Paras A Pogi Naming Adviser Lab Yu Sir

CAGAYAN NATIONAL HIGH SCHOOL JUNIOR HIGH SCHOOL
ACADEMIC ANXIETY AND MOTIVATION
AMONG GRADE 10 STUDENTS
A Research Submitted to BRYAN B. FERNANDEZ, of the
English Department of Cagayan National High School – Junior High School
In partial fulfilment of the Academic Requirement of English 10 for the School Year
2018-2019
Shania Rose A. Arugay
Jasmine A. Baccay
Nova Jane R. Bacsal
Niña Marga T. Bulan
Allana Trische Lariz U. Javier
Jansen M. Ramos
Ma. Katrina Joy L. Tamayao
March 2019
Approval Sheet
In partial fulfilment of the requirements of English 10, this research study entitled;
“ACADEMIC ANXIETY AND MOTIVATION AMONG GRADE 10 STUDENTS” has been
prepared by SHANIA ROSE A. ARUGAY, JASMINE A. BACCAY, NOVA JANE R.
BACSAL, NIÑA MARGA T. BULAN, ALLANA TRISCHE LARIZ U. JAVIER, JANSEN M.
RAMOS and MA. KATRINA JOY L. TAMAYAO who are hereby recommended for oral
examination.
BRYAN B. FERNANDEZ
Teacher
Accepted by the Committee of Oral Examination with a grade of _________.
MRS. ROSARIO P. YAP MRS. MARILEN M. TAPPA

Master Teacher I – Mentor Master Teacher II - NEPP Mentor
MRS. EMMA S. DUMAYAG

Head Teacher VI – English
Accepted and approved in partial fulfilment of the requirements of English 10.
NOEMI O. OBCENA, Ph. D.

