STUDY SKILLS, ANXIETY AND PROBLEM SOLVING SKILLS OF

BSEd SCIENCE STUDENTS

A Thesis
Presented to the
Faculty of the College of Education
Iloilo Science and Technology University
La Paz, Iloilo City

In partial fulfillment of the requirements for the degree

Bachelor of Secondary Education
major in Biological Science

Mary Claire F. Omega

Princess Dona B. Sencio
Geisette Angelie T. Taño
Frea Mae P. Zerrudo
Michelle C. Zerrudo

(April 2019)
STUDY SKILLS, ANXIETY AND PROBLEM SOLVING SKILLS OF

BSEd SCIENCE STUDENTS

A Thesis

Presented to the

Faculty of the College of Education

Iloilo Science and Technology University

La Paz, Iloilo City

In partial fulfillment of the requirements for the degree

Bachelor of Secondary Education

major in Biological Science

Mary Claire F. Omega

Princess Dona B. Sencio

Geisette Angelie T. Taño

Frea Mae P. Zerrudo

Michelle C. Zerrudo

April 2019
 APPROVAL SHEET

This thesis entitled, Study Skills, Anxiety and Problem Solving Skills of Bsed
Science Students, prepared and submitted by Mary Claire F. Omega, Princess Dona B.
Sencio, Geisette Angelie T. Taño, Frea Mae P. Zerrudo and Michelle C. Zerrudo, in
partial fulfillment of the requirements for the ED 15 – Research, is hereby approved.

BERNIE F. PIAD, Ph.D.

Research Adviser

Passed the final defense on February 27, 2019 and approved by the Defense Committee
with a grade of PASS.
PANEL OF EXAMINERS

GRACELDA G. BERMEJO, Ed.D. LOWE ANA MARIE L. TRANCE, Ph.D.

Member Member

ALEX B. FACINABAO, Ed. D.

Chairperson/ Subject Professor

Accepted and approved in partial fulfillment of the requirements for the course ED 15 –
Research.

HILDA D. DARROCA, M. ED. __________________

Research Coordinator Date

JOHN ERIC V. JUANEZA, Ed. D. __________________

Dean, College of Education Date
 ACKNOWLEDGMENT

The researchers hereby express their gratitude and lifetime appreciation to those

who contributed their help to finish this study. Above all things, the researchers gratefully

acknowledge the help of the Almighty God for the guidance and for giving them

knowledge, wisdom and skills.

In addition, the researchers would like to extend their gratitude to the following

persons who motivated and supported through the completion of this study.

To the researchers subject professor, Dr. Alex B. Facinabao, for the advices,

support, patience and for sharing his knowledge and wisdom.

To the researchers’ adviser, Dr. Bernie F. Piad, for the assistance, support, sharing

his expertise and patiently guiding the researchers throughout their study.

To the panelists, Dr. Gracelda G. Bermejo and Dr. Lowe Ana Marie L. Trance,

for their ideas, suggestion and for sharing their time in checking the document. To the

research coordinator Prof. Hilda Darroca for the recommendations to make this study

better.

Gratitude is also expressed to the researchers friends and classmates especially

their family for the prayers, endless moral and financial support and for being the

inspiration throughout the duration of the research.

To the respondents, the BSEd Science students for their availability and

cooperative response to all the questions solicited in this study.

 DEDICATION

This study is dedicated to our family who have been our source of inspiration

and continually provide their moral, spiritual and financial support.

To our friends and teachers who shared their words of

advice and supported us throughout the process.

And above all, to the Almighty God for

giving us strength, wisdom,

protection, skills and

healthy life.
 ABSTRACT

The study attempted to determine study skills, anxiety, and problem solving skills

of 42 Bachelor of Secondary Education major in Science students enrolled for the Second

Semester of Academic year 2018-2019 in Iloilo Science and Technology University in La

Paz, Iloilo City. The students were classified according to sex and high school graduated

from. The data were obtained through the study skills, anxiety and problem solving skills

instrument made by the researchers. Statistical tools used were the means, and standard

deviations for descriptive statistics as well as the Mann-Whitney U Test and Spearman’s

rho for inferential statistics. The level of significance was set at α = 0.05 in a two tailed

test.
 TABLE OF CONTENTS

Contents Page

PRELIMINARIES

TITLE PAGE

APPROVAL SHEET

ACKNOWLEDGMENT

DEDICATION

ABSTRACT

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

Chapter I INTRODUCTION

Background of the Study

Statement of the Problem

Hypothesis

Theoretical Framework

Conceptual Framework

Significance of the Study

Definition of Terms

Scope and Limitation of the Study

Chapter 2 REVIEW OF RELATED LITERATURE

Related Literature

Related Studies

Synthesis

Chapter 3 METHODOLOGY

Research Design

Data Gathering Instrument

Data Gathering Procedure

Data Analysis Procedure

Chapter 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA

Results and Discussion

Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the Study

Summary of Findings

Conclusions

Recommendations

REFERENCES

APPENDICES
A Letter of Permission to Conduct the Study

B Letter of Validation

C Letter of Consent

D Research Questionnaire

E Evidences

F Researchers’ Resume’
 LIST OF TABLES

Table Page

1 Distribution of the Respondents

2 Level of Study Skills of BSEd Science Students

3 Significant Differences in the Level if Study Skills

4 Level of Anxiety of BSEd Science Students

5 Significant Difference in the Level of Anxiety

6 Level of Problem Solving Skills of BSEd Science Students

7 Significant Difference in the Level of Problem Solving

Skills

8 Relationship among the Levels of Study Skills, Anxiety

and Problem Solving

 LIST OF FIGURES

Figure Page

1 The Paradigm of the study

 Chapter 1

INTRODUCTION

Background of the Study

College life entails a lot of hardwork, perseverance and adjustment for the

entering students. This is the transition from high school life to a more challenging and

independent learning endeavors. Performance in the tertiary level is affected by many

factors. These factors could be an instrument to develop a learner as a whole. These

factors simply tells that everything in life depends on how we react or deal to a certain

situation.

The researchers observed that education nowadays is more stressful compared

before. As a result, students study skills are affected. When taking an exam for example,

especially dealing with problem solving, they are not confident enough to answer and the

worst is, in every exam they have the feeling of fear in solving the problem set. These

issues are usually related in deep unexpected fear that leads to anxiety. Students having

an anxiety in problem solving can cause a poor academic performance as a whole.

This study will help one to know the levels of study skills, anxiety and problem

solving skill. Thus, this study was conducted to explore the challenges that the BSEd

Science students are facing in terms of their study skills, anxiety and problem solving

skills.

Statement of the Problem

 It is on this aspect that the researchers are interested to find out the level of

anxiety, study skills and problem solving skills of the BSED Science students.

The purpose of this study is to find out the effect of study skills and anxiety on

problem solving skills of BSED major in Science students enrolled at Iloilo Science and

Technology University for the school year, 2018-2019.

Specifically, this study aimed to answer the following questions:

1. What is the level of study skills of students when taken as entire group and when

classified according to sex and type of school graduated from?

2. Is there a significant difference in the level of study skills of students when they

are classified according to sex and type of school graduated from?

3. What is the level of anxiety of students when taken as entire entire group and

when classified according to sex and type of school graduated from?

4. Is there a significant difference in the level of anxiety of students when they are

classified according to sex and type of school graduated from?

5. What is the level of problem solving skills of students when taken as a group and

when classified according to sex and type of school graduated from?

6. Is there a significant difference in their problem solving skills when grouped as to

sex and type of school graduated from?

7. Are there significant relationships among the level of anxiety, study skills and

problem solving skills of students?

Hypotheses
In view of the preceding problems, the following hypothesis is advanced:

1. There is no significant difference in level of study skills of students when

grouped as to sex and high school graduated from.

2. There is no significant difference in the level of anxiety of students when

they are classified according to sex and high school graduated from.

3. There is no significant difference in their problem solving skills when

grouped as to sex and high school graduated from?

4. There is no significant relationship among the level of anxiety, study skills

and problem solving skills of students.

Theoretical Framework

This study is anchored on one of the theories of learning, the cognitivism.

Cognitivist such as Jean Piaget and Jerome Bruner have different emphases, both believe

that learning come from mental activity such as memory, thinking and reflection. They

also believe that learning is an internal process that depends on the learner’s capacity,

motivation and determination. Cognitivism is more concerned with process than the

product and is therefore demonstrated thinking that promotes critical thinking or help

people learn on how to enhance their study skills. Memorization, critical thinking and

comprehension are the ways to enhance their study skills and through these, academic

performance could possibly improve. Motivation is also needed because in whatever we

want to do, whether typing, teaching and learning we must sufficiently motivated before

we can put up the necessary action which lead to their achievement and realization. In
this study, we examine integration of indicators of educational persistence, motivation

and study skills.

