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A Causal-Comparative Study on Classroom Anxiety Between Honor and Non-Honor Students of

Golden Faith Academy

Abiso, Eduardo
Biantan, Ivan
Brocis, Alliana
Cabrera, Marielle
Cabrillas, Alexandra
Miranda, Hazel

RESEARCH ADVISER
Ma’am Danielle Cuebillas
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ABSTRACT

The purpose of this research is to know the causal comparative of classroom anxiety among honor and
non-honor students in Golden Faith Academy's classroom. It aims to examine classroom anxiety in both honor
and non-honor students. The researchers used a survey as their research instrument, drafting questions for a
group of individuals in order to collect data. The total number of respondents who participated in the survey
was 2,288.
Data for this study was gathered from Golden Faith Academy Senior High School located in Taytay,
Rizal. This provided information by having the information needed to determine the results. Per the
Mann-Whitney U test results, there was no statistically significant relationship between honor and non-honor
students' classroom anxiety in terms of the total outcome of the computations.
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Chapter I
Introduction

1.a. Background of the study

 
Anxiety can sometimes be easily noticed, and sometimes it is hard. There are several unique types of
anxiety, which is why it can be difficult to recognize in the school environment. It can be mistaken for stomach
aches, pretentiousness, ADHD, or even intellectual difficulties (Ehmke, 2022). It is not just a feeling; it is a state
of extreme discomfort accompanied by impulsive actions. Classroom anxiety can be recognized by several
distinct signs. One student can experience a certain anxiety symptom while the other might experience a
different symptom of classroom anxiety. However, in some cases, there are several persistent symptoms in a
student (IBCCES, 2019).

Several honor students felt academic stress during their classroom years. Because of this, their stress
and anxiety levels grew significantly. There was strong evidence that classroom and academic burdens were
the primary sources of stress for honors students, indicating that classroom anxiety affects even those students
who excel in their classrooms (Uitermarkt, 2020).
 
Anxiety in the classroom is a prevalent issue in all grade levels. Based on research, anxiety affects
approximately 25% of students, which can have a massive effect on a child's potential and aptitude to study
and accomplish their tasks to their full potential (Stack, 2022). This shows that a lot of students suffer from
classroom anxiety. Students' anxiety can cause them to adopt different demeanors and behaviors than usual.
Some instances include: recurring tardiness, an elevated absentee rate than before, poor peer relationships,
anomalous homework accomplishment, and so on. Additionally, this circumstance can have an impact on a
student's classroom conduct as well as their interpersonal relationships, in addition to their academic
achievement (Anxiety in the Classroom, 2021). Some examples are: staying positive, taking a deep breath,
and making a safe space for children to communicate their worries (WeAreTeachers, 2021). If these tips are
not enough, developed treatments and actions are available out there that can help in managing this problem
that students are encountering, such as medical help and counseling (Jones, 2017).

1.b. Statement of the Problem

The researchers aim to compare the classroom anxiety between the honor and non-honor students of
Golden Faith Academy by addressing the following research questions:
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1) What is the demographic profile of the students in terms of student type, family type, and strand?
 
2) What are the significant differences in classroom anxiety between honor and non-honor students?

3) How do GFA Honor and Non-Honor students differ in terms of classroom anxiety?

4) Between honor and non-honor students, who has a higher value of classroom anxiety?

1.c. Significance of the Study

The purpose of this study is to gain a better understanding of the comparative classroom anxiety
between honor and non-honor students at Golden Faith Academy. Furthermore, the study's findings will be
greatly beneficial to the following:
 
Students. Based on a study about the case of students experiencing classroom anxiety, the benefit they can
gain is that they avoid thinking about what things will affect their minds. They will know to come out better and
they will learn to focus on the positive by having to keep a diary of gratitude and remind their fellow students to
eat healthy and stay healthy.
 
Teachers. They will have an idea of ​what happens when a student has classroom anxiety, so they will know
what to do to prevent it. Teachers will have a clear understanding that it is better for them to simply express
positivity to students who have classroom anxiety and to avoid being strict if the students are under pressure.
In addition, they will respect the students' feelings.
 