Secondary School Principal IV
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Acknowledgment
To accomplish this research is not an easy task. Aside from the researchers,
it invades other people who really showed their unending support as they’ve worked
in this challenging task. It is then their responsibility to concede not only the
presence of these people but their effort as they go through this research.
To Atty. Bryan Fernandez for giving the researchers the opportunity to this
study. It is true that they had so much difficulties in coming up with this requirement
but then despite of those hardships, he was always there to guide and inspire them
to continue our work.
To their Teachers who are very considerate of what they are going through,
for giving them time to work with their requirement, for listening to their concerns and
for all the word of encouragement, they truly appreciate it.
To their parents who are always there for all the support. The light during
their dark moments of their lives.
To their love ones, who make them happy even in the midst of stress and
suffering. No words can express how much they appreciate all of you.
To CHNS’s Officer in charge, Teachers and Grade 10 students for the
cooperation in this endeavor.
Finally, to our Lord, who is the source of everything, for without His
blessings, everything will not be possible.
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Dedication
The researchers humbly dedicate this research to our loving God and more
especially to their dearest parents who supported them all the way. To their very
competent teacher, Atty. Bryan Fernandez that had given them the discipline and
drive to accomplish every task with determination and perseverance and to their
friends who give light in their dreary mood and days.
The motivation of the success of their research will not only be for them but
also to those people who contributed a lot in the result of this study. Their thanks
and appreciation for the cooperation that they offered throughout the time that it took
them to complete or to finish this research.
To the people who gave the courage, wisdom, strength and the faith that
whenever they feel like giving up and for the guidance you provided them whenever
they lose confidence in doing or making this research. For making their study helpful
and meaningful to their fellowmen.
S.R.A.A.
J.A.B.
N.J.R.B.
N.M.T.B.
A.T.L.U.J.
J.M.R.
M.K.J.L.T.
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Researchers
Shania Rose A. Arugay Jasmine A. Baccay Nova Jane R. Bacsal
Niña Marga T. Bulan Allana Trische Lariz U. Javier Jansen M. Ramos
Ma. Katrina Joy L. Tamayao
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Table of Contents
Approval Sheet……………………………………………………………………………………...ii
Acknowledgment…………………………………………………………………………………...iii
Dedication……………………………………………………………………………………………iv
Researchers………………………………………………………………………………………….v
Abstract…………………………………………………………………………………………...viii
I. THE PROBLEM AND ITS BACKGROUND…………………………………...……..1
A. Overview of the Study.……………………………………………………………………....1
B. Conceptual Framework……………………………………………………………………...3
C. Research Questions ………………………………………………………………………..4
D. Research Hypothesis...………………………………………...…………………………..4
E. Scope and Delimitation....……………………………………………..……………………5
F. Significance of the Study………………………………………..……..…………………..5
G. Definition of Terms.......................................................................................................6
II. REVIEW OF RELATED LITERATURE…………………………………………........7
The effects of Anxiety and Depression on learning……………………………...7
Can Anxiety Affect Academic Performance?......................................................7
Short-term memory loss Anxiety influence on Problem-Solving and Learning
Abilities………………………………………………………………………………......8
The Difference of The Level of Academic Anxiety towards Males and
Females……………………………………………………….………………………….9
Seeking Treatment for Anxiety Can Improve Performance……………………….10
Synthesis………………………………………………………………………………..11
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III. RESEARCH METHODOLOGY………………………………………..………….….13
A. Research Design………………………………………………………………………......13
B. Sampling Procedure ……………………………………………………………….....…..13
C. Data Gathering Methods……………………....………………………………………….14
D. Data Analysis.............................................................................................................14
IV. PRESENTATION ANALYSIS AND INTERPRETATION OF DATA………..…...15
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
A. Summary……………………………………………………………………………………19
B. Conclusions……………………………………………………………………………….20
C. Recommendations…………………………………………………………………………20
References…………………………………………………………………………………….……21
Appendices
A. Letter..........................................................................................................................24
B. Sample Questionnaire................................................................................................25
C. Curriculum Vitae.........................................................................................................26
D. Documentation...........................................................................................................30
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ACADEMIC ANXIETY AND MOTIVATION AMONG GRADE 10 STUDENTS
Shania Rose A. Arugay, Jasmine A. Baccay, Nova Jane R. Bacsal, Niña Marga T. Bulan ,
Allana Trische Lariz U. Javier, Jansen M. Ramos, Ma. Katrina Joy L. Tamayao
Abstract
21st century can be denoted as a century of competition. With the very large
progress in science and technology, people around the world is connected on this
competition. To survive on this situation, educational achievements are necessary and
mandatory for all. Academic Anxiety is a deliberating factor which affects the
Academic performance of students. It can have a negative and at the same time a
positive effect on a student’s performance. Teachers, parents and co-students can
learn how to determine the signs of anxiety in school students. The researchers
made a research paper on this topic to motivate students having Academic Anxiety
and to see if there’s any significant relationship and difference among each profile
variable. A sample of 146 ( 48 boys and 98 girls ) of first five regular sections in
Grade 10. The researchers used Slovin’s formula to compute how many sample
respondents are we going to test. SPSS was also used to interpret the significant
difference and relationship of profile variables. Analyzing the data, the result shows
that most students who suffer from Academic Anxiety are females. It shows also that
the section of the student shouldn’t be considered as a factor of the study. It also
shows that general weighted average of students is a factor of Academic Anxiety.
The total percentage of each profile variable has no significant difference on the
response of Grade 10 students and that there is also no significant relationship
between the section and the general weighted average are according to the
respondents.
Keywords: Academic Anxiety, Academic performance, Motivation

