DISCRIMINATION BETWEEN O/A LEVEL AND MATRIC/FSC

STUDENTS LEADS TO STRESS

1 | Page
 TABLE OF CONTENTS

Acknowledgement 3
Chapter 1 – Survey Methodology 6
Definition 6
Types of Surveys 6
Data Collection Techniques 6

Steps to Conduct a Survey 7

Why use Questionnaires? 7

Chapter 2 - Introduction 8
Overview 8
Information on O/A level and Matric/FSc 8
Headspace Difference between O/A level and Matric/FSc students 8
Stress 8
Factors that Affect Stress 9
Inequity 10
Discrimination between O/Alevel and Matric/FSc Students 10
Correlation between Induced Stress and Inequity 11
Potential tie-in of Bias with Mental Health 12

Chapter 3 – Literature Review 13

Chapter 4 – Statistical Analysis 15
Chapter 5 – Discussion on Results 17
Graphs and Pie Charts 17
Interpretation of Results31
Chapter 6 – About the Survey 32
Chapter 7 – Conclusion and Recommendations 33
Questionnaire 34
Bibliography 36

2 | Page
 ACKNOWLEDGMENT

We respect and thank Ms. Raheela Tariq, for providing us with such an opportunity and giving us all support
and guidance for the duly completion of the project.

The success and final outcome of this project required a lot of guidance and assistance from many people
and we are extremely privileged to have got this all along the completion of our project. All that we have
done is only due to such supervision and assistance and we would not forget to thank them.

We would also like to thank all those who cooperated in conducting this survey and for allowing themselves
to be interviewed. In order to preserve anonymity, they cannot be named. Nonetheless, without their help,
this survey could not have been carried out.

3 | Page
 ABSTRACT

The constant development of theories succeeding educational research, is followed by a number of changes
in the educational system to promote collaborative success among students. However, if say for a critical
observation scenario, we assume that a system doesn’t conform to the standards, the subjects tested under
that environment would surely have experiences that differ from the experiences of the standard test
subjects. Our goal in this project is to verify our inventive results by varying the knobs to fit Cambridge and
the Matriculation system of education into two groups and comparing the experiences of people in both
groups and how the differences affect the mental stress. We aim to figure out the effect on mental stress of
students belonging to different academic backgrounds i.e O/A levels and Matric/F.Sc due to academic or
social discrimination. We distributed well-formulated and unbiased questionnaires to a population of 50
people consisting of 25 male and 25 female students within the premises of the Lahore campus of FAST-
NUCES. The result of this primitive survey was in unison with our assumed results. Due to multiple social,
academic and economic differences between the students of both groups, where people of one group
performed better in (one or more of) the said aspects based on mean aggregates than the other, the mental
pressure and consequently, mental stress levels in the group with the local academic background was
comparatively higher than the competing group. To combat this however, some suggestions are presented
based on careful observations.

4 | Page
 WORK DIVISION

● Introduction

● Designing Questionnaire

● Questionnaire Distribution

● Data Collection

● Statistical Analysis

● Introduction

● Questionnaire Distribution

● Data Collection

● Conclusion and Recommendations

● Introduction

● Questionnaire Distribution

● Data Collection

● Literature Review

● Introduction

● Designing Questionnaire

● Questionnaire Distribution

● Data Collection

● Statistical Analysis

● Introduction

● Designing Questionnaire

● Questionnaire Distribution

● Data Collection

● Statistical Analysis

● Introduction

● Questionnaire Distribution

● Data Collection

● Designing Questionnaire

● Introduction

5 | Page
 ● Questionnaire Distribution

● Data Collection

CHAPTER 1 SURVEY METHODOLOGY

Definition:
A Survey is defined as a research method used for collecting data from a pre-defined group of
respondents to gain information and insights on various topics of interest. Surveys have a variety of
purposes and can be carried out in many ways depending on the methodology chosen and the objectives to
be achieved.

Types of Surveys:

1. Cross-sectional studies:
 It is defined as an observational research type that analyzes data of variables collected at one
given point of time across a sample population. population or a pre-defined subset.
2. Longitudinal studies:
 It is an observational study that employs continuous or repeated measures to follow
particular individuals over a prolonged period of time often years or decades.
3. Correlational studies: 
It is a non-experimental research design where two distinct variables are studied and
statistical analysis is run to study the relationship between them without the interference of external
“variables”.

Data collection Techniques:

1. Online surveys:
An ONLINE survey is a questionnaire that the target audience can complete over
the INTERNET. THEY are usually created as WEB forms with a database to store the answers and
statistical software to provide analytics.

2. Telephone surveys: 
In this method, Telephone numbers are utilized by trained interviewers to contact and gather
information from possible respondents.

3. Face-to-face surveys
In a FACE-TO-FACE SURVEY, an interviewer is physically present to ask the survey questions
and to assist the respondent in answering them.

6 | Page
 4. Paper surveys: 
These types of surveys provide an efficient way of targeting feedback from participants
without access to a phone, online services, mobile devices, or those who refuse to respond to
other types of surveys.

Steps to Conduct a Survey:

In order to conduct a research of survey type, the following important steps are to be taken:
1. Defining the purpose and objective of the study i.e. the problem, why to conduct a research and what
is its worth, the clear objectives formulation etc. are included in the first step of survey research.
2. Selecting and defining the target population, i.e. upon which the study is based.
3. Choosing and selecting techniques for data gathering. (i.e. the instrument like interview, questionnaire
etc. to be used for data collection). The selection of instrument depends upon the cost, applicability
and the research design.
4. A major and good representative (sample) of the population is to be taken (i.e. this is the step of
sampling).
5. The process of data gathering (or simply the step of executing the research), where the interviews,
questionnaires or any other instrument is used for which the questions are pre designed.
6. The questionnaire (if used) is then followed up. The questions asked from the interviewee are
answered, evaluated and hence the process of data gathering is completed.
7. The data gathered is processed, analyzed, and interpreted, from which the results are concluded and
the findings are then generalized.
8. The whole study is then presented in the form of a research report (called survey report) for the
purpose of transmission and further study. Thus, the survey type of research is completed while
following the above 8 steps.

Advantages of Questionnaire:
● Economical
● Wide Coverage
● Rapidity
● It Puts Less Pressure on the Respondents
● Uniformity
● Greater Validity
● Anonymity
● Most Flexible Tool for Data Collection
● Quantifiable

7 | Page
CHAPTER 2 INTRODUCTION

Overview

37% of the children are illiterate in Pakistan (UNESCO report) and the other 63% who are privileged
enough to get an education are mostly stressed out to the point that it takes a toll on their mental health. One
of the major contributors to this cause is the difference in the educational system they are pigeon-holed into.
After 8th grade, students are forced to choose between Matric that is our local education system and O level,
the British education system. Once that is complete, they can choose between A level or FSc. based on their
preference.

What our educational authorities fail to notice is how these differences impact our youth. A level being
British is more focused on concept-based learning while FSc follows the rote learning methodology. The
differences between the both don’t only stop at this. They shape the way students of either fields think, their
knowledge, confidence and even restrict their opportunities for higher education.

To shed a light on this important aspect of our society, we conducted a survey on how this discrimination
leads to stress in University students. In this chapter, we will define stress as a basic result of discrimination,
its types and what constitutes it. We will explain the factors that affect stress, inequity, correlation between
induced pressure and inequity and the potential tie-in of bias with mental stress in either or both groups.

Head space differences between O/A level and Matric/Fsc Students

The fact that A level students have a better shot at scoring admissions in top International Universities
provided they excel in extra curriculars just as much as they do in their studies generally makes them more
versatile. They are encouraged to participate in Community Service which helps build confidence and also,
awareness of the society they live in. In contrast, Matric/FSc Students are forced to have a sole aim and that
is to learn every single word of the age-old books. Majorly these factors contribute to stress as soon as they
land in universities.

Since at University level, you are required to have a more concept-based and practical approach. Matric/FSc
background students mostly think that A level students would excel in this due to their educational
background. While Matric/FSc requires a huge proportion of rote learning which is unheard of in O/A
levels.

8 | Page
Secondly, as we all know communication and presentation skills is a very important part of every University
curriculum since it helps prepare students for the practical life ahead of them. O/A level students generally
consider themselves confident enough to create new material and present using a wide assortment of words
and expressions which sometimes intimidates Matric/FSc students leading to reduced self-esteem.

