Department of Education

Region III

Division of Bulacan

Sta. Monica National High School

Hagonoy, Bulacan

The Effect of Anxiety to the Academic Performance of Selected Grade 10 Students in

Sta. Monica National High School School Year 2018-2019

In Partial Fulfillment of the Requirements for Senior High School

Academic Track-General Academic Strand

Ivan Mhel S. Salamat

Zandra Nicole Bernal

Sta. Monica National High School

 Chapter 1

The Problem and its Background

Introduction

The researchers want to study this problem because students are prone to anxiety and

other mental illnesses. The researchers observed that some of the students are having problems in

their academic performance and they want to know if anxiety is one of the factors.

Mental health issues affect many people across the world. These types of challenges

are not new and have been around for a long time. However, awareness of these issues has

increased in recent years. Approximately twenty percent of individuals in the United States may

have a mental illness that has been, or could be diagnosed (Khubchandani, Brey, Kotecki,

Kleinfelder & Anderson, 2016).

Anxiety is a global problem affecting mainly children and adolescents. In America,

anxiety is the most common illness and approximately 40 million adults have anxiety disorders

(Robin H, 2009).

An estimated 10 million elementary and secondary students experienced test anxiety

in the mid-1980s (Hill & Wigfield, 1984). Hill and Sarason (1966) suggested that in a typical

classroom of 25 students, between one and three students were at risk for developing test anxiety,

including students of average intelligence, students with learning disabilities, and even gifted

students. 2

Researchers have been looking at the correlation of anxiety and the effect of

academic performance among school students, they found that among high school students with

higher level of anxiety have lower academic performance (McCraty, 2007), and greater anxiety

would be associated with poorer academic achievement (Luigi et al., 2007).2

 People differ in the levels of anxiety they experience (Betrams, Englert, &

Dickhauser, 2013; Hernandez, Menchaca, & Huerta, 2011). A small amount of anxiety could be

good. It acts as motivation and can increase achievement by pushing the students to do their best

(Akanbi, 2013). On the other hand, too much anxiety can disturb mental skills that students need

to be successful on tests (see Table 1; Casbarro, 2005).3

Anxiety is a psychological and physiological state characterized by physical,

emotional, cognitive, and behavioural components. Anxiety means trouble; in either presence or

absence of psychological stress, anxiety can create a feeling of fear, worry, uneasiness, and dread

(Bouras N & Holt G, 2009). It is considered to be a normal response to stress. It may help an

individual to cope with the demands of life but in excess it may be considered as anxiety disorder

(National Institution of Mental Health, 2008).

Anxiety can occur as a result of stress, affecting learning and memory and also

affecting academic performance negatively (Heather L & April L, 2009). An optimal level of

stress can enhance learning ability and improve academic performance (Kaplan H & Saddok B,

2000)

Positive and negative mood, emotions, and effects, which are known as personality

characteristics and traits, have generated many researchers' interests because of the influence of

its relationships on job commitment, job satisfaction, absenteeism, turnover, group affective tone,

and job success within an organization (Chavez and Mendez, 2008). 3

Depression and anxiety are the most common types of mental disorders, and

comorbidity is also very common with these two disorders. Many individuals with anxiety also

have depression and vice versa. Anxiety and depression have been found to be more prevalent

among college students than the general population (American College Health Association,
2013; Beiter,Nash, McCrady, Rhoades, Linscomb, Clarahan, & Sammut 2015; Holliday,

Anderson, Williams, Bird, Matloc, Ali, & Suris, 2016).4

it is estimated that 13% to 25% of the world adolescents in school face anxiety

(Walsh K, Deb S &Chatterjee P, 2010)4and this figure could vary (higher or lower) because the

majority of school adolescents, particularities in developing countries such as Tanzania, start and

finish their studies without undiagnosed anxiety levels. Theoretically, anxiety has been divided

into two parts namely, trait anxiety and state anxiety. Trait anxiety characterizes individual’s

semi-permanent susceptibility to anxiety and includes items like “I am tense; I am worried; I feel

calm and secure”; whereas state anxiety refers to actual characteristics or experience of an

individual in a certain situation and it includes items like “I am too much worried; I am content; I

am a steady person (American Psychiatric Association. Diagnostic and Statistical Manual of

Mental Disorders, 2013. Carr A, 2006. Spielberger CD, 1989. Spielberger CD, Gorsuch RL,

Lushene R, Vagg PR, Jacobs GA, 1983).