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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
A. Overview of the study
Education is the process of developing the potentials and capacities of
a person to prepare himself to be successful in a specific profession. From
this statement, education is serving primarily as an individual development
function. It helps us build opinions and ideas. It develops in us a positive
looking in life. Some say that education is a process on how to gain
information. They are right. But then, information cannot be converted or
transported without education. Education makes us differentiate things among
other things. It is not just lesson we get from our teachers at school. It is all
about the lesson of life. Education is our key on having a successful life in
the future.
Anxiety is a psychological feeling of tension, nervousness, apprehension
and worry associated with the arousal of the nervous system. Anxiety is a
feeling of fear of what might happen. Anxiety is your body’s way of telling you
that there is something in the environment in need of your attention. It is
generally a series of biochemical changes in your brain and body, such as an
increase in adrenaline (a hormone in your body causing your heart to beat
faster) and a decrease in dopamine (a brain chemical that helps to block
pain). These changes result in state of heightened attention to the source of
the anxiety. Anxiety is one of the guide varieties of emotional and behavioral
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disorders, high levels of anxiety causes your body to prepare to fight or run
away from the sensed threat that commonly called “fight for fight response.”
In year 2016-2017, the K12 curriculum was already implemented. This
program of the government was expected to provide sufficient time for mastery
of concepts and skills to give an effective education, develop long life
learners, and prepare graduates for tertiary education, middle skills
development, and entrepreneurship. 21st century while in academics excellence
in life expected towards students.
Teachers at school usually give students a lot of pressure. Basically by
giving a lot of task requirements related to their subjects. Also because of the
change on our curriculum there is a competition everywhere and every time
among students. Exerting much effort on your studies are highly acquired to
students. Because of having a lot of things to do at the same time, students
get distressed or stressed out.
21st century is a century of competition. Everywhere and every time,
there is a competition. With the wild development in science and technology,
all part of the world is connected with this competition in the field of
education. Students get distressed and they experience anxiety. Anxiety is one
of the major predictions of academic performance. Students with anxiety
disorder display a passive attitude in their studies such as lack of interest in
learning, poor performance at school in exams, and or assignments. Anxiety is
a normal reaction to certain situations. A small level of anxiety is normal, but
severe anxiety can be a serious problem.
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B. Conceptual Framework
Input Process Output
People
 Sex
 Section 1. Determining what
 General is academic
Weighted anxiety.
2. To give For students to be

