i

THE EFFECTS OF ACADEMIC ANXIETY AMONG HIGH SCHOOL THE

STUDENTS FROM MANDAUE CITY

A RESEARCH PROPOSAL
Presented to
the Faculty of the
Senior High School Department
ACLC College of Mandaue

In Partial Fulfilment
Of The Requirements for Practical Research 1

By
Arsula, Hanz Kinsly
Bulado, Van Kendrick
Caritero, Phyllis Jean
Cuda, Joana Marie G.
Cuevas, Edrian
Hindang, Kenji
Roble, Emman
Ygońa, Paul Joshua

August 2022
 ii

ACLC COLLEGE OF MANDAUE

Maguikay, Mandaue City

APPROVAL SHEET

The Research entitled "THE EFFECTS OF ACADEMIC ANXIETY AMONG HIGH

SCHOOL STUDENTS FROM MANDAUE CITY" prepared and submitted by HANZ
KINSLY ARSULA, VAN KENDRICK BULADO, PHYLLIS JEAN CARITERO,
JOANA MARIE CUDA, EDRIAN CUEVAS, KENJI HINDANG, EMMAN ROBLE,
AND PAUL JOSHUA YGOŃA in partial fulfillment of the subject, Practical Research
has been examined and is recommended for acceptance and approval.

August 17, 2022 MR. JOEY D. SASING

Date Research Adviser

Approved in Partial Fulfillment of the Requirements for the subject, Practical

Research 1 by the Oral Examination Committee.
(Name)
Chairman

Name Name
Member Member

Accepted and approved in partial fulfillment of the requirements for the subject,
Practical Research 1

Name
Principal
 iii

ACKNOWLEDGEMENT

This work would not have been possible without the support of the different people
involved in the success of this research.

To Jesus Christ, our Lord, and Savior, for giving the wisdom, strength, support,
and knowledge in exploring things, for the unending guidance and inspiration to
pursue our study, and to make this study possible.

Finally, We would like to express our sincere gratitude to our research adviser Mr.
Joey D. Sasing, for giving us another chance to continue and complete our study,
and for his patience.

We thank you.
The Researchers - Group 3
 iv

ABSTRACT

The purpose of the study was to examine the effects of academic anxiety to
students academic participation and performance. The participants of the study
included 50 grades 10 & 12 students studying in the various schools of Mandaue
City. The participants were handled using modified and self-made open-ended
questions. The effects of academic anxiety was described based om student's
personal experiences and perspectives. Findings revealed the different factors that
cause academic anxiety to students. The findings also revealed that academic
anxiety had negative impacts on students participation and performance in school.
Academic anxiety most likely affect students with high levels of anxiety which made
them unable to perform at the best of their ability. The findings of the study illustrates
the coping strategies that students used, and have suggestions for students,
parents, school, and future researchers. The parents can check about the different
factors that may affect their students academic performance, school can provide
lectures for assessing the awareness of academic anxiety. It is also recommended
that future researchers can also make a similar study with a larger population and
ideas.

keywords; academic anxiety, anxiety, academic performance & participation

 TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Acknowledgement iii
Abstract iv
Table of Contents v

Chapter 1: THE PROBLEM AND ITS BACKGROUND 1-4

Introduction
Background of the Study
Statement of the Problem
Significance of the Study
Scope and Limitation
Conceptual/Theoretical Framework
Definition of Terms

Chapter 2: REVIEW OF RELATED LITERATURE AND STUDIES 5-9

Related Literature
Related Studies
Synthesis

Chapter 3: RESEARCH METHODOLOGY 10-11

Research Design
Research Environment
Description of Respondents
Research Instrument
Data Gathering Procedure