Stress

Definition:

Stress is a part of life. It is defined as the reaction of a body to any change that demands a response. The
body reacts to such changes with different kinds of responses like physical, mental etc.

Stress can be experienced from anything such as your environment, thoughts and body etc. Stress can also
be produced by positive life changes such stress is called positive stress e.g stress before exams, stress
during birth of a child etc.

Types:

There are different types of stress, following are the most common types:

1. Acute Stress
2. Episodic Stress
3. Chronic Stress

Acute Stress - Acute stress is the most common type of stress among all. If a body reacts to new challenges
immediately and takes stress, such stress is called Acute Stress. It is a fight or flight response. It the type of
stress that we will need to identify in this report, it’s causes and it’s effects.

Examples: giving speeches to a large audience, crowds, riding roller coasters etc.

Episodic Stress – When acute stress always happens such stress is called Episodic stress. People who
always seem to be having problems have more chances to get episodic stress. They are often short-tempered
and anxious.

Examples: Exams, Peer Pressure, Parental Pressure etc.

Chronic Stress - If acute stress isn't resolved and increases such stress is called chronic stress. This stress is
constant and doesn’t go away.

Examples: School, Illness, Relationships etc.

Causes of Stress in Students

1-Financial Stress:

The education fee is higher in private institutes than government institutes, and also private institutes are
located in richer settlements and provide quality education. Only rich family students can get quality
education. Due to this reason, poor students get education in government institutes that undoubtedly
ensure equitable access but fail to provide quality education. Consistent with this statement, the
finances required for The Cambridge system are much tougher as compared to the local
systems.

9 | Page
2- No career counseling (difficult to choose field):

Most of the students are unsure which field to choose for their careers. Unfortunately, Pakistani schools
and colleges fail to provide them with any counselling that they desperately seek. In this sense, European
system is a lot better where there is career counselling of the field before one year. Dozens of fields
are explored in their environment and then the best suited field they choose. The actual interest and
field can be found in this process.

3-Employment Issues:

It is one of the major issues that cause stress in students and this is all because of our education system.
Our education system is unable to educate our students with practical skills. Students are taught to do
“Cramming” of the books without any logic concept to pass exams. Due to this, Students didn’t
understand the questions of the entry test. Even degree holders have no skills to utilize them. They are job
dependent which need practical skills in this modern era.

4- Parental pressure:

When students are burdened with high expectations from parents, good intentions go astray. Students are
constantly under pressure to perform exceptionally well. Hence, Parental pressure often leads to stress,
eating disorders, anxiety, excessive worrying, loss of interest in hobbies and social withdrawal.

5-Social Stress:

Moreover, students often suffer social stress. It is usually a norm in Universities to make students feel
pressured to move ahead. The concept of “Intrafamily competence” creates a sense of competition among
cousins which is also a great cause of stress.

6-Academic Stress:

Academic stress affects a student's academic performance. Semester system is to be blamed for this
purpose majorly due to the time constraint. Excessive distress frequently leads to anxiety and other
mental and behavioral disorders in students.

Inequity/Bias

Apparently, the selection of whether to choose an O level or matric system of education is made on the basis
of inequity between them. Parents or the students themselves assume one, rightfully so, to be better for me
in the future. There are a number of effects these two-systems cause to the students during their higher
education, sometimes positive, sometimes otherwise. These inequities could be academic or social.

Students might face difficulties academically in the future depending on the choice they make in their early
academic career. If a student opts to go for the Pakistani system of education i.e. matric, he/she may feel
easier to study in Pakistan in the future. It may be much easier for them to get into a Pakistani university
than to apply abroad and go through a number of entry tests. While on the other side, if you are an O/A level
graduate in Pakistan and look for an admission in a medical school, things might not be so well for you. The
maximum you could score on your equivalence certificate is 90% whereas it is not a very pleasing figure to
get into a well-known medical school in the country. And all of this has nothing to do with your
performance as a student and your knowledge.

A matric student studying abroad (especially the UK) might feel a number of differences in the methods of
education that an O/A level student may not feel. He/she might take a while to get in. While O/A level
students are known to have lots of problems with their entry tests. The entry tests are usually based on the
syllabus of intermediate and are quite different to what O/A level students have been studying for the

10 | Page
previous five years. Overall, a lot of students complain of facing academic inequity when shifting to the
other system of education.

There might be too many social problems that may force a student to choose one of these systems, willingly
or unwillingly. An enormous factor could be the parental pressure. Parents may force a child to choose an
international examination even is it causes him/her problems in the future, just because they could hold their
heads up high. Few parents may put their child into matric system because it takes only two years, whereas
O level is a three-year course; this means that their child would complete his/her education earlier and they
would not have to pay for 12 months. A huge reason for making the choice for parents is the huge difference
in expenditure.

A child might also choose one based on his own prejudice of one of the systems being superior to the other.
Under such circumstances it is imperative for the student to be counseled. A student may also have to make
a choice based on what their siblings or friends had chosen earlier. Being a student, one might even take into
account the vast variety of subject selection available in the Cambridge Assessments which is absent in the
Pakistani system.

Discrimination between O/A level and matric students

The O/A level system being a Cambridge system is quite expensive as compared to the local educational
system of Pakistan. The monthly fee of O/A levels students is very high, on top of that cost of all the things
i.e. exams and monthly fee approximately makes it £500. Such an amount is not affordable by everyone.
Due to which most of the students opt for matric/Fsc system rather than O/A levels.

Grading Systems

The grading system of both matric/FSc and O/A levels is completely different. The grading criteria of O/A
levels is such that from A to E+ grades are given to those who have passed the exam while U is for those
who fail. Whereas, the grading system in matric/FSc is still based on the outdated system of numbers and
percentages.

Examination Pattern

On one side of the coin, the O/A levels aim to develop logical thinking, problem solving and practical skills
within the students. On the flip side, students of Matriculation are mainly taught to memorize and rote learn
information and reproduce it as is during the exam. So, when the same student who was tested only by
memory is pitted against a student of Cambridge’s background, the Matric students under performs, which
inevitably results in the increase in mental stress due to the competitive nature of People.

However, in our society o/a levels students have this superiority complex somehow. They have this feeling
that students coming from matric backgrounds are somehow inferior in front of them and students coming
from matric backgrounds also go through inferiority complexes. O/A levels students no doubt have good
command on English and have good communication skills and when they exercise it the other group
somehow feels insecure.

Also, At university level there are different societies which organize multiple events every year, these
societies are mainly run by the students themselves. We see that majority of the students in the societies are
from O/A level background. The main reason why we do not see matric students in such activities is that
most of them have spent their time being a bookworm and no such activities were held at their
school/colleges. The biggest drawback of matric system is that it keeps the student engage in books all the
time and the concept of getting good marks leaves them to books. moreover, the saddest thing is that the
schools and colleges also do not focus on the personality, character of student. All these things combined

11 | Page
make such students anti-social and thus impractical. The confidence level of such students is so low that
they feel uncomfortable in joining such societies and expressing their talents.

Correlation between induced pressure, bias and mental stress

Since stress is the body’s natural response to imminent danger, termed the ‘fight or flight’ response, it is
imperative to tie-in the inequity present between group that chose the Matriculation system of education and
the group who opted for the Cambridge schema when it came to choosing a higher education system for the
higher level of studies. However, two important details that should be noted are: The difference in reception
of this real or ‘imagined’ danger in both groups and the fact the bias typically banks more in the favor of one
group than the other. Based on the reality that in most cases, the opinion of a person malforms to concur
with the opinion of the society as a whole, it can easily be deduced that societal pressure due to unified
opinion may lead to any member of an arbitrary group in this context to believe that the Cambridge system
of education one ups the Matriculation system regardless of the objective information that may be threaded
from data based on heterogeneous test subjects, presented. That particular forking point, where one system
supposedly bests the other is present mainly due to the curriculum differences between both groups.
However, when events chain together, this one difference causes discrimination to incur in a whole different
aspect and the more this snowball rolls down the hill, the more the bias’s scale tips towards one group as a
result of the increase in differences.