Average
aware about this kind of
motivation and disorder.
Pressure more knowledge
Competition about academic
Tension anxiety
Self esteem
Confidence
The pressure, tension and competition in the academic field can cause anxiety
to the students because other thinks that academic achievements is important for
taking decision in future life. And also lack of self esteem and confidence can affect
the students academic performance
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C. Research Questions
This study aimed to determine the effects of Academic Anxiety and
Motivation Among Junior High School Students
Specifically, it sought to answer the following questions:
1.) What is the profile of the respondents?
A. Section
B. Sex
C. General waited average
2.) Is there a significant difference on Academic Anxiety and Motivation Among
Grade 10 students on how the respondents response?
3.) Is there a significant relationship on Academic Anxiety and Motivation
Among Grade 10 students respondents response depending on their profile
variables?
D. Research Hypothesis
1. There is no significant difference between the profile variables on Academic
Anxiety and Motivation Among Grade 10 Students.
2. There is no significant relationship between the profile variables on Academic
Anxiety and Motivation Among Grade 10 Students.
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E. Scope and Delimitation
The general intent of this study was to know or have a clearer view on academic
anxiety among CNHS Grade 10 students and is composed of a one page
questionnaire related to the said title which has been distributed to five grade 10
sections whose in different junior high school grade levels. This is to show various
factors, effects of academic anxiety and on how to stay motivated and overcome this
said disorder.
F. Significance of the Study
Students. This study will benefit the students whose facing the said problem but
are hopeful to overcome Academic Anxiety. From this standpoint, this study is relevant
and timely for instructions in order to effectively monitor and reach out to their
students. By understanding the needs of the students and benefits of quality
education, they will uphold a proper motivation in order to excel on their students.
Teachers. Academic Anxiety can be a great factor of failing. This study will help
teachers to understand their students more and also know why a student might be
having low performance in class.
Parents. This will assess the parents to know why their child or children might
be having problems regarding school. And to expand their knowledge that they
shouldn’t be pressuring their children.
CNHS Academic Community. This study will show how to help, teach them or
let them realize that some students might be suffering from this kind of disorder so
they shouldn’t compare nor judge students having low Academic performance.
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Future Researchers. This study can serve as an additional recommendation and
a helpful corner stone for those future researchers who seek to provide a more vivid
solution to the problems experienced by Academic Anxiety victims students.
G. Definition of Terms
Academic Anxiety. A feeling of unease, such as worry or fear that can be mild
or severe. Students experiencing academic anxiety feel mindful over academic tasks.
In Academic Anxiety, you may feel worried and anxious about sitting on an exam, or
just by being called for a recitation.
Anxiety. Defined as a “painful or apprehensive uneasiness” of mind usually over
an impending or anticipated ill.
Motivation. The force or influence that causes the students to work hard or
excel more on their studies.
Stress. Defined as how a person reacts mentally and physically to circumstances
that are considered difficult or challenging.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
The Effects of Anxiety and Depression on Learning.
Among the vast spectrum of challenging health conditions, anxiety is one of
the common struggles that impact the day-to-day quality of life for young adults.
Anxiety affects over 40 million people over the age of 18. This anxiety during
teenage years can carry on to college years if not addressed. Anxiety high school
students are twice as likely to drop out of school as their peers. The fact is that
many schools is recognizing that the effects of anxiety has a negative impact on
academic performance.
Can Anxiety Affect Academic Performance?
Anxiety can impact any aspect of a person’s life including their academic
performance. The number of high school students seeking help for their mental
health afflictions hitting record highs. Students seeking out counseling centers have
dramatically increased over the last decade and is exponentially higher than the rate
of increases in enrollment. Many of these are also more likely to harm themselves
or attempt suicide. Mental health disorders aren’t simply changes in emotional states.
The varying, ongoing symptoms of each unique disorder directly affect your mood,
thinking and behavior. Factors like inherited traits, environmental exposures before
birth and brain chemistry can contribute to these illness. Additional risk factors could
increase the likelihood that these conditions may develop.
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These include having a family history of mental health issues, undergoing a
stressful or traumatic experience, substance abuse, lacking social bonds or other
chromic medical conditions, and can cause significant complications throughout all
aspects of your life. Although these conditions can appear at any age throughout a
person’s life, the fact is that young adults are vulnerable to developing mental health
issues like anxiety. The transition from high school to college forces many students
to face challenges, pressures and conflicts that they may have never been confirmed
with at home. These new social, academic and financial struggles can trigger or
reveal anxiety in some young adults. Some can overcome these symptoms on their
own. Others require professional intervention. The symptoms of mental health
disorders do more than merely distract a student from focusing on their studies.
Psychological disorders can disrupt cognitive functioning and reduce intellectual
performance. Cognitive dysfunction is believed to have a strong correlation with
mental health diagnoses like anxiety. These conditions can significantly alter cognitive
functioning, particularly memory retention and the absorption of knowledge. With such
a profound influence, it’s no surprise that these disorders negatively impact the
academic performance of high school students. Anxiety directly impact the ability to
learn.
Short-term memory loss Anxiety Influence on Problem-Solving and Learning
Abilities.
Both problem-solving skills and the general absorption of knowledge are
affected by anxiety through the ineffectiveness of working memory. The working
memory is the brain’s short-term memory system that enables an individual to retain
information while actively solving a problem. When debilitating amounts of anxiety
force this system to operate inefficiently, working memory capacity suffers.
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Without a reliable working memory, an individual will find it difficult to successfully
accomplish a task. This anxiety cause an individual to be unable to use complex
problem-solving skills in school and life. Though many people have learning
disabilities, there a substantial number of people who have legitimate mathematic
anxieties. By actively avoiding the emotional strife that occurs when trying to
accomplish mathematical tasks, an individual to function in an individual can overload
and disrupt their working memory. This anxiety interferes with the ability to solve
mathematical problems in academia and real life applications. Anxiety can cause
individuals to experience increased of academic underachievement. Studies have
shown that anxiety in adolescents can lead to cognitive impairment and social
dysfunction which directly impacts academic performance. Symptoms like fatigue,
hopelessness, stress and physical pains can make it difficult for an individual to
function in an academic environment, decreasing their ability to successfully learn.
Anxiety have caused high school students to drop out, withdraw or shift to a part-time
schedule which negatively extends their academic careers.
The Difference of the Level of Academic Anxiety towards Males and Females
During adolescence gender also comes up as an important factor in the intensity and
types of emotional problems faced. Even in the present study significant gender difference
are observed. Pramod (1996) concluded, with reference to Indian culture, that boys
manifested more futuristic orientation than girls and therefore boys have more academic
anxiety than girls. Contradictory results are also reported in a study by Trivedi & Ojha (2005),
where they found that boys had higher academic anxiety as compared to girls. But in the
Present research it is revealed (table I& II) that girls suffer significantly more with Academic
Anxiety than boys. This however, out rightly rejected hypothesis 2 which stated that
Adolescent boys will have more academic anxiety than girls. Same Gender differences in
favor of boys have been reported by Sharma (1994). Page |9