This study also is anchored on the theory of behaviorism which tackles about how

behavior affects one’s person that includes his or her anxiety into something.

Behaviorism is a learning theory that focuses on objectively observable behavior and

discounts any independent activities on mind. This theory is relatively simple to

understand because it relies only on observable behavior and describes several universal

laws of behavior. Its positive and negative reinforcement techniques can be very

effective– such as in treatments for human disorders including autism, anxiety disorders

and antisocial behavior. Behaviorism is often used by teachers who reward or punish

student behaviors. Theory of behaviorism is somehow explained why students suffers

from anxiety where it could affect their studies. Due to fear of failing in academic

performance, there’s a tendency that they will be ineffective and will result to inability to

solve the problem.

This study also deals problem solving skills of an individual which is also

anchored on gestalt theory. Gestalt theory of problem solving was described by Karl

Duncher (1945) and Max Wertheimer (1959). This theory, informs educational programs

aimed at teaching students how to represent problem. It is the way a person perceives or

represents a problem that determines whether or not they will solve it. Successful

problem solving depends on insight (perceptual restructuring of a tasks elements).

Richard Mayer (1995) noted that insight occurs when a problem solver moves from a

state of not knowing how to solve a problem to knowing how to solve a problem. During

insight, problem solvers devise a way representing the problem that enables solution. A
person perceives/ represents the problem so that a solution occurs. In this study, gestalt

theory shows that enhancing problem solving skills depends on the learner.

Conceptual Framework

Independent Variable Dependent Variable

Problem solving skills

 Sex
 Male
 female

 Type school graduated Anxiety

from

 Private
 Public
Study skills

Figure 1: Schematic Diagram illustrating the Framework of the Study.

Significance of the Study

This study will be significant to the following:

Students. This study would make them aware of their level of study skills,

anxiety and problem solving skills. Likewise, it would make them realize the importance

of study skills in their learning of their lessons to help them improve their study skills and

overcome their anxiety.

 Teachers. Professors and instructors of fields of learning who apply problem

solving skills such as in Chemistry, Physics, Statistics, Mathematics and others would

benefit from this study because they will be informed of the strengths and weak points of

their students in problem solving. Likewise, this will also informed them regarding the

study skills of their students and the anxiety that they undergo.

School Administrators. Administrators and deans would be provided with

baseline data as to what developmental tasks should be given to students necessary to

improve their college education.

Parents. They would be aware of the study skills, anxiety and problem solving

skills of their children. Through this study, they would be aware of their responsibilities

that they need to guide their children and work hand and hand with the teachers on how

to assimilate the study skills and problem solving skills in their daily routine and also to

help their children from the anxiety that they experiencing. They could also provide

support and proper encouragement to improve their college education.

Researchers. Finally, this study would guide the future researchers to conduct

more comprehensive and relevant studies, towards the enhancement of the study skills

and problem solving skills of the students also on how to help students who suffers

anxiety in studying.

Definition of Terms

For the purpose of clarity and understanding, the following terms are conceptually

and operationally defined:

 Study skill. Study skills include the competencies associated with acquiring,

recording, organizing, synthesizing, remembering and using information (Hoover and

Patton, 1995).

In this study, study skills refer to the strategies used of the student to improve

their learning ability.

Anxiety. Anxiety is a function of the ego to warn people about the possibility of a

hazard that can put an appropriate adaptive response. Anxiety serve as a mechanism to

protect the ego because anxiety signals that there is a danger and if not done right then it

would increase the danger to the ego defeated (According to Freud, 2005).

In this study, anxiety refers to the behavior of the students towards fear of failure,

pressure and unpreparedness.

Problem Solving Skills. Problem solving refers to in which an individual uses

previously acquired knowledge, skills and understanding to satisfy the demands of an

unfamiliar situation. The student must synthesize what s/he has learned and apply it to

new and different situation. (Krulik and Rudnick, 1980).

In this study, problem solving skills refers to the ability of the student to solve

problem in an effective and timely manner without any impediments.

Scope and Limitation of the study

The aim of this study was to determine the levels of the study skills, anxiety and

problem solving skills of BSEd Science Students, classified according to their sex and
type of high school graduated from. Forty - two (42) first year college students taking up

BSEd Science who enrolled at Iloilo Science and Technology University, school year

2018-2019 were the respondents of the study. The researchers made a likert scale

questionnaire to determine the levels of study skills and anxiety and multiple choice for

problem solving skills. The design of the study was descriptive. Mean and standard

deviation are utilized to describe the variables. From the findings, when taken as an entire

group, the level of study skills and problem solving is good and the level of anxiety is

high. When classified according to sex, both male and female had a good level of study

skills and high level of anxiety, in problem solving skills the male had a very good level

while the female had a good level. On the other hand, Mann Whitney – U Test was used

to determine the significant difference in the levels of study skills, anxiety and problem

solving skills when classified according to sex and type of high school graduated from.

When classified according to sex, significant difference was noted in the level of study

skills and problem solving skills and no significant difference in the level of anxiety. In

type of high school graduated from, there was no significant difference in level of study

skills, anxiety and problem solving skills. Lastly, spearman’s rho was utilized to

determine the significant relationship among the levels of study skills, anxiety and

problem solving skills. No significant relationship was noted between study skills and

problem solving skills. The same observation of no significant relationship between

anxiety and problem solving skills. However, there was a significant relationship between

the level of study skills and anxiety of the students.

 Chapter 2

REVIEW OF RELATED LITERATURE

This study aims to determine the significant relationship in the level of study

skills anxiety and problem solving skills of BSED Science students at Iloilo Science and

Technology University during school year 2017-2018. To add more information about

this study, the researchers reviewed some related literature to have a better and clearer

understanding of what the study is all about.

Related Literature

Study skills

Teachers are seen as the most important element of instruction. However, learning

is the responsibility of the students. Students should prepare himself/herself for learning

mentally. Students generally use some study skills which is developed by the students

themselves during their education process from elementary to higher education. These

study skills are generally inefficient and inappropriate. Studies have showed that there is

a positive relationship between academic achievement and study skills of a student (Yip

and Chung, 2002; Lammers et al., 2001; Carter, 1999; Atılgan, 1998; Jones et al., 1996;

Kleijn et al., 1994; Agnew et al., 1993; Lawler-Prince et al., 1993; Elliot et al., 1990;

Schultz, 1989). There are factors which influence study skill of students such as

motivation and time management, exam anxiety. The success of students is affected by

these factors (Bay et al., 2005). Student motivation can be described as a student’s
willingness, needs, desires and passions to participate in and be successful in learning

process (Bomia et al., 1997).

College study skills are imperative for academic achievement. Whether a

freshman or first year, good study habits are critical to ensuring success. Study skills for

college freshman are the most important as this is when learners are developing habits.

Determining the best study skills for college students, is to consider the learner’s

individual learning style. Sometimes students are studying in a manner that goes against

the learner’s best or preferred learning method. When finding the most effective study

skills for college students begin by determining if the student is an auditory, kinesthetic

(hands-on), or visual learner. By improving college study skills, students can see great

improvement in their overall academic performance. College study skills are one of the

most important areas where students may perfect change and make measurable strides.

Effective study skills for college students are invaluable to success. Good study

skills for college students can ensure that learners maximize the full benefit of their time

devoted to their studies. By improving study skills in college, students can lessen the time

devoted to studying while improving grades.

Anxiety

Anxiety is a normal reaction to certain situations. A small level of anxiety is

normal, but severe anxiety can be a serious problem. Academic anxiety can become more

detrimental over time. As a student’s academic performance suffers, the anxiety level

related to certain academic tasks increases (Huberty, 2012). Most teachers will have

students with social anxiety and/or academic anxiety. Social anxiety can also affect a
student’s academic performance. If a student has social anxiety, the student might not be

able to complete group tasks or might not feel comfortable asking for help in class. Social

anxiety can go along with or even lead to academic anxiety. Teaching student’s self-

regulation can reduce anxiety and increase academic performance (Ader&Erktin, 2010).