The point already mentioned may play a big role in the development of xenophobic thoughts which cause
the subject to always believe like he or she “isn’t good enough” to be competing, in life, studies or whatever
the object may be, which ultimately leads to mental stress both acute or chronic depending on the how well
the subject handles this information. This mental stress eventually affects the individuals’ ability to learn and
retain information, which in turn affects the score in examinations. Also, in an attempt to reduce this stress, a
person pinpoints the source of the stress. In the case of the Matriculation system, it turns out to be the final
District exams. Thus the individual prepares only and only for the exams. When a large group of people
exhibit the same behaviour, it causes the whole group to be identified with the same traits due to the “halo
effect”. As an end result, the whole group is treated differently.

As an example, consider two students who partake in an entry test for the same college, let’s call them A and
B. Student A has an O/A levels’ background, is proficient in English and has great logical and problem-
solving skills. Student B, however, relied on his memory to score good in his Matriculation exam. When
both are compared to each other in a written and Vocal (language) test of unknown nature, Student A would
(in most cases) outperform Student B. Student B, who scored good in his exams, then introspects to realize
that he could not casually outperform Student A due to his academic background and stresses himself due to
the competition nature, or maybe due to the creative fact that the seats in the college are limited.

However, one particularly important point that is worth mentioning is that not all comparisons may show
such results. Exceptions are always present and in fact, due to the increasing awareness of the subject, the
experiences of subjects of both groups may exhibit less differences, speaking quantitatively. However, this
may only be due to individual effort and not due to effective changes made to the educational system(s).

12 | Page
CHAPTER 3 LITERATURE REVIEW
Study 1

Academic Stress and its Sources Among University Students

by: Reddy K. J, Menon K. R, Thattil A

Reddy K’s group aimed to find the sources of stress within university students. The group cited multiple
sources stating: “The educational system also plays an enabling role subsequently leading to increased stress
levels experienced by students. Some of the sources include overcrowded lecture halls, semester grading
system, inadequate resources and facilities (Awing& Agolla, 2008), vastness of syllabus (Agrawal &
Chahar, 2007; Sreeramareddy et al., 2007), long hours and expectations of rote learning (Deb et al., 2015).”
Data was collected from four different academic fields: commerce, humanities, science, and management.
The sample size was 336. The mean of the sample was 53.46 (SD=25.70) as reflected. It was found that
48.80% of students fall under the category of having average to high stress levels.

Gender N Mean Std. Deviation Sig

Male 162 53.01 26.75

0.317
Female 174 53.87 24.75

Source: Reddy K. J, Menon K. R, Thattil A. Academic Stress and its Sources Among University Students.
Biomed Pharmacol J 2018;11(1).(5)

Study 2

Academic Stress, Parental Pressure, Anxiety and Mental Health among Indian High School Students

By: Sibnath Deb1, Esben Strodl2, Jiandong Sun3

The questions that this paper aims to answer is whether adolescent boys and girls differ significantly with
respect to academic stress and examination-related anxiety and whether there is any impact of academic
stress on mental health due to the educational system’s incompetence. The study was conducted on a group
of 190 11th and 12th grade students. In data analysis, Pearson’s chi-square test and/or Fisher’s Exact Test
was applied.

The study’s result states: “Nearly two-thirds of the students reported stress due to academic pressure – with
no significant differences across gender, age, grade, and several other personal factors. Furthermore about
two-thirds of the students reported feeling pressure from their parents for better academic performance.”

13 | Page
Source: Sibnath Deb, Esben Strodl, Jiandong Sun, Academic Stress, Parental Pressure, Anxiety and Mental
Health among Indian High School Students, International Journal of Psychology and Behavioral Sciences,
Vol. 5 No. 1, 2015, pp. 26-34. doi: 10.5923/j.ijpbs.20150501.04. (6)

CHAPTER 4 STATISTICAL ANALYSIS

14 | Page
15 | Page
 TOTAL MALES IN FAVOR: 372

TOTAL MALES AGAINST: 253

TOTAL FEMALES IN FAVOR: 336

TOTAL FEMALES AGAINST: 239

OVERALL SUBJECT IN FAVOR (%) = (372 + 336) = 708

708/1250 = 56.64%

OVERALL SUBJECTS AGAINST (%) = (253 + 239) = 492

492/1250 = 39.4%

CHAPTER 5 DISCUSSION ON RESULTS

Graphs and Pie-Charts

16 | Page
17 | Page
 Students who chose a different discipline after O level / Matric

Q1) Is Matric/FSc better from your point of view?

Q2) Do you think you have better critical thinking and strong concept building as compared to the
students of other disciplines (Matric/FSc or O/A level)?

18 | Page
 Q3) Did you find any difficulties in preparation of entry test exams?

19 | Page
 Q4. Do you think entry test exams were more related to logic and concept checking?

Q5. In your opinion, do Matric/FSc students perform better in entry tests?

20 | Page
 Q6. Do you think O/A level students receive a better opportunity for career counselling than matric
students?

Q7. Do you think O/A level students get better opportunities for admissions in other countries?

21 | Page
 Q8. Are Matric/Fsc students comparatively less creative?

Q9. Do you think the knowledge of Matric/Fsc students is restricted to specific course books?

Q10. Do you think O/A level students have the advantage of choosing their courses according to their
interest?

22 | Page
 Q11. Did your parents have any financial burden related to paying your fees?

Q12. Do you think students opt for Matric/Fsc due to financial problems?

23 | Page
Q13. Do you consider yourself as more intellectual than the students of different disciplines (Matric/Fsc
or O/A level)?

24 | Page
 Q14. Do you find your system of education better than other disciplines (Matric or O/A level)?

Q15. Do you think O/A level students are good presenters?

25 | Page
 Q16. Do you think O/A level students are considered more superior at international level?

Q17. Do you think O/A level is more concept based than Matric/Fsc?

26 | Page
Q18. Do you have trouble making friends with students of other educational background (Matric /Fsc or
O/A level)?

Q19. Have you ever felt inferior in front of the students having different educational backgrounds
(Matric /Fsc or O/A level)?

27 | Page
 Q20. Have you ever experienced any social anxiety due to bad grades?

Q21. Do you think Matric/Fsc students are more anti-social?

28 | Page
 Q22. In your opinion, do Matric/Fsc students have low confidence?

Q23. Do you think Matric/Fsc students feel uncomfortable taking part in extracurricular activities as
compared to O/A level students?

29 | Page
 Q24. Do you find students of your discipline more active in sports?

Q25. Do you think matric /Fsc students work harder than O/A level students?

Interpretation of Results:

30 | Page
The survey which we conducted indicates that 56.64% of students within an age range of 18-23 years of
Fast University Lahore are suffering from stress due to social anxiety and low self-esteem and as a
consequence of discrimination between Matric/FSc and O/A level students.

The results illustrate, 94% students are of the point of view that O/A level students have more chances of
getting admission in international universities and 62% of the sample demonstrates that O/A level students
get better opportunities at career counselling. That is the reason, 72% students think that O/A levels
education system is much better than Matric/ FSc.

Moreover, 76% agreed that students who have come from matric/FSc background are less creative than O/A
levels. Thus, 46.7% of students think that they have matric students have lower confidence and 82% agreed
that O/A level students are better presenters than matric/FSc students. 42% agreed that matric students have
trouble in taking part in extracurricular activities. When we move towards stress and social anxiety, 48%
students claimed that they have felt social anxiety due to bad grades and 28% found it difficult to make
friends with other disciplines.

Furthermore, 86% students claimed that O/A level students have the freedom of choosing the subject of their
own choice. Similarly, 92% think that matric/FSc students are restricted to specific course books. Therefore,
80% have agreed to the fact that O/A level students have more concepts than matric/FSc.

The result clearly highlight that O/A level students have a better opportunity of a choosing their career,
applying to universities at international level, being a good presenter, having good confidence level and
more concepts than matric/FSc students which may result difficulty for matric/FSc students in making
friends of other discipline and going through stress and social anxiety. Due to this reason, 70% of the
students think that matric/FSc students work harder than O/A level students.

31 | Page
CHAPTER 6 ABOUT THE SURVEY

Purpose
Nowadays, we see many students dealing with stress and anxiety at university level. There are
many factors that result in the deterioration of mental health of University Students, among which
“Discrimination between matric and o/a level students” plays an important part. The distinction exhibits its
adverse effects when these students coming from different educational backgrounds study in the same
environment under the same circumstances. Most students at university level go through stress. The main
purpose of conducting this survey was to ensure the points which create discrimination between the matric
and o/a level students and to pinpoint their effects on mental health of students.