She too has observed girls showing more academic anxiety than boys. Right from
early childhood differential environment provided to girls and boys reflects in their
personality. Boys in general have better self – esteem and tension areas for them are
restricted to academics and future, as till date, boys are expected to be the primary
breadwinners. The sources of tension for girls are more than boys. Girls are more prone to
depression, be it their looks, marriage or the self – esteem. But today’s girls are getting
involved in the frenzy of competitions and career worries too. As a result even for girls, the
emerging source of depression is the increasing dreams and aspirations regarding their
independence and career along with the usual concerns regarding looks, mate selection and
marriage. All these make them more vulnerable to emotional pressures and problems one of
which is found to be the high academic anxiety.
Seeking Treatment for Anxiety Can Improve Performance.
Anxiety is a serious mental health issues that present individuals with a
number of physical, emotional, and cognitive challenges which is often difficult to
overcome. Thankfully, there are many forms of treatment available that cater to many
variations of anxiety. Many of these psychotherapies involve talk-based therapy
sessions in which an individual and their counselor discuss the struggles, feelings and
thoughts that manifest during episodes of anxiety and panic. Therapy options for junior
high school students with anxiety can range from one-on-one sessions to group
therapy sessions. Cognitive behavioral therapy is regarded as one of the most
effective treatment option for those suffering from generalized anxiety disorders.
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CBT seeks to help individuals become their own therapist by developing coping skills
and learning to change their negative patterns of thought, emotion and behavior.
Instead of focusing on past events, CBT addresses the current issues an
individual is facing and focuses on helping them move forward via healthy coping
strategies. A mental health professional can help to determine the best course of
treatment based on the individual’s needs. These treatments may help them manage
stress and cope with anxiety in healthy ways, regain their focus, compartmentalize
their problems, increase their self-confidence when faced with adversity and improve
their academic performance.
Brookhaven Retreat is a safe and caring facility where women can find serenity and
support. As one of the most innovative mental health retreats for women in the country, we
offer 90-day treatment programs that address issues with mental health, substance abuse
and emotional strife. We provide comprehensive recovery for those who need assistance
regaining control of their lives and rediscovering who they truly are. This explains that
female students tend to suffer more from academic anxiety more than male ones.
Synthesis
Anxiety is a powerful mental affliction that can negatively impact, disrupt and
damage many facets of your life. Those stress and sadness are natural parts of life,
anxiety is a medical illness that can severely harm your physical, mental and
emotional health. Unfortunately choosing to cope with these problems by self-
medicating with alcohol, substance abuse, co-dependent relationships, isolation, anger
or binge-eating is not an effective solution but one that many junior high school
students turn to.
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To emotionally heal and move forward successfully, many people require
compassionate support and professional treatment. Academic Anxiety is a common
phenomenon prevalent among all the students studying at different levels of education.
Moderate level of Anxiety is essential for success in academics. However, severe academic
anxiety proves to be destructive for students, because it is negatively correlated with
academic performance. Academic anxiety has attracted the attention of various researchers
working in the field of education. It has been studied in relation to number of factors like
personal, familial, social and educational as proved by review of related literature. Socio-
economic factor as reported by many researchers is an important variable which influences
aspirations, motivation, adjustment, anxiety levels and other aspects of education. Present
study has been selected to find out the levels of academic anxiety with respect to school
type, gender, socio-economic status of secondary school students. The study has revealed
that low socio economic status school students and female students suffer more from
academic anxiety, Interactional effects doesn’t have significant difference on academic
anxiety except socio-economic status.
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Chapter III
RESEARCH METHODOLOGY
A. Research Design
The researchers used Quantitative method to emphasize the
measurement and analysis of casual relationships between variables, not
processes. The researchers conducted this study to expand their knowledge
about Academic Anxiety to give motivation to a students who might be
suffering from this type of disorder. The Grade 10 researchers from Cagayan
National High School conducted this research at Tuguegarao City specifically
at Cagayan National High School. Year 2019 month of January was when
this study started. The researchers conducted a survey by floating
questionnaires. In conducting the survey of the researchers need to know the
exact population needed for the survey per grade level. Questionnaires were
used as a research material to identify the effects of the different factors of
academic anxiety. Having a total population of 227 of the first five sections,
the researchers used slovin’s formula. With a total of 146 students 28 from
Alertness 29 from Attentiveness 30 from Benevolence 31 from Compassion
and 28 from Creativity.
B. Sampling Procedure
In this study, the researchers used stratified random sampling. By
getting the total population of the first five sections of Grade 10 students in
Cagayan National High School, this helped the researchers to know the
exact number of population for the supposed survey. The researchers
floated a 15 item questionnaire for the data analysis.
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Section Total number of students Samples
Alertness 44 28
Attentiveness 45 29
Benevolence 46 30
Compassion 48 31
Creativity 44 28
Total: 227 146
C. Data Gathering Methods
With the total number of 146 students of the first five sections of
Cagayan National High School, the researchers used the Slovin’s formula to
know how many students per section they will float the questionnaire after
