First City Providential College

Brgy. Narra, Francisco Homes, City of San Jose del Monte, Bulacan

The Relationship of Social Anxiety Disorder Tendencies to the Academic Performance of

Grade 12 Humanities and Social Sciences Students in First City Providential College

A research paper presented to the

Senior High School Department of
First City Providential College

In partial fulfillment of the

requirement for the subject
Research Project

Research conducted by
Giselle Grace P. Aranda
12-HUMSS 1

Submitted to
Ms. Jamhelle G. Albay
Research Project Teacher

Academic Year 2019-2020

2nd Semester
 Dedication
The researcher dedicates this study to the students for them to understand the relationship
of social anxiety to their performance in school.

The researcher hopes that this research can make the teachers aware of the behaviors their
students behave in school.

Moreover, this research is offered to the other future researchers who might conduct
similar studies about the relationship of social anxiety disorder to the academic performance.

This research is dedicated as well to the researcher’s family who always supports her in
all aspects, encourage and understand her as she goes through this work.

Above all, the researcher dedicates this study to God Almighty, whose guidance and
knowledge is important to make this research possible.
 Acknowledgement

The researcher would like to express her deepest gratitude to the following who
participated for the completion of this research as it will not be possible and successful without
their support.

To Ms. Jamhelle G. Albay, research adviser, for showing a great deal of patience and
understanding to the researcher, giving her a great consideration in complying even its late.

To the Grade 12 Humanities and Social Sciences (HUMSS) students, for giving their full
support in the conducted survey.

To the parents of the researcher, for their guidance, understanding and unending support
to the researcher physically, emotionally and financially.

Above all, to God Almighty, for His gift of life, wisdom and patience, and guiding the
researcher for her to continue in gathering the needed information and in accomplishing the
research.
 Abstract

Social anxiety disorder is an intense anxiety or fear of being judged, negatively

evaluated, or rejected in a social or performance situation. This is a mental illness that can affect
not only an individual’s mental health but also their performance. Hence, this study aims to
analyze the relationship of social anxiety disorder tendencies to the academic performance of
Grade 12 Humanities and Social Sciences (HUMSS) students of First City Providential College
(FCPC). A correlational-quantitative type of research was used in this study that specifically
distributed to randomly chosen Grade 12 Humanities and Social Sciences (HUMSS) students an
online survey which measured their social anxiety level as well as their academic performance
level. The survey included the published questionnaires of specific authors cited in the review of
related literature and studies.

Statistical analysis of the responses demonstrates that most of the respondents have
moderate level of social anxiety. Meanwhile, the findings show that most of them, however, have
high grades. On the other hand, the correlation results, determined through the Pearson Product-
Moment Correlation Coefficient formula, indicate that social anxiety disorder has positive yet
negligible relationship with the academic performance of Grade 12 HUMSS students in FCPC.
On this basis, it is recommended not to focus only in the academic progress of students in
monitoring social anxiety as there could be other factors influencing its fluctuation. Moreover,
further research is needed to determine and improve the outlier factors, specifically on the
methodology aspects, that may have caused the study to the result into a negligible relationship
among the variables.
 Table of Contents

Title i

Dedication ii

Acknowledgement iii

Abstract iv

Chapter 1: The Problem and the Review of Related Literature and Studies

Introduction 1

Review of Related Literature 1

Review of Related Studies 3

Theoretical Framework 5

Conceptual Framework 6

Statement of the Problem 6

Significance of the Study 7

Scope and Limitations

7

Definition of Terms 8

Chapter 2: Method

Methodology 9

Research Design 9

Research Setting 9

Respondents of the Study 10

Data Gathering Procedure 10

Data Gathering Instrument 10

Statistical Treatment 10

Chapter 3: Presentation, Analysis, and Interpretation of Data 12

Chapter 4: Summary, Conclusion, and Recommendation

Summary 18

Conclusion 18

Recommendation 18

References 20

Appendix 222
 Chapter 1: The Problem and the Review of Related Literature and Studies

Introduction

Social anxiety disorder (also called social phobia) is a mental health condition. It is an
intense, persistent fear of being watched and judged by others. This fear can affect work, school,
and your other day-to-day activities. It can even make it hard to make and keep friends. Social
Anxiety Disorder is one of the mental illnesses that affect Filipino youth here in the Philippines.
According to Kathleen Meringkangas of National Institute of Mental Health in Betherda,
Maryland, fewer than 8% of adolescents with social phobia said they had been treated with
antidepressants. According to Philippine Statistics Authority, in the Philippines, 20% of adult
suffer mental or psychiatric disorders, with average 88 reported cases for every 100,000 citizens.

