UNDER PRESSURE: THE ACADEMIC ANXIETY AMONG SENIOR

HIGHSCHOOL STEM STUDENTS

____________________

A Research Presented to the Faculty of Senior High School

St. Mary‘s College of Tagum, Inc.
Tagum City

____________________

In Partial Fulfillment of the Requirements for the Subject

Practical Research 1
(RSRCH 1)

NOEL ROSA LARIOS JR

PRINCESS NIEZZA MILLAN CATALAN
JULIAH TAHIL
ABYGHAEL GUJOL HERMANO
NAZARETH XYRA FLAUTA MABANGLO
NIAKYLE CRIZYL PACATANG
TRISHA MAE RUFEROS GALLANA
FRANCIS KYLE BAYATO QUIRANTE

November 2019
 TABLE OF CONTENTS

Page

TITLE PAGE i

TABLE OF CONTENTS ii

Chapter

1 INTRODUCTION

Purpose of the Study 3

Research Question 4

Theoretical Lens 4

Scope and Limitation of the Study 8

Importance of the Study 9

Definition of Terms 10

Organization of the Study 11

2 REVIEW OF RELATED LITERATURE

3 METHOD

Research Design 17

Research Participants 17

Role of the Researcher 18

Data Collection Procedure 19

Data Analysis 20

Data Sources 21

Trustworthiness of the Study 22

Ethical Consideration 23
 Chapter 1

INTRODUCTION

Imagine if we don’t have education. As if you don’t know or learn

anything. According to Jose Rizal “The youth is the hope of our land.”

Without education, how are we going to help our world develop? Will we

ever be at peace? As a student education is very important to us, but we

cannot avoid stressing over to our academic tasks and having the fear of

failing and not meeting people’s expectation that creates anxiety among

us. A student is capable of learning and succeeding but if we have anxiety

it can be very difficult to achieve our goal.

In Pakistan, Nadeem, et.al. (2011) studied impact of anxiety on the

academic achievement of students having different mental abilities and

found that when anxiety increases, academic achievement decreases both

in male and female students. Whereas on completely different note, there

were some more researches which revealed some findings which were

complete against these aforesaid findings.

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 In the Philippines, (Meneses, 2008) 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.

In a prestigious school in Tagum City where we are currently

studying, several students are experiencing academic anxiety. Whenever

experiencing such, the supposed-to-be a day of discussion and learning

turn out into being afraid of criticism in learning which will hinder us in

completing the set competency on time. One teacher even said that if only

we could be more efficient enough our vacant times should be more

productive, there could been a minimal chance for us to experience

procrastination on deadlines. So, there for the level of academic anxiety for

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us is heavily consumed, but these surely will never happen if preventive

measures were given.

Throughout the references that we conducted regarding the

academic anxiety, its causes, and impact to us students who belong to this

highly standard based focus on science and mathematics. We have done a

deeper understanding of the similarity of the references we presented that

the mainly occurrences of us students being overly pressured of grades

than just clearing their attention on the learning they could have indicated

that will help develop more self-esteem. In additional self-esteem is a

factor tool to recover academic anxiety and retrieve students to develop

better performances during tasks. In more convincing way, the researchers

are dedicated enough to validate these findings and highlight

recommendations that could be a useful form for students having a hard

time with their academic and eventually help the community.

Purpose of the Study

The purpose of this phenomenological study is to explore and

understand the lived experiences of Senior High School STEM students’

academic anxiety

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 At this stage of research, academic anxiety is generally defined as

the feeling of being distressed, fearful, or stressed out as a result of school

pressures

Research Questions

In order to understand and explore the lived experiences of SHS

STEM students having academic anxiety, the following questions are

formulated:

1. What are the lived experiences of students having academic anxiety?

2. How do STEM students manage themselves upon having academic

anxiety?

3. What are the insights and hopes of STEM students in relation to

academic anxiety?

Theoretical Lens

The study was informed by the Inverted -U-Principle theory, which

is derived from Yerkes-Dodson’s Law of Drive Theory (Yerkes & Dodson,

1908). The theory links arousal to performance, and it is also referred to as

the theory of ‘Arousal and Performance. According to McCandless (1967),

‘arousal’ is the level of excitement or activation generated in the central

nervous system to trigger production of the energy required to perform a

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desired task. The level of arousal of energy experienced by the individual

determines the effectiveness of that individual’s performance of the task at

hand.