Chapter 4: PRESENTATION, ANALYSIS, AND INTERPRETATION 12-15

OF DATA
Thematic Network
 Qualitative findings from online survey

Chapter 5: SUMMARY OF FINDINGS, CONCLUSION, AND 16-17

RECOMMENDATIONS
Summary of Findings
Conclusion
Recommendations

REFERENCES 18-23

APPENDICES 24-27
 1

CHAPTER ONE

Introduction

Anxiety is an unpleasant emotional state or condition characterized by feelings of

tension, apprehension, and worry (Beuke,Fischer, & McDowall, 2003). Anxiety
disorders can be distressing and debilitating. They may contribute to loss of
educational and employment opportunities and difficulties in family and social
relationships, that's why , when a person experiences anxiety or depression, most of
their thinking capacity is used to create and process stressful thoughts. It can be
very difficult to focus on positive thoughts and can be very tiring for the student, and
reduce their learning abilities. Anxiety is not a cause of learning difficulties, but rather
one of many symptoms. As a result of this instance many students became fearful
and stressed when facing their studies. Mental disorders can cause into self harm or
worse would be suicide. The word anxiety derives from the German word angst,
which means "fear." According to Hallam (1992), anxiety is a common word that
refers to a complex relationship between a person and his situation. On the other
hand, Academic anxiety can occur in elementary, junior high, high school, and
college. Academic anxiety has effects on students such as distracted concentration,
distracted attention, excessive anxiety, tension, fear of being late, and avoidance of
academic assignments, so it can also affect academic achievement.

Background of the Study

Anxiety is a mild or severe feeling of apprehension, similar to solicitude or fear.

Everyone experiences anxiety at some point in their lives. For example, you may be
upset and anxious about taking a test, a medical exam, or a job interview. Feeling
 2

anxious during such times is perfectly normal. However, some people struggle to
keep their worries in check. Their anxiety passions are more consistent and can
frequently interfere with their daily lives.

According to Our world in data (2017) over 284 million people worldwide have
troubles with anxiety, most of them are females and the least were males. Females
are more prone to anxiety considering the pressure and criticism they're receiving
from others and it's rapidly increasing through the years. Students with higher levels
of education are becoming more vulnerable to stress, thus affecting their social and
mental status.

In the Philippines, children are the most vulnerable to mental disorders, especially
to lower areas of the society. Among Filipino children aged 5 to 15, 10% to 15% are
affected by mental health problems according to NCBI (2021). Students are more
prone to mental problems as a result of pressure coming from their surroundings. As
a student's academic performance suffers, the anxiety level related to certain
academic tasks increases (Huberty, 2012).

Statement of the Problem

The study attempts to determine the effects of academic anxiety to the high
school students of Mandaue City.

Specifically, the aim was to answer the following questions:

1. What is the profile of the respondents in terms of

1.1 Gender
1.2 Age
1.3 Grade level
 3
2. What factors cause academic anxiety in students?
3. How does academic anxiety impact students' participation and performance?
4. What strategies do students use to cope with academic anxiety?

Significance of the Study

Students would benefit from this study because they would be aware of the
detrimental consequences that anxiety has on their academic performance. Students
can learn about the effects anxiety has on them through this study. Teachers and
administrators would also benefit from this study because they would be better able
to comprehend the changes in the students' conduct, outlook on life, and academic
performance as a result of the stress that causes anxiety. They can readily adapt to
the attitudes of the kids. This study will assist parents in understanding the effects of
anxiety on their kids as well as the factors that may make it difficult for their kids to
cope with anxiety. Future researchers would also profit from this study because they
could obtain some data that could be useful for their own studies.

Scope and Limitation of the Study

This study focuses on how academic anxiety affects students in grades 10 and 12.
Various schools in Mandaue City will be used for the data collection. Other issues
that are not regarded as worries will not be covered in this study. This study does not
cover the other students who do not comprise the class of grade 10 and grade 12
students. The study would be conducted using a questionnaire given to the students
as a survey and resource. The researchers will be able to understand the effects of
academic anxiety on students in grades 10 and 12 through this strategy.

Conceptual/Theoretical Framework
 4

According to the Attribution theory, students need to feel in control over the
outcome of an academic task. Students who feel more in control over the outcome
will have more motivation to successfully complete that task (Lim, 2007). To feel in
control, students need to understand why a certain outcome happens. For example,
a student who never studies for a spelling test and fails each week might not
understand the reason for the poor performance. If the student understands that
studying is important for the spelling tests, the student will be more motivated to
study and do well on the test.

Attribution Theory focuses on two types of goals, learning goals and performance
goals. Students who have learning goals are students who want to learn more and
work hard to succeed. Students who have learning goals can see failure as a
motivator. For students with performance goals, failure is anti-motivation. Students
are focused on performance and outcomes. Students do not want to try if failure is at
all possible (Vockell, n.d).