Review of Related Literature

The literature review provided in this section provides the overview of the previous
research on social anxiety disorder tendencies and academic performance of the students. It
introduces the framework of the study that comprises the main focus of the research which is to
identify the relationship of Social Anxiety Disorder to the student’s academic performance. The
main purpose of the literature review work was to survey previous studies on Social Anxiety
Disorder and academic performance of students. This was in order to scope out the key data
collection requirements for the primary research to be conducted, and it formed part of the
emergent research design process (Denscombe, 1998, p. 217).

Social Anxiety Disorder Tendencies

Socially anxious tendencies have potential to become social anxiety disorder (SAD),
which is characterized by fear of social situations associated with being evaluated or
embarrassed by others. In particular, others’ gazes induce social anxiety. People with SAD have
a negative interpretation bias toward ambiguous emotions in others’ faces; however, negative
interpretation bias toward ambiguous emotions in others’ gazes has not been fully investigated.

Andrews G., et al, (1994) define Social Anxiety Disorder as a fear of being scrutinized or
evaluated by other people while McNeil D., and Randall C. (2014) connect Social Anxiety
Disorder to the social behavior of an individual. These references are connected to this study
because it defines and explains how Social Anxiety Disorder affects the social behavior of an
individual. According to Anxiety Canada, students with Social Anxiety Disorder may refuse to
participate in various activities (like academic performance) or to attend school, either by not
going, or if they are forced to go, by not speaking.

Academic Performance

Academic performance is defined as how well a student meets standards set out by the
local government and the institution itself. Academic performance is the measurement of student
achievement across various academic subjects. Teachers and education officials typically
measure achievement using classroom performance, graduation rates and results from
standardized tests. With academic performance, students develop or improve their socialization
skills as they continue doing academic tasks with peer and their colleagues.

Academic performance is defined as level of performance of individuals and different

group of students (Maslin Masrom and Selisa Usat, 2018) while according to Cassie Dobson
(2012), students with anxiety problems tend to show lower levels of academic performance, self-
efficacy, and self-concept. Because academic performance is always encountered by students,
especially Grade 12 students who are graduating, the researcher used this as one variable for the
research being conducted. Academic performance is one of the things that Social Anxiety
Disorder may affected, also the behavior of the students in socializing with other people will be
affected.

Grade 12 Humanities and Social Sciences (HUMSS) Students

  Anxiety affects a student's working memory, making it difficult to learn and retain
information. The anxious student works and thinks less efficiently, which significantly
affects the student's learning capability. Social anxiety disorder may have an impact to the
student’s academic performance and also affect social behavior of it (National Institute of Mental
Health, 2014).

According to Anxiety Canada, there are two kinds of students: the one who is afraid in
speaking and performing in public and the one who fears and avoid wide range odd social
situations. And, according to Anxiety Canada, students with social anxiety wants to be in school
and have friends but anxiety prevents the to do so. Student’s now are prone to anxiety especially
if there are some of these students that experience traumatic events. This situation of these
students may not only affect their school performance but also on how they interact with others.

Based on the review of related literature, social anxiety really affects student’s academic
performance. The researcher found out that the higher the anxiety level felt by the students, the
bigger impact of it to their academic performance. The researcher also found out that this not
only affect student’s academic performance but also the way they interact with the people
surrounding them. The references gave the information that the researcher wants to obtain.