The Uprinciple theory’s argument is that if arousal increases,

performance would increase as well, but if arousal became too great and

continuously, then performance would deteriorate (Galvin, 1994). This

means that during onset of the arousal state, the individual would still feel

confident in his/her ability to control the arousal pressure, and

performance would continue to improve. However, once the arousal

becomes too great, the individual would start to doubt his/her ability to

cope, and her/his performance would automatically begin to drop. There

is therefore a progressive relationship between a person’s level of arousal

and the ability to function effectively. However, when the person is too

anxious, the anxiety may interfere with performance because his/her

concentration tends to focus too much on his/her anxiety build-up process

to the extent that he/she loses focus of the task at hand. The shift of

attention gives a leeway to continue rising levels of anxiety, leading to the

person’s inability to maintain the balance that would enable them to

perform effectively.

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 The arousal - performance process progresses gradually, beginning

from a lower level, to optimum (top of the U) and to high levels. At each

level the individual’s functioning capacity is altered to conform to the

arousal-performance interaction. As arousal increases, so too does the

quality of performance which gradually improves until it reaches the

optimum point (top of the inverted ‘U’). If the arousal is increased beyond

this point, then performance begins to decline, and when the arousal is too

high that the individual is “psyched up”, performance almost diminishes

(Rathus & Nevid, 1995). Following the theory therefore, one can logically

observe that an easy or simple task such as adding simple math numbers

does not require focusing on several factors simultaneously and is usually

facilitated by high levels of arousal. On the other hand, a complex task

such as solving a math problem with many steps requires attending to

many factors at once. For this reason, complex tasks are usually carried out

better at lower levels of arousal. Both over-arousal and under-arousal can

have negative effects on performance. The optima levels vary between

people doing the same task and one person doing different tasks. A basic

assumption of the hypothesis is that arousal is un-dimensional and that

there is consequently a very close correlation between indicators of

arousal.

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 To explain the existence of individual differences in individual

ability to cope with varied anxiety levels, Hanin, (1994) came up with the

concept of individualized zones of optimal functioning (IZOFs). He stated

that each individual had an optimal level of preperformance anxiety which

resulted in peak performances. If the pre-performance anxiety lies outside

the area of IZOF, whether too high, or too low, then performance will

deteriorate.

In relation to the Inverted -U principle therefore, this study assumed

that in a normal situation a student would need some level of anxiety to

positively energize him/her to attend to academic pursuits. At mild and

moderate anxiety levels, their performance ability is likely to bring forth

desirable grades. But once the anxiety escalates and remains beyond

optimum level, the possibility is that the student’s academic achievement

would drop. This study attempted to establish whether this assumption

holds true for respondents of the study area of this research. The inverted

U-principle also states that individuals who are exposed to the same

anxiety energy are likely to react differently because their IZOF levels are

different, a fact which accounts for their differences in their academic

performance outcome. The study attempted to establish whether this was

7
the case by statistically analyzing the participants’ anxiety results and

relating

The aforesaid theories and proposition will certainly assist in the

conduct of this study especially that these offer ample rationalization on

the causes and effect of academic anxiety in students. These theories and

proposition will also be an integral foundation for the researcher to come

up with a framework or practical strategies to give recommendations.

Likewise, the theories and propositions stated are wellspring of

salient points that will be a guide for the researcher in drafting and

finishing the research. Aside from being used countless times by other

researchers, these also support the objective of this research and that is to

address the issue of academic anxiety among students.

Scope and Limitation of the Study

This study will be limited only on the experiences of fourteen (14)

purposely selected STEM students who will be identified to have

experienced and struggled from academic anxiety. The participants of this

study will be the STEM students regardless of the gender who have

experienced academic anxiety

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 In addition, this study will be conducted on the second semester of

school year 2019-2020 from November to January. The participants will be

from the secondary schools in Cluster I of Davao del Norte.

Importance of the Study

This study is important and beneficial to the following entities

because it will reveal the actual experiences and the underlying causes of

academic anxiety among STEM students.