Hypothesis statement

“Discrimination between matric and O/A level students at University level leads to Stress”.

Data Collection Mechanism

In order to get students' opinion as well as accurate response the best way was to
conduct a survey through questionnaires. The questionnaire comprised a total of 25 questions and was
distributed among the students personally. We made sure that the questionnaire was given to students
belonging to both matric and Cambridge system, so that the opinion of both the parties could be collected.
The time span of the completion of the survey was about 3 to 4 days. Each member of the group was
responsible for the distribution of an appropriate fraction of the decided sample size within the given time
bracket. Each member was also responsible for the collection of the surveys and accumulation of data at one
source.

Population Sample
The sample space of this survey was 50 students which included undergraduate as well as
post graduate students out of which 25 were males and rest of the 25 were females. The students were
between 18 to 30 of age. Of the 50 people we surveyed, 36 belonged to one group. The survey was
conducted in Fast University, Lahore from students of different discipline i.e. Computer Science, BBA,
MS(CV) etc.

32 | Page
CHAPTER 7 CONCLUSION AND RECOMMENDATIONS
Conclusion

All the presented data is representative of the fact that a group of students within FAST-NUCES,
Lahore of the age bracket we surveyed, experience social anxiety, low self-esteem and feeling of being at a
competitive disadvantage. All this takes a toll on the mental health as a direct follow up to induced pressure.
The constant feeling of being stressed out is present and as evident from the data, the majority of the
students believe that the students with Cambridge’s academic background are at an advantage both
academically and socially. This acute stress may sometimes deteriorate and turn into chronic stress which
could affect the mental and physical health of an individual immensely.

We also interpret that there are people who are aware of the difficulties faced due to the incompetence of an
educational system and are prepared for individual preparation and promote working on themselves, such
students were variables in our report that we expected. Nonetheless, self-study and preparation are activities
that are performed at the expense of mental peace and thus we incorporated this data into our report and
compensated for in our statistics.

However, to combat the effect of the system on mental pressure and consequently, induced mental stress, we
could take some steps and hold some measures to cut down the levels of stress generated from the
aforementioned causes.

Recommendations

1) The system of Matriculation should be worked on and brought up to standard.

2) Self-Study and inquisition should be encouraged within students.

3) Easy access to Career Counseling.

4) The time spent on stressing should be replaced with time spent on developing some skills.

5) It should be made clear that you can learn whatever skill to whichever extent you wish if you work hard
enough.

6) Importance of mental health and information on dealing with mental health issues should be promoted
within institutions.

7) If all else is unavailable, there is plenty of support available on the internet for many different subjects.

33 | Page
 QUESTIONNAIRE

Discrimination Between Matric/Fsc and O/A level Students Leads to Stress

Respected Respondents, we, the students of FAST-NUCES are conducting this survey as our
Final Project. The purpose of which is to examine how the differences in educational
background lead to stress in students. In order to obtain your views, I present you the
following questionnaire. Your response will be highly appreciated!

Discipline:   ____________________      Gender: ________________________

Batch:   ____________________     Age: ________________________

Question Yes No

Are you a Matric student?

Did you choose a different discipline (A leves/Fsc.) after O levels or Matric or

vice versa?

Survey:

1. Is Matric/Fsc better from your point of view?

2. Do you think you have better critical thinking and strong concept building as
compared to the students of other disciplines (Matric/Fsc or O/A level)?

3. Did you find any difficulties in preparation of entry test exams?

4. Do you think entry test exams were more related to logic and concept
checking?

5. In your opinion, do Matric/Fsc students perform better in entry tests?

6. Do you think O/A level students receive a better opportunity for career
counselling than matric students?

7. Do you think O/A level students get better opportunities for admissions in
other countries?

8. Are Matric/Fsc students comparatively less creative?

9. Do you think the knowledge of Matric/Fsc students is restricted to specific

course books?

10. Do you think O/A level students have the advantage of choosing their
courses according to their interest?

34 | Page
 11. Did your parents have any financial burden related to paying your fees?

12. Do you think students opt for Matric/Fsc due to financial problems?

13. Do you consider yourself as more intellectual than the students of

different disciplines (Matric/Fsc or O/A level)?

14. Do you find your system of education better than other disciplines (Matric
or O/A level)?

15. Do you think O/A level students are good presenters?

16. Do you think O/A level students are considered more superior at
international level?

17. Do you think O/A level is more concept based than Matric/Fsc?

18. Do you have trouble making friends with students of other educational
backgrounds (Matri/Fsc or O/A level)?

19. Have you ever felt inferior in front of the students having different
educational backgrounds (Matri/Fsc or O/A level)?

20. Have you ever experienced any social anxiety due to bad grades?

21. Do you think Matric/Fsc students are more anti-social?

22. In your opinion, do Matric/Fsc students have low confidence?

23. Do you think Matric/Fsc students feel uncomfortable taking part in

extracurricular activities as compared to O/A level students?

24. Do you find students of your discipline more active in sports?

25. Do you think matric/fsc students work harder than O/A level students?

THANK YOU FOR HELPING US OUT!

35 | Page
 BIBLIOGRAPHY

1. http://www.yourarticlelibrary.com/social-research/data-collection/questionnaire-method-of-data-
collection-advantages-and-disadvantages/64512
2. http://studylecturenotes.com/survey-research-definition-steps-research-design/
3. https://explorable.com/telephone-survey
4. https://www.techopedia.com/definition/27866/online-survey
5. http://biomedpharmajournal.org/vol11no1/academic-stress-and-its-sources-among-university-
students/
6. http://article.sapub.org/10.5923.j.ijpbs.20150501.04.html
7. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3749028/

36 | Page
Turnitin Originality Report

Introduction by Arooba Ahmad

From General (General)

● Processed on 31-Mar-2020 13:14 PKT

● ID: 1286033598
● Word Count: 4724

Similarity Index: 10%

Similarity by Source

Internet Sources: 6%

Publications: 2%

Student Papers: 9%

sources:

1% match (Internet from 22-Apr-2015)

http://article.sapub.org/10.5923.j.ijpbs.20150501.04.html

1% match (student papers from 05-Apr-2013)

Submitted to Higher Education Commission Pakistan on 2013-04-05

1% match (Internet from 09-Mar-2016)

http://louisdl.louislibraries.org/cdm/compoundobject/collection/p120701coll25/id/142881/rec/12

1% match (student papers from 02-Nov-2018)

Submitted to Southern University And A & M College on 2018-11-02

1% match (student papers from 05-Dec-2017)

Submitted to The Chicago School of Professional Psychology on 2017-12-05

37 | Page
6

1% match (Internet from 27-Oct-2019)

http://biomedpharmajournal.org/vol11no1/academic-stress-and-its-sources-among-university-students/

< 1% match (student papers from 27-Oct-2018)

Submitted to British University in Egypt on 2018-10-27

< 1% match (student papers from 28-Jul-2017)

Submitted to University of the East on 2017-07-28

< 1% match (student papers from 09-Jul-2017)

Submitted to Higher Education Commission Pakistan on 2017-07-09

10

< 1% match (student papers from 18-Mar-2018)

Submitted to Hamdan Bin Mohammed Smart University on 2018-03-18

11

< 1% match (student papers from 08-Dec-2015)

Submitted to University of Greenwich on 2015-12-08

12

< 1% match (student papers from 29-Mar-2020)

Submitted to University of Central Florida on 2020-03-29

13

< 1% match (Internet from 23-Mar-2020)

http://www.pearltrees.com/joshuaang002/dealing-university-student/id30477350

14

< 1% match (student papers from 15-Nov-2009)

Submitted to Lahore University of Management Sciences on 2009-11-15

15

< 1% match (Internet from 17-Oct-2018)

38 | Page
 https://kipdf.com/academic-stress-parental-pressure-anxiety-and-mental-health-among-indian-high-
sc_5ab5ce5d1723dd349c81a05b.html

16

< 1% match (student papers from 17-May-2017)

Submitted to Jenks Middle School on 2017-05-17

17

< 1% match (Internet from 11-Mar-2020)

https://worldwidescience.org/topicpages/l/legs+syndrome+sleep.html

18

< 1% match (student papers from 07-Dec-2016)