Review of Related Studies

The related studies review provided in this section gives similar studies on the
relationship of social anxiety disorder tendencies and the academic performance of the students.
Like the review of related studies, this section also introduces the framework of the study that
contains the main focus of the research which is to find the relationship of the two variables. The
related study in this research aims to collect previous studies on social anxiety and student’s
academic performance in order to scope out the key data collection requirements for the
research.

Social Anxiety Disorder Tendencies

 Social anxiety disorder, or social phobia, however, describes a marked, intense,
and persistent fear of social situations that can be differentiated from the more typical
fear that comes with discomforting situations. The anxiety associated with SAD not only
leaks into an individual’s social life but interferes with his or her everyday activities and
professional life. While other mental health disorders cause social anxiety symptoms (e.g.
sweating, palpitations, or panic attacks), social anxiety disorder refers only to individuals
who specifically avoid or fear social situations.

Huberty (2012) states that “as the anxiety level related to certain academic tasks
increases, the academic performance suffers...”. While Antony M., Monteiro S., Swinson R., and
Purdo C. (1999) defined social anxiety as a strong desire to make a favorable impression on
others. These references are connected to this study because it defines and explains how social
anxiety disorder affects the social behavior and academic performance of an individual.
According to Anxiety Canada, students with Social Anxiety Disorder may refuse to participate in
various activities (like academic performance) or to attend school, either by not going, or if they
are forced to go, by not speaking.

Academic Performance

Academic performance is the measurement of student achievement across

various academic subjects. In educational institutions, success is measured by academic
performance, or how well a student meets standards set out by a local government and the
institution itself. A career competition grows even fiercer in the working world, the importance
of students doing well in school has caught the attention of parents, legislators and government
education departments alike.

According to Cassie Dobson (2012), a student with social anxiety disorder tend to have a
lower level of academic performance, self-efficacy, and self-concept, while Rapee and Heimberg
(1997) stated that individuals with social phobia tend to negatively evaluate the quality of their
performance. These references are related with the present studies by the means of academic
performance is one of those things that can be affected by Social Anxiety Disorder. Because
academic performance is necessary to be done by the graduating students (Grade 12 students),
there are times that they experience anxiety because of some traumatic events that may hinder
them from graduating. And Social Anxiety may be considered as one of these hindrances that
block the students in finishing Senior High School.

Grade 12 Humanities and Social Sciences (HUMSS) Students

Social anxiety is an inconvenient disorder in many situations in life. But for a

student, it can be especially difficult. School is a place where social interaction is not only
expected but required. It is a place where being judged and criticized by others is routine, and
where struggling to cope with social situations and feedback can result in negative feedback that
makes it more challenging to overcome social stresses (Micah Abraham, 2018).

Students with social anxiety might not be able to complete group tasks or might not feel
comfortable asking for help in class (Cassie Dobson, 2012). Because of the lack of interaction to
their colleagues, they often try to be independent. They depend on their capabilities to do
something without consulting others if what they do is wrong or right. These behaviors are the
common effects of Social Anxiety Disorder. But according to Nelson and Harwood, students
with learning disabilities often face more anxiety than general education students.

The information is more strengthened in the review of related studies than the previous
section which is the review of related literature. In this section, the references provided
information about the relationship between the two variable which is Social Anxiety Disorder
and student’s academic performance. As the anxiety level related to certain academic tasks
increases, the academic performance suffers (Huberty, 2012). This citation has connection on
what Rapee and Heimberg (1997) said which is individuals with social phobia tend to negatively
evaluate the quality of their performance.

Theoretical Framework
 According to the Social Cognitive Theory (Holt B. and Brown H., 1931), advanced by
Albert Bandura as an extension of his Social Learning Theory, when people observe a model
performing a behavior and the consequences of that behavior, they remember the sequence of
events and use this information to guide subsequent behaviors. This individuals with social
anxiety tend to overestimate the level of threat in social situation and underestimate their ability
to handle social situations. In other words, people do not learn new behaviors solely by trying
them either succeeding or failing, but rather, the survival of humanity is dependent upon the
replication of actions of others.