Definition of Terms
Anxiety - a feeling worry, nervousness, or unease, typically about an imminent
event or something with an uncertain outcome.
Academic performance - is the extent to which a student, teacher or
institution has attained their short or long-term educational goals.
 5

CHAPTER TWO
Related Literature

2.1 Academic Anxiety

2.1.1 Conceptualisation of Academic Anxiety

A few constructs must first be identified in order to understand the concept of
academic anxiety. Anxiety is defined as "a complex psychological condition that
affects various cognitive, behavioral, and psychological states" by Putnam (2010).
Anxiety is then classified into three types: state, a temporary emotional condition
brought on by a specific experience, trait, a stable aspect of one's personality (Tohill
& Holyoak, 2000), and situation-specific.
As the name implies, academic anxiety is a type of anxiety that consists of
cognitive, physical, and behavioral states related to educational contexts and events
(Cassady, 2010). Academic anxiety, for example, can manifest as apprehension
about the potential negative consequences of failure in evaluative situations (e.g.,
test anxiety) or specific educational subjects (e.g., math, science, reading & foreign
language anxieties). Academic anxiety is a significant barrier to optimal academic
performance, according to research (Hembree, 1988; Putman, 2010), and as such,
steps must be taken to assist students suffering from all forms of academic anxiety.

2.1.2 Academic Anxiety and Academic achievement/performance

A study done by Cornell University (2015) addresses the four components of

academic anxiety. Worry, emotionality, task-generated interference, and study skills
deficits are all components of academic anxiety. To begin, worry occurs when
thoughts prevent you from concentrating on and successfully completing academic
work. For example, failure predictions, self-deprecating thoughts, or preoccupation
with the consequences of failing. Second, when biological symptoms exist, there is
emotionality. For instance, a racing heart, sweaty palms, and muscle tension. Third,
task-generated interference occurs when behaviors related to the task at hand are
 6

ineffective and prevent successful completion. For example, constantly checking the
time during an exam or devoting a significant amount of time to a test question that
you are unable to answer. Finally, a study skills deficit refers to issues with your
current study methods that cause anxiety. For example, last-minute cramming
resulting in not knowing answers to test questions or poor not-taking during lecture
resulting in confusion about a major assignment. Although these four components
highlight things that may be avoidable, a significant portion of it is beyond our
control. You can have excellent note-taking skills or study for an exam for weeks in
advance, but the overwhelming feeling can still occur, and your progress may appear
to be slipping. This does not imply that you are abnormal. Mental health is not a
straight line with a destination of recovery. There will be times when you will fall and
have to pick yourself up, but you are not alone, and your journey is still valid.

Reasons for academic anxiety

According to Barta (2010), academic anxiety is experienced most often during

timed exercises and in situations in which students are expected to perform their
best when the stakes are very high. Reasons for academic anxiety are when
students feel distressed, fearful, or dread that are associated with academic settings
or tasks. This could be exams, assignments in subjects (math, reading, or science),
social pressures related to schoolwork (parents, peers), or merely feeling uneasy
about studying or working in groups in class.
In a conducted study amongst Filipino students, stress was positively associated
with their everyday routine and significantly affected their mental state. Such routines
that correlate with their stress response were ranked in the following order:
academics, amount of workload, and time management (Dy, Ferido, Espiritu-Santo,
& Ria, 2015).
According to Widiger and Costa (2013), common sources of stress include
academics, career preparation, family concerns, finances, food insecurity, health,
relationships, and discrimination or harassment.
 7

Academic anxiety is a type of anxiety that is associated with the impending danger
from the environment of academic institutions, including teachers in subjects such as
Mathematics and English, (Azeem, 2018). Anxiety has been linked to poor academic
performance. High levels of academic anxiety can negatively affect working memory
(Owens, Stevenson, Hadwin, & Norgate, 2012). Anxiety is also associated with high
levels of worry that can affect academic performance. Many students struggle during
their senior year of high school. Students frequently feel under pressure to perform
well academically, as high school performance influences university admission and
future career prospects. A large-scale study in Sydney, Australia, involving over 400
high school students, discovered that more than half of those polled had levels of
anxiety, depression, and stress that exceeded the normal range (Smith & Sinclair,
2000). High school students are typically depressed about a variety of issues,
including academic performance, relationships, family, friends, and peers (Amen &
Reeglin, 1992).

