8) 24(23.8) 22(21.8) 15(14.9)
automatic
without much
awareness

I rush through
activities 4(4.0) 7(6.9) 23(22.8) 27(26.7) 29(28.7) 11(10.9)
without being
really attentive
to them

33
 I get so focused
on the goalie 6(5.9) 8(7.9) 28(27.7) 24(23.8) 22(21.8) 13(12.9)
want to achieve
that I lose
touch

I do jobs ort
asks 5(5.0) 9(8.9) 25(24.8) 23(22.8) 26(25.7) 13(12.9)
automatically
without being
aware of what

I find myself
listening to 9(8.9) 9(8.9) 30(29.7) 17(16.8) 27(26.7) 9(8.9)
someone with
one ear doing
something

I drive places
on automatic 6(5.9) 6(5.9) 19(18.8) 18(17.8) 22(1.8) 3029.7)
pilot and then
wonder why I
went

I find myself
preoccupied 13(12.9) 12(11.9) 24(23.8) 20(19.8) 23(22.8) 9(8.9)
with the future
or the past
I find myself
doing things 5(5.0) 6(5.9) 23(22.8) 16(15.8) 36(35.6) 15(14.9)
without paying
attention

I snack without
being aware 5(5.0) 5(5.0) 19(18.8) 11(10.9) 31(30.7) 30(29.7)
that I’m eating

Examine the effect of applying mindfulness on academic stress.

A simple linear regression was applied to assess the effect pf applying mindfulness on the
academic stress. The linear regression result indicated that applying mindfulness among the
students will lead to the decrease of the academic stress level (beta coefficient = -0.274, p =
0.006). The adjusted R2 for this model was 0.066, which indicates that 6.6% of the variation in
level of academic stress can be explained by the associated variables in the model. The
regression model was significant, F (1,99) = 8.034, p=0.006.

34
Table 4.8: regression model to assess the effect of applying mindfulness on academic
stress
Standardiz
Unstandardized ed 95.0% Confidence
Coefficients Coefficient Interval for B
Model t Sig.
s
Lower Upper
B Std. Error Beta
Bound Bound
(Constant) 4.047 .288 14.046 .000 3.475 4.618
1
Mindfulness -.200 .071 -.274 -2.836 .006 -.341 -.060
a. Dependent Variable: Stress level

4.4 QUALITATIVE DATA ANALYSIS

The following segment elaborates further on the findings from the pilot study, which had ten
(10) respondents to the interview, also addressing the research questions in this study.

Demographic Characteristics
In the demographic analysis, the researcher looks at the respondents age, gender and
employment status. In terms of their qualification level, the respondents are all pursuing their
Master programme in Wawasan Open University (WOU).
In Figure 4.5, there was a balance in terms of gender between male and female which was not
deliberate in the selection criteria.

35
 GENDER

Female, 5,
Male, 5, 50%
50%

Figure 4.5: Gender

In Figure 4.6, the mix of age co-relates with the employment status as found in Figure 4.7. The
age group were a balance between a working group and the retirement group. However, that
does not deter the determination in furthering their education. This is also another interesting
find as the researcher looks further into the academic stress level and the emotions these
respondents share in their interviews.
As for the employment status, majority (60%) of them are working in an organization while
the rest are either retired or self-employed.

AGE GROUP

25-30, 3, 30%
46 and above,
4, 40%

31-35, 2, 20%
41-45, 1, 10% 36-40, 0, 0%

Figure 4.6: Age Group

36
 EMPLOYMENT STATUS
Unemployed, Self-
Retired, 2, 0, 0% employed, 2,
20% 20%
Working in a
government
office, 0, 0%

Working in an
organization,
6, 60%

Figure 4.7: Employment Status

IQ 1: Are you aware of the study hours suggested by Wawasan Open University for your
post graduate studies?
When asked, 50% said they were aware of the study hours and the rest was not aware as
illustrated in Figure 4.8.
Of all the respondents, to quote R10: “Yes. We have to read through the materials ourselves.
The hours, we have to discipline ourselves, roughly about 2-3 hours a day from the online
guidelines that is provided to us.”

AWARENESS ON THE STUDY HOURS

No, 5, 50% Yes, 5, 50%

Figure 4.8: Awareness on the Study Hours

37
IQ 2: Do you adhere to any study timetable for your studies? If so, describe it?
Majority (70%) of them do not adhere to any study timetable. As and when there is time to
spare, they would then use that to either study or go through the reading materials. However,
there is this 30% of them who are disciplined to allocate at least 2 hours after work for their
studies.