Parents. This study would guide parents to be aware of what is happening to their children. They should know
that anxiety is bad for their child. One of the reasons is that there are families that always have arguments in
their home. They should always ask their children about their studies. If it is okay, then they should never force
their child to study because it can cause anxiety.

Community. The community will understand what classroom anxiety is, when it occurs, what causes it, and
how to prevent it from affecting their students and themselves. They will understand every student's life and
experience so that they will be good to every student they meet and not add to their problems.
 
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Future researchers. The findings would assist them because this can serve as a guide in making their
research. Also, they can use this study whenever they need some information that can help them. They will
know better what anxiety is and will be more clear about what research they will do about it.

References:
Anxiety In The Classroom. (2021). Impact of anxiety/OCD at school.
https://anxietyintheclassroom.org/school-system/i-want-to-learn-more/anxiety-impact-school/

Bensalem, E.(2019). The Relationship Between Foreign Language Classroom Anxiety and Background
Variables in a Multilingual Context.
https://www.researchgate.net/publication/336861760_The_Relationship_Between_Foreign_Language_
Classroom_Anxiety_and_Background_Variables_in_a_Multilingual_Context

Dewey P.D et al. (2018)Anxiety: stress, foreign language classroom anxiety, and enjoyment during study
abroad in Amman, Jordan.
https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/article/abs/anxiety-stress-f
oreign-language-classroom-anxiety-and-enjoyment-during-study-abroad-in-amman-jordan/18E4E36D9
5DA5D5CF273AF42A8A7C129

Ehmke, R. (2022). Anxiety in the Classroom. Child Mind Institute; Child Mind Institute.
https://childmind.org/article/classroom-anxiety-in-children/

IBCCES. (2019).Top 10 Signs of Student Anxiety In The Classroom.

https://ibcces.org/blog/2019/05/08/signs-student-anxiety-classroom/

Jones, A. M., West, K. B., & Suveg, C. (2017). Anxiety in the School Setting: A Framework for
Evidence-Based Practice. School Mental Health, 11(1), 4–14.
https://doi.org/10.1007/s12310-017-9235-2

Maher k,& king j.(2020).Observing Anxiety in the Foreign Language Classroom: Student Silence and
Nonverbal Cues.http://jpll.org/index.php/journal/article/view/maher_king

Ohira, I. et al. (2019). A pilot and feasibility study of a cognitive behavioural therapy-based anxiety
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prevention programme for junior high school students in Japan: a quasi-experimental study - Child and
Adolescent Psychiatry and Mental Health. BioMed Central; capmh.biomedcentral.com.
https://capmh.biomedcentral.com/articles/10.1186/s13034-019-0300-5

Raykov, M. & Martinelli, M. (2022). Evaluation of a Classroom Anxiety Scale for Secondary-School
Students.https://www.semanticscholar.org/paper/Evaluation-of-a-Classroom-Anxiety-Scale-for-Raykov-
Martinelli/ad16e87709ac696781c0c3752af295873c2074d5

Stack E, D. (2022). Anxiety in the Classroom. Mental Health America.

https://mhanational.org/blog/managing-anxiety-classroom#:~:text=Anxiety%20in%20school%20is%20a,
high%20absenteeism%20rates

Taye B.A. (2017).Correlation of anxiety with teacher interaction, self-

esteem and value.
https://files.eric.ed.gov/fulltext/EJ1214183.pdf

Uitermarkt, J. (2020)Academic Stress and Honors Students: A Phenomenological

Study of Christian High School Students’ Perceptions and Experience.
https://digitalcollections.dordt.edu/cgi/viewcontent.cgi?article=1142&context=med_theses

Urao, Y. et al. (2018). Effectiveness of a cognitive behavioural therapy-based anxiety prevention

programme at an elementary school in Japan: a quasi-experimental study - Child and Adolescent
Psychiatry and Mental Health. BioMed Central; capmh.biomedcentral.com.
https://capmh.biomedcentral.com/articles/10.1186/s13034-018-0240-5

WeAreTeachers Staff. (2021) 10 ways to help students who struggle with anxiety. We Are Teachers.
https://www.weareteachers.com/help-students-with-anxiety/