Problem Solving

These are instances when individuals especially students are required to show

their ability to solve problems (Groome, Dewart, Esgate, Gurney, Kemp, &Towell,

1999). Problem solving is a skill that is considered to be important. It is a skill that could

be used throughout the course of one’s life not simply in academics but even in getting or

retaining a job position. It is considered as the outcome of teaching a content of an

activity after a math skill lesson. Although most of the time, problem solving aimed at

something as its goal, it does not necessarily mean that this end goal was always achieved

(Leahey& Harris, 1997). An investigation done by Neef, Neles, Iwata, and Page (2003)

showed that individuals’ who solve problems effectively possess the ability to transform

the words in a problem into their necessary symbolic counterparts and this was

significantly related to one’s ability in problem solving. According to the Miller, Hall, &

Heward (1995) individuals should be reminded that they cannot arrive at perfect solutions

all the time; however, one can create the best possible decision with the information

given at hand. Ong, Liao, and Alimon (2009) even mentioned that there were times when

difficulties in problem solving arose when individuals jumped immediately in finding

solutions to the problems simply because they did not properly identify first the elements

needed in the problem.

 A number of early studies regarding the cognitive processes involving problem

solving had already been done and this was narrated by Groome, etal. (1999). Oswald

Kulpe was one of those who took an interest in researching about thought processes.

Next, were the behaviorists who claimed that thought processes were due to observable

behavior. One of these behaviorists was Thorndike in 1898 who said that it was through

the process of trial and error that problem solving was done. Gestalt psychologists agreed

that trial and error may play a part in problem solving; however, they still continued to

conduct several well-known studies regarding problem solving. Köhler, one of the

founders of Gestalt psychology, was able to study problem solving skills while observing

apes. Bananas were hung from the ceiling and the ape was observed as it tried to reach

for the fruits. After some futile attempts, Köhler discerned that the ape seemed to have

insights, because it decided to stack crates in order to make a stairway and reach the

fruits. For the Gestalt psychologists, insight, or the sudden understanding of a problem

because of reorganization and restructuring of the elements of the problem, was an

important constituent for successful problem solving. Insight, for Gestaltists, was an

extraordinary method of thinking that was unlike the usual linear processing of

information (see Sternberg, 2003).

Related Studies

Study Skills

Study skills are fundamental to academic competence. Effective study skills are

associated with positive outcomes across multiple academic content areas and for diverse

learners. Academic competence is associated with the knowledge and application of

effective study skills. Capable students at all levels may experience difficulty in school,

not because they lack of ability, but because they lack good study skills. Although some

students develop study skills independently, even normally achieving students may go

through school without having acquired effective approaches for studying. Implementing

study skills instruction relies on an understanding of the theoretical foundation for

teaching and using study skills, as well as knowledge of current research on the

effectiveness of study strategies (Nicaise & Gettinger, 1995).

According to Fazal (2012) who conducted the study, he identified various study

skills used by learners and ascertain which study skills is more likely to have an

“average” level of study skills. Result of the study indicate that students with higher

academic achievement used a wide variety of study skills compared to students with

lower achievements.

Another study about the significant difference of study according to sex is the

study of Iroegbu (2000). His study was conducted in secondary school science, he found

out that male performed significantly better than the female students and posited that

there are things in learning process which affect the understanding of female and male

differently.

Orekutu (2002), also found that male students put up a superior performance as

compared to female.

On the other hand, Sutton and Galloway (2012), examined the college success of

students from public and private schools. His findings indicated that no statistically

significant differences were found among the public and private schools. According to
Sutton and Galloway, regardless of high school educational setting (private and public)

all college bound students are being prepared equally well for academic success in

college.

In the study of Igbinedion and Epumepru (2011), their findings revealed that there

was significant difference in the study skills between the public and private school. The

results further showed that the percentage performance trend of public schools were high

than those of the private both male and female.

Anxiety

Studies on anxiety and academic performance suggest that performance is

lowered when stress and anxiety are present. According to Terry Schmitz, one of the

major barriers to academic success is the anxiety students feel when taking tests. Test

anxiety is a combination of physiological over-arousal, tension and somatic symptoms,

along with worry, dread, fear of failure and catastrophizing that occur before or during

test situations. This anxiety creates significant barriers to learning and performance.

Some of the study also shows that anxiety can significantly reduce test scores, findings

indicate that the better students do at problem solving, the more strongly their

performance will be dragged down by anxiety.

According to Plaissance, D.V. (2009), symptoms of having anxiety in problem

solving can be classified into three forms which are physical, psychological and

behavioral. In the form of physical symptoms, students will suffer from increased heart

rate and sweating hands. In the form of psychological symptoms, students are unable to
concentrate in class whereas behavioral symptoms refer to students who are avoiding

problem solving lesson.

According to the studies of Ozgur, B. (2014), Pourmoslemi, A., Erfani, N., and

Firoozfar I. (2013) there was no significant difference in anxiety according to sex.

A study led by researchers at the University of Chicago finds that the better a

student does at problem solving, the more strongly the performance will be dragged down

by anxiety. And that relationship between anxiety and achievement holds not just in the

United States, but around the world, according to the authors. Anxiety is disrupting these

students’ ability to fulfill their potential (Alana Foley, 2017).

According to Foley, who conducted the study to 40 different laboratory

experiments combined with analysis of data collected by the Program in International

Student Assessments, which administers standardized problem solving tests (Math) tests

to 15-year-old students around the world. The lab studies provide insight into the test

results, and the test results help contextualize the lab studies, the author said. “The effects

of anxiety are true, even in countries that we think of as being really high-performing in

problem solving/math – Singapore, Korea, Japan, China.”

Behavioral and neuroimaging studies reviewed by the researchers suggest why

anxiety has such a powerful and universal impact not only to do problem solving but also

in their study skills which could possibly affect their whole academic performance.

Problem Solving Skills

 Problem solving may appear at any point in our lives. When individuals face

problem solving process, which is included within life at a very high rate, at school, they

also face several difficulties. According to NCTM (The National Council of Teachers of

Mathematics), problem solving skill is among the most important skill in which

mathematical knowledge and skills are used at the highest level (Cai and Lester, 2010).

Problem solving is an important skill student that are aimed to be developed as of basic

education years. Verbal problems are one of the areas that contribute to the development

of this skill at the highest level. When solving these problems, students not only make use

their existing mathematical knowledge but they also develop them.

There are two types of problem are observed, routine (ordinary) and non-routine

problems. Routine problems may be solved with a formula, equation or with a known

method and it help to establish a connection between mathematical knowledge and life.

Non-routine problems are the ones which cannot be with a known method or formula.

Analysis, synthesis, trial-error and creative enterprise are needed to solve them.

The study focuses in non-routine problems. Upper-level thinking skills and

reasoning are important in solving these problem. In addition, mastery is also necessary

in procedural skills. Mathematics instructor agree in that routine problems are as

important as non-routine problems in teaching Problem-solving. As the authors reviewed

the related literature of this study, it is observed that generally non-routine problems

develop the problem solving skills and this skill develops the skill of using them in real

life situation.
 Polya (1957), claimed that not introducing non-routine problems to students was

an unforgivable mistake, and added that it was a necessity to include these problems in

mathematics education. Polya also claimed that routine problems could not improve the

imagination of students because that had mechanical solutions, and said that a successful

problem solving process could be achieved in four steps: Understanding the problem,

choosing the strategy to be used, solving the problem, and checking the problem.

According to the authors, it is important that students are faced with non-routine

problems. Students are required to use upper-level thinking skills (analysis, synthesis,

generalization, etc.). The understanding levels of students in non-routine problems were

defined by Oregon Educational Faculty (1991) based on three items, which are

Conceptual Understanding, Using Operative Knowledge, and Problem solving skills and

strategies.

The study aimed that the non-routine problem solving skill levels of high school

students and the strategies used by them are determined according to their success levels.

The author (Dr. Secil Saygili), chooses 24 high school students from Technical Anatolian

High School in 2016-2017 academic year. The study was conducted by giving 60 minutes

to the students.

The result of the study showed that in problem solving skills, male had a very

good performance compared to female; however, when given proper opportunities, the

problem-solving skills may develop. In the present study, the students did not prior

instruction o strategies, and moreover, they tried to solve non-routine problems that did

not encounter in their school lives by using different strategies. For this reason, if
students are taught strategies on Problem-solving and are given more non-routine

problems, female success levels at mathematics and their problem solving skills may be

improved.