According to Sigmund Freud’s Psychodynamic Theory, social anxiety disorder is

believed to be part of a larger problem develops during childhood. The Psychodynamic Theory
of Psychology sees anxiety as an alerting mechanism that arises when our unconscious
motivations clash with the constraints of our conscious mind. This conflict is intensified in the
people with GAD. Behavioral theory holds that anxiety results from not knowing to behave in a
given situations. It is assumed that this was able to prove that Social Anxiety Disorder has a
relationship with academic performance of the students through these theories.

Conceptual Framework

Social Anxiety Academic

Disorder Performance

Statement of the Problem

The main objective of this research is to analyze the relationship of Social Anxiety
Disorder to the Academic Performance of Grade 12 Humanities and Social Sciences (HUMSS)
Students of First City Providential College.

Specifically, this study aims to:

 1. examine Social Anxiety Disorder level among Grade 12 Humanities and Social
Sciences (HUMSS) Students in First City Providential College through Severity
Measure for Social Anxiety Disorder (Social Phobia);
2. evaluate the Academic Performance of Grade 12 Humanities and Social Sciences
(HUMSS) Students in First City Providential College; and
3. determine the relation between Social Anxiety Disorder Tendencies and the
Academic Performance of Grade 12 Humanities and Social Sciences (HUMSS)
Students in First City Providential College.

Significance of the Study

This study is significant in proving the relationship of Social Anxiety Disorder to the
academic performance of Grade 12 Humanities and Social Sciences students in First City
Providential College. It is also beneficial to the following:

 Teachers – This study will be beneficial to the teachers because it gives them
information that will help them avoid social anxiety in the classroom.
 Parents – This study will be beneficial to the parents because it gives them
information that will help them identify and avoid social anxiety disorder tendencies
among their children.
 Students – This study will benefit the students for them to gather information and be
aware of Social Anxiety Disorder Tendencies.
 Future Researchers – This study is advantageous to the future researchers because
they can impart information that is reliable can be use for an extent research of this
topic.

Scope and Limitations

This study covers the relationship of Social Anxiety Disorder Tendencies to the academic
performance of Grade 12 Humanities and Social Sciences (HUMSS) students in First City
Providential College. However, it will not tackle the reasons of why a student have a Social
Anxiety Disorder. With limited sources and scope, this study is bounded to achieve its goals with
the help of 148 respondents – Grade 12 Humanities and Social Sciences (HUMSS) students from
First City Providential College, located at Barangay Narra, Francisco Homes, City of San Jose
Del Monte, Bulacan. The survey was conducted last September 2019.

Definition of Terms

Social Cognitive Theory – revolves around the process of knowledge acquisition or

learning directly correlated to the observation of models. The models can be those of an
interpersonal limitation or media sources.

Social Learning Theory – is a theory of learning process and social behaviors can be
acquired by observing and imitating others.

model – something that a copy can be based on because it is an extremely good example
of its type.

Psychodynamic – is an approach to psychology that emphasizes systematic study of the

psychological forces that underlie human behavior, feelings, and emotions and how they
might relate to early experience.

GAD (General Anxiety Disorder) – is characterized by excessive, exaggerated anxiety

and worry about everyday life events with no obvious reasons for worry. People with
symptoms of GAD tend to always expect disaster and can’t stop worrying about health,
money, family, work or school.
 Chapter 2: Method

Methodology

The methodology section of this paper is all about the research design used in this study.
In addition, this section also discusses the research setting and the respondents of the study.
Lastly, the details regarding the data gathering procedure, instrument, and statistical treatment
were included as well in the section of this paper.

Research Design

A correlational study about the relationship of Social Anxiety Disorder Tendencies to the
academic performance, which is a quantitative type of research, was used in this study. This
research design was used because it determines if there is a relationship between the variables. It
also evaluates what effect of one variable to the other might be and how that affects the link
between such variables.

This research design also summarizes vast sources of information and applies a well-
established standard which means that the research can be replicated, analyzed, and compared
with similar studies.

Moreover, this study includes the measurement of the variables to establish the
relationship of social anxiety disorder tendencies to the academic performance of grade 12
Humanities and Social Sciences (HUMSS) students in First City Providential College.