Zheng, Y. & Cheng, L. (2018) “How Does Anxiety Influence Language Performance? From the
Perspectives of Foreign Language Classroom Anxiety and Cognitive Test Anxiety.” How Does Anxiety
Influence Language Performance? From the Perspectives of Foreign Language Classroom Anxiety and
Cognitive Test Anxiety.
https://www.proquest.com/docview/2081315215/C309DAA21268431FPQ/2?accountid=10098&parentS
essionId=1o6HmV7usTDq4OjQaqAbm1UfEZw4Uh2WfQRfyyKBIXA%3D.
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Chapter 2
Review of Related Literature

2.a. Related Literature and Studies

The research's main topic, classroom anxiety, is the focus of this study. Because of its harmful influence
on students, anxiety is becoming a growing concern. More research on anxiety in the classroom is needed to
figure out what steps may be taken to solve the problem.

Classroom Anxiety

As per the study of Cooper, et al (2018), the manner wherein the dynamic educational exercise is
executed, as well as the amount toward which students think they gain from the exercise, appear to impact the
students' anxiety. Students, on the other hand, claimed that cold calling and randomized calling simply raised
their worry. To put it simply, this research shows that contingent on how engaged learning is done, it may both
raise and reduce learners' anxiety (Cooper et al., 2018). Relative to the study of Westwick, et al (2019), it
evaluated a constructive evaluation of an out-of-class coaching activity aimed to assist pupils enrolled in
honors classes of the basic public speaking course in lowering public speaking anxiety and increasing
communication competency, two issues that have troubled honors students who aspire for academic
achievement (Westwick, et al., 2019).

In addition to that, according from Dewey, et al (2018), students displayed physiological signals of
generally higher anxiety. Earlier anxiety and the students' capability on their subjects were two significant
variables which may have impacted their anxiety levels overseas (Dewey et al., 2018) .On the other hand, from
the perspective of England, et al (2019), it discovered that overall class anxiety, reported challenges, and
interaction anxiety all had convoluted relationships with productivity and perseverance, with elevated amounts
of each at different points of the semester influencing various indicators of student achievement, especially for
females (England, 2019). As stated by Gil, D. S. S. (2020), certain aspects like anxiety and stress affect the
performance of each student in the class. In order for the teachers to create actions regarding this problem,
they first have to understand why their students have anxiety and the reason why they have low performance
(Gil, 2020).

Based from a foreign study Djafri, F., & Wimbarti, S. (2018), learners' perceptions of instructors'
behavior patterns are one of the determinants of Indonesian college learners' overseas language anxiety. This
indicates that the anxiety of students and the teachers’ actions have a positive correlation with each other
(Djafri & Wimbarti, 2018). Similarly to the previous related study, based on the study of Zheng, Y., & Cheng, L.
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(2018). This research showed three interconnected components: class anxiety, test certainty, and test anxiety,
and found a negative relationship between class anxiety and test confidence, and also between test anxiety
and test confidence. As a result, this study was able to dissect the idea of language anxiety and investigate the
various consequences of anxiety components on linguistic competence (Zheng & Cheng, 2018) .

In accordance with the findings of Myers, et al (2021), the usage of expressive composition or
instructive writing as a general solution to lessen the impacts of test anxiety in all university students is
ineffective.The mentioned test anxiety is clearly evident to the students and it negatively affects their
performance with regards to taking their tests and exams Myers, et al, 2021). In the report of Mahroon, et al
(2018), depressive and anxiety conditions were common between many medical students. This paper
indicated that Middle Eastern medical colleges might have to devote enough resources to observation and
early diagnosis of medical student discomfort (Mahroon, et al., 2018). On the other hand, the study of Žulpaitė
et al. (2019) says that the respondents of this research had minor anxiety signs, a poor sense of cohesion, and
a positive subjective health status. Male gender, academic area of arts, and living alone while studying may
raise the chance of depression, whereas feminine gender is associated with increased anxiety symptoms
(Žulpaitė et al., 2019).