The Relationship between Anxiety Levels and Academic Achievement

According to Basavanna, (2000), anxiety is a highly unpleasant affective state

similar to intense fear which can include feelings of threat, vague objectless fear, a state

of uneasiness and tension, and a generalized feeling of apprehension. Borrowing from

Freud, Basavanna identifies three types of anxiety; Reality anxiety (an emotional reaction

to perception of danger in the external world); Neurotic anxiety (an affective reaction to

threat from the internal world; and Moral anxiety (an emotional reaction to perception of

danger from the superego. Anxiety thus occurs to the body system after one has

experienced a threatening situation. An automatic physiological response is triggered to

prepare to protect him/herself, or escape from the source of threat. If the activity is

carried out, then the changes are reversed, however, if no activity is done, the body

continues to remain in the “charged state” for longer than normal, and the resulting

changes become a disturbing source of anxiety. This leads to further activation of the

flight or fight response and the whole cycle is continued, (Galvin, 1994). Muola, Kithuka,

Ndirangu and Nassiuma (2009) carried out a study on the relationship between test

anxiety and academic performance in secondary schools in Nyeri district, kenya. They

used a correlation study design and selected their research participants from among form

4 students and their teachers. 83,000 students and 600 teachers formed the target

population. The results showed that there was no significant relationship between test

anxiety and academic performance. Their results indicated that there was a statistically
significant difference (P <0.01) between the levels of anxiety aroused by different

subjects. They further found out that both boys and girls are equally affected by test

anxiety.

A research on anxiety and school performance was carried out by the Department

of Pediatrics of Catania University – Italy in 2004, as cited by Mazzone, Ducci, Scoto,

Passaniti, D'Arrigo, &Vitiello, (2007). The department did a study on Anxiety Test

Performance on 478 children and adolescents (age 8 -16 years) who were from

predominantly middle-class urban backgrounds. They studied the prevalence and

relationship between anxiety and school performance. The children were grouped into

three: elementary (ages 8-10yrs) - N=131, middle (ages11-13yrs) – N=267, and high

school (ages 14-16 yrs) - N= 80 for the purpose of the study. The children completed the

Multidimensional Anxiety Scale for Children (MASC). T- Scores were computed for the

frequencies returned. An analysis of the results demonstrated an average of 65% or above

presence of anxiety. This score was above normal anxiety symptoms were relatively

common among children and adolescents and could interfere with normal functioning.

They further showed that the prevalence of abnormally high self-reported levels of

anxiety increased in frequency with age and was negatively associated with school

performance.

Hembree, (1988) carried out a meta-analysis of 562 studies in which the

relationship between test anxiety and student performance were addressed. This study

found a significant relationship between anxiety levels and academic achievement at 0.01

was found, that is, test anxiety was a key factor in undermining student performance. In

addition, Students with high levels of test anxiety score significantly lower on
standardized tests (in math & reading), compared with students with lower levels of

anxiety, High levels of test anxiety among high school students were manifested by

reduced levels of academic performance and that it was not academic performance that

affected test anxiety – but the reverse; test anxiety affected academic performance.

Merell (2008) studied the relationship between anxiety and task performance. The study

reported that as anxiety regarding performance of school tasks becomes more severe,

students’ability to adequately perform these tasks gradually declines, and even plummets

as the anxiety becomes extreme. Students in such a predicament may feel so

overwhelmed by the tasks facing them, and fears regarding their ability to perform those

tasks, that they simply cannot complete the tasks effectively. The observations made by

the studies above imply a relationship between anxiety levels and performance in varying

degrees. This research attempted to find out whether the same relationships exited in

Lang’ata where defining factors may perhaps have been different from those associated

with the cases cited.

Kyozaire, (1974), carried out a research on anxiety levels among the Kampala and

Ankole secondary school students in Uganda. The researcher administered Carttel’s

IPAT Anxiety Scale and The Progressive Matrices Scale to the 14 -20 yrs old students.

The study found out that low socio-economic factors contributed to students experiencing

relatively high anxiety levels, which led to their recording relatively lower school

academic results in comparison to those students from higher socio-economic

backgrounds. Moreover, prolonged exposure to anxiety causing factors such as poverty

and economic hardships seemed to have been tolerated by the subjects in her study. The

study further found that there was a tendency for all girls’ schools respondents to show
higher anxiety levels than those from all boys’ schools. Huberty (2009) study reported

that characteristics of anxiety can affect students behaviorally, cognitively, and

physiologically, for example, high stakes testing can be very difficult for students with

anxiety. Students with anxiety are likely to also suffer from depression, and he

recommended that teachers and parents can work together to help students learn to cope

with anxiety. Grills-Taquechel, Fletcher, Vaughn, &Stuebing (2012) conducted a

quantitative, non-experimental study to determine the relationship between reading

difficulties and anxiety in students.

The researchers analyzed the anxiety levels and achievement test scores of 153

average or at-risk general education first grade students. Students completed the

Multidimensional Anxiety Scale for Children. Students who had lower reading scores at

the beginning of the study tended to decrease their harm avoidance tendencies at the end.

A decrease in harm avoidance tendencies means the students were not as concerned with

reading correctly. Those same students tended to increase their separation anxiety

tendencies at the end of the study. The students did not necessarily worry about their

reading skills, but they were more likely to avoid going to school. When using anxiety at

the beginning of the study as a predictor of fluency at the end of the study, researchers

found that students with higher levels of harm avoidance at the beginning of the study

showed increases in reading skills at the end of the study. This trend was more evident in

girls than boys. Anxiety turned out to be a motivating influence for some students.

Synthesis
 Study skills are the skills that the students need for them to enable to study and

learn efficiently. It is important to every students to acquire this skills for them to

improve their performance academically. Having a good study skills can improve your

ability to learn and retain knowledge. There are some factors which influence the study

skills of the students such as motivation and time management, and these factors could

possibly affect the success of the students. However, some of the studies says that having

a poor study skills could lead into anxiety, which could possibly affect the academic

performance of the students.

Anxiety is an anxious feelings that don’t easily go away when they’re ongoing

and happen without any particular reason or cause. It is a serious condition that makes it

hard to cope with daily life. Everyone feels anxious from time to time, but for someone

experiencing anxiety, these feelings aren’t easily controlled (BeyondBlue, 2003). There

are some types of the anxiety that the students could possibly experience such as social

anxiety or academic anxiety. Students who suffer social anxiety tends to affect their

academic performance because of failing to accomplish a certain task for a reason that

they’re afraid or uncomfortable in asking help. Having anxiety could also affect the

problem solving skills of the students which is really essential because academically, it is

needed in any subjects that requires a solution especially in math and sciences.

Problem solving skills refers to our ability to solve problems in an effective and

timely manner without any impediments. It involves being able to identify and define the

problem, generating alternative solutions, evaluating and selecting the best alternative,

and implementing the selected solution (Cleverism, 2010). Academically, students are

required to show their ability to solve problems in mathematics and sciences. It takes
time to learn this skills because some of the students are having a hard time in problem

solving. This skill could be used throughout the course as well as in life situation

problems. Problem solving skills is important simply because, every individual need this

in our daily life either it is academically or in real life situation that requires a solution.

Chapter 3

METHODOLOGY

Research Design

This study used the descriptive- correlational method of research Descriptive or

exploratory studies are used when little is known about a particular phenomenon. The

researcher observes, describes, and documents various aspects of a phenomenon. There is

no manipulation of variables or search for cause and effect related to the phenomenon.
Descriptive designs describe what actually exists, determine the frequency with which it

occurs, and categorizes the information. Correlational designs involve the systematic

investigation of the nature of relationships, or associations between and among variables,

rather than direct cause-effect relationships. Correlational designs are typically cross-

sectional. These designs are used to examine if changes in one or more variable are

related to changes in another variable(s). Thus, descriptive correlational studies describe

the variables and the relationships that occur naturally between and among them. ( Sousa,

VD.(2007))

Respondents of the Study

In this study, the respondents were all the 42 BSED Science students of Iloilo

Science and Technology University during the school year 2017-2018. They were

classified according sex and type of school graduated from. The distribution of the

respondents is shown in Table 1.

Table 1
Distribution of the Respondents

Respondents n %
A. As A Whole 42 100
B. Sex
 Male 10 23.8
 Female 32 76.2
C. Type of School Graduated From
 Private
 Public 4 9.52
38 90.48

Data Gathering Instruments and Collection Procedure

 The study employed different methods for collecting data to answer the specific

research questions. The first method for collecting data took place within the context of

researcher-made questionnaire. The researcher constructed a questionnaire according to

related constructs. Second method, involved a quantitative assessment of developed

multiple choice test questions.