the permission was granted by the research teacher. The researchers get
28 students from section Alertness 29 students from section Attentiveness 30
students from section Benevolence 31 students from section Compassion and
28 students from section Creativity. The result of the survey helped the
researchers to do the data analysis. The researchers tallied the results of
the survey.
D. Data Analysis
Average, mean, and standard deviation was used in determining the
significant difference between the profile of the respondents. T-test was used
in determining the significant difference on Academic Anxiety and Motivation
Among Grade 10 Students. Chi Square was used to determining the significant
relationship on Academic Anxiety and Motivation Among Grade 10 Students.
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Table 1a
Distribution of Respondents According to Sex
Sex Frequency Percentage
Male 48 32.88%
Female 98 67.12%
Total 146 100%
Table 1a shows the frequency and percentage distribution of the respondents
according to sex. The highest number of respondents come from females with a
total of 98 and an average of 67.12%. This shows that most students who suffer
from Academic Anxiety are females supported by the study from Brook Haven.
Table 1b
Distribution of Respondents According to Section
Section Frequency Percentage
Alertness 28 19.18%
Attentiveness 29 19.86%
Benevolence 30 20.55%
Compassion 31 20.23%
Creativity 28 19.18%
Total 146 100%
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Table 1b shows the distribution of respondents according to section. The
highest number of respondents come from compassion with a total of 31 and average
of 20.23%. This shows that the section of a student shouldn’t be considered as a
factor of Academic Anxiety.
Table 1c
Distribution of Respondents According to General Weighted Average
General Weighted Frequency Percentage
Average
80-85 2 1.37%
86-90 24 16.44%
91-95 118 80.82%
96-100 2 1.37%
Total 146 100%
Table 1c shows the distribution of respondents according to their general
weighted average. The highest number of respondents came from the students who
gained a general weighted average of 91-95 with a total of 118 and an average of
80.82%. This table shows that the general weighted average of a student is a factor
of Academic Anxiety.
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Table 2
Comparison of Academic Anxiety to Profile
Profile df F-ratio P-value
Sex 144 0.52 .894ns
Section 4 0.521 .721ns
General Weighted 4 2.662 .035ns
Average
This table shows the comparison of factors of Academic Anxiety to the profile
of the respondents. As shown in the table, the total percentage value of each profile
variable has no significant difference on the response of the Grade 10 students.
Academic Anxiety can impact any aspect of a students life especially their academic
performance.
Table 3
Relationship between Academic Anxiety and Profile
Profile X2 Contingency P-value
Coefficient
Sex .895a .078 .925
Section 30.809a .417 .014
General Weighted 33.079a .430 .001
Average
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This table shows the relationship of profile variables of the respondents of
Academic Anxiety. Present at the table are the total percentage value of each profile
variable. The table shows that there is no significant relationship between section
and general weighted average according to the respondents. According to the related
study, moderate level of anxiety is essential for success in academic.
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Chapter V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
A. Summary
In the present study , the researchers examined the relationship of a
student’s profile variables and Academic Anxiety.
It was found out that there is no significant relationship between the
profile variables and Academic Anxiety. This explains that the profile variables of
a student isn’t a factor of academic anxiety. The student’s Academic Anxiety are
based on one profile variable which is sex . The students academic anxiety
are based on their own personalities rather than their profile variable it’s their
own self esteem and self-direction that would tell them what should they do
towards their academic anxiety and performance. Therefore students’ academic
anxiety and their persistence in attempting to become academically good
students are related to academic motivation, which helps them to address the
challenges before them and motivates them to succeed.
Academic Anxiety is a deliberating factor which affects the academic
performance of students. It can have a negative and at the same time a
positive effect on a student’s performance. However, people low in academic
motivation tend to be motivate primarily by a desire to avoid failure or seek
not very difficult task for which failure has no negative implications.
It was found out that there is no significant relationship between
Academic Anxiety and a student’s profile variables
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B. Conclusions
As the results of the study, it could be concluded that Academic
Anxiety is unidentifiable, teachers , parents and the staff in school should be
careful. Since the interpretations show that students in higher sections have
higher Academic Anxiety compared with those in the lower sections. Female
Students commonly suffer from Academic Anxiety according to the findings. As
a response teachers must be trained about strategies which are related to
Academic Anxiety helping the students cope up with school requirements. The
findings revealed that there is no significant relationship between the sections
and the genera l weighted average of the students. The findings also revealed
that there is no significant difference between the profile variables. The
findings of this study justify the importance of the Academic Anxiety and
Motivation among students. It is important to note that Academic Anxiety
randomly attacks students especially female. Therefore it is necessary to give
attention to students with Academic Anxiety and help them to cope up with
school related activities.
C. Recommendations
1. The student must be motivated to overcome Academic Anxiety.
2. The teachers must pay attention to the students especially female
students who have Academic Anxiety.
3. The lecturers should focus on motivational strategies that will involve
the students to improve their performance to cope up with school
activities.
4. Further research could be done to develop some strategies to
overcome Academic Anxiety.
5. Further research is needed to investigate on how the students came
up having Academic Anxiety. P a g e | 20