This study is seen to be beneficial to parents; through this study,

they will gain information on the possible causes of academic anxiety

among STEM students thus coming up with a notion on the ways to help

their children in preventing the risk of experiencing academic anxiety.

Further, the result of the study will also be of great help to students;

with this, they will be able to gain information and knowledge out from

the experiences and struggles of students with academic anxiety which

will give them an idea on how to manage themselves even if they will

experience academic anxiety.

This could also serve as an eye-opener to the School

Administrators. With this, they could think and provide in-campus

9
counseling to STEM students which will provide them the enough

knowledge about academic anxiety.

This is also seen to be beneficial to Department of Education

Officials who are responsible of providing programs to educate students

regarding self-care and avoiding having academic anxiety. With this, they

may be able to provide interventions or may invite experts for a monthly

counseling for students.

Correspondingly, it would be of great help to the future researchers

to know the struggles of students having academic anxiety. They can also

use the data for further studies that are in line or similar with the topic

being identified by the researcher.

Definition of Terms

For a clearer and better understanding of the study, the following

terms used in the study are defined conceptually and operationally:

Anxiety Calls. In this study, this term refers to the opinions, views,

and perspectives expressed by students with academic anxiety or those

students who are suffering from academic failure and pressure.

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 Students with Academic anxiety. In my study, this refers to the

students who are suffering from academic anxiety for at least once in a

school year.

Anxiety is defined as “a painful or apprehensive uneasiness of mind

usually over an impending or anticipated ill” (Merriam-Webster, 2012).

Students experiencing academic anxiety feel apprehensive over academic

tasks. Students can feel anxiety related to every academic task. Some may

only feel anxiety related to test taking or other specific tasks. Anxiety is not

always negative. Some students can be motivated by anxiety. In our study

this refers to the apprehensive uneasiness of mind which the students of

Senior Highschool STEM students of a prestigious school in Tagum City

are experiencing.

Stress is how a person mentally and physically reacts to circumstances that

are considered difficult or challenging (Beckner, 2004). In our study Stress

is one the factors that affects the academic performance of a student

Organization of the Study

In this section of my research paper, appropriate and comprehensive

arrangements of the study are presented.

Chapter 1 presents the exploration and understanding of the study.

The research questions are posted, and significant terms used are

11
operationally and technically defined. The limitation of this study is

articulated in this section.

Chapter 2 presents the review of related literatures, readings, studies

and concepts of some researchers and concerned individuals that are

similar to the present study. I will obtain the related literature used in my

study through books, internet articles, and other publications.

Chapter 3 describes the application or usage of qualitative research

methodology, articulate the data collection, data analysis and issues

associated with participants’ confidentiality. The chapter will address

information related to research design appropriateness, the study

population and selection, and data collection approaches.

Chapter 4 discloses the results of the interview which will contain

analysis of data referring to the research questions.

Chapter 5 completes the report by discussing the major themes

extracted from the results coming from the participants’ ideas with

supporting statements coming from the various authors. It is in this

chapter that conclusions of the study, as well as its implications will be

cited.

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 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents survey of related literature and writing of

recognized experts, both of which have significant bearing or relation to

the problem under investigation.

• 2014 and above articles

• 5 sub-headings

• Make it sure that it can be used in your chapter 5 (Discussion)

• Use of Transitional Devices

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 Chapter 3

Methods

This chapter provides a clear picture of how the research process

was done. Exhibited in this chapter are the discussions about the research

design, the research subject, the research process, the trustworthiness of

the study, and the role of the researcher.

Research Design (Sample)

This study utilizes qualitative research using the phenomenology

approach to explore Text Serye as a storytelling approach in the 21st-

century Philippine Literature. This study specifically employs the

phenomenological qualitative research design in order to acquire

prominent information and data which will be needed in the exploration

of Text Serye as a modern storytelling approach in the 21 st-centry

Philippine Literature. Furthermore, I find it important to use this method

due to the fact that this will be the first time in which Text Serye will be

viewed as an academic phenomenon for modern storytelling. Thus, it is

essential to probe on the lived experiences of the avid readers pertaining to

the said format.

Qualitative research is an approach for exploring and understanding

the meaning individuals or groups ascribed to a social or human problem.