The Instruments

A researchers-made questionnaire was used to gather data on study skills, anxiety,

and problem solving skills of BSED major in Science Students. The first part of the

questionnaire assessed the factors that affect students study skills consisting fifteen items

composed of 3 categories: five items under memorization, five items under

comprehension and five items under critical thinking. The second part of the

questionnaire assessed the factors that affect students anxiety consisting fifteen items

composed of 3 categories: fives items under the fear of failure, five items under

unpreparedness and five items under pressure. The third part determines skills in problem

solving of the students consisting of twenty items multiple choices with four plausible

choices and one correct answer on chemistry and physics.

Validity of the Instruments

Validity refers to the extent to which a measurement does what it is supposed to

do, which is to measure what it intends to measure(David, 2002).It is the appropriateness,

meaningfulness, correctness, and usefulness of the inferences a researcher makes

(Fraenkel and Wallen, 2006).

 To establish the validity of the instruments used in this study, the researchers

drafted questions to gather data on the level of study skills and anxiety of BSED Science

students. A test was also constructed to determine their problem solving skills. These

constructed instruments were submitted to the thesis adviser for critiquing and

corrections. After which, the instruments were submitted to panel of experts for content

and face validation. The corrections and suggestions made by the panel of experts were

then included in the final draft of the instruments.

Reliability of the Instruments

When the validity was established, the instruments were administered for trial

testing to BSED science first year college students. The reliability coefficient was then

computed using the Cranach’s alpha and the KR Test for the test for Problem Solving.

The results revealed that the reliability coefficient of the instrument for level of anxiety

was .77 while .94 for the instrument of the study skills. Both results denote that the two

instruments were reliable.

Data Analysis Procedure

The data gathered for this investigation were subjected to appropriate descriptive

and inferential data analysis. The level of significance was set at α = 0.05

The non-parametric tools for research were used in this particular study.

Descriptive statistical tools used were the means and standard deviations. For the

inferential statistics, Mann - Whitney U Test and mean set at α = 0.05 alpha levels were

utilized.
 Mean. The mean was used to determine to levels of study skills, anxiety and

problem solving skills of the students.

Standard Deviation. The standard deviation was utilized to determine the

variability of student’s responses.

Inferential statistical tools employed were the Mann – Whitney U Test. To

ascertain significant differences in study skills, anxiety and problem solving skills of

students classified according to sex and high school graduated from, Mann – Whitney U

Test was used.

Spearman’s rho. To determine significant relationship among the study skills,

anxiety and problem solving skills, Spearman’s rho was utilized.

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This Chapter includes descriptive and inferential data analysis. The levels of study

skills, anxiety and problem solving skills of BSED Science students, significant

differences according to the specified categories, and the significant relationships were

determined in this study.

Levels of Study Skills

 The level of study skills of BSED Science Students taken as an entire group and

classified according to sex and high school graduated from were determine using mean

and standard deviation. Table 2 shows the data.

Table 2

Levels of Study skills of BSED Science students

Category Mean SD Level

A. Entire Group 4.13 0.45 Good

B. Sex
Male 3.90 0.55 Good
Female 4.20 0.40 Good

C. Type of High School

Graduated from
Public 4.15 0.41 Good
Private 3.97 0.80 Good
Legend:
Scale Level
4.4 – 5.0 Very Good
3.6 – 4.3 Good
2.8 – 3.5 Average
1.9 – 2.7 Poor
1.0 – 1.8 Very Poor

The BSEd Science students taken as an entire group (M = 4.13, SD = 0.45) had a

good level of study skills. Classified according to sex, both the male (M = 3.90, SD =

0.55) and the female (M = 4.20, SD = 0.40) had a good level of study skills. As indicated

by their respective standard deviations of 0.55 and 0.40, the female students are more

homogeneous in their study skills. Grouped according to type of high school graduated

from, those who graduated from private (M = 4. 15, SD = 0.41) and public (M = 3.97, SD

= 0.80) high schools had a good level of study skills. Graduated from private high school

were more homogenous than those graduated from public high school in study skills.
 Table 1 reveals that majority of students’ exhibit good level of study skills. It

seems from the table result that students are highly equipped with the good basic skills

that ponder their foundation in their study skills for them to enable to get a good level in

their study skills.

This findings in supported by Fazal (2012) identified various study skills used by

learners and ascertain which study skills in more likely to have an “Average” level of

study skills. Result of the study indicate that students with higher academic achievement

used a wide variety of study skills compared to students with lower achievements.

Significant Differences in the Levels of Study Skills

Significant differences in the study skills when the students are classified

according to sex and type of school graduated from were determined using the Mann-

Whitney U test. The level of significance was set at α = 0.05. Table 3 shows the data.

Table 3

Significant Differences in the Levels of Study Skills

Variable Mean Rank U-value p-value

A. Sex
Male 14.05 85.500 * 0.026
Female 23.83

B. High School Graduated

From
Public 21.20
64.500 0.635
Private 24.38
*p<0.05 Significant
 The result revealed that there was significant difference in the level of study skills

when the BSEd Science students were classified according to sex. [U = 85.50, p = 0.026,

p < 0.05]. However, there was no significant difference noted in the level of study skills

when the students were classified according to High School graduated from [U = 64.50, p

= 0.635 > 0.05].

The findings conformed to the study of Iroegbu (2000), who studied secondary

school science, found that boys performed significantly better than girls there are things

in learning process, which affect the understanding of girls and boys differently.

According to Orekutu (2002), male students put up a superior performance as

compared to female students.

This was also confirmed by and Galloway (2012), also examined the college

success of students from public and private schools. Results indicated that generally

speaking, no statistically significant difference were found among the public and private

school students. According to Sutton and Galloway, this findings led to the conclusion

that regardless of high school education setting (private and public), all college bound

students are being prepared equally well for academic success in college.

The findings was in contrast in the study of Igbinedion and Epumepru (2011), that

there was significant difference in the study skills between the public and private. Results

further showed that the percentage performance trend of public schools were higher than

those of the private both male and female.

Level of Anxiety
 The level of anxiety of BSED Science Students taken as an entire group and

classified according to sex and high school graduated were determine using the mean and

standard deviation. Table 4 shows the data.

Table 4

Level of Anxiety of BSED Science Students

Category Mean SD Level

A. Entire Group 3.95 0.63 High

B. Sex
Male 3.97 0.56 High
Female 3.94 0.66 High

C. Type of High School

Graduated from
Public 3.96 0.64 High
Private 3.82 0.61 High
Legend:
Scale Level
4.21 – 5.0 Very High
3.41 – 4.2 High
2.61 – 3.40 Moderate
1.81 – 2.6 Low
1.0 – 1.8 Very Low

The BSEd Science students taken as an entire group (M = 3.95, SD = 0.63) had a

high level of anxiety. Classified according to sex, both the male (M = 3.97, SD = 0.56)

and the female (M = 3.94, SD = 0.66) had a high level of anxiety. As indicated by their

respective standard deviations of 0.56 and 0.66, the male students are homogenous in

anxiety than the female students. Grouped according to type of high school graduated

from, those who graduated from private (M = 3. 82, SD = 0.61) and public (M = 3.96, SD

= 0.64) had high level of anxiety. Graduated from private were more homogenous than

the graduate of public in the level of anxiety.

 Among these students, majority of them had a high level of anxiety for the reason

that most of them when asked if what the feeling is when they encounter a problem

solving set, they feel nervous and their palms are sweating. The result was supported by

the study of Plaisance (2009) that symptoms of anxiety can be classified into three forms

which are physical, psychological and behavioral. In the form of physical symptoms,

students will suffer from increased heart rate and sweating hands. In the formed of

psychological symptoms, students were unable to concentrate in class whereas behavioral

symptoms refer to students who are avoiding problem solving lessons.

Significant Difference in the Levels of Anxiety

Significant differences in the study skills when the students are classified

according to sex and type of school graduated from were determined using the Mann-

Whitney U test. The level of significance was set at α = 0.05. Table 5 shows the data.

Table 5

Significant Difference in the Level of Anxiety

Variable Mean Rank U-value p-value

A. Sex
Male 21.65 158.50 0.965
Female 21.45

B. High School Graduated

From
Public 21.84
63.00 0.605
Private 18.25

The result revealed that there was no significant difference in the level of anxiety

when the BSEd Science students were classified according to sex. [U = 158.50, p = 0.965
> 0.05]. The same observation of no significant differences was noted in the level of

study skills when the students were classified according to High School graduated from

[U = 63.000, p = 0.605 > 0.05].