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P a g e | 23
Documentation
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Cirriculum Vitae
Name: Shania Rose A. Arugay

Date of Birth: August 29, 2003
Address: 202 Annafunan East, Tuguegarao City, Cagayan
Contact No.: 0935554512
Email: shaniaarugay@gmail.com
Awards/Honors Received:
Awardee 2017-2018 With Honors
Sabayang Pagbigkas First Runner Up
Dishwashing Seminar 2018-2019
Rolling Store 2018-2019
Name: Jasmine A. Baccay

Date of Birth: March 02, 2003
Address: #16 Zone 04 Libag Norte, Tuguegarao City
Contact No.: 09050424820
Email: jasminebaccay123@gmail.com
Dishwashing Seminar 2018-2019
P a g e | 26
Name: Nova Jane R. Bacsal

Date of Birth: January 27, 2003
Address: #648 Linao Road Carig Sur Tuguegarao City, Cagayan
Contact No.: 09058564218
Email: nobajeyn27@gmail.com
1st runner up in English speech choir year 2015-2016
Dishwashing Seiminar 2018-2019
Name: Niña Marga T. Bulan

Date of Birth: January 18, 2003
Address: #5 Saint Anthony Street San Jose Village Tuguegarao City, Cagayan
Contact No.: 09458454394
Email: ninamarga@gmail.com
Awardee 2015- 2016
P a g e | 27
Name: Allana Trische Lariz U. Javier

Date of Birth: December 11, 2002
Address: Mabolo St. San Gabriel Ext. Tuguegarao, City, Cagayan
Contact No.: 09195961365
Email: allanatrischelariz@gmail.com
1st runner up in English speech choir year 2015-2016
Name: Jansen M. Ramos

Date of Birth: August 13, 2003
Address: #4J Laab St. Ugac Sur, Tuguegarao City, Cagayan
Contact No.: 09750927347
Email: jansenramos548@gmail.com
Awardee 2015- 2016
P a g e | 28
Name: Ma. Katrina Joy L. Tamayao