Variables affecting Classroom Anxiety

Variables need to be measured through the use of research instruments (e.g., surveys, questionnaires,
scales, etc.). In line with this, "Measuring Sex, Gender, and Sexual Orientation in National Disease
Surveillance Systems: A Pilot Study," conducted by Jonathan Noel and Tara Lutz, uses surveys as a research
instrument in measuring sex. This study sought to determine participants’ preferred methods for self-reporting
biological sex, gender identity, and sexual orientation in national surveillance studies. An online,
cross-sectional survey was conducted with n = 255 adults aged 18 and up who live in the United States. A
majority (53.8%) preferred “What sex were you at birth?” to identify their biological sex. A plurality (42.3%)
preferred “Are you male, female, or transgender?” to identify their gender identify.The results suggest there
may be disagreement in question preference in self-reporting biological sex, gender identity, and sexual
orientation in surveillance systems (Noel & Lutz, 2020). Moreover, a study using questionnaires as research
instruments to measure sexual function, identify the domains most commonly assessed, and examine
evidence for their utility in different populations was conducted by Renata Arrington, Joseph Cofrancesco, and
Albert W. Wu (Questionnaires to Measure Sexual Quality of Life, 2004). This study focused on questions to
measure quality of life from the patient’s perspective. In which domains, application to diverse groups, and
proof of reliability, validity, and responsiveness were all considered while evaluating. A literature search turned
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up 62 questionnaires, 57 of which assessed sexual function from the patient's perspective, 12 of which were
general and 45 of which were particular. In some ways, interest and desire, satisfaction or quality of
experience, excitement/arousal, performance, attitude/behavior, and relationships were all expressed
(Arrington, Cofrancesco, and Wu, 2004).

Aside from this, a study that also uses a survey as a research instrument in measuring the academic
strand is entitled "Monitoring Influx of Senior High School Student Examinations" and was conducted by Prof.
Jose Maria G. Pelayo III, Ms. Shedy Dee C. Mallari, and Ms. Abigail B. Wong. This study focused on
monitoring the influx of senior high school students, and included 341 examinees from different high schools in
the province, where the top three strands are: Technical-Vocational-Livelihood (TVL) Track, Humanities and
Social Sciences (HUMSS) Strand, and Accountancy, Business, and Management (ABM) Strand. This data will
enable the ACAP Center to predict future situations that may deal with problems in educating stakeholders
(Pelayo et al., 2017). Furthermore, a study titled "Does a higher educational level protect against anxiety and
depression?," utilized a questionnaire as a research instrument in evaluating education level. Ingvar Bjellanda,
Steinar Krokstadb, Arnstein Mykletunc, and others published "The HUNT research." The purpose of this study
is to see if higher students can prevent lower students from experiencing anxiety and depression. Wherein low
educational levels were significantly associated with both anxiety and depression. While higher educational
levels seem to have a protective effect against anxiety and depression, which accumulate throughout life
(Bjelland et al., 2004).

In addition, a study that used a scale to measure academic achievement/class rank is entitled “The
Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing
Literature and a Meta-Analysis” conducted by Elouise Botes, Jean-Marc Dewaele, Birkbec and Samuel Greiff.
In order to do justice to the prevalent research, within this meta-analysis, academic achievement as an
outcome measure will therefore be examined and coded into five categories (general-, reading-, writing-,
listening-, and speaking academic achievement), with effect sizes calculated separately for each category of
academic achievement (Botes et al., 2020). A two-by-four search grid was used in this study, with two
keywords aimed at finding Foreign Language Classroom Anxiety (FLCA) measures (“Foreign Language
Classroom Anxiety” OR “Language Anxiety”) and four keywords aimed at finding a measure of the language
learner’s academic achievement in the language being learned (“Achievement” OR “Performance” OR
”Grades” OR “Scores”). General academic achievement was recorded either through grade point average
scores or test/exam scores of the foreign language being learned (Botes et al., 2020).
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2.b. Synthesis of the Studies

This research helps us understand what classroom anxiety is, how it impacts people, and why it occurs.
According to fifteen research studies, almost all students experience anxiety in the classroom for a variety of
reasons. The findings of the research mentioned above are different, yet they are the same matter which is the
ideas regarding classroom anxiety. These research papers helped us in understanding the idea of the anxiety
of students with different causes. And classroom anxiety has an impact on the students' style of learning and
performance academically.