Submitted to Northern Caribbean University on 2016-12-07

19

< 1% match (student papers from 26-Jun-2019)

Submitted to Higher Education Commission Pakistan on 2019-06-26

20

< 1% match (publications)

Joshua Oluwasuji Dada, Solomon Olusola Babatunde, Racheal Oluwatoyin Adeleye. "Assessment of
academic stress and coping strategies among built environment undergraduate students in Nigerian higher
education", Journal of Applied Research in Higher Education, 2019

21

< 1% match (student papers from 04-Oct-2016)

Submitted to Aga Khan University on 2016-10-04

22

< 1% match (student papers from 11-May-2017)

Submitted to University of Wales, Lampeter on 2017-05-11

23

< 1% match (student papers from 22-Oct-2018)

Submitted to Higher Education Commission Pakistan on 2018-10-22

24

< 1% match (student papers from 18-Apr-2017)

Submitted to Eastern Mediterranean University on 2017-04-18

39 | Page
paper text:

ABSTRACT The constant development of theories succeeding educational research, is followed by a number of
changes in the educational system to promote collaborative success among students. However, if say for a
critical observation scenario, we assume that a system doesn’t conform to the standards, the subjects tested
under that environment would surely have experiences that differ from the experiences of the standard test
subjects. Our goal in this project is to verify our inventive results by varying the knobs to fit Cambridge and the
Matriculation system of education into two groups and comparing the experiences of people in both groups and
how the differences affect the mental stress. We distributed well-formulated and unbiased questionnaires to a
population of 50 people consisting of 25 20male and 25 female students within the premises of the Lahore
campus of FAST-NUCES. The result of this primitive survey was in unison with our assumed results. Due to
multiple social, academic and economic differences between the students of both groups, where people of one
group performed better in (one or more of) the said aspects based on mean aggregates than the other, the
mental pressure and consequently, mental stress levels in the group with the local academic background was
comparatively higher than the competing group. To combat this however, some suggestions are presented
based on careful observations. WORK DIVISION Fajar Cheema (18L-0974 o o o Sabeeh Saeed (18L-0982) o o
Monim Sarfaraz (18L-0987) o o Arooba Ahmad (18L-0991) o o o Mozainah Rashid (18L-0993) o o o Awais Ali
(18L-0998) o o Hanzallah Sulaiman (18L-1000) o Introduction Designing Questionnaire Statistical Analysis
Introduction Conclusion and Recommendations Introduction Literature Review Introduction Designing
Questionnaire Statistical Analysis Introduction Designing Questionnaire Statistical Analysis Introduction
Designing Questionnaire Introduction CHAPTER 2 INTRODUCTION Overview 37% of the children are illiterate
in Pakistan (UNESCO report) and the other 63% who are privileged enough to get an education are mostly
stressed out to the point that it takes a toll on their mental health. One of the major contributors to this cause is
the difference in the educational system they are pigeon-holed into. After 8th grade, students are forced to
choose between Matric that is our local education system and O level, the British education system. Once that is
complete, they can choose between A level or FSc. based on their preference. What our educational authorities
fail to notice is how these differences impact our youth. A level being British is more focused on concept-based
learning while FSc follows the rote learning methodology. The differences between the both don’t only stop at
this. They shape the way students of either fields think, their knowledge, confidence and even restrict their
opportunities for higher education. To shed a light on this important aspect of our society, we conducted a
survey on how this discrimination leads to stress in University students. In this chapter, we will define stress as a
basic result of discrimination, its types and what constitutes it. We will explain the factors that affect stress,
inequity, correlation between induced pressure and inequity and the potential tie-in of bias with mental stress in
either or both groups. Head space differences between O/A level and Matric/Fsc Students The fact that A level
students have a better shot at scoring admissions in top International Universities provided they excel in extra
curriculars just as much as they do in their studies generally makes them more versatile. They are encouraged
to participate in Community Service which helps build confidence and also, awareness of the society they live in.
In contrast, Matric/FSc Students are forced to have a sole aim and that is to learn every single word of the age-
old books. Majorly these factors contribute to stress as soon as they land in universities. Since at University
level, you are required to have a more concept-based and practical approach. Matric/FSc background students
mostly think that A level students would excel in this due to their educational background. While Matric/FSc
requires a huge proportion of rote learning which is unheard of in O/A levels. Secondly, as we all know
communication and presentation skills is a very important part of every University curriculum since it helps
prepare students for the practical life ahead of them. O/A level students generally consider themselves confident
enough to create new material and present using a wide assortment of words and expressions which sometimes
intimidates Matric/FSc students leading to reduced self-esteem. Stress Definition: Stress is a part of life. It is
defined as the reaction of a body to any change that demands a response. The body reacts to such changes
with different kind of responses like physical, mental etc. Stress can be experienced from anything such as your
environment, thoughts and body etc. Stress can also be produced by positive life changes such stress is called
positive stress e.g stress before exams, stress during birth of a child etc. 22Types: There are different types of
stress,11following are the most common types: 1. Acute Stress 2. Episodic Stress 3. Chronic Stress Acute
Stress - Acute stress is the most common type of stress among all. If a body reacts to new challenges
immediately and take stress such stress is called Acute Stress. It is 24fight or flight response. Examples: giving
speech to a large audience, crowds, riding roller coaster etc. 10Episodic Stress – When acute stress is always
happens such stress is called Episodic stress. People who always seem to be a having problem have more
chances to get episodic 8stress. They are often short- tempered and anxious. Examples: Exams, Peer Pressure,
Parental Pressure etc. 10Chronic Stress - If acute stress isn't resolved and increases such stress is called
16chronic stress. This stress is constant and doesn’t go away. Examples: School, Illness, Relationships etc.
8Causes of Stress in Students 1-Financial Stress: The education fee is higher in private institutes than
government institutes, and also private institutes are located in richer settlements and provide quality education.

40 | Page
Only rich family students can get quality education. Due to this reason, poor students get education in
government institutes that undoubtedly ensure equitable access but fail to provide quality education. 2- No
career counseling (difficult to choose field): Most of the students are unsure which field to choose for their
careers. Unfortunately, Pakistani schools and colleges fail to provide them with any counselling that they
desperately seek. In this sense, European system is a lot better where there is career counselling of field before
one year. Dozens of fields are explored in their environment and then the best suited field they choose. The
actual interest and field can be found in this process. 3-Employment Issues: It is one of the major issues that
cause stress in students and this is all because of our education system. Our education system is unable to
educate our students with practical skills. Students are taught to do “Cramming” of the books without any logic
concept to pass exams. Due to this, Students didn’t understand the questions of the entry test. Even degree
holders have no skills to utilize them. They are job dependent which need practical skills in this modern era. 4-
Parental pressure: When students are burdened with high expectations from parents, good intention go astray.
Students are constantly under pressure to perform exceptionally well. Hence, Parental pressure often leads to
stress, 18eating disorders, anxiety, excessive worrying, loss of interest in hobbies and social withdrawal. 5-
Social Stress: Moreover, students often suffer social stress. It is usually a norm in Universities to make students
feel pressured to move ahead. The concept of “Intrafamily competence” creates a sense of competition among
cousins which is also a great cause of stress. 6-Academic Stress: Academic stress affects student’s academic
performance. Semester system is to be blamed for this purpose majorly due to the time constraint. Excessive
distress frequently leads to anxiety and other mental and behavioral disorders in students. Inequity/Bias
Apparently, the selection of whether to choose an O level or matric system of education is made on the basis of
inequity between them. Parents or the students themselves assume one, rightfully so, to be better for me in the
future. There are a number of effects these two-systems cause to the students during their higher education,
sometimes positive, sometimes otherwise. These inequities could be academic or social. Students might face
difficulties academically in the future depending on the choice they make in their early academic career. If a
student opts to go for the Pakistani system of education i.e. matric, he/she may feel easier to study in Pakistan in
the future. It may be much easier for them to get into a Pakistani university than to apply abroad and go through
a number of entry tests. While on the other side, if you are an O/A level graduate in Pakistan and look for an
admission in a medical school, things might not be so well for you. The maximum you could score on your
equivalence certificate is 90% whereas it is not a very pleasing figure to get into a well-known medical school in
the country. And all of this has nothing to do with your performance as a student and your knowledge. A matric
student studying abroad (especially the UK) might feel a number of differences in the methods of education that
an O/A level student may not feel. He/she might take a while to get in. While O/A level students are known to
have lots of problems with their entry tests. The entry tests are usually based on the syllabus of intermediate and
are quite different to what O/A level students have been studying for the previous five years. Overall, a lot of
students complain of facing academic inequity when shifting to the other system of education. There might be
too many social problems that may force a student to choose one of these systems, willingly or unwillingly. An
enormous factor could be the parental pressure. Parents may force a child to choose an international
examination even is it causes him/her problems in the future, just because they could hold their heads up high.
Few parents may put their child into matric system because it takes only two years, whereas O level is a three-
year course; this means that their child would complete his/her education earlier and they would not have to pay
for 12 months. A huge reason for making the choice for parents is the huge difference in expenditure. A child
might also choose one based on his own prejudice of one of the systems being superior to the other. Under such
circumstances it is imperative for the student to be counseled. A student may also have to make a choice based
on what their siblings or friends had chosen earlier. Being a student, one might even take into account the vast
variety of subject selection available in the Cambridge Assessments which is absent in the Pakistani system.
Discrimination between 2O/A level and matric students O/ Alevel system being a Cambridge system is quite
expensive as compared to the local educational system of Pakistan. The monthly fee of O/A levels students is
very high, on top of that cost of all the things i.e. exams and monthly fee approximately makes it £500. Such an
amount is not affordable by everyone. Due to which most of the students opt for matric/Fsc system rather than
O/A levels. Grading Systems The grading system of both matric/FSc and O/A levels is completely different. The
grading criteria of O/A levels is such that from A to E+ grades are given to those who have passed the exam
while U is for those who fail. Whereas, the grading system in matric/FSc is still based on the outdated system of
numbers and percentages. Examination Pattern On one side of the coin, the O/A levels aim 21to develop logical
thinking, problem solving and practical skills within the students. On the flip side, students of Matriculation are
mainly taught to memorize and rote learn information and reproduce it as is during the exam. So, when the same
student who was tested only by memory is pitted against a student of Cambridge’s background, the Matric
students under performs, which inevitably results in the increase in mental stress due to the competitive nature
of People. However, in our society o/a levels students have this superiority complex somehow. They have this
feeling that students coming from matric background are somehow inferior in front of them and students coming
from matric background also go through inferiority complex. O/A levels students no doubt have good command