The result showed that both male and female had the same level of anxiety and

gender is not an indicator to determine the anxiety. This findings was conformed to the

studies of Ozgur, B. (2014), Pourmoslemi, A., Erfani, N., and Firoozfar I. (2013) which

showed that there was no significant difference in anxiety according to sex.

Level of Problem Solving Skills

The level of problem solving skills of BSEd Science students taken as an entire

group and classified according to sex and high school graduated from were determine

using the means and standard deviations. Table 6 shows the data.

Table 6

Level of Problem Solving Skills

Category Mean SD Level

A. Entire Group 15.04 2.19 Good

B. Sex
Male 17.30 1.50 Very Good
Female 14.34 1.88 Good

C. Type of High School

Graduated from
Public 15.18 2.20 Good
Private 13.75 1.71 Good
Legend:
 Scale Level
17 – 20 Very Good
13 – 16 Good
9 – 12 Average
5–8 Poor
1–4 Very Poor

The BSEd Science students taken as an entire group (M = 15.04, SD = 2.19) had a

good level of problem solving skills. Classified according to sex, the male (M = 17.30,

SD = 1.50) had a very good level of problem solving skills and the female (M = 14.34,

SD = 1.88) had a good level of problem solving skills. As indicated by their respective

standard deviations of 1.50 and 1.88, the male are more homogenous in problem solving

skills than the female students. Grouped according to type of high school graduated

from, those graduated from private (M = 13.75, SD = 1.71) and public (M = 15.18, SD =

2.20), had good level of problem solving skills. Graduates of private high school were

more homogenous than the graduates of public high school in problem solving skills.

The findings conformed to the findings of Dr. Secil Saygili (2017), who also

found out in her study that the male students are at very good level compared to female in

their problem solving.

Significant Difference in the Levels of Problem Solving Skills

Significant differences in the study skills when the students are classified

according to sex and type of school graduated from were determined using the Mann

Whitney U test. The level of significance was set at α = 0.05.

Table 7

Significant Difference in the Level of Problem Solving Skills

 Variable Mean Rank U-value p-Value
C. Sex
Male 34.10 34.00 * 0.000
Female 17.56

D. High School Graduated

From
Public 22.39
42.00 0.157
Private 13.00
*p<0.05 Significant

The result revealed that there was significant difference in the level of problem

solving skills when the BSEd Science students were classified according to sex. [U =

34.00, p = 0.000 < 0.05]. However, there was no significant difference noted in the level

of problem solving skills when the students were classified according to High School

graduated from [U = 42.000, p = 0.157, p > 0.05].

The findings was in contrast to the study of Moorthi S. (2018), that there was no

significant difference in the level of problem solving skills according to sex.

Relationship among Study Skills, Anxiety and Problem Solving Skills

The relationship among the study skills, anxiety and problem solving skills of

BSED Science students were determined using the Spearman rho. The table 8 shows the

data.

Table 8

Relationship among Study Skills, Anxiety and Problem Solving Skills

Anxiety Problem Solving Skills

Variables
Rho p rho p
Study Skills 0.58* 0.000 -0.19 0.226
Anxiety - - -0.06 0.723
*p<0.05 Significant
 The result revealed that there was no significant relationship between the study

skills and problem solving skills of students (rho = -0.19, p = 0.226 > 0.05) and between

anxiety and problem solving skills (rho = -0.06, p = 0.723 > 0.05). However, there was a

significant relationship between the level of study skills and anxiety of students (rho 0.58

=, p = 0.000 < 0.05).

The findings was in contrast to the study of Foley (2017), that there was a

relationship between problem solving skills and anxiety. This shows that the better a

student does at problem solving, the more strongly the performance will be dragged down

by anxiety.

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the study

This study aimed to determine the level of study skills, anxiety and problem

solving skills of BSED Science students at Iloilo Science and Technology University

during the school year 2018 -2019.

Specifically, this study sought answers to the following questions:

1. What is the level of study skills of students when taken as a group and when

classified according to sex and type of high school graduated from?

 2. Is there a significant difference in the level of study skills of students when they

are classified according to sex and type of high school graduated from?

3. What is the level of anxiety of students when taken as a group when classified

according to sex and type of high graduated from?

4. Is there a significant difference in the level of anxiety of students when they are

classified according to sex and type of high school graduated from

5. What is the level of problem solving skills of students when taken as a grouped

according to sex and type of high school graduated from?

6. Is there a significant difference in their problem solving skills when grouped as to

sex and type of high school graduated from?

7. Are there significant relationship among the level of anxiety, study skills and

problem solving skills of students?

Summary of Findings

The following are the answers on the questions in this study through the obtained

results that is being analyzed and interpreted:

1. The BSEd Science students taken as an entire group had a good level of study

skills. Classified according to sex, both the male and the female had a good level

of study skills. The female students are more homogeneous in their study skills

than the male students. Those who graduated from public and private high school

had a good level of study skills. Graduates of private high school are more

homogenous than the graduates of public high school.

2. Significant difference was noted in the level of study skills when the BSEd

Science students were classified according to sex. However, there was no

 significant difference noted in the level of study skills when the students were

classified according to high school graduated from.

3. The BSEd Science students taken as an entire group had a high level of anxiety.

Both the male and the female students had a high level of anxiety. The female

students are more homogenous than male students. Those who graduated from

private anad public high school had high level of anxiety. Graduates of private

high school are more homogenous than graduates of public high school.

4. There was no significant difference in the level of anxiety when the BSEd Science

students were classified according to sex. The same observation of no significant

difference noted in the level of anxiety when the students were classified

according to high school graduated from.

5. The BSEd Science students taken as an entire group had a good level of problem

solving skills. Classified according to sex, the male had a very good level of

problem solving skills while the female had a good level. As indicated by their

respective standard deviations, the male students are more homogenous than

female students. Grouped according to type of high school graduated from, those

who graduated from private and public had good level of problem solving skills.

Graduates of private high school are more homogenous than the graduate of

public schools.

6. Significant difference was noted in the level of problem solving skills when the

BSEd Science students were classified according to sex. However, there was no

significant difference noted in the level of problem solving skills when the

students were classified according to high school graduated from.

 7. No significant relationships was noted between study skills and problem solving

skills. The same observation of no significant relationship between anxiety and

problem solving skills. However, there was a significant relationship between the

level of study skills and anxiety of the students.

Conclusions

From the preceding findings of the study, the following conclusions were drawn:

1. The findings from this study set out to determine the level of study skills of

students when taken as a group and when classified according to sex and type of

high school graduated from. The BSED Science Students as a whole had a good

level of study skills. However, in terms of high school graduated from, public had

a good level of study skills compare to private. This may mean that those BSED

Science Students who graduated from the private school could have a difficulty in

managing their time to study well. This finding is supported by a study according

to (Bay et al., 2005) there are factors which influence study skill of students such

as motivation and time management, exam anxiety. The success of students is

affected by these factors. Interestingly, when classified according to sex, both the

male and female had good study skills. This may show that the best study skills

for students, is to consider the learner’s individual learning style. This finding is

supported by a study according to (Bomia et al.,1997) student motivation can be

described as a student’s willingness, needs, desires and passions to participate in

and be successful in learning process.

2. This finding from the study sought answers to this question: What is the level of

anxiety of students when taken as a group when classified according to sex and

type of high school graduated from? The finding from this study conveys that the

BSED science students as a whole had a high level of anxiety when classified

according to sex and type of high school graduated from. This finding is

supported by a study by (Ader & Erktin, 2010) that also discovered that most

teachers will have students with social anxiety and/or academic anxiety. Next, the

study found that if a student has social anxiety, the student might not be able to

complete group tasks or might feel comfortable asking for help in class. However,

this study highlighted that teaching student’s self-regulation can reduce anxiety

and increase academic performance.

3. This finding is the answer on the question in this study through the obtained

results that is being analyzed and interpreted. Apparently, the BSED science

students as a whole had a good problem solving skills. However, when classified

according to sex, the male had a very good level of problem solving skills while

the female had a good level of problem solving skills. This finding is supported

by a study by the author (Dr.Secil Saygili), who also chooses 24 high school

students from Technical Anatolian High School in 2016- 2017 academic year.

According to him, the study was conducted by giving 60 minutes to the students.