STUDY TIMETABLE

Yes, 3, 30%

No, 7, 70%

Figure 4.9: Study Timetable

IQ 3: Do you often finish your assignments within the stipulated time or do you often seek
extensions?
Interestingly, only one respondent (R04) had always requested for extension. The rest of them
had never requested for any extension and they all had completed them on time. Despite not
adhering to a study timetable and clearly not affected by the fact if they knew of the study hours
or not.
However, to quote R07: “I requested for the first time - I did it on time but my children was
not around to help me with the submission. For the last 10 years, I have never requested for
extension.”

IQ 4: What is your successful self-disciplinary method to tackle studies on your own?

This question co-relates with IQ2 about having a study timetable. All of the respondents spoke
about discipline, will power and time management. The ones without the study timetable

38
tackles them in an unstructured manner, as in when they have the time, only then will they
focus on their studies and that seems to work for them.

IQ 5: Is online easier or harder than traditional learning? Why?

Figure 4.10 further illustrates that majority (60%) of them found online learning easier than the
traditional (40%) learning. Of course, mostly did agree that as long as the connection is good,
it does make online learning convenient. However, this also indicates that the preference or
choice for online learning is not driven by age.

ONLINE VS. TRADITIONAL

Traditional
learning, 4,
40%

Online
learning, 6,
60%

Figure 4.10: Online learning vs. Traditional learning

To quote the extremes:

R07: “I like traditional learning, I don’t like online learning. My eyesight is very poor.”
R02: “Traditional learning as there will be a two-way communication which is easier for me to
understand and I am able to ask questions on the spot as well as guidance from lecturers”

IQ 6: When you go online for studying, do you feel anxious or comfortable? Elaborate.
Figure 4.11 shows that most of them are comfortable with online studying and a couple who
feels anxious and unhappy about the approach. Comfortable to most as it creates the
convenience.

39
 EMOTION: ONLINE LEARNING
Others, 1,
Mix feeling, 10%
0, 0%
Anxious, 1,
10%

Comfortable,
8, 80%

Figure 4.11: Emotions during Online learning

To quote from R03: “When I go online for studying, I feel comfortable. With the ability to study
anywhere, online learners can complete coursework at home, a coffee shop, or a library. This
advantage of online learning allows students to work in the environment that best suits them.”
Another quote from R10: “Comfortable. The 1st year was a challenge to adjust to digital
learning but I managed and was able to juggle in time. It’s so much easier”

IQ 7: How do you feel when attempting your TMAs? Do you feel confident or doubtful?
Kindly describe.
The confidence among the 70% of the respondent, as per Figure 4.12 is because they are
prepared, familiar with the topic and can follow the instructions from their lecturers. However,
the few with either being doubtful or the mix feeling is mostly due to unsure of the topic and
without proper guidance.

40
 EMOTION: APPROACHING TMA
Mix feeling, 2,
20%

Doubtful, 1,
10%

Confident, 7,
70%

Figure 4.12: Emotions approaching TMA

IQ 8: What do you feel about technological advancement? Explain.

All the respondents were positive and welcomed the idea of technological advancement.
Technology is not exactly a new element for most of them as they are already encountering
with technology in their respective workplace. The challenge could possibly be the interface
and the platform. Besides of only using it in the workplace and/or at home, now the exposure
is also in a learning environment.

To quote a couple from the respondents:

R02: “I feel that technological advancement is a good thing for all of us and our daily routine
as they are invented to make our life easier and most of the things are accessible by our
fingertips as we are getting busier on our daily routine. it is a good way to catch up with things
we might miss and forget.”

R03: “As students we are already interested and engaged in using technology because this
creates many amazing opportunities for schools and teachers to benefit from integrating some
forms of technology in the classroom and to make teaching and learning more effective.”

41
IQ 9: What do you think about the guidance by the staffs, tutors and peers adequate to
your studies?
All the respondents found their tutors, the support staff and peers helpful, informative and are
in constant engagement especially during this pandemic. The team responds on time to most
of their queries. As this is also subjective from one individual to another, there was only one
respondent who felt that her tutor was not very helpful.

IQ 10: What suggestion will you give to Wawasan Open University to ensure you are more
prepared to undertake your studies?
Majority of them responded towards technology improvement and to look more into students’
interest and needs. Only one mentioned about additional tutorial session considering its all
online now and that is insufficient.