41 | Page
on English and have good communication skills and when they exercise it the other group somehow feels
insecure. Also, At university level there are different societies which organize multiple events every year, these
societies are mainly run by the students themselves. We see that majority of the students in the societies are
from O/A level background. The main reason why we do not see matric students in such activities is that most of
them have spent their time being a bookworm and no such activities were held at their school/colleges. The
biggest drawback of matric system is that it keeps the student engage in books all the time and the concept of
getting good marks leaves them to books. moreover, the saddest thing is that the schools and colleges also do
not focus on the personality, character of student. All these things combined make such students anti-social and
thus impractical. The confidence level of such students is so low that they feel uncomfortable in joining such
societies and expressing their talents. Correlation between induced pressure, bias and mental stress Since
stress 8is the body’s natural response to imminent danger, termed the 8‘fight or flight’ response, it is imperative
to tie-in the inequity present between group that chose the Matriculation system of education and the group who
opted for the Cambridge schema when it came to choosing a higher education system for the higher level of
studies. However, two important details that should be noted are: The difference in reception of this real or
‘imagined’ danger in both groups and the fact the bias typically banks more in the favor of one group than the
other. Based on the reality that in most cases, the opinion of a person malforms to concur with the opinion of the
society as a whole, it can easily be deduced that societal pressure due to unified opinion may lead to any
member of an arbitrary group in this context to believe that the Cambridge system of education one ups the
Matriculation system regardless of the objective information that may be threaded from data based on
heterogeneous test subjects, presented. That particular forking point, where one system supposedly bests the
other is present mainly due to the curriculum differences between both groups. However, when events chain
together, this one difference causes discrimination to incur in a whole different aspect and the more this
snowball rolls down the hill, the more the bias’s scale tips towards one group as a result of the increase in
differences. The point already mentioned 17may play a big role in the development of xenophobic thoughts
which cause the subject to always believe like he or she “isn’t good enough” to be competing, in life, studies or
whatever the object may be, which ultimately leads to mental stress both acute or chronic depending on the how
well the subject handles this information. As an example, consider two students who partake in an entry test for
the same college, let’s call them A and B. Student A has an O/A levels’ background, is proficient in English and
has great logical and problem- solving skills. Student B, however, relied on his memory to score good in his
Matriculation exam. When both are compared to each other in a written and Vocal (language) test of unknown
nature, Student A would (in most cases) outperform Student B. Student B, who scored good in his exams, then
introspects to realize that he could not casually outperform Student A due to his academic background and
stresses himself due to the competition nature, or maybe due to the creative fact that the seats in the college are
limited. CHAPTER 3 LITERATURE REVIEW Study 1 13Academic Stress and its Sources Among University
Students by: Reddy K. J, Menon K. R, Thattil A Reddy K’s group aimed to find the sources of stress within
university students. The group cited multiple sources stating: 4“The educational system also plays an enabling
role subsequently leading to increased stress levels experienced by students. Some of the sources include
overcrowded lecture halls, semester grading system, inadequate resources and facilities (Awing& Agolla, 2008),
vastness of syllabus (Agrawal & Chahar, 2007; Sreeramareddy et al., 2007), long hours and expectations of rote
learning (Deb et al., 2015).”6Data was collected from four different academic fields: commerce, humanities,
science, and management. The sample size was 336. The mean of the sample was 53.46 (SD=25.70) as
reflected. 6It was found that 48.80% of students fall under the category of having average to high stress
levels.6Gender N Mean Std. Deviation Sig Male 162 53.01 26.75 0.317 Female 174 53.87 24.75 Source:
7Reddy K. J, Menon K. R, Thattil A. Academic Stress and its Sources Among University Students. Biomed
Pharmacol J 2018;11(1). http://biomedpharmajournal.org/vol11no1/academic-stress-and-its-sources-among-
university-students/ Study 2 12Academic Stress, Parental Pressure, Anxiety and Mental Health among Indian
High School Students By: Sibnath Deb1, Esben Strodl2, Jiandong Sun3 The questions that this paper aims to
answer is whether 1adolescent boys and girls differ significantly with respect to academic stress and
examination-related anxiety and whether there is 1any impact of academic stress on mental health due to the
educational system’s incompetence. 15The study was conducted on a group of 190 11th and 12th grade
students. In data analysis, 1Pearson’s chi-square test and/or Fisher’s Exact Test was applied. The study’s result
states: 1“Nearly two-thirds of the students reported stress due to academic pressure – with no significant
differences across gender, age, grade, and several other personal factors. Furthermore about two-thirds of the
students reported feeling pressure from their parents for better academic performance.” Source: 5Sibnath Deb,
Esben Strodl, Jiandong Sun, Academic Stress, Parental Pressure, Anxiety and Mental Health among Indian
High School Students, International Journal of Psychology and Behavioral Sciences, Vol. 5 No. 1, 2015, pp. 26-
34. doi: 10.5923/j.ijpbs.20150501.04. http://article.sapub.org/10.5923.j.ijpbs.20150501.04.html CHAPTER 4
STATISTICAL ANALYSIS Student Age Gender Disciple Pre1 Pre2 QUESTIONS TOTAL 1 2 3 4 5 6 7 8 9 10 11
12 13 14 15 16 17 18 19 20 21 22 23 24 25 FavorAgainst 1 20 Male EE 1 0 1 0 1 1 0 1 1 1 1 1 0 0 0 0 1 1 1 0 0
0 0 0 0 1 1 13 37 2 19 Female EE 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 0 1 1 1 1 19 31 3 19 Female EE 1 0