Research Setting
 This quantitative research titled “The Relationship of Social Anxiety Disorder
Tendencies to the Academic Performance of Grade 12 Humanities and Social Sciences Students
in First Providential College” was done in the vicinity of First City Providential College. The
stated location was determined due to the availability of the target respondents. Furthermore, it is
the most accessible location as the researcher is a student of the said institution.

Respondents of the Study

The respondents were 148 Grade 12 Humanities and Social Sciences (HUMSS) students
of First City Providential College with specific criterion of being a student of the said school.
Also, they must have common knowledge regarding social anxiety disorder and their academic
performance. Lastly, the respondents must be honest when answering the survey questions. The
respondents were determined through probability sampling specifically, stratified sampling.
Meanwhile, with 5% margin of error, the sample size was determined through the use of Slovin’s
Formula (n= N/1+Ne2) where n=sample size, N=total population, and e=margin of error.

Data Gathering Procedure

The researcher asked 10 questions to the respondents through an online survey using the
Google Forms application. Each question has its own significant means that can prove a theory
to the relationship of Social Anxiety Disorder Tendencies to the academic performance. Also,
the corresponding questions were asked to measure the respective variables among the
respondents.

Data Gathering Instrument

The study used survey as data gathering instrument. Specifically, it used Severity
Measure for Social Anxiety Disorder (Social Phobia) which assesses the severity of symptoms of
social anxiety (social phobia) in individuals ages 18 and older. Each item on the measure is rated
on a 5–point scale. The total score can range from 0 to 40, with higher scores indicating greater
severity of social anxiety disorder. Consistently high scores on a particular domain may indicate
significant and problematic areas for the individual.

Statistical Treatment

The collected data from the given survey questionnaire needed a statistical treatment for
data analysis and tabulation. As the study aims to measure the relationship of the variables, the
statistical treatment used was “The Pearson Product-Moment Correlation Coefficient”, also
known as “Pearson’s r” formula, which was derived by a British Statistician named Karl Pearson
(n.d.). nΣxy – (Σx)(Σy)
r=
[n(Σx2) – (Σx)2 n(Σy2) – (Σy)2]
The formula is: where r=coefficient of correlation,
n=sample size, x= first set of viariables (independent variable), and y=second set of variables
(dependent variable).
 Chapter 3: Presentation, Analysis and Interpretation of Data

Table1.1: Survey Scores of Respondent No. 1-105

IV DV IV DV IV DV
Responden Responden Responden
Score Score Score Score Score Score
t No. t No. t No.
s s s s s s
1 1.1 89 36 2.4 94 71 3.7 93
2 0.9 91 37 1.6 91 72 1.1 89
3 0.9 91 38 0.7 89 73 0.5 88
4 1.4 89.4 39 0.6 91 74 1.4 85
5 0.9 91 40 3.4 94 75 1.2 86
6 1.9 89 41 0.1 91 76 1 86
7 2 89.7 42 0.6 91 77 0 95
8 0.2 87 43 0.9 87 78 0 90
9 1.9 93 44 2 87 79 1.89 89
10 1.3 90 45 1.5 91 80 1.1 90
11 1.6 87 46 2 89 81 1.6 89
12 0.6 86 47 0.1 87 82 1.5 90
13 1.7 89 48 0.9 86 83 2.6 94
14 2.4 88 49 2.5 92.25 84 0.4 89
15 2.7 85 50 2 91 85 0 94
16 1.4 88 51 3.22 89.1 86 3 93.33
17 1.7 92 52 1.6 88 87 1.8 88
18 1.6 86 53 2.1 90 88 1.2 92
19 0 94 54 1 86 89 0.8 90
20 1.3 86 55 1 87 90 1.2 95
21 1.2 92 56 1.3 86 91 1.8 90
22 1 90 57 1.3 84 92 1.4 88
23 1.6 91 58 0.9 86 93 2 86
24 0.6 91 59 0 88 94 1.6 96
25 0.5 92 60 0.5 89 95 0.7 82
26 1.7 90 61 2 92 96 2.4 85
 27 0.8 95 62 2 92 97 0.7 87
28 1.6 90 63 3 92 98 3.4 91
29 1 88 64 2.2 88 99 0.1 91
30 1.8 92 65 0.7 90 100 0.6 94
31 1.2 89 66 1.6 89 101 0.9 92.75
32 0.8 93 67 1 89 102 2 89
33 1.2 92 68 0.5 91 103 1.5 87
34 1.4 92 69 1.6 92 104 1 86
35 1.8 88 70 2.1 92 105 3.7 93