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The process of research involves emerging questions and procedures, data

typically collected in the participant’s setting, data analysis inductively

building from particulars to general themes, and the researcher making

interpretations of the meaning of the data. The final written report has a

flexible structure. Those who engage in this form of inquiry support a way

of looking at research that honors an inductive style, a focus on individual

meaning, and the importance of rendering the complexity of a situation

(Creswell, 2013).

Why do we use this approach, contextualize it in your study.

DEFINITION/CITATION about Phenomenology

Since I will explore a trending phenomenon in modern storytelling

known as Text Serye through acquiring salient data and information from

readers who are exposed to the said narrative format, getting the essence

of the experience is a must. To get at the essence or basic underlying

structure of the meaning of an experience, the phenomenological interview

should be the primary method of data collection (Aagaard, 2017). Prior to

interviewing those who have had direct experience with the phenomenon,

the researcher usually explores his or her own experiences, in part to

examine dimensions of the experience and in part to become aware of

personal prejudices, viewpoints, and assumptions The meanings that are

15
drawn out from the raw data of the participants’ descriptions are then

narrowed down into the essence that belongs to each phenomenon under

study (Merriam & Tisdell, 2015). It is through a continuous and

simultaneous process of analysis of the data that the essence of each

phenomenon is derived from.

Research Participants (Sample)

In this qualitative-phenomenology study, I will carefully select the

right participants who are able to answer the questions underlying Text

Serye as a phenomenon. I will be interviewing 18 participants all whom

will be selected through purposive sampling. The subject selection in

qualitative research should be purposeful (Patton, 2015). As there is no

specific number of participants required in qualitative study, as the

researcher I will consider the suggestion of Creswell (2013) that the

number of participants/informants depends on the qualitative design

being used.

The first step in the empirical research process is to obtain concrete

and detailed descriptions from people who have experienced

situations in which the phenomenon has taken place. Such

descriptions are mostly elicited by conducting interviews (Aagaard, 2017).

16
Therefore, I need to select participants as to who can best inform the

research questions and enhance understanding of the phenomenon under

study (Creswell, 2013). Thus, in this case, inclusive criteria are taken into

consideration to properly extract the right information from the right

participant.

In the context of the study, the participants must be (a) exposed in

reading Text Serye (b) able to expound the experience with common

knowledge in the elements of fiction: character, setting, plot and point of

view, (c) able to relate Text Serye in other storytelling platforms for a

comparative perspective and (d) 18 years old and above. Alongside with

the said criteria, the willingness of the participant to provide relevant data

will be taken great consideration. Thus, I will be asking for their “informed

consent” as the interviewees are the primary unit of analysis (Bless &

Higson-Smith, 2000).

Data Sources (Sample)

The primary source of information for this qualitative-

phenomenology study is qualitative interviews. Face-to-face interviews

with participants, telephone interviews, or focus group interviews with six

to eight interviewees in each group as types of data sources in qualitative

inquiry. These interviews involve unstructured and generally open-ended

17
questions that are few in number and intended to elicit views and opinions

from the participant (Creswell, 2013).

In this study, I will employ two sources of data which are in-depth

interview (IDI) and focus-group discussion (FGD). There will be 10

participants in the in-depth interviews and 8 participants in the focus-

group discussions. The interviews will be recorded and transcribed before

they were showed them back to the participants to confirm the validity of

data. The transcribed audio recordings will be translated into English and

will be analyzed according to the research questions of this study.

Data Collection (Sample and Format)

The meaning of the context is greatly considered in a qualitative

inquiry. Thus, the data collection instrument must address the sensitivity

of the contexts of the study when gathering and interpreting data (Kuper,

Lingard & Levinson, 2008).

The first step of the study will be submitting a letter of approval to

the dean of the graduate school in order to acquire the permission to

implement the study.

The second step will be conducting the data gathering through IDI

and FGD to the two separate groups of research participants. In this step,

the IDI group will be asked with probing questions about Text Serye

18
individually. The data gathered should be relevant to the study and that it

should be able to narrate how the said phenomenon unfolds (Merrian &

Tisdell, 2015). The FGD group will then follow. The probing questions will

be asked and the expected answers are in a form of interactive discussion

among the participants and the interviewer (Hennink, 2013).