SUGGESTION TO WOU
No suggestion, Technology
2, 20% (portal
enhancement,
upgrade, user-
friendliness,
etc.), 4, 40%

Student's
interest & Tutorial
needs, 3, 30% session (i.e.
more session),
1, 10%
Figure 4.13: Suggestions to WOU

4.5 SUMMARY
Based on the findings from both quantitative and qualitative analysis, despite the challenges
the respondents are aware that with mindfulness, they can face academic stress in a more
informed manner. Also, the fact that majority of them are from the working group, to a
certain extent the maturity in handling stress is not something new either.

42
 CHAPTER 5
DISCUSSION AND CONCLUSIONS
5.1 INTRODUCTION
This chapter focuses on the discussion and conclusions based on the results and findings of
both quantitative and qualitative study presented in the previous chapter. Recommendations
for future study are also presented in this chapter.

5.2 DISCUSSION
After deliberating on the variables for each research questions (RQ) and findings from the pilot
study, this study showed three (3) important findings:

5.2.1 Academic Stress

Stress is regarded as one of the important elements amongst the post-graduate students
especially when pursuing their higher education. Findings from the study shows that academic
stress played an important role in influencing mindfulness.
This study revealed that students do go through academic stress of various level. In the
qualitative study, all of them experienced academic stress. However, due to their work
experience, different student manages academic stress differently. This is also possibly due to
their maturity and stress itself is not an anomaly.
The findings from this study also indicated that academic stress was both from internal and
external aspects. In the quantitative study, the respondents highlighted the crucial role of the
lecturer in their journey as a post-graduate student. The constant interaction and friendliness
from the lecturer could minimize the fear with assignments and examination while increasing
the confidence among the students. The other finding was the delivery mode which was found
to be very monotonous. Assuming most lectures are all now online, making the delivery more
challenging for the lecturers. However, these findings were only from the student’s perspective.
The same sentiment was also found in the pilot study, where students found with proper
guidance from the staff, tutors and peers gave them the confidence in attempting any given
task.

43
5.2.2 Self-supervision
Findings from this study shows that self-supervision were high among the students, as shown
in both the quantitative and pilot study. The quantitative study showed that the lack of support
from the lecturer and the inability to approach them for guidance has led these students towards
managing on their own, without realising it is towards self-supervision or self-regulation.
However, there were still a handful of students who were able to self-supervise regardless of
the condition or situation.

5.2.3 Mindfulness
Findings from this study indicated that the term ‘mindfulness’ was only made aware to them
when the survey was done. Most often than not, when the mind is occupied, the students do
not realise their actions; not until after a while when they recollect their activities or if someone
highlights it to them. In the quantitative study, it shows that students who encounter academic
stress have lower level of mindfulness. This then translates to the common challenge any
student would face such as the inability to focus and lesser attention span. The emotion takes
over their behaviour resulting, most often than not poor performance, overall as a student.
There had been many cases where student who are not able to handle stress and unable to ask
for help go into deeper anxiety and depression. On the other hand, in the pilot study, it is shown
that students who demonstrated higher level of mindfulness have better self-supervision. This
group found that it was manageable as stress itself is a norm. However, with that said, both the
study showed that mindfulness had no direct significant impact on academic stress and self-
supervision as a single variable.

5.3 LIMITATION
Although the scale of the study is small, and the results of the pilot study is a preliminary
finding – however, the results of this study give some ideas on how mindfulness is applied in
addressing academic stress among the post-graduate students. Thus, it is suggested for the
university to conduct a study on a larger sample and questionnaires to be distributed fairly
based on academicians (not just post-graduate students), programme and university. Also, to
explore mindfulness on a much broader scope in a university environment.