2.c. Research Gap

In our gathering of information for the research project, we discovered different perspectives, details,
and statistics in each reference. However, they researched more data sources, and the students showed
physiological signals of overall increased anxiety. In addition, their research has cumulative correlations with
productivity and perseverance, which are of high value at various points. Moreover, their research was done in
the years 2021 and other years that have passed, while ours was done in the year 2022. Furthermore, they
have a variety of people being studied, while in our study, there are only GFA students. However, this research
shows that depending on how focus is done on the study, there is still something different in the result.

References
Arrington, R., Wu, A., & Confrancesco, J. (2004). Questionnaires to Measure Sexual Quality of Life on JSTOR
https://www.jstor.org/stable/4038121

Bjelland, I., Krokstad, S., Mykletun, A., & Dahl, A. (2008). (PDF) does higher education protect against anxiety
https://www.researchgate.net/publication/5618340_Does_higher_education_protect_against_anxiety_a
nd_depression_The_HUNT_study

Botes E. et al.,(2020).The Foreign Language Classroom Anxiety Scale and Academic Achievement: An
Overview of the Prevailing Literature and a Meta-Analysis.
http://jpll.org/index.php/journal/article/view/botesetal

Cooper et al. (2018). The influence of active learning practices on student anxiety in large-enrollment college
science classrooms - International Journal of STEM Education. SpringerOpen;
stemeducationjournal.springeropen.com.
https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-018-0123-6
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Dewey et al. (2018). Anxiety: Stress, foreign language classroom anxiety, and enjoyment during study abroad
in Amman, Jordan: Annual Review of Applied Linguistics. Cambridge Core.
https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/article/abs/anxiety-stress-f
oreign-language-classroom-anxiety-and-enjoyment-during-study-abroad-in-amman-jordan/18E4E36D9
5DA5D5CF273AF42A8A7C129

Djafri, F., & Wimbarti, S. (2018). Measuring foreign language anxiety among learners of different foreign
languages: in relation to motivation and perception of teacher’s behaviors - Asian-Pacific Journal of
Second and Foreign Language Education. SpringerOpen;sfleducation.springeropen.com.
https://sfleducation.springeropen.com/articles/10.1186/s40862-018-0058-y

England et al. (2019). Student Anxiety and Perception of Difficulty Impact Performance and Persistence in
Introductory Biology Courses. CBE Life Sciences Education, 18(2).
https://doi.org/10.1187/cbe.17-12-0284

Gil, D. S. S. (2020). DOES ANXIETY STOP STUDENTS PARTICIPATING ORALLY IN CLASS. IRJMETS,
2(19), 2582-5208.
https://www.academia.edu/44552965/DOES_ANXIETY_STOP_STUDENTS_PARTICIPATING_ORALL
Y_IN_CLASS

Mahroon et al. (2018). Factors Associated with Depression and Anxiety Symptoms Among Medical Students in
Bahrain. Acad Psychiatry 42, 31–40. https://doi.org/10.1007/s40596-017-0733-1

Myers et al. (2021). Does expressive writing or an instructional intervention reduce the impacts of test anxiety
in a college classroom? - Cognitive Research: Principles and Implications. SpringerOpen;
cognitiveresearchjournal.springeropen.com.https://cognitiveresearchjournal.springeropen.com/articles/1
0.1186/s41235-021-00309-x

Noel, J. & Lutz, T. (2020). Measuring Sex, Gender, and Sexual Orientation in National Disease Surveillance
Systems: A Pilot Study.
https://www.researchgate.net/publication/340470818_Measuring_Sex_Gender_and_Sexual_Orientatio
n_in_National_Disease_Surveillance_Systems_A_Pilot_Study

Pelayo et al. (2017). Monitoring Influx of Senior High School Student Examinations
https://eric.ed.gov/?id=ED579270
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Westwick et al. (2019). Anxiety and Communication Competence in the Honors Basic Public Speaking Course:
An Intervention and Formative Assessment
https://ecommons.udayton.edu/cgi/viewcontent.cgi?article=1565&context=bcca

Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance?
https://link.springer.com/article/10.1186/s40468-018-0065-4

Žulpaitė et al. (2019). assessment of students anxiety and depression symptoms, sense of coherence and
suicidal risk. OUP Academic; aca
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Chapter 3
Research Framework
The chapter is divided into three sections: The research's paradigm: conflict theory, conceptual
framework, and the two theories: Control-Value Theory of Achievement Emotions, and Foreign Language
Anxiety Theory. The researchers will try to connect the study to another researcher's paper in this chapter.
 