Next, the result of the study showed that in problem solving skills, male had a

very good performance compared to female; however, when given opportunities,

the problem solving skills may develop. Finally, this study emphasize that if

students are taught strategies on Problem-solving and are given more non- routine
 problems, female success levels at mathematics and their problem solving skills

may be improved. This finding from a study correspondingly shows that when

students were classified according to the type of high school graduated from,

public had a high level of problem solving skills than private. This may signify

that students graduated from public schools could have developed problem

solving skills and this skill develops the skill of using them in real life situation

before they enter college than in private. This finding from a study is supported

by a study by (Cai and Lester, 2010), according to NCTM (The National Council

of Teachers of Mathematics), problem solving is an important skill student that

are aimed to be developed as of basic education years. Next, the study found that

verbal problems are one of the areas that contribute to the development of this

skill at the highest level. Finally, this study features that when solving these

problems, students not only make use their existing mathematical knowledge but

they also develop them.

4. The finding from this study indicates that the level of anxiety of students

significantly affects their level of study skills. The higher the level of anxiety the

higher is the level of the study skills of the BSED Science students. This finding

is supported by studies on anxiety and academic performance suggests that

performance is lowered when stress and anxiety are present. According to Terry

Schmitz, one of the major’s barriers to academic success is the anxiety students

feel when taking tests. This finding is also supported by a study led by researchers

at the University of Chicago finds that the better a student does at problem

solving, the more strongly the performance will be dragged down by anxiety. And
 that relationship between anxiety and achievement holds not just in the United

States, but around the world, according to the authors. Moreover, according to the

studies of Ozgur, B. (2014), Pourmoslemi, A., Erfani, N., and Firoozar I., (2013)

there was no significant difference in anxiety according to sex. We conclude that

BSED science students were able to overcome their anxiety by studying more so

they could survive the demands in their respective subject.

Recommendations

Based on the findings and conclusions draw, the following recommendations

were advised:

1. Students should strive more to their Science subject, they should know how to

balance and manage their time in their curricular and academic activities, and they

should not hate the subject just because they don’t like the teacher or they don’t

like how the teacher teaches, instead they make it as an inspiration to perform

well and be independent in their studies,

2. Teachers should encourage and motivate their students in learning Science. They

should provide varied teaching strategies to accommodate student’s different

learning styles. They should focus on the learning of the students rather than

finishing the targeted lessons on a particular time. They should provide lessons

connected to real-life situations in which the students can relate, appreciate the

lessons, and where they can apply it in their daily lives.

3. Guidance counselors should promote a positive environment that enhances the

student’s ability to properly manage the social/emotional demands of their lives.

They should use appropriate appraisal methods to promote a school environment

designed to propel students towards positive mindsets and behaviors supporting

social/emotional development through direct (e.g., classroom curriculum, group

counseling and individual counseling) and indirect (e.g., collaborating or

consulting with staff, families or communities) services.

4. School administrators should be responsible for evaluating teachers’ performance.

They should hire teachers who have teaching knowledge, personality, sincerity

and excitement towards the profession. They should also build a good relationship

to parents and community members which can make easier to deal with certain

situations regarding to the betterment of the students.

5. The Department of Education should be responsible in enriching the curriculum.

They should give credits to those teachers who perform well in teaching students

in academic activities.
 Appendices

APPENDIX A

LETTER OF PERMISSION TO CONDUCT THE STUDY

February 21, 2019

DR. JOHN ERIC V. JUANEZA

Dean, College of Education
Iloilo Science and Technology University
Burgos St. La Paz, Iloilo City

SIR:
We, the Bachelor of Secondary Education (BSEd) Biological Science students of Iloilo
Science and Technology University are presently conducting a research entitled STUDY
SKILLS, ANXIETY AND PROBLEM SOLVING SKILLS OF BSED SCIENCE
STUDENTS in partial fulfilment of the requirements for the course ED 15 – Research.

In this regard, we respectfully ask permission from your good office to allow us
administer our instrument to BSEd Science students.

We hope that this request will merit your kind approval.

We would be very grateful for your kind consideration regarding this matter.

Very truly yours,

MARY CLAIRE F. OMEGA

PRINCESS DONA B. SENCIO

GEISETTE ANGELIE T. TAÑO

MICHELLE C. ZERRUDO

FREA MAE P. ZERRUDO

BSED 4C

Noted by:

ALEX B. FACINABAO, Ed. D

Subject Professor
 APPENDIX B

LETTER OF VALIDATION

February 15, 2019

DR. ROWENA V. ISIDRO

Professor
Iloilo Science and Technology University
Burgos St., La Paz, Iloilo City

Ma’am:
We, the undersigned BSEd 4-C students are presently conducting a research entitled
“Study Skills, Anxiety, and Problem Solving Skills of BSEd Science students” in partial
fulfillment of the requirements of the course subject, ED 14- Educational Research.

In this regard, we are respectfully asking your expertise by validating our instrument
which will be used in this research.

We would be very grateful for your favorable response regarding this matter.

Very truly yours,

MARY CLAIRE F. OMEGA

PRINCESS DONA B. SENCIO

GEISETTE ANGELIE T. TAÑO

MICHELLE C. ZERRUDO

FREA MAE P. ZERRUDO

BSED 4C

Noted by:

ALEX B. FACINABAO, Ed. D

Subject Professor
February 15, 2019

Prof. MICHELLE P. YABUT

Professor
Iloilo Science and Technology University
Burgos St., La Paz, Iloilo City

Ma’am:

We, the undersigned BSEd 4-C students are presently conducting a research entitled
“Study Skills, Anxiety, and Problem Solving Skills of BSEd Science students” in partial
fulfillment of the requirements of the course subject, ED 14- Educational Research.
In this regard, we are respectfully asking your expertise by validating our instrument
which will be used in this research.

We would be very grateful for your favorable response regarding this matter.

Very truly yours,

MARY CLAIRE F. OMEGA

PRINCESS DONA B. SENCIO

GEISETTE ANGELIE T. TAÑO

MICHELLE C. ZERRUDO

FREA MAE P. ZERRUDO

BSED 4C

Noted by:

ALEX B. FACINABAO, Ed. D

Subject Professor

February 15, 2019

ENGR. NAOIMI CORDERO

Professor
Iloilo Science and Technology University
Burgos St., La Paz, Iloilo City

Ma’am:

We, the undersigned BSEd 4-C students are presently conducting a research entitled
“Study Skills, Anxiety, and Problem Solving Skills of BSEd Science students” in partial
fulfillment of the requirements of the course subject, ED 14- Educational Research.
In this regard, we are respectfully asking your expertise by validating our instrument
which will be used in this research.

We would be very grateful for your favorable response regarding this matter.

Very truly yours,

MARY CLAIRE F. OMEGA

PRINCESS DONA B. SENCIO

GEISETTE ANGELIE T. TAÑO

MICHELLE C. ZERRUDO

FREA MAE P. ZERRUDO

BSED 4C

Noted by:

ALEX B. FACINABAO, Ed. D

Subject Professor

APPENDIX C

LETTER OF CONSENT

I understand that I am going to participate in the study entitled “Study skills,

Anxiety and Problem Solving Skills of BSEd major in Science Students”.

It is clear to me that my participation in this study is entirely voluntary and no one

forced me to do so. If I want, I may withdraw from the study anytime. If I decide to
continue participating, I will still be treated in a casual and customary fashion. I
understand that I will not be given any amount or token for my participation.
 I see no risks associated in this study. I know that all the data I will provide and
all my answers to the items in the questionnaire will be kept with utmost confidentiality.
However, since I am one among the many other respondents, my answers will be collated
with all the others’ to produce a general conclusion to attain the objectives of this study,
without specifically mentioning each respondents’ individual details.

The study has been explained to me and I know that if I need to, I can contact Ms,
Mary Claire F. Omega at 09382381535 anytime during. Lastly, I have read and
understood this consent form and all my questions have been answered.

_______________________________________
Respondent’s signature over printed name/ Date

MARY CLAIRE F. OMEGA

PRINCESS DONA B. SENCIO

GEISETTE ANGELIE T. TAÑO

MICHELLE C. ZERRUDO

FREA MAE P. ZERRUDO

Researchers

APPENDIX D

RESEARCH QUESTIONNAIRE

Study Skills, Anxiety and Problem solving Skills of BSEd Science Students

This questionnaire is administered for research purpose only. The information you
written will be kept confidential and will not affect your grades. Your honesty and
cooperation in answering this questionnaire are important for the validity of this research
which is entitled “Study Skills, anxiety and Problem Solving Skills of BSEd Science
students”
Part 1: Personal Data
 Direction: Please fill in the blank with the data needed and check (√) the box that
corresponds to your answers.
Name (optional): ___________ Type of High School Graduate: ___________________
Sex: __________

Study Skills Questionnaire

Check in accordance with the following:
Column 1: Strongly Disagree
Column 2: Disagree
Column 3: Never
Column 4: Agree
Column 5: Strongly Agree

Memorization 1 2 3 4 5
1. I am confident with the level of
concentration I am able to maintain.
2. I have an accurate understanding of the
material I wish to remember.
3. I learn with the intention of remembering.