44
5.4 IMPLICATIONS
This study demonstrated the various aspects that led to academic stress among the post-
graduate students, besides demonstrating the impact of mindfulness towards academic stress
and self-supervision. This was achieved through specific activities and task that the students
indicated their likes and dislikes in. Most students preferred online learning as they were able
to source for information anytime and anywhere. Furthermore, it created the comfort and
convenience, especially for those from the working group. However, there were some students
who rather the traditional learning as they were not comfortable with the layout, platform
and/or had connection issue. These students preferred engagement with their lecturers face-to-
face than online.
The other interesting finding was that most were not mindful about mindfulness, if that could
be put so blatantly. Most often, their emotions take over mindfulness which then leads to stress.
This is realised in majority of them through academic and lecturer related activities. At the
onset of the study, majority of the students found that the lack of engagement with their
respective lecturers brought distress and fed into their lack of confidence and fear. Still, this
study also showed that somehow these students managed to perform despite the challenges.
There is a need for the institution to become more involved in improving and partaking in a
student’s journey than the typical ‘business’ sense. Support staff, peers and academicians
should continue with their current effort in becoming exemplary with their commitment to the
students. The institution should invest into academicians for them to constantly improve
themselves to value-add as an educator, as it is still a struggle to manage a classroom
effectively. Besides that, to explore the delivery of the curriculum as academicians would be
able to respond and be passionate in teaching if the students’ motivation increases with better
discipline. This would not only improve the mindset and the performance of the students but
will also improve the teaching quality of the institute. Moreover, in terms of technology, there
is a need to upscale and enhance the system making it more user-friendly and informative.

5.5 RECOMMENDATION
The findings from this study reflected that there is still much room for enhancement needed to
improve self-supervision whilst addressing academic stress among the students. Among the
recommendations that can be implemented by the university are:

45
Technology
The dependency on technology has increased tremendously, especially during this COVID-19
pandemic. As such, the university should look at enhancing and upgrading the existing system
to cater to the students’ needs and to make online learning more convenient. Though in the
pilot study, it was shown that age do not play a vital role in terms of preference between
traditional and online learning, everyone have a different learning preference and style. As such
the platform and the layout must be more user-friendly to cater to the various students from
different background – providing the comfort and confidence to everyone with online learning.
This would in turn minimize the fear due to lack of confidence which contributes to academic
stress.

Student Support
The dependency on technology has increased tremendously, especially during this COVID-19.
All sessions have moved towards online learning and face-to-face support has reduced
tremendously. As such, the university should enhance the support to the students as this is the
most crucial moment – students will be loss, without proper guidance and direction,
considering not everyone’s technology literacy are on the same level. Constant engagement
between the students, lecturers and staff should be in place. Students would gain more
confidence as it also builds rapport and trust between the student and the university.

Psychotherapeutic Practices
There are many practices that can be adopted, particularly directly relating to mindfulness are
Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Meditation (MBM).
This would promote the practice of mindfulness, enabling the students to better cope with
academic stress. These practices train the mind to think differently, in a non-judgmental
manner. These can be provided by the university as part of the support structure or even as a
training session, either way encouraging every student to go through the session. Students
would have better control of their mind and thoughts. As a university, this would improve the
wellbeing of the students overall.

46
5.6 CONCLUSION
To conclude, based on the survey results and the pilot study discussed in Chapter 4, this study
reveals that as much as mindfulness is an important element, but it does not have a direct
significant impact towards academic stress and self-supervision. The objective of this study
was to examine the mediating factor and to better understand the mental health these students
face and how they cope with it. The samples itself shows obvious findings on how any student
would normally cope with academic stress. The data and the results answer the research
questions as intended.
As such, future research could be carried out focusing more on mindfulness as a variable and
not as a mediator instead to further prove the significance as found in this study.

47
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APPENDIX A

52
53
 APPENDIX B

Quantitative: Student survey

Academic Stress and Self-Supervision among Post-Graduate students In Wawasan

Open University: Mediating Role of Mindfulness

Dear Sir/ Madam/Mr/ Mrs/Ms

I am a final year student from the School of Education, Languages, and Communications of
Wawasan Open University (WOU), Master of Education in Teaching English as a Second
Language (TESL). In partial fulfilments of my requirements for EED521 Research Project,
I am conducting a research study entitled Academic Stress and Self-Supervision among
Post-Graduate Students in Wawasan Open University: Mediating Role of Mindfulness
This questionnaire will take about 15-20 minutes to complete.
The purpose of this research is to find the mediation of mindfulness among self-supervising
post graduate students who faces academic stress.
Please be noted that if you consent to participate, your responses will be kept confidential.
The information provided will be used solely for the purpose of this research project.

THANK YOU FOR TAKING PART IN THIS RESEARCH QUESTIONNAIRE.