42 | Page
0 0 1 1 1 1 0 1 1 1 0 0 0 0 1 0 1 0 0 1 0 1 0 0 1 12 38 4 20 Female EE 1 1 1 0 0 0 1 1 1 1 1 1 0 0 1 0 1 1 1 0 0 1
0 0 0 1 0 13 37 5 20 Male EE 1 0 1 0 0 1 0 1 1 1 1 1 0 1 0 0 1 1 1 0 0 1 0 1 1 0 0 14 36 6 28 Male CV 0 1 0 1 0 0
1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 0 0 1 1 0 1 16 34 7 19 Male CV 0 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 0 0 0 0
13 37 8 19 Female CV 1 0 0 1 0 1 1 1 0 1 1 1 0 0 0 0 1 1 1 0 1 1 0 1 0 1 0 14 36 9 20 Female CV 1 1 0 0 0 1 1 1
1 1 1 0 1 0 1 0 1 1 1 0 1 1 0 1 0 0 1 15 35 10 19 Female CV 1 0 0 0 1 1 1 0 1 1 1 1 0 1 1 0 0 1 1 1 0 1 1 1 1 0 1
17 33 11 20 Female CV 1 1 0 0 0 1 1 1 1 1 1 0 1 0 1 0 1 1 1 0 1 1 0 1 0 0 1 15 35 12 20 Female CS 1 0 0 0 0 1 1
1 1 0 1 0 0 1 0 1 0 1 1 0 0 1 0 0 0 1 1 12 38 13 19 Male CS 1 0 0 0 0 0 1 0 1 0 1 1 1 0 1 0 0 1 1 1 0 0 0 1 0 1 1
12 38 14 20 Male CS 0 0 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 0 0 0 1 18 32 15 20 Male CS 1 0 0 0 1 0 1 1 1
1 1 1 1 0 1 0 1 1 1 0 0 1 0 1 0 1 1 16 34 16 19 Male CS 1 0 0 0 0 0 1 1 1 0 1 1 1 0 1 0 1 1 1 0 0 0 1 1 0 0 1 13 37
17 18 Female CS 1 0 0 0 0 1 0 1 1 1 1 1 1 1 0 0 1 1 1 0 1 0 0 1 0 0 1 14 36 18 19 Female CS 0 1 0 1 1 0 1 1 1 1
1 1 1 1 1 1 1 1 1 0 0 0 1 0 0 1 1 18 32 19 20 Male CS 1 0 0 0 0 0 0 1 1 0 0 0 1 0 1 0 0 1 1 0 1 0 0 1 1 1 0 10 40
20 21 Male CS 1 0 0 1 1 1 1 0 1 1 1 0 1 0 1 0 1 1 0 0 0 0 0 0 0 1 0 12 38 21 23 Female MBA 1 1 0 0 0 1 0 1 1 1
1 1 0 0 0 0 1 0 1 0 0 0 0 0 1 0 0 9 41 22 21 Male CS 1 0 0 0 1 1 0 1 0 1 1 1 0 0 0 1 0 1 1 1 1 1 0 1 0 1 0 14 36 23
23 Female BBA 1 1 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 19 31 24 19 Male CS 1 0 1 1 0 0 0 1 1 1 1 1
1 1 0 0 1 1 1 0 0 0 0 0 0 0 0 12 38 25 22 Female BBA 1 0 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 0 1 0 1 1 1 19 31
26 20 Male CS 0 0 0 1 0 0 0 1 1 0 1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 0 1 16 34 27 21 Female BBA 0 0 0 1 0 0 1 1 1 1 1
1 0 1 1 1 1 0 1 0 0 0 1 0 1 1 1 16 34 28 19 Female CS 1 0 1 0 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 0 1 1 1 1 1 0 1 19 31
29 20 Female BBA 0 0 0 0 1 1 1 0 1 1 1 1 0 0 0 0 1 1 1 1 1 1 0 0 0 0 1 14 36 30 22 Female BBA 1 0 0 0 0 1 0 1
1 1 1 1 0 0 0 0 1 0 1 0 0 0 0 0 0 0 1 9 41 31 19 Female BBA 1 0 0 1 0 1 1 0 1 1 1 1 0 0 1 0 1 1 1 0 1 1 0 1 1 0 1
16 34 32 20 Male AF 1 0 1 1 0 1 1 1 1 1 1 0 1 0 1 1 0 1 1 1 0 1 0 1 1 1 1 19 31 33 19 Male CS 1 0 0 0 1 1 0 1 1 1
1 1 0 1 0 0 1 1 1 1 1 0 1 1 1 0 0 16 34 34 20 Male CS 1 1 0 0 0 1 0 1 1 0 1 1 0 0 0 0 1 1 1 0 0 0 0 1 0 1 1 11 39
35 20 Male CS 1 1 1 1 0 1 0 1 1 1 1 1 0 0 1 0 0 1 1 0 0 1 0 0 0 1 1 14 36 36 20 Male CS 1 0 1 1 0 0 1 1 1 0 1 0 1
1 1 0 1 1 0 1 0 1 1 1 1 1 0 17 33 37 19 Male CS 0 0 0 1 0 1 1 1 1 1 1 1 0 1 1 0 1 1 1 0 0 0 0 0 0 1 1 15 35 38 21
Male CS 1 0 0 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 0 1 1 0 1 17 33 39 20 Male CS 1 0 1 1 1 1 0 1 1 0 1 1 0 0 1 1
1 1 1 0 0 1 0 1 1 0 1 17 33 40 20 Male CS 0 0 0 1 1 1 1 1 1 0 0 1 0 0 1 1 0 1 1 0 0 0 0 0 0 1 1 13 37 41 20 Male
CS 0 0 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 0 1 18 32 42 19 Male CS 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1
0 1 1 0 1 1 0 1 20 30 43 19 Female CS 0 0 0 0 1 1 0 1 1 0 1 1 0 0 1 1 1 1 1 0 0 0 0 1 0 1 1 14 36 44 21 Female
CS 1 0 0 0 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 0 0 0 0 0 0 1 1 14 36 45 19 Male CS 1 0 0 0 0 1 0 1 1 1 1 1 1 0 0 1 0 1 1
1 0 0 1 1 1 0 1 15 35 46 21 Female BBA 0 0 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 1 0 0 0 1 0 16 34 47 19 Female
CS 1 0 1 0 0 1 1 1 1 0 0 1 0 1 0 0 1 1 1 0 0 0 0 0 0 0 1 11 39 48 20 Female EE 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1
1 0 0 1 1 1 1 1 1 22 28 49 19 Female EE 0 1 1 1 0 0 1 1 1 1 1 1 0 0 1 1 1 1 1 0 0 0 0 0 0 0 0 13 37 50 22 Female
CS 1 1 0 0 1 0 0 1 1 1 1 0 0 0 0 1 1 1 0 0 1 0 1 0 0 0 11 39 MALES 1 18 4 6 14 14 15 13 23 24 17 23 21 13 10
16 11 18 24 23 9 6 10 5 16 12 12 17 RESULTS 0 7 21 19 11 11 10 12 2 1 8 2 4 12 15 9 14 7 1 2 16 19 15 20 9
13 13 8 FEMALES 1 18 10 7 10 12 20 18 21 23 21 23 22 10 10 12 9 23 21 25 5 7 14 7 8 9 12 18 0 7 15 18 15
13 5 7 4 2 4 2 3 15 15 13 16 2 4 0 20 17 11 18 17 16 13 7 PERCENTAGES 1 72 28 26 48 52 7 62 88 94 76 92
86 46 4 56 4 82 90 86 28 26 48 24 48 42 48 7 0 28 72 74 52 48 93 38 12 6 24 8 14 54 96 44 96 18 10 14 72 74
96 76 52 58 52 93 KEY 1 YES 0 NO TOTAL MALES IN FAVOR 372 TOTAL MALES AGAINST 253 TOTAL
FEMALES IN FAVOR 336 TOTAL FEMALES AGAINST 239 OVERALL SUBJECT IN FAVOR (%) = (372 + 336)
= 708 708/1250 = 56.64% OVERALL SUBJECTS AGAINST (%) = (253 + 239) = 492 492/1250 = 39.4%
CHAPTER 5 DISCUSSION ON RESULTS Graphs and Pie-Charts Students who chose a different discipline
after O level / Matric Q1) Is Matric/FSc better from your point of view? Q2) Do you think you have better critical
thinking and strong concept building as compared to the students of other disciplines (Matric/FSc or O/A level)?
Q3) Did you find any difficulties in preparation of entry test exams? Q4 . Do you think entry test exams were
more related to logic and concept checking? Q5. In your opinion, do Matric/FSc students perform better in entry
tests? Q6. 2Do you think O/A level students receive a better opportunity for career counselling than matric
students? Q7. 2Do you think O/A level students get better opportunity for admissions in other countries? Q8. Are
Matric/Fsc students comparatively less creative? Q9. Do you think the knowledge of Matric/Fsc students is
restricted to specific course books? Q10. Do you think O/A level students have the advantage of choosing their
courses according to their interest? Q11. Did your parents have any financial burden related to paying your
fees? Q12. Do you think students opt for Matric/Fsc due to financial problems? Q13. Do you consider yourself as
more intellectual than the students of different discipline (Matric/Fsc or O/Alevel)? Q14. Do you find your system
of education better than other disciplines (Matric or O/A level)? Q15. 2Do you think O/A level students are good
presenters? Q16. 2Do you think O/A level students are considered more superior at international level? Q17.
2Do you think O/A level is more concept based than Matric/Fsc? Q18. Do you have trouble making friends with
students of other educational background (Matric /Fsc or O/A level)? Q19. Have you ever felt inferior in front of
the students having different educational background (Matric /Fsc or O/A level)? Q20. Have you ever
experienced any social anxiety due to bad grades? Q21. Do you think Matric/Fsc students are more anti-social?
Q22. In your opinion, do Matric/Fsc students have low confidence? Q23. Do you think Matric/Fsc students feel
uncomfortable taking part in extracurricular activities as compared to O/A level students? Q24. Do you find
students of your discipline more active in sports? Q25. Do you think matric /Fsc students work harder than O/A