4. I practice the materials I am learning by

reciting out loud.
5. I recall readily those things which I have
studied.

Comprehension/ Understanding 1 2 3 4 5
1. I take time to understand the exam
questions before starting to answer.
2. I understand the structure of different types
of tests, and am able to prepare for each
type
3. When reading, I can distinguish readily
between important and unimportant points.
4. I use questions to better organize and
understand the material I am studying.
 5. I solve a problem by focusing on its main
point.

Critical Thinking 1 2 3 4 5
1. I maintain a critical attitude during my
study - thinking before accepting or
rejecting.
2. I try to find the best method to do a given
job.
3. I integrate information to solve problems

4. I am good at solving problems.

5. I think of possible result before I take

actions

Anxiety Questionnaire
Direction: Place a check on the column of the forms of anxiety.
Check in accordance with the following:
Column 1: Strongly Disagree
Column 2: Disagree
Column 3: Never
Column 4: Agree
Column 5: Strongly Agree

Fear of Failure 1 2 3 4 5
 1. I am worried about the result of my exam.

2. Once I fail of something, I have trouble

imagining what I could have done
differently.
3. I have trouble sleeping the night before a
test.
4. Failing makes me worry about
disappointing people whose opinion I
value.
5. My mind goes blank during the test.

Unpreparedness 1 2 3 4 5
1. I tend to procrastinate and run out of time
to complete my preparation adequately.
2. I have a visible signs of nervousness such
as sweaty palms, shaky hands, and so on
right before a test.
3. I feel nauseated before a test.

4. I read through the test and feel that I do not

know any of the answers.
5. I panic before and during a test.

Pressure 1 2 3 4 5
1. I tend to tell people beforehand that I don’t
expect to succeed in order to lower their
expectations.
2. I make mistakes on easy questions or put
answers in the wrong places.
3. I remember the situation that I blanked
once I get out of the testing situation.
 4. I review reading material several times
during a semester.
5. I write rough drafts quickly and
spontaneously from notes.

Problem Solving Questionnaire

(Physics)

Instructions: Read the statements carefully. Encircle he letter of the correct answer.

1) Change the speed 0.200 cm/s to unit of kilometers per year.

A. 58 km/yr C. 63.1 km/yr
 B. 60 km/yr D. 64 km/yr

2) A runner makes one lap around a 200-m track in a time of 25s. What is the
runner’s average speed?
A. 6.0 m/s C. 10 m/s
B. 8.0 m/s D. 15 m/s

3) Find the weight of a body on earth whose mass is 3.0 kg.

A. 25 N C. 30 N
B. 29.4 N D. 32.5 N

4) An airplane accelerates down a runway at 3.20 m/s2 for 32.8 s until it finally lifts
off the ground. Determine the distance travelled before take-off.
A. 1571 m C. 1802 m
B. 1721 m D. 1900 m

5) A car starts from rest and accelerates uniformly over a time of 5.21 seconds for a
distance of 110 m. Determine the acceleration of the car.
A. 7.1 m/s2 C. 9.1 m/s2
B. 8.1 m/s2 D. 10.1 m/s2

6) Alvin drove his car for 3 hrs at a speed of 60 km/hr and 4 hrs at 40 km/hr. Find
the average speed for this journey.
A. 45.8 km/hr C. 50.0 km/hr
B. 48.6 km/hr D. 55.7 km/hr

7) A car’s odometer reads 22687 km at the start of trip and 22791 km at the end. The
trip took 4.0 hours. What was the car’s average speed in km/h?
A. 24 km/h C.26 km/h
B. 25 km/h D. 27 km/h

8) Roger Federer serves a tennis ball with a velocity of 35.0 m/s. If the ball has a
mass of 0.15 kg, what is the kinetic energy (KE) of the ball?
A. 90 J C. 91.545 J
B. 91.875 J D. 92.101 J

9) John kicks the ball and the ball does projectile motion with an angle of 53⁰ above
horizontal. Its initial velocity is 10 m/s. What is the initial horizontal component
of the velocity?
 53⁰

A. 6 m/s C. 10 m/s
B. 8 m/s D. 12 m/s

10) A ball 80 m above the ground is launched horizontally w/ an initial speed of 30

m/s. Find the time the ball reaches the ground.
A. 3s C. 5s
B. 4s D. 6s

APPENDIX E

EVIDENCES
 APPENDIX F

RESEARCHERS’ RESUME’

MARY CLAIRE F. OMEGA

Brgy. Salvacion Ormoc City, Leyte
09382381535
omegamairyclaire.1022@gmail.com

PERSONAL DATA

Age : 22

Birth Date : October 22, 1996

Gender : Female

Civil Status : Single

Religion : Fundamental Baptist

Citizenship : Filipino

Father’s Name : Eduardo L. Omega

Occupation : Farmer

Mother’s Name : Juvelyn F. Omega

Occupation : House Wife

EDUCATIONAL BACKGROUND

Primary : Salvacion Elementary School

Secondary : Ormoc City National High School

Tertiary : Iloilo Science and Technology University

o Course : Bachelor of Secondary Education major in Biological Science

PRINCESS DONA B. SENCIO

Brgy. Nalbugan Calinog, Iloilo
09956655982
dohsencio@gmail.com
PERSONAL DATA

Age : 21

Birth Date : September 11, 1997

Gender : Female

Civil Status : Single

Religion : Roman Catholic

Citizenship : Filipino

Father’s Name : Donato P. Sencio

Occupation : Tricycle Driver

Mother’s Name : Analiza B. Sencio

Occupation : Housewife

EDUCATIONAL BACKGROUND

Primary : Fourth State Elementary School (Grade 1 to 5)

Burabod Elementary School (Grade 5 to 6)

Secondary : Burauen Comprehensive National High School

Tertiary : Eastern Visayas State University, Burauen Campus

Iloilo Science and Technology University

o Course : Bachelor of Secondary Education major in Biological Science

GEISSETE ANGELIE T. TAÑO

Brgy. Dapdap, Tigbauan, Iloilo
0995110079
tgeisetteangelie@gmail.com
PERSONAL DATA

Age : 20

Birth Date : June 26, 1998

Gender : Female

Civil Status : Single

Religion : Roman Catholic

Citizenship : Filipino

Father’s Name : Rolanda M. Taño

Occupation : Teacher

Mother’s Name : Gemma T. Taño

Occupation : Teacher

EDUCATIONAL BACKGROUND

Primary : Dapdap Elementary School

Secondary : Dapdap National High School

Tertiary : Iloilo Science and Technology University

o Course : Bachelor of Secondary Education major in Biological Science

FREA MAE P. ZERRUDO

Brgy. Sambag Culob, Anilao, Iloilo
09484111387
freamaepacanazerrudo@gmail.com
PERSONAL DATA

Age : 21

Birth Date : December 9, 1997

Gender : Female

Civil Status : Single

Religion : Roman Catholic

Citizenship : Filipino

Father’s Name : Josefino J. Zerrudo

Occupation : Retired Army

Mother’s Name : Casimera P. Zerrudo

Occupation : Housewife

EDUCATIONAL BACKGROUND

Primary : Anilao Central Elementary School

Secondary : Anilao National High School

Tertiary : Iloilo Science and Technology University

o Course : Bachelor of Secondary Education major in Biological Science

MICHELLE C. ZERRUDO
Brgy. Capt. Fernando Leon, Iloilo
09954922126
raonzerrudo@gmail.com
PERSONAL DATA

Age : 20

Birth Date : October 31, 1998

Gender : Female

Civil Status : Single

Religion : Fundamental Baptist

Citizenship : Filipino

Father’s Name : Mario T. Zerrudo

Occupation : Baker

Mother’s Name : Hedelisa C. Zerrudo

Occupation : Barangay Health Worker

EDUCATIONAL BACKGROUND

Primary : Capt. Fernando Elementary School

Secondary : Leon National High School

Tertiary : Iloilo Science and Technology University

o Course : Bachelor of Secondary Education major in Biological Science