Regards,
Yogeswari Narayanasamy

THE LIST GIVEN BELOW ARE TO BE USED AS A SCALING DEVICE FOR THE
QUESTIONS PROVIDED BELOW. THERE ARE THREE (3) SECTIONS WHICH THE
PARTICIPANTS NEED TO COMPLETE. (SECTION A, B & C) KINDLY ENSURE ALL
THE QUESTIONS ARE COMPLETED FOR THE PURPOSE OF ASSISTING THIS
RESEARCH.

DISCLAIMER: ANY PERSONALISED DATA PROVIDED FOR THE PURPOSE OF

THIS RESEARCH WILL BE HANDLED WITH UTMOST CONFIDENTIALITY
AND SUBSEQUENTLY DELETED FROM THE PRIMARY DATA UPON THE
SUBSEQUENT PROCESS AND ANALYSIS OF THIS RESEARCH.
EVERY PARTICIPANT’S ANSWERS WILL BE TREATED WITH EQUAL
IMPORTANCE AND UNBIASED HANDLING TO ENSURE A CLEAR AND
PRECISE RESULT IS ACHIEVED FROM THIS RESEARCH.

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SECTION A: DEMOGRAPHIC
Age:
o 25 – 30
o 31 – 35
o 36 – 40
o 41 – 45

Gender
o Male
o Female

Employment
o Self-employment
o Working in an organization
o Working in a government office
o Retired
o Unemployed

Qualification Level
o Certificate
o Diploma
o Bachelor Degree
o Masters
o Doctoral

SECTION B (Questions 1-40): Student Academic Stress Scale (SASS)

This scale consists of 40 items describing the stress in your institution life from the various
sections. Put a tick (✔) to the following questions or suggestions using the five Likert scale
shown below.
(a) Personal inadequacy
No No Stress Slight Moderate High Extreme
Stress Stress Stress Stress
1 Teachers make too
many extra demands
on students
2 Poor interest in
English subject
3 Progress reports to
parents
4 The teacher is not
friendly towards us

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5 Lack of
concentration during
study hours
6 Difficulty in
remembering all the
topics studied
7 Worrying about the
examinations
8 Lack of self-
confidence

(b) Fear of failure

No No Slight Moderate High Extreme
Stress Stress Stress Stress Stress
9 The teachers do not
listen to our ideas
10 Conflict with
friends
11 Teachers give more
punishment in the
class
(Example: One
person’s mistake in
the group work, the
rest of members
being unqualified)
12 Worry about results
after examinations
13 Hesitate to ask the
teacher for detailed
explanation
14 Biased attitude of
the teacher
15 Inadequate space or
room for study at
home
16 Not knowing how to
prepare for the
examinations
17 Lack of
assertiveness
(confidence) in the
class
18 Lack of opportunity
to meet teachers

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 (c) Interpersonal difficulties with teachers
No No Slight Moderate High Extreme
Stress Stress Stress Stress Stress
19 Teacher shows
socio-economic
status on students
20 Slow in getting
along with the
curriculum
21 Exam papers are
tough and not
valued well
22 Unable to complete
the assignment in
time
23 Lack of
communication
between teachers
and students
24 Monotonous (boring
or tedious) teaching
style by the teacher

(d) Teacher- Pupil Relationship/Teaching Methodology

No No Slight Moderate High Extreme
Stress Stress Stress Stress Stress
25 Not enough
discussion in the
class
26 Lack of mutual help
among classmates
27 Lack of fluency
while speaking the
language other than
the mother tongue
28 Difficulty in public
speaking
29 The teacher is fast
in explanation and
does not use
blackboard legibly

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30 Teachers lacking
interest in students’
performance
31 Examination
syllabus is too
heavy in some
subjects
32 Feeling of
inferiority

(e) Inadequate lab or library facilities

No No Stress Slight Stress Moderate High Extreme
Stress Stress Stress
33 Unable to discuss
Academic failures
with parents
34 Not able to grasp
the subject matter
35 Incomplete and
confusing study
material
36 Eleventh hour
preparation for the
examinations
37 Importance of the
subject matter
38 Difficulty in
adjusting with
opposite gender
39 Inadequate subject
knowledge of the
teacher
40 Inadequate lab and
library facilities

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SECTION C (Questions 1-15): Mindful Attention Awareness Scale (MAAS)
Instructions: Below is a collection of statements about your everyday experience. Using the 1
- 6 scale below, please indicate how frequently or infrequently you currently have each
experience. Please answer according to what really reflects your experience rather than what
you think your experience should be. Please treat each item separately from every other item.