43 | Page
level students? Interpretation of Results: The survey which we conducted indicates that 56.64% of students
within an age range of 18-23 years of Fast University Lahore are suffering from stress due to social anxiety and
low self-esteem and as a consequence of discrimination between 14Matric/FSc and O/A level students. The
results illustrate, 94% students are of the point of view that 23O/A level students have more chances of getting
admission in international universities and 62% of the sample demonstrates 9that O/A level students get better
opportunities at career counselling. That is the reason, 72% students think 9that O/A levels education system is
much better than Matric/ FSc. Moreover, 76% agreed that students who have come from matric/FSc background
are less creative than O/A levels. Thus, 46.7% of students think that they have matric students have lower
confidence and 82% agreed that 19O/A level students are better presenters than matric/FSc students. 42%
agreed that matric students have trouble in taking part in extracurricular activities. When we move towards
stress and social anxiety, 48% students claimed that they have felt social anxiety due to bad grades and 28%
found it difficult to make friends with other discipline. Furthermore, 86% students claimed that O/A level students
have the freedom of choosing the subject of their own choice. Similarly, 92% think that matric/FSc students are
restricted to specific course books. Therefore, 80% have agreed to the 9fact that O/A level students have more
concepts than matric/FSc. The result clearly highlight 9that O/A level students have a better opportunity of a
choosing their career, applying to universities at international level, being a good presenter, having good
confidence level and more concepts than matric/FSc students which may result difficulty for matric/FSc students
in making friends of other discipline and going through stress and social anxiety. Due to this reason, 70% of the
students think that matric/FSc students work harder than O/A level students. CHAPTER 6 ABOUT THE
SURVEY Purpose Now a days, we see many students dealing with stress and anxiety at university level. There
are many factors that result in the deterioration of mental health of University Students, among which
“Discrimination between matric and o/a level students” plays an important part. The distinction exhibits its
adverse effects when these students coming from different educational backgrounds study in the same
environment under same circumstances. Most students at university level go through stress. The main purpose
of conducting this survey was to ensure the points which create discrimination 14between the matric and o/a
level students and to pinpoint their effects on mental health of students. Hypothesis statement “Discrimination
between matric and O/A level students at University level leads to Stress”. Data Collection Mechanism In order
to get students opinion as well as accurate response the best way was to conduct a survey through
questionnaires. The questionnaire comprised of total 25 questions and was distributed among the students
personally. We made sure that the questionnaire was given to students belonging to both matric and Cambridge
system, so that the opinion of both the parties could be collected. The time span of the completion of survey was
about 3 to 4 days. Population Sample The sample space of this survey was 50 students which included
undergraduate as well as post graduate students out of which 25 were males and rest of the 25 were females.
The students were between 18 to 30 of age. The survey was conducted in Fast University, Lahore from students
of different discipline i.e. Computer Science, BBA, MS(CV) etc. CHAPTER 7 CONCLUSION AND
RECOMMENDATIONS Conclusion All the presented data is representative of the fact that a group of students
within FAST-NUCES, Lahore of the age bracket we surveyed, experience social anxiety, low self-esteem and
feeling of being at a competitive disadvantage. All this takes a toll on the mental health as a direct follow up to
induced pressure. The constant feeling of being stressed out is present and as evident from the data, majority of
the students believe that the students with Cambridge’s academic background are at an advantage both
academically and socially. This acute stress may sometimes deteriorate and turn into chronic stress which could
affect the mental and physical health of an individual immensely. However, to combat such conditions, we could
take some steps and hold some measures to cut down the levels of stress generated from the aforementioned
causes. Recommendations 1) The system of Matriculation should be worked on and brought up to standard. 2)
Self-Study and inquisition should be encouraged within students. 3) Easy access to Career Counseling. 4) The
time spent on stressing should be replaced with time spent on developing some skills. 5) It should be made clear
that you can learn whatever skill to whichever extent you wish if you work hard enough. 6) Importance of mental
health and information on dealing with mental health issues should be promoted within institutions.
QUESTIONNAIRE Discrimination Between Matric/Fsc and O/A level Students Leads to Stress Respected
Respondents, we, the students of FAST-NUCES are conducting this survey as our Final Project. The purpose of
which is to examine how the differences in educational background lead to stress in students. In order to obtain
your views, I present you the following questionnaire. Your response will be highly appreciated! Discipline:
____________________ Batch: ____________________ Gender: ________________________ Age:
________________________ Question Yes No Are you a Matric student? Did you choose different discipline (A
leves/Fsc.) after O levels or Matric or vice versa? Survey: 1. Is Matric/Fsc better from your point of view? 2. Do
you think you have better critical thinking and strong concept building as compared to the students of other
discipline (Matric/Fsc or O/Alevel)? 3. Did you find any difficulties in preparation of entry test exams? 4. Do you
think entry test exams were more related to logic and concept checking? 5. In your opinion, do Matric/Fsc
students perform better in entry tests? 6. 2Do you think O/A level students receive a better opportunity for career
counselling than matric students? 7. 2Do you think O/A level students get better opportunity for admissions in

44 | Page
other countries? 8. Are Matric/Fsc students comparatively less creative? 9. Do you think the knowledge of
Matric/Fsc students is restricted to specific course books? 10. Do you think O/A level students have advantage
of choosing their courses according to their interest? 11. Did your parents have any financial burden related to
paying your fees? 12. Do you think students opt for Matric/Fsc due to financial problems? 13. Do you consider
yourself as more intellectual than the students of different discipline (Matric/Fsc or O/Alevel)? 14. Do you find
your system of education better than other discipline (Matric or O/A level)? 15. 2Do you think O/A level students
are good presenters? 16. 2Do you think O/A level students considered more superior at international level? 17.
2Do you think O/A level is more concept based than Matric/Fsc? 18. Do you have trouble making friends with
students of other educational background (Matri/Fsc or O/A level)? 19. Have you ever felt inferior in front of the
students having different educational background (Matri/Fsc or O/A level)? 20. Have you ever experienced any
social anxiety due to bad grades? 21. Do you think Matric/Fsc students are more anti-social? 22. In your opinion,
do Matric/Fsc students have low confidence? 23. Do you think Matric/Fsc students feel uncomfortable taking
part in extracurricular activities as compared to O/A level students? 24. Do you find students of your discipline
more active in sports? 25. Do you think matric/fsc students work harder than O/A level students? THANK YOU
FOR HELPING US OUT! 31|Page 2|Page 3|Page 4|Page 5|Page 6|Page 7|Page 8|Page 9|Page 10|Page 11|
Page 12|Page 13|Page 14|Page 15|Page 16|Page 17|Page 18|Page 19|Page 20|Page 21|Page 22|Page 23|
Page 24|Page 25|Page 26|Page 27|Page 28|Page 29|Page 30|Page 31|Page

45 | Page