Woodrow (2006) states that in educational research, anxiety is usually classified as

being trait or state. Trait anxiety is a relatively stable personality trait. A person who is trait

anxious is likely to fell anxios in a variety of situations. State anxiety, on the other hand, is a

temporary condition experienced at a particular moment. A third type of anxiety is situation

specific anxiety. This reflects a trait that recurs in specific situations (Spielberger, Anton, &

Bedell in Woodrow, 2006).4

Researchers have been looking at the correlation of anxiety and the effect of

academic performance among school students, they found that among high school students with

higher level of anxiety have lower academic performance (McCraty, 2007).

 Stress that anxiety in pupils tends to interfere with concentration and memories

which are critical for academic success and a cause of pupils’ achievement stress. They stress

that if not treated early, anxiety can lead to impaired peer relations, missed schooling, substance

use, i.e., alcohol and other illicit drugs and anxiety disorder in adulthoo (Kumar-Das S, 2014).

Researchers focused the assumed relationship between academic matters and

anxiety with various angles (Saket 2014) and tried to find out that how do gender habitat and

different types of schools may play role in generating anxiety among students? In another study

Mohd & Atieq (2014) tried to find out that how socio- economic status does contributes to cause

anxiety among students. However in both these studies researchers did not look into the

possibility that how do anxiety they reported in school settings was there due to ‘facilitating’

effects or ‘debilitating’ effects (Alpert& Harber 1960). 5

The researchers decided to look for solution to the problem between anxiety and

academic performance of selected grade 10 students. This problem shows the current situation

not just on the school that they choose, but, the current problem that has been experienced all

over the world. The government must take the problem seriously regarding on the problem of the

anxiety of the students because, it is a huge problem that needs to imply an action.

The researchers will conduct their study on Sta. Monica National High School Annex

Campus. The school is located at zone 9 in Sta. Monica, Hagonoy, Bulacan.

Statement of the Problem

The research about the effect of anxiety to the students will focus on the impact of

anxiety to the students.

Specifically, this will answer the following questions:

1. How may the respondents be described in terms of the following:

 1.1 age

1.2 gender

1.3 grade point average

1.4 anxiety level

2. What emotional and physical disturbances experienced by the students?

3. How anxiety affects the studies of the students?

4. Who are the people that can help the students with anxiety?

5. What kind of help the people can give to the anxious students?

Significance of the Study

The research about the effect of anxiety to students hopes to benefit the following

School. This study will serve as reminder for the school through reading and

realizing that they have to apply an action regarding on the problem of anxiety and its effect on

the academic performance of grade 10 students.

School Administrators. School administrators will benefit because they will gain

more knowledge on what are the negative effects of anxiety to the academic performance of

students.

Teachers. Teacher is one of the beneficiaries of this research, they will know the

effects of anxiety to the academic performance of selected grade 11 students and the teachers

will do an action or an alternative way on how to motivate the students with anxiety and know

how deal with the students so that they can perform well.

Students. The main concern of this is the students, it will help them to know the

impact of anxiety diet by reading this research and they can use it in the near future as they gain

background knowledge. about the problem in anxiety.

 Future Researcher. Future researchers will benefit this study. It will serve as a basis

in doing research problem, and at the same time it will help the researcher gather information.

Scope and Delimitation of the Study

This study focused on the problem regarding on anxiety and its effect on academic

performance of grade 10 students of Sta. Monica National High School. The questionnaire will

be distributed in 50 selected students in the 10 sections of grade 10 department, Genesis, Exodus,

Leviticus, Deuteronomy, Numbers, Proverbs, Psalms, Chronicles, Kings and Judges; the students

must answer the provided questions that might be the way to solve the research problem.

The survey questionnaire contains several parts. The first part must be answered by

the respondents by encircling the number ([0] Not at all, [1] Several days, [2] More than half the

days, [4] Nearly every day) of the chosen answer. The first part evaluates the anxiety level of the

respondents. The second part is composed of open ended questions that ask the opinions of the

students. It tackles the impact of the anxiety to the academic performance of the students.This

questionnaire is very sensitive that, they have to answer it honestly. It will strengthen that the

anxiety are one of the major factors on the learning of the students.
 Chapter 2

Review of Related Literature

This chapter attempts to present a brief resume of research findings related to the

effect of anxiety to the academic performance of students. In the present context, the interest of

the researcher is to review the findings of past researches. The previous researches help the

researchers to conceptualize and hypothesize phenomenon, and do critical appraisal which may

contribute with regard to design appropriate methodology. 8

Relevant Theories

Cognitive Theories

In the 1950's, a psychologist named Albert Ellis, and a psychiatrist named Aaron

Beck, independently developed two very similar theories.According to cognitive theory, our

dysfunctional thoughts lead to extreme emotions. These extreme emotions in turn, lead to

maladaptive behaviors (Ellis, 1950).

