Infant Jesus Learning Academy of Rodriguez, Rizal

Phase 7 Block 2 Lot 2 Eastwood Greenview Subdivision

San Isidro Rodriguez Rizal

FACTORS OF HAVING ANXIETY AND ITS EFFECT

TO THE ACADEMIC PERFORMANCE OF

SELECTED GRADE 11 STUDENTS

IN INFANT JESUS LEARNING

ACADEMY RODRIGUEZ,

RIZAL

In Partial Fullfillment of Requirements for Practical Research

Fortin, Emmanuel

Infante, Cedi

Tumaque, Ella

Villorente, Evan

Submitted to: Mr. Billy Natividad

Date Submitted: February 2020

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 CHAPTER I

INTRODUCTION

STATEMENT OF THE PROBLEM

Many students suffer from anxiety when facing difficult academic

tasks. Students with learning disabilities often face more anxiety than general

education students (Nelson & Harwood, 2011). Different students respond

differently to anxiety Teaching self-regulation in early childhood is important to

reduce the development of school related anxiety at an early age (Zelazo &

Lyons, 2012). Anxiety can have a negative effect on the information processing

system. People with anxiety have difficulty storing and retrieving information

(Nelson & Harwood, 2011). Some students are very difficult to formally or

informally assess because of anxiety. Not all teachers understand the signs of

anxiety and the effects on their students. If teachers can recognize the signs,

they can help the students cope with academic anxiety. Because all students are

different, understanding multiple methods for coping with anxiety can be

beneficial for more students.

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 I. What are the factors that may effect in anxiety to individual?

II. What is the effect of anxiety to academic performance of Grade

11 in Infant Jesus Learning Academy of Rodriguez, Rizal?

III. How does the students/Learners overcome anxiety?

SIGNIFICANCE OF THE STUDY

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 overtime. 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 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

students self-regulation can reduce anxiety and increase academic performance

(Ader & Erktin, 2010).

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 CHAPTER II

REVIEW OF RELATED LITERATURE

LOCAL LITERATURE

(Meneses, 2014) argued that worry may give rise to anxiety and it is

more often imaginary than real and a generalized emotional state rather than

specific one. In short, the individual is not anxious about specific things. Worry for

students relates primarily to cognitive concerns about the consequences of

failure. Students who think or verbalize a negative or pessimistic expectation

manifest worry. One of the most threatening events that may cause anxiety

among the students today is examination. When students develop an extreme

fear of performing poorly on an examination, they may experience anxiety. Test

anxiety is a major factor contributing to a variety of negative outcomes including

psychological distress, academic underachievement, academic failure, and

insecurity. Although many students have the cognitive ability to do well on

examinations, they may not able to do so because of a high level of anxiety.

(Bermis, 2014) states that State anxiety, which was the kind of anxiety that was

experienced by most of the students, is temporary in nature and only evident in a

specific situation, while trait anxiety is an enduring characteristic of a person, a

fairly stable characteristic with pervasive effects or is evident in diverse aspects

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of a person’s life. The level of stress exists and may persist for long, when it

remained uncorrected one may experience the symptoms of anxiety. Stress built

up over time until it reaches a point where coping with it seems difficult. Those

with anxiety problems have a style of coping with stressful events which

persistently aggravate the problem. They make unreasonable demands and

would go through kind of denial that the problems do not exist. However, this

persistent behavior of denial is indeed very stressful and may further aggravate

the situation. The level of stress exists and may persist for long,

FOREIGN LITERATURE

(Mallow, 2014) in his research, “Science Anxiety: Research and

Action”, he explained that the Science anxiety is related to general anxiety and to

field of study, but not significantly to national group. He conducted interviews with

eleven groups of Danish and American students. The interview topics included

gender and national components of science education, science anxiety, and

attitudes toward science. The groups were science and non-science students at

the upper secondary and university levels, and one group of American science

teachers who were students in a science enrichment program. The interviews

revealed a variety of relationships between and among science attitudes, science

anxiety, nationality, gender, and course of study. He also probed student

attitudes toward constructivist versus traditional views of science.

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 Aside from his findings that gender and national components of

science affect the student’s anxiety level, he also found out that the confidence

scores of subjects in different science anxiety groups were compared and the

relationships between their math anxiety levels and confidence levels to teach

mathematics and science were investigated.

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 CHAPTER III

METHODOLOGY

3.1 Research Design

This used Qualitative research. It is the scientific

method of observation to non-numerical data or descriptive method to describe

the purpose of the having an anxiety and how it affects the academic

performance of selected student junior high school in INFANT JESUS

LEARNING ACADEMY OF RODRIGUEZ RIZAL.

3.2 Population and Sample of the study

The respondents of this study will be selected students Grade 11 of

senior high school of Infant Jesus Learning Academy of Rodriguez, Rizal.

3.3 Research Instrument

The instrument that we will be using is Questionnaire in which

there is only three options and it is answerable by Yes, No and Maybe.

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3.4 Data Gathering Procedure

We will make a survey or questionnaires that is needed for our study

to complete our research. Before the day that we will distribute our questionnaire.

We will get the consent of their assigned teachers for us to gather information.

AIMS OF THE STUDY

This research aim to know the effects of participation of study

experience of having an anxiety and how it affects the academic performance.

with this research, we will know the individual anxiety of the student in secondary

level in IJLA. does answering the survey of our research helps them or just a

waste of time? does it really have a big effect on their personality? Some

students experience anxiety that affects learning, some students are unaware of

their parents as to why they want to private problem, what might be the students

who are experiencing this situation?

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