Table1.2: Survey Scores of Respondent No. 106-146

Respondent IV DV Respondent IV DV Respondent IV DV
No. Scores Scores No. Scores Scores No. Scores Scores
106 2.5 93 121 1.5 88 136 1 89
107 2 90 122 1.6 91 137 1 88
108 1.6 91 123 2.6 89 138 1.3 85
109 2.1 87 124 0.4 86 139 2 91
110 0.9 87 125 0 86 140 0.6 91
111 1 86 126 0 95 141 1.6 94
112 1 89 127 0.2 90 142 2.4 88
113 1.3 95 128 0.9 89 143 1.6 88
114 0.9 93.25 129 1.9 90 144 0.9 90
115 0.7 94 130 0.2 94 145 0.2 87
116 0.5 90 131 2 89 146 1.1 87
117 1.4 90 132 0.8 93 147 0.5 85
118 1.2 92 133 1.6 92 148 0 95
119 0 85 134 1.6 92
120 0 85 135 1.7 92

The tables show that the highest gathered score for measuring the independent variable
(IV) is 3 while for the dependent variable (DV) is 96. Using the data in the tables and applying
the Pearson r formula, the study arrived into 0.08 as coefficient of correlation (r).
Figure 1.1 Frequency Chart of Social Anxiety Disorder Tendencies among
Grade 12 Humanities and Social Sciences (HUMSS) Students in FCPC
90

80

70

60

50

40

30

20

10

0
0-1.4 Low 1.5-3.4 Moderate 3.5-5 High
 Figure 1.2 Percentage Chart of Social Anxiety Disorder Tendencies among
Grade 12 Humanities and Social Sciences (HUMSS) Students in FCPC

3%

42%

55%

The data presented in the graphs above shows/depicts that 81 Grade 12 Humanities and
Social Sciences (HUMSS) students which is 55% of the sample has a moderate level of Social
Anxiety Disorder Tendencies.

Figure 2.1 Frequency Chart of the Academic Performance of Grade 12

Humanities and Social Sciences (HUMSS) Students in FCPC
80

70

60

50

40

30

20

10

0
60-74 Low 75-89 Good 90- 94 High 95-97 Very High 98-100 Extremely
High
 Figure 2.2 Percentage Chart of the Academic Performance of Grade 12
Humanities and Social Sciences (HUMSS) Students in FCPC

5%

46%

49%

60-74 Low 75-89 Good 90-94 High

95-97 Very High 98-100 Extremely High

The data presented in the graphs above shows/depicts that 72 Grade 12 Humanities and
Social Sciences (HUMSS) students which is 49% of the sample has high results of academic
performance.
 Figure 3. Scatter Diagram of the Relationship between Social Anxiety Disorder
Tendencies and the Academic Performance of Grade 12 Humanities and Social
Sciences (HUMSS) Students in FCPC

100

95
Academic Performance

90

85

80

75
0 0.5 1 1.5 2 2.5 3 3.5 4

Social Anxiety Disorder

The diagram reflects the relationship of the independent variable, Social Anxiety
Disorder, and the dependent variable, academic performance. It also represents positive and
negligible relationship of the variables as attested by 0.08 coefficient of correlation (r) dtermined
through the Pearson r formula.

Chapter 4: Summary, Conclusion, and Recommendation

Summary of Finding

The gathered data shows that most of the respondents has moderate level of Social Anxiety
Disorder Tendencies and has high level of academic performance. With these results, the study
arrived into 0.08 as coefficientof correlation between the variables.