The third step will be recording the data and information from both

interviews by writing handwritten notes and by audiotaping. Then, the

data gathered from the IDI and FGD will be transcribed, organized and

analyzed according to the research questions raised in this study. To

accomplish the study completely, I will acquire the necessary facilities and

resources needed such as the interview guide who will be validated by

three experts, audio recorders, facilitators of the interviews and the

participants as the sources of data.

Data Analysis (Format/Copy and Paste BUT CONTEXTUALIZE it with

your Study)

Data analysis involves segmenting and taking apart the data as well

as putting it back together (Creswell, 2013). This also refers to the process

of classifying and interpreting linguistic material to make statements of

meanings which are either implied or clearly depicted in the material itself

(Flick, 2014).

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 As suggested by Merriam and Tisdell (2015), the data set must be

organized and labeled accordingly to its categorized scheme which will

make sense to the researcher and will enable convenient access to any

piece of data at any time. Thus, I will have to categorize the acquired data

through proper labeling. Furthermore, the organization of the data will be

done through initial reading of the information, coding of the data,

developing from the codes a description and thematic analysis,

representing the findings and finally interpreting the findings (Creswell,

2013).

Moreover, the preparation of the data must employ the process of

horizontalization. This is the process of putting all the data for

investigation, treating it with equal weight especially in the initial way of

the categorization – paving to a cluster or theme of organized data.

Horizontalization thus is the interweaving of a person, conscious

experience and phenomenon. In the process of explaining the

phenomenon, the essence and qualities are recognized and described. In

the context of the study, I will arrange the data by sorting the information

based form their relevance to the purpose of this qualitative-

phenomenology inquiry. This is due to the richness and density of such

type of data that not all of the information can be used in a qualitative

20
study (Creswell, 2013). Guest, Macqueen & Namey (2012) refers to this as a

process of focusing in on some of the data and disregarding other parts of

it.

After which, I will proceed to the coding of data. I will assign

designations to various aspects of my data so that I can easily retrieve

specific information and pieces, relevant to the questions. Next step will be

comparing one unit of information with to the other piece thereby looking

for recurring regularities within the categorized data. According to Dey

(1993), the process is one of breaking data down into bits of information

and then assigning “these bits to categories or classes which bring these

bits together again, if in a novel way. In the process we begin to

discriminate more clearly between the criteria for allocating data to one

category or another. Then some categories may be subdivided, and others

subsumed under more abstract categories”.

At the end of the process, these abstract categories will be the

themes that will emerge during the analysis which I will define and

interpret sufficiently in the context of the research questions posted in this

inquiry. Finally, I will formulate the conclusions and answers to the

questions reflected in the study. Further recommendations and reflections

were also indicated based on the results of the analysis.

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Trustworthiness of the Study (Copy Paste BUT CONTEXTUALIZE)

SEARCH: Lincoln and Guba (Credibility – focus on Member-

Checking, Confirmability – focus on the Audit Trail, Transferability – focus

on the Thick Description of the Methodology and Dependability – focus on

the External Audit.

Role of the Researcher (FOLLOW FORMAT GIVEN)

My roles in this qualitative-phenomenology inquiry are …

Provide citations as well.

Ethical Consideration (SAMPLE BUT CONTEXTUALIZE)

DO NOT MERELY COPY AND PASTE

There are three basic principles on how to secure ethical

consideration as suggested by Belmont (1974), which are accepted in our

cultural tradition, particularly relevant to the ethics of research involving

human subject: respect of persons, beneficence and justice.

According to Punch (2005) as cited by Albite (2014), doing research

involves the collection of data from people about people. The researcher

needs to protect and respect the research participants. Thus, the trust must

be established. In my study, after identifying the participants, I will ensure

to send consent letter to the Tribal Chieftain since my study is related to

22
their native language. Also, I will make sure to present to the research

participants a consent stating my purpose and ask them to sign the letter

signifying that they will voluntarily participate in my study as my research

participant. The letter will be written in English and in the native language

of the participants in details. They will also be informed that they may

withdraw their participation since it is voluntary. They will not be forced

to provide information which they are not comfortable with. Furthermore,

codes and pseudonym will all also be used to each of the participants.

Ford and Reutter (2008) stated that beneficence or no harm to the

participants refer to the principle of beneficence includes the professional

mandate to the effective and significant research so as to promote the

welfare of our constituents. In the context of my study, I will not disclose

any information that may lead to the identification of the interviewee. The

beneficence or no harm to the participants will also be considered through

making the participant’s safety and comfort.