3.a. Conflict Theory
Because the researchers' study is divided into two sections, honor and non-honor, conflict theory is
applied. Also, because the distribution is unequal, Conflict Theory is appropriate for the researchers' study,
which is comparable to the researchers' study that honor and non-honor students may or may not be the same
in terms of classroom anxiety. Conflict Theory was chosen by the researchers because it focuses on the
struggle of society. Conflict theory, unlike functionalist theory, is better at understanding change. When you
define something and identify disagreements, conflict theory works best.

3.b. Conceptual Framework

• Theory of Academic Achievement Anxiety (AAA)
One of the challenges that students experience in their studies is anxiety, which leads to depression,
which has a poor impact on academic development and encourages underachievement. Students who are
anxious do worse on IQ and achievement assessments than their peers. Anxiety can refer to any fear or
discomfort that a student has regarding the overall image of academic evaluation (Waring 2014). The theory of
Academic Achievement Anxiety (AAA) proposes that students' appraisals of the worth of their performance, as
well as their view of their control over their achievement, are precursors to the emotions they experience in the
classroom. On the other hand, this theory also applies to honor students who lack ability, which may result in
the highest level of anxiety that a student can experience; their classroom anxiety is higher than that of
non-honor students because honor students are more likely to experience anxiety because expectations are
high for them. 
 
The Theory of Academic Achievement Anxiety (AAA) exists which declares that high levels of anxiety
come through the academic performances of students. In this way, the phenomenon is emphasized. The
experience of anxiety, as well as the experiences of students who have acquired anxiety, are seen from this
perspective. The Theory of Academic Achievement Anxiety offers a prism through which to help reduce
students’ anxiety. This theory will systematically investigate strategies to assist students in developing adaptive
emotions in order to succeed. This can have a positive influence on students' emotions and desire to achieve a
wide range of academic goals.
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The analysis of the research papers gathered by the researchers used the theories of "control-value
theory of accomplishment emotions" and "foreign language anxiety theory" to create their own theory by
specifying the relevant variables in the study. The created theory is Academic Achievement Anxiety (AAA),
which has a connection to the researcher's work. It refers to student anxiety. It discusses academic
performance if students who are nervous (which is the honor students) are unable to achieve their full
potential, and also the research paper discusses the anxieties of all honor and non-honor students at Golden
Faith Academy Senior High School. As a result, the theory is indeed very likely connected to the research
study.

The researchers created a diagram that shows how the theory of academic achievement anxiety works.
The diagram indicates the direct effect of achievement on anxiety and the effect of achievement on anxiety
through engagement. The anxiety, which is an endogenous variable and indicators (mild anxiety,
moderate anxiety, and severe anxiety), achievement, which is an exogenous variable and indicators (basic,
proficient, and advanced), engagement and indicators (actively engaged, not engaged, and actively engaged),
which is a mediator (see Figure 1).

Figure 1. Diagram of the Theory of Academic Achievement Anxiety

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Two Theories: Control–Value Theory of Achievement Emotions & Foreign Language Anxiety Theory
• Control–Value Theory of Achievement Emotions
In the control–value theory of achievement emotions by Perkun, it is explained that academic emotions
influence learners’ motivation to learn, their learning strategies, and self-regulated learning, thereby influencing
their learning achievement. This investigates potential definition, measurement, and overlap issues with
students' (N = 1321) intrinsic and extrinsic value appraisals and enjoyment in the control value theory of
achievement emotions (CVTAE). Academic buoyancy and adaptability are cognitive resources deemed
important for student success and are theoretically connected with CVTAE variables such as control, value,
and enjoyment. Existing studies in the field of education have also shown that learners’ learning is closely
related to their academic emotions. They report that academic buoyancy reflects students' everyday resiliency
and distinguish it conceptually and empirically from academic resilience, which addresses a smaller number of
students who encounter extreme challenges. There is evidence that educational interventions can