These findings contradict the previous claims of Huberty(2012) which state that as the
anxiety level related to certain academic tasks increases, the academic performance suffers.
These findings also contradicts Rapee and Heimberg(1997) which state that individuals with
social phobia tend to negatively evaluate the quality of their performance since based on the
coefficient of correlation, social anxiety disorder and academic performance has no relationship.

Conclusion

Based on the findings, the study therefore concludes that Grade 12 Humanities and Social
Sciences (HUMSS) students from First City Providential College has moderate level of Social
Anxiety Disorder Tendencies and has high results of academic performance. Moreover, the
results indicate that social anxiety disorder has positive negligible relationship to the academic
performance.

Recommendation

Given the stated findings regarding the examination of Social Anxiety Disorder
Tendencies among Grade 12 Humanities and Social Sciences (HUMSS) students in First City
Providential College through Severity Measure for Social Anxiety (Social Phobia), the study
recommends students to gather further information about the said variable for them to have
further knowledge that will help them avoid having social anxiety. Also, teachers are advised to
give attention to those students who has social anxiety since some of them are not showing
visible symptoms of it. Moreover, this study recommeds the parents to talk more to their children
to know everything that is happening in their child’s everyday life for them to easily come up
with an solution incase their child are showing symptoms of social anxiety disorder. Lastly, the
future researchers are recommended to gather further information about social anxiety since the
informations in this research need further researching.

Considering the findings about the evaluation of academic performance of Grade 12

Humanities and Social Sciences (HUMSS) students in First City Providential College, the study
students to maintain the current result of their academic performance since the average results of
the samples are high. Also, teachers are advised to help their students to further understand the
lessons through group enhancement creative activity for the students to actively participate in the
class. Moreover, the parents are recommended to avoid giving pressure to children and they
should focus more on their child’s relationship with others. Lastly, the furture researchers are
recommended to find another ways to evaluate students academic performance since the
researcher only based it to their general average.

With regards to the findings on the determining the relationship between Social Anxiety
Disorder Tendencies and the academic performance of among Grade 12 Humanities and Social
Sciences (HUMSS) students in First City Providential College, the study recommends the
students to not underestimate social anxiety since some of the respondents are not aware that
they have moderate level of it. Also, teachers are advised to give attention to their students
because not all students with high academic performance can avoid the threats of anxiety.
Moreover, the parents are recommended to focus on their child and their behavior at home and
they should give their child a time and affection to avoid them in exposing in different anxiety.
Lastly, the future researchers are recommended to change the variables because in this research,
the findings stated that there are no relationship between Social Anxiety Disorder Tendencies
and academic performance. In addition, the future researchers are recommended to seek help to a
professional for a better result of their research.

References
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Solitario, J. M. (2017). Minding Healthy Minds. Retrieved from University of the Philippines:
https://www.up.edu.ph/index.php/minding-healthy-minds/
 Appendix

The Severity Measure for Social Anxiety Disorder (Social Phobia)—Adult, produced by
American Psychological Association, is a 10-item measure that assesses the severity of
symptoms of social anxiety (social phobia) in individuals age 18 and older. The measure was
designed to be completed by an individual upon showing social anxiety symptoms and thereafter,
prior to visits with the clinician. Each item asks the individual receiving care to rate the severity
of his or her social anxiety disorder (social phobia) during the past 7 days.

Each item on the measure is rated on a 5-point scale. The total score can range from 0 to
40, with higher scores indicating greater severity of social anxiety disorder (social phobia). The
clinician is asked to review the score of each item on the measure during the clinical interview
and indicate the raw score for each item in the section provided for “Clinician Use.” The raw
scores on the 10 items should be summed to obtain a total raw score. In addition, the clinician is
asked to calculate and use the average total score. The average total score reduces the overall
score to a 5-point scale, which allows the clinician to think of the severity of the individual’s
social anxiety disorder (social phobia) in terms of none (0), mild (1), moderate (2), severe (3), or
extreme (4). The use of the average total score was found to be reliable, easy to use, and
clinically useful to the clinicians in the DSM-5 Field Trials. The average total score is calculated
by dividing the raw total score by number of items in the measure