1 2 3 4 5 6
Almost Very Somewhat Somewhat Very Almost
Always Frequently Frequently Infrequently Infrequently Never

No
1 I could be experiencing some emotions 1 2 3 4 5 6
and not be conscious of it until
sometime later
2 I often accidentally break or spill 1 2 3 4 5 6
things because of carelessness, not
paying attention, or thinking of
something else
3 I find it difficult to stay focused on 1 2 3 4 5 6
what’s happening in the present.
4 I tend to walk quickly to get where I’m 1 2 3 4 5 6
going without paying attention to what
I experience along the way
5 I tend not to notice feelings of physical 1 2 3 4 5 6
tension or discomfort until they really
grab my attention
6 I forget a person’s name almost as 1 2 3 4 5 6
soon as I’ve been told it for the first
time

7 It seems I am “running on automatic,” 1 2 3 4 5 6

without much awareness of what I’m
doing
8 I rush through activities without being 1 2 3 4 5 6
really attentive to them.
9 I get so focused on the goal I want to 1 2 3 4 5 6
achieve that I lose touch with what I’m
doing right now to get there
10 I do jobs or tasks automatically, 1 2 3 4 5 6
without being aware of what I'm doing
11 I find myself listening to someone 1 2 3 4 5 6
with one ear, doing something else at
the same time.
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12 I drive places on ‘automatic pilot’ and 1 2 3 4 5 6
then wonder why I went there
13 I find myself preoccupied with the 1 2 3 4 5 6
future or the past
14 I find myself doing things without 1 2 3 4 5 6
paying attention
15 I snack without being aware that I’m 1 2 3 4 5 6
eating

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 APPENDIX C

INTERVIEW SECTION
Qualitative: Student survey

TITLE: Academic Stress and Self-Supervision Among Post-Graduate students

Wawasan Open University: Mediating Role of Mindfulness

Dear Sir / Madam / Miss / Mr

I am a final year student from the School of Education, Languages, and Communications of
Wawasan Open University (WOU), Master of Education in Teaching English as a Second
Language (TESL). In partial fulfillments of my requirements for EED521 Research Project, I
am conducting a research study entitled Academic Stress And Self-Supervision Among Post-
Graduate students In Wawasan Open University: Mediating Role of Mindfulness

The purpose of this research interview is to find the mediation of mindfulness among self-
supervising post graduate students who faces academic stress.

Appreciate your participation to response all the sections in this questionnaire.

Please be noted that none of the part of this completed questionnaire will be used for any
purpose other than for this academic research.

Thank you,
Yogeswari Narayanasamy

61
Thank you for participation in my research interview.

Please ensure that each question is duly answered and return the completed paper for the
purpose of this research.

Disclaimer: This interview is conducted for the purpose of my thesis for my post-graduate
studies. Every effort is taken to ensure a transparent receipt of your answers.
Every data collected from this research interview will only be used for academic purpose
and not for sale or any monetary gain, or advertisement purpose.

INTERVIEW
NAME : ____________
Master in ___________ (Wawasan Open University, Kuala Lumpur Regional Center)

Age: _____ Sex: _____ Employment: ______________________

Did you take part in the initial Questionnaire for this research? YES / NO

Post-Graduate Student: YES/NO

Interview questions: -

1. Are you aware of the study hours suggested by Wawasan Open University for your post
graduate studies? If yes, please indicate the study hours.

________________________________________________________________________

2. Do you adhere to any study time-table for your studies? If so, describe it.
__________________________________________________________________________

3. Do you often complete your assignments within the stipulated time or do you often
request extensions?

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_______________________________________________________________________

4. What is your successful self-disciplinary method to tackle studies on your own?

_______________________________________________________________________

5. Is online learning easier or harder than traditional learning? Why?

_______________________________________________________________________

6. When you go online for studying, do you feel anxious or comfortable? Elaborate.
_______________________________________________________________________

7. How do you feel when attempting your TMAs? Do you feel confident or doubtful?
Kindly describe.
_______________________________________________________________________
_______________________________________________________________________

8. What do you feel about technological advancement? Explain.

______________________________________________________________
_______________________________________________________________________

9. What do you think about the guidance by the staffs, tutors and peers adequate to your
studies.
_______________________________________________________________________
_______________________________________________________________________

10. What suggestions will you give to Wawasan Open University to ensure you are
more prepared to undertake your studies?
_______________________________________________________________________

63