IMPACT OF GENERAL WELL-BEING ACADEMIC ACHIEVEMENT IN EDUCATION AMONG THE B. ED. TRAINEES IN THE 21ST CENTURY

Abstract

            In the contemporary era, the significance of overall well-being on the academic performance and success of individuals pursuing a Bachelor of Education (B.Ed.) degree has gained widespread recognition among educators and researchers. The challenges posed by rapid technological advancements, increased reliance on information technology, and the evolving landscape towards a knowledge-based society underscore the need for a holistic approach to education. The purpose of this study was to investigate the academic achievement of B.Ed. trainees and the impact on general well-being. The research involved a sample of 645 B.Ed. trainees selected through stratified random sampling, ensuring a proportionate representation. Notably, meta-analysis studies are scarce on this subject, with available research mainly focusing on individual aspects of well-being. Therefore, a meta-analysis study was conducted to examine the association between students' general well-being and academic achievement, drawing data from correlational studies with 645 participants in independent samples. The relationship between academic achievement and the subjective well-being of B.Ed. trainees received considerable attention in this investigation. The data collected were analyzed using the SPSS software, employing mean, standard deviation, and t-tests for data interpretation. The hypotheses were tested using statistical methods, revealing that the majority of B.Ed. trainees experience an average level of academic anxiety but exhibit good physical, mental, and emotional health. No significant difference was observed between male and female trainees in both areas. Furthermore, the study highlighted a notable connection between academic anxiety and health concerning the academic achievement of B.Ed. trainees. These findings hold significant implications for educators, policymakers, and institutions involved in teacher education. The study strongly advocates for the integration of well-being interventions and support systems within educational institutions to enhance the overall educational experience and promote better outcomes for B.Ed. trainees in the 21st century.

Keywords: General Well-Being, Academic Achievement, B.Ed. Trainees, Emotional Well-Being, Mental Health, Meta-analysis, and Academic Anxiety.