Impact of academic anxiety on participation and performance

Numerous studies have concluded that anxiety can impair an individual's ability to
receive, process, and retrieve information, resulting in poor mental performance and
underachievement (Hashempour, 2014). Students who are overly anxious may
encounter genuine difficulties in their academic studies. They may suffer from
unexpected disabilities as a result of anxiety during tests, examinations, or oral
presentations/assessments (Mirawdali, 2018). According to the study by Elsalem et
al. (2020), stress among students has both causes and effects. The exam's duration,
navigation mode, and technical difficulties were some of the causes, and the effects
largely affected the students' eating, sleeping, and physical activity routines.
Without any anxiety most of the people would lack motivation to do anything in life.
Therefore, a moderate level of academic anxiety is essential to motivate students to
study for examinations and may incline them for better achievements. It has been
observed that a high level of anxiety interferes with concentration power and also
 8

affects memory. In this way, high academic anxiety may be one of the obstacles to
academic achievement (Shakir, 2014).

Coping with academic anxiety

There are many ways to categorize the coping process, according to Moos and
Billings (1982), but the three main categories are: 1) Appraisal focused coping
strategies occur when the person modifies the way they think. 2) Problem-focused
strategies are attempts to alleviate stressful situations. 3) Emotion-focused strategies
included releasing pent-up emotions, distracting oneself, coping with hostile feelings,
meditating, following systematic procedures, and so on. In addition to the above
categories, there are two types of coping strategies in a qualitative perspective: a)
Active coping strategies: an individual can cope with taxing circumstances by directly
approaching the source of the conflict. b) Avoidant coping strategies: An individual
avoids stressful situations. This strategy causes people to enter a mental state that
prevents them from dealing with the event directly. This appears to be a
psychological risk factor or maker of negative reaction to stressful line events. (1987,
Holahan and Moos)

Related Studies

Foreign

Anxiety is a typical response to stress, and it can be helpful in some circumstances.

It can warn us of threats, aid in our preparation, and focus our attention. Anxiety
disorders entail extreme fear or anxiety, which is different from regular sensations of
nervousness or anxiety (Muskin, 2021).
An individual must exhibit certain symptoms in order to be diagnosed with an
anxiety disorder. The extreme stress and anxiety that they have been unable to
regulate for at least six months, to the point where it significantly impairs functioning
or creates distress. Additionally, the person must suffer three or more of these signs:
 9

trouble sleeping, Muscle tightness, difficulty focusing, restlessness, exhaustion, and

irritability(Bisson, 2017)
Anxiety is a result of a stressful life situation, a traumatic experience, or
adolescence. Occasionally, anxiety can harm social relationships with peers or family
members. Additionally, anxiety can have a significant negative impact on a person's
performance. Despite this, many people with anxiety disorders don't seek treatment.
Although an acceptable level of test anxiety in students motivates them to work hard
and provides them with its positive consequences. Nowadays, test anxiety is more
observed among students, and it might be due to the more prominent role of tests in
the educational system than some decades ago (DordiNejad, 2011).

Local

Jhosell Tus (2021) conducted a study to assess students' mental health in the new
normal of education, using the 21-item Depression, Anxiety, and Stress Scale or
DASS-21, in relation to their academic performance. According to the findings of the
study, nearly half of the respondents suffered from moderate to extremely severe
levels of depression, stress, and anxiety. Thus, there was no significant relationship
between high negative mental health symptoms and academic performance. In
conclusion, students who face extreme levels of adverse mental health can still
achieve high academic achievement. However, students' mental health should
always be managed and helped to cope with their life problems, especially during
this pandemic crisis.
 10
CHAPTER THREE

Research Design

The employed method for this research is a descriptive method for identifying the
Effects of Academic anxiety to the selected Grade 10 & 12 students. The
researchers will conduct a survey questionnaire, and descriptive-survey research will
be used.

The items on the survey are statements related to the Effects of Academic Anxiety
to the selected Grade 10 & 12 students.