The principle of justice requires that those who undertake the

burden of research must be likely to benefit the research. Justice demands

equitable selection of participants like avoiding population that may be

unfairly coerced into participating (Adams, 2013). In my study, I will

present my research to the community for them to be aware of what is the

23
effect of native language in acquiring the English phonology. With these,

they may be able to craft some interventions or strategy to minimize the

problem related to the phenomenon being studied.

As the researcher, I will ensure that all the principles stated above

will be addressed appropriately, with manner, and justice to protect the

rights of the participants.

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 ST. MARY’S COLLEGE OF TAGUM, INC.
Tagum City, Davao del Norte

Senior High School Program

(Inquiry, Investigation, and Immersion)

In-depth Interview Guide

Name of Interviewer: Leader’s surname et.al

Date: __________________________
Name of Interviewee: __________________________
Strand and Year: __________________________

Good Morning! ___________________________.

“ We conducting a research study entitled, (Title). This interview is

conducted to know your perceptions about fear of public speaking.

“Would it be alright if we will record our conversation through

audio-tape recorder? Our purpose of recording our conversation is to
gather as much as possible all the necessary information that we need in
this study, and to be able to have a smooth and spontaneous flow of
discussion regarding this matter. We can assure you that all your
responses will be held confidential by assigning you an alias to protect
your name. If you agree with us and with this interview and the recording
of your responses, then you can please sign this consent form that we will
be distributing to you.

“We will begin our conversation by asking you some questions and
please answer these as best as you can. You can expound your answer to
make it clear and comprehensible. May I start.

(Sample)
1. What are the lived experiences of Grade 11 students in relation to
public speaking?
1.1. As a grade 11 student, have you come across personal
issues in your as a public speaker? Why do you say so?

25
 1.2. Can you describe how was your 1st performance as a
public speaker?
1.3. What did you feel before and during public speaking?
1.4. Can you describe any particular difficulty or traumatic
experiences in giving a speech to the public?
1.5. How those difficulty or traumatic experiences affect you as
a public speaker?

2. How do students manage their fear in public speaking?

2.1. Can you cite instances wherein you were able to manage
your fear in public speaking?
2.2. How did you deal with your fear in public speaking?
2.3. Did those manifestations/symptoms block/hinder you
from continuing your performance as a public speaker?
Why do you say so?
2.4. What are your strategies in managing your fear in public
speaking?

3. What can they suggest to control fear in public speaking?

3.1. What advice would you give to others in coping with their
fear in public speaking?
3.2. In your own experience, what do you find to be most
benefit especially in controlling your fear in public
speaking?
3.3. What should someone else in the same situation do to
overcome their fear in public speaking?
3.4. What are your insights in controlling fear in public
speaking?
“ Thank you so much for your generosity in sharing your time today. Your
views and opinions are very much indispensable for the completion of this
study.” Again, rest assured that all your opinions are kept confidential.
Thank you and may God bless us all.

Leader’s Surname et.al

Researchers

26
 ST. MARY’S COLLEGE OF TAGUM, INC.
Tagum City, Davao del Norte

Senior High School Program

(Inquiry, Investigation, and Immersion)

CONSENT FORM FOR QUALITATIVE RESEARCH STUDY

Title of the Study: ________________________________________

Name of Researcher: ______________________________________

1. I volunteer to participate in the above research study and I understand

that this research is designed to gather information about the perception of
(Core of your study). I am aware that my participation is voluntary and I
am free to withdraw or discontinue my participation without giving any
reason.

2. I do not have any hesitation if my interview is video-taped or audio-

taped and transcribed for content analysis, and I am aware that the copies
of the transcripts will be returned to me.

3. I understand that the researcher will not identify me by name in any

reports using information obtained from the interview, and that my
confidentiality as a participant in this study will remain secure by
assigning me an alias.

4. I have read and understood the explanation provided to me, and I am

free to ask questions and be answered to my satisfaction.

5. I have been given a copy of this consent form.

________________________________________ ________________
Name and Signature of the Participant Date

________________________________________ ___________
Name and Signature of the Researcher Date
27
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