Albert Ellis's cognitive therapy is called Rational Emotive Behavior Therapy

(REBT). He believed peoples' intense suffering from negative emotions was caused by their

irrational core beliefs(Ellis, 1950).

According to Beck's cognitive theory, problems occur when distorted thinking

patterns influence our interpretation of environmental events. In other words, our behavior is not

really determined by what is actually happening in the environment. Instead, our behavior is

determined by our thoughts about what is happening. Therefore, behavior is significantly

influenced by our perceptions and interpretations of the environment(Beck, 1950).

James-Lange Theory of Emotion

According to James-Lange theory of emotion states that the immediate, primary

cause of an emotion is physical. Bodily changes and physiological processes, which occur as a

result of environmental stimuli, evoke certain feelings in the conscious mind.

Walberg's Psychological Theory of Educational Productivity

Academic achievement is a measure of a student’s knowledge or mastery of a

subject. Walberg (1980) found that academic achievement can be explained by prior success,

age, motivation, amount of instruction, classroom climate, home environment, peer group, and

exposure to mass media (Walberg, 1980). 9

Relevant Literature

Anxiety is an unpleasant state that is associated with feeling of uneasiness,

apprehension, and heightened physiological arousal, such as increased heart blood pressure,

increased heart rate, sweating and other physiological manifestations (Getzfeld,

2006).9Furthermore, anxiety in an aversive emotional experience such as feelings of

nervousness, worries, agitation and panic (Burger, 2000).

Anxiety is differentiated as state anxiety defined as a transitory emotional reaction to

the individual’s perception of a threatening or dangerous situation, while trait anxiety is a

relatively stable tendency to interpret situations as a threatening or dangerous and to react to

them with anxiety (Ballesteros, 2005). Individuals who manifest an anxiety trait tend to have an

attitude reflecting their perception of certain environmental stimuli and situations as dangerous

or threatening, while a person experiencing state anxiety feels tension or worry or might enter a

state of restlessness. In such moments, the individual may feel very tense and easily react or

over-react to external stimuli (Kaplan & Sacuezzo, 2001).

 It was stated that ‘test anxious’ students are characterized by a particularly low

response threshold for anxiety in evaluative situations, tending to view test situations as

personality threatening. They tend to react with extensive worry, mental disorganization, tension,

and physiological arousal when exposed to evaluative situations (Vagg, 2005).10

Anxiety is defined as fear, panic, and worry (Abu-Rabia, 2004). Ellis (Abu-Rabia,

2004) argues that the FL learner characterized as having anxiety is usually worried, physically

insecure, and unable to engage in situational learning.Students with anxiety disorder exhibit a

passive attitude in their studies such as lack of interest in learning, poor performance in exams,

and do poorly on assignments (Vitasari et al, 2010).10

Test anxiety is defined as a feeling of uneasiness or apprehension before, during, or

after a test because of worry or fear (Sapp, 1999; Shokrpour, Zareii, Zahedi, & Rafatbakhsh,

2011). Test anxiety affects people of all ages who have to be evaluated, assessed, and graded on

their abilities or achievements (Lufi, Okasha, & Cohen, 2004).

Anxiety symptoms are associated with impairment of memory and cognitive

functions and can contribute to poor school performance and academic failure (Mazzone L,

Ducci F, Scoto C, Passaniti E, D’Arrigo G, Vitiello B, 2007).The consequences of anxiety during

test or examination may limit the educational or vocational development and promotion through

the educational system (John G, 2012).

The negative effects of anxiety can be explained by two models namely; the

Interference and the Learning Deficit Models. According to the interference model,

anxious10students are distracted due to task irrelevant cognitions and negative thoughts during

examinations, while the learning deficit model proposes that it is student’s ineffective study
habits during preparation for an examination that causes them to be anxious (Sujit S, Sansgiry

PhD, Kavita S.B.S.11, 2006).

From a child’s earliest ages, parents establish an environment that either raises or

lowers their child’s anxiety. A lack of confidence in a specific subject or feelings of low self-

worth can influence test anxiety. If a student tends to be very emotional in stressful situations

then he/she will have difficulty in testing situations (Casbarro, 2005).