Research Environment

The study is being conducted in Mandaue City, Cebu, namely the high school and
senior high school. The city of Mandaue is situated in Cebu's easternmost coastline
region. It is a highly urbanized and high-income city in the Cebu province.

The researcher finds the locale appropriate for the study because of the pandemic.
Researchers are forced to take precautions. As a result, the researcher's peers and
relatives participated in the study.

Description of Respondents

The respondents of the study are 50 students who are in grades 10 and 12 from
various schools of Mandaue City.

Research Instrument
 11

The online survey questionnaire will be the major instrument used in the study so
that we can secure respondents to certain questions.

To obtain the data that are needed, open-ended online survey questionnaires
were used and designed in order to obtain information about the effects of academic
anxiety among students of Mandaue City.

Data Gathering Procedures

The researcher will provide the survey questionnaire to students who were
enrolled to grade levels 10 and 12 because of their involvement in the study. The
handling of the survey questionnaire will be done by sending the links of Google
Form through messenger which the questions will be answer by the respondents
with their utmost honesty.
 12
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

4.1.1 THEMATIC NETWORK

4.1.2 QUALITATIVE FINDINGS FROM ONLINE SURVEY

Two main themes emerged through thematic analysis of open-ended online survey
responses: 1) Uncertainty or worry causes students to feel anxious; and 2) anxiety
affects students differently.

4.1.3 Uncertainty or worry causes students to feel anxious

 13
Uncertainty was a major cause of anxiety for students. Comments highlighted that
uncertainty was often due to working with 'lack or no support', 'pressure', and 'lack of
motivation' to successfully complete the project, activities, and achieve a good grade.

'...Everytime I'm trying to ask help from my sister or members of my family, they
told me that I'm the kind of person that can't stand on their own feet and stupid and
they judge my whole life. '(Survey Respondents 44)

' …Sometimes I feel anxious regarding my academic achievements and

performances especially when I feel burnt out. ' (Survey Respondents #5)

'...I feel anxious when someone puts me in a tight spot when I'm doing my
academic work. ' (Survey Respondents #1)

Another commonly cited uncertainty was that of less confidence and over thinking.
Comments highlighted that this might lead to failure, or having a hard time doing
their responsibilities which also led to worry on how overall grades may be impacted.

'...I'm afraid of failing, I get nervous every time I study or think about the upcoming
exams and deadlines. ' (Survey Respondent #41)

'...I'm afraid that I will fail because of my poor test performance, poor study habits
and my underlying anxiety problems. ' (Survey Respondent #46)

It was apparent that many students experienced anxious feelings due to the fear
of failing, disappointment, and judgement from other people.

'I feel anxious when someone puts pressure on me and when they expect too
much from me and I can't meet those expectations. I worry that maybe they will get
disappointed in me. '(Survey Respondent #1)
 14

'I feel anxious when I look forward to having great outcomes on the things that I
do, especially on academic performance and yet I can't do it properly and I'm trying
my best not to fail because I don't want to disappoint them. '(Survey Respondent #4)

4.1.4 Anxiety affects students differently

There was a substantial difference in how anxiety affected students' academic

performance. This was considered through two sub-themes; coping, and
participation and performance.

Coping
Being more of a positive thinker was the most coping strategy employed. Learners
who conveyed being a positive thinker commented;

'I simply cope with my anxiety by looking back at what I have achieved in life most
notably in terms of my academic achievements. With that, I feel more relief that I've
come this far. '(Survey Respondent #5)

'Despite the negative thoughts that I have when I feel anxious, I always think that I
need to see the positive sides of it so that I can manage things slowly but surely. '
(Survey Respondent #4)

A couple of students also commented that having time management and being
carefree helps them cope up with their anxious feelings.

'When the 2nd semester began I learned to manage my time. I finished my

performance tasks and activities before the deadlines so I wouldn't have to rush
when I got to review them. '(Survey Respondent #34)
 15

'I cope with my anxious feeling by doing what I love the most, which is listening to
music. Being a carefree person who is the type of person who does everything in her
own way also helped me cope up with it. '(Survey Respondent #11)

Seeking emotional support to cope with feelings of anxiety was also indicated as a
coping mechanism by a couple of learners.