Date of Birth: March 29, 2003
Address: #28-A Caggay, Tuguegarao City, Cagayan
Contact No.: 09265274835
Email: tamayao.katrina@gmail.com
2nd place Badminton (District Meet)grade 9
Champion( intrams)Badminton singles gr.9
Grade7 2nd place speech choir
Grade10 2nd sabayang pagbigkas
Grade 10 zumba champion
P a g e | 29

Paras A Pogi Naming Adviser Lab Yu Sir

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CAGAYAN NATIONAL HIGH SCHOOL JUNIOR HIGH SCHOOL

ACADEMIC ANXIETY AND MOTIVATION

AMONG GRADE 10 STUDENTS

A Research Submitted to BRYAN B. FERNANDEZ, of the

English Department of Cagayan National High School – Junior High School

Shania Rose A. Arugay

Nova Jane R. Bacsal

Niña Marga T. Bulan

Allana Trische Lariz U. Javier

Ma. Katrina Joy L. Tamayao

“ACADEMIC ANXIETY AND MOTIVATION AMONG GRADE 10 STUDENTS” has been

prepared by SHANIA ROSE A. ARUGAY, JASMINE A. BACCAY, NOVA JANE R.

BACSAL, NIÑA MARGA T. BULAN, ALLANA TRISCHE LARIZ U. JAVIER, JANSEN M.

Accepted by the Committee of Oral Examination with a grade of _________.

MRS. ROSARIO P. YAP MRS. MARILEN M. TAPPA

MRS. EMMA S. DUMAYAG

Accepted and approved in partial fulfilment of the requirements of English 10.

NOEMI O. OBCENA, Ph. D.

to continue our work.

for all the word of encouragement, they truly appreciate it.

their dark moments of their lives.

To CHNS’s Officer in charge, Teachers and Grade 10 students for the

cooperation in this endeavor.

blessings, everything will not be possible.

friends who give light in their dreary mood and days.

them to complete or to finish this research.

and meaningful to their fellowmen.

Shania Rose A. Arugay Jasmine A. Baccay Nova Jane R. Bacsal

Niña Marga T. Bulan Allana Trische Lariz U. Javier Jansen M. Ramos

Ma. Katrina Joy L. Tamayao

I. THE PROBLEM AND ITS BACKGROUND…………………………………...……..1

A. Overview of the Study.……………………………………………………………………....1

C. Research Questions ………………………………………………………………………..4

E. Scope and Delimitation....……………………………………………..……………………5

F. Significance of the Study………………………………………..……..…………………..5

II. REVIEW OF RELATED LITERATURE…………………………………………........7

The effects of Anxiety and Depression on learning……………………………...7

Can Anxiety Affect Academic Performance?......................................................7

Short-term memory loss Anxiety influence on Problem-Solving and Learning

The Difference of The Level of Academic Anxiety towards Males and

Seeking Treatment for Anxiety Can Improve Performance……………………….10

III. RESEARCH METHODOLOGY………………………………………..………….….13

B. Sampling Procedure ……………………………………………………………….....…..13

C. Data Gathering Methods……………………....………………………………………….14

IV. PRESENTATION ANALYSIS AND INTERPRETATION OF DATA………..…...15

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

ACADEMIC ANXIETY AND MOTIVATION AMONG GRADE 10 STUDENTS

competition. To survive on this situation, educational achievements are necessary and

positive effect on a student’s performance. Teachers, parents and co-students can

shows that general weighted average of students is a factor of Academic Anxiety.

response of Grade 10 students and that there is also no significant relationship

Keywords: Academic Anxiety, Academic performance, Motivation

THE PROBLEM AND ITS BACKGROUND

A. Overview of the study

Education is the process of developing the potentials and capacities of

a person to prepare himself to be successful in a specific profession. From

this statement, education is serving primarily as an individual development

function. It helps us build opinions and ideas. It develops in us a positive

looking in life. Some say that education is a process on how to gain

information. They are right. But then, information cannot be converted or

transported without education. Education makes us differentiate things among

Anxiety is a psychological feeling of tension, nervousness, apprehension

that there is something in the environment in need of your attention. It is