Related Studies

Many studies conducted in that context found noticeable relationship between the

construct anxiety and academic achievements. In one such study it was found that the anxiety

can be considered as major predictor so far as academic success is concerned (Prima et al 2010).

Another such study found a marked impact of anxiety on academic achievements (Muhammad et

al 2012). ‘Under achievement’ and ‘Low performance’ of students were also related with the

construct anxiety (Rizwan & Nasir 2010) the findings of Sing & Thukra (2009) were also similar

who found that negative and significant relationship exists between anxiety and academic

achievements.

An investigation on the effect of test anxiety to the academic performance revealed

that the students with low test anxiety perform less compared to those students with moderate

level of test anxiety performed best in the test (Vogel & Colins, 2004).11

Researchers revealed that high levels of anxiety influence on the decrease of working

memory, distraction, and reasoning in students (Aronen et. al., 2004).11

Numerous empirical studies have revealed that anxiety has relationship and influence

on academic performance (Oya et al, 2004; Saito & Samimy, 1996; Young, 1986; & Vitasari et

al, 2010). A range of factors was revealed to contribute to anxiety such as low English
proficiency, lack of practice, personality, fear of making mistakes and being laughed at,

competition, and lack of confidence (Liu, 2006).12

Yerkes and Dodson studied the relationship between anxiety and performance in the

early 1900s (McDonald, 2001). Interestingly, they believed that anxiety would be beneficial to

performance. They found that it is doubtful that children will make an effort in preparing for a

test or have motivation when taking the test when they lack fear of failure or encouragement to

perform well on a test (McDonald, 2001). Therefore, they won’t perform to their potential

(McDonald, 2001). However, if children have high levels of anxiety before or during a test, they

may not show their true abilities, thus impairing their performance (McDonald, 2001). Children

under stress have a tendency to pay more attention to "emotionally threatening stimuli such as

failure and mistake and less on the required task” (Mavilidi, Hoogerheide, & Paas, 2014).

Mandler and Sarason (1952) conducted many studies on how test anxiety affects

academic performance. The results of their study suggested that “anxiety present in the testing

situation is an important variable in test performance” (Mandler & Sarason, 1952).

Sarason, Davidson, Lighthall, Waite, and Ruebush (1960) discovered in their

research study that test anxiety can be influenced by the academic expectations parents place on

their children. Children can sometimes become anxious during a test because they fear they will

not meet their parents’ expectations.12

Conceptual Framework

Selected Grade 10
Students in Sta. Monica Academic performance of
National High School Anxiety Level students
School Year 2018-2019

Figure 1. Conceptual framework of the study

The researchers will conduct survey to selected grade 10 students in Sta. Monica

National High School School Year 2018-2019. The respondents will answer the questionnaire

entitled "Anxiety Level and Perspective of Students to Anxiety Tool" to determine if there is a

correlation between anxiety level (Independent Variable) and Academic Performance(Dependent

Variable).

Hypothesis

The anxiety level of students has no significant impact on the academic performance

of students.

Definition of Variables

Anxiety. In this study the term anxiety is used as a strong desire sometimes mixed with

doubt fear and uneasiness

Mental illness. In this research this term is used as any of broad range of medical

conditions that are marked primarily by sufficient disorganization of personality, mind or

emotion
 Depression. In this study the term depression is used as mood disorder, marked

especially by sadness, inactivity, difficulty in thinking and concentration

Comorbidity. In this study the term comorbidity is used as existing simultaneously with

and usually independently of another medical condition

Stress. In this research this term is used as a physical chemical, or emotional tension and

may be a factor in disease causation

Debilitating. In this research this term is used as causing serious impairment of strength

or ability to function

Uneasiness. In this study the term uneasiness is used as causing physical or mental

discomfort

Apprehension. In this research this term is used as suspicious or fer especially of future

evil

Arousal. In this study the term arousal is used as a state of physiological and

psychological excitation caused by sexual contact or other erotic stimulation

 Chapter 3

Research Methodology

As it is indicated in the title, this chapter includes the research methodology of the

research. In more details, in this part the researchers outline the research method, the methods of

data collection, the selection of the sample, the research process, the type of data analysis, the

instrument of the study and the statistical treatment.

Methods and Techniques of the Study

In this research the researchers use the descriptive method. The researchers aim to

describe the relationship of anxiety and academic performance of students. Also, this research

used correlation method. The researchers want to determine if the anxiety has an effect to the

academic performance of students. This study is a mixed method research. An investigative

technique that reports both quantitative and qualitative data (Medical Dictionary for the Health

Professions and Nursing, 2012)

In order to gather data equally the researchers use stratified sampling. The

researchers use stratified sampling because the researchers want to get respondents in all the

sections of grade 10 in Sta. Monica National High School.