'I manage to cope up with my feelings of anxiety by opening up to a friend who

gives great advice which made me flutter, and I'm thankful because it made me know
that I'm not battling alone with my anxiety. '(Survey Respondent #46)

Participation and Performance

Comments revealed that anxiety had differing impacts on students participation
(engagement in task) and performance (achievement in task) in classes.
The negative, debilitative impact of anxiety was the most commonly expressed by
learners

'It has a heavy impact on my performance, because of my anxiety I cannot pass

all the homeworks and modules on time. '(Survey Respondent #1)

'It made me lose my motivation in studying, it stresses me out even more, and it
impacts my overall academic achievement / performance. '(Survey Respondent #41)

There are also learners who commented that anxiety had no impact on their
participation and performance. For instance, two survey respondents stated: 'I
always said to myself to do my best to prove that I can' and 'I was or I feel anxious,
but it's not a hindrance for me to continue on keeping my grades high.'
 16
CHAPTER FIVE

Summary of Findings
The salient findings of the study are as follows:
1. What is the profile of the respondents in terms of
1.1 Age
1.2 Gender
1.3 Grade Level
1.1 The largest group of highschool students was found on the ages bracket of 15-17
yrs. old with a frequency of 34 or a percentage of 68 percent
1.2 The largest group of gender who participated in the survey was female with a
frequency of 32 or a percentage of 64 percent
1.3 The largest group was grade level 12 with a frequency of 34 or a percentage of
68 percent

2. What factors cause academic anxiety in students?

The factors that cause academic anxiety to students are them being uncertain,
having poor study habits, academic overload, and learning difficulties which concern
their academics and also the pressure and expectations from themselves and their
families or the other people.

3. How does academic anxiety impact students' participation and performance?

The academic anxiety negatively impacts students, such as the late submission of
schoolworks which stresses them out to the point where they procrastinate which
affects their performance and participation.

4. What strategies do students use to cope with anxiety?

The coping strategies they applied to the specific situations encountered are
through proper time management, which they prioritize the important things to be
done, positive thinking, and seek support from their peers and families.
 17
Conclusion
Based on the findings, the study revealed the factors that cause academic anxiety
to students regarding their academics. Students experienced/encountered different
effects of academic anxiety which impacts their performance and participation.
Regardless of these, the students came up with coping strategies to withstand their
academic anxiety.

Recommendations
Based on the findings and conclusion, the following are recommended:

1. Students with academic anxiety may continue the excellence of their work as it is
suitable for their future.
2. They can practice proper time management, such as constructing to do lists,
arrangements, and organizing their workplace. By using or having studying
strategies like jotting down notes will help them in their studies and avoid future
academic problems. Also, they can set people's expectations to become better,
which is also beneficial to their growth.
3. Parent's may support their children which could influence a positive change
towards them. They feel appreciated, they can avoid expecting their children to
outshine or excel beyond what their child is capable of doing, instead, they may
continue supporting and guiding the children in their growth and benefit.
4. Proper study habits may be developed by the school, home, and peer groups.
5. For the future researchers they can add another issues that can strengthen the
study.
 18
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APPENDICES

Appendix A: The Online Survey

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Appendix B: Demographic Data of the students who participated in the study

Survey Respondents
(50 students)

Gender

Male 18 (36%)

Female 32 (64%)

Age

15-17 40 (80%)

18-20 10 (20%)

Grade Level

10 16 (32%)

12 34 (68%)

Appendix C: Student Consent Form

Consent form for Online Survey

You are invited to participate in a web-based online survey about the effects of
academic anxiety. This is a research project conducted by (researchers name), a
student from ACLC COLLEGE OF MANDAUE. It should take approximately 5-10
minutes to complete. Your participation in this survey is voluntary.
You may refuse to take part in the research or exit the survey at any time without
penalty. You are free to decline to answer any particular questions you do not wish to
answer for any reason.
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You will receive no direct benefits from participating in this study, however, your
responses may help us learn more about the factors that cause academic anxiety,
it's effects, and its coping strategies.
The possible risks or discomforts of the study are minimal. You may feel a little
uncomfortable answering personal survey questions.
Your survey answers/responses will be sent to a link at docs.google.com where data
will be stored and only the researchers can access. The information from the surveys
will be used for research purposes only. Therefore, your responses will be kept
confidential and anonymity will be ensured.

Appendix D: Research Locale Map