Population and Sample of the Study

The researchers will gather data from the selected Grade 10 students of Sta. Monica

National High School. The questionnaire will be distributed in 50 selected students, 25 girls and

25 boys in the 10 sections of grade 10 department, Genesis, Exodus, Leviticus, Deuteronomy,

Numbers, Proverbs, Psalms, Chronicles, Kings and Judges; the students must answer the

provided questions that might be the way to solve the research problem.
Grade 10 Students No. of Students Percentage
Girls 25 50%
Boys 25 50%
Total: 100%
Table1. Population and Sample of the Study

Research Instrument

The researchers will use "Anxiety Level and Perspective of Students to Anxiety

Tool" adapted from GD-DSM-IV-SR Questionnaire. The survey questionnaire contains several

parts. The first part must be answered by the respondents by encircling the number ([0] Not at

all, [1] Several days, [2] More than half the days, [4] Nearly every day) of the chosen answer.

The first part evaluates the anxiety level of the respondents. The second part is composed of open

ended questions that ask the opinions of the students. It tackles the impact of the anxiety to the

academic performance of the students. This questionnaire is very sensitive that, they have to

answer it honestly. It will strengthen that the anxiety are one of the major factors on the learning

of the students.

Rating Interpretation
0-10 Mild
11-15 Moderate
16-20 Severe

Data Collection Procedure

Approval of the research title was held on November 2018. The research

adviser/focal Person Mrs. Mary Ann Tuazon gaves permission to the researchers to conduct a

survey to the selected grade 10 students in Sta. Monica National High School. The survey is

conducted on the month of March 2018. The data gathered is interpreted with the help of the

statistician Mrs. Armie Pasco.

Data Processing and Statistical Treatment

To interpret the data effectively, the researcher will use the following statistical

treatment with the help of the statistician Mrs. Annalyn Cabatingan. The Average weighted mean

and regression analysis.

1. Average Weighted Mean

This will use to determine the assessment of the respondents with regards to their

personal profiles.

Formula: X = Fx/N

X is the weighted mean

F is the frequency x is the weight of each item N is the number of case

Rating Interpretation Range

3 Always 2.50-3.50
2 Frequently 1.50-2.49
1 Sometimes 0.50-1.49
0 Rarely 0.00-0.49

2. Regression Analysis

A regression analysis is used to investigate the overall strength of the association or

relationship in details. To analyze the effect of demographic profile including anxiety level to the

academic performance of students the researchers use regression analysis.

Y = a + bX

Where,

X is the explanatory variable

Y is the dependent variable

The slope of the line is b, and a is the intercept (the value of y when x = 0).
 Department of Education
Region III
Division of Bulacan
Sta. Monica National High School
Hagonoy, Bulacan

Anxiety Level and Perspective to Anxiety of the Students Tool

Name:____________________________________________________ Age: _____________

Gender: Male Female
Grade General Average: 90 Above
89-85
84-80
79 Below

Part 1: Generalized Anxiety Disorder Questionnaire for DSM‐IV

(GA‐DSM‐IV)

Over the last 2 weeks, how often have you been bothered by the following problems?

(use √ to indicate your answer)

1 to 3 days

Whole week
Not at all

4 to 5 days
Excessive anxiety or worry about a number of events or 0 1 2 3
1. activities?

0 1 2 3
2. Finding it difficult to control worrying?

0 1 2 3
3. Feeling restless, keyed up or on edge?

0 1 2 3
4. Being easily fatigued?
 0 1 2 3
5. Difficulty concentrating or your mind going blank?

0 1 2 3
6. Being irritable?

0 1 2 3
7. Having muscle tension?

Having disturbed sleep, such as difficulty falling asleep, difficulty 0 1 2 3

8. staying

asleep or restless unsatisfying sleep?

0 1 2 3

9 Feeling distressed because of these problems ?

Not Somewhat Very Extremely

10. How difficult have these problems made it for you to do your
work, difficult difficult difficult difficult

take care of things at home, or get along with other people? at all =0
=1 =2 =3

Part 2:
How often do you skip classes? What is the reasons?
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________
Does your emotion and mood affect your studies? Why?
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________
Do you have friend in school? How many?
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________
Do you trust them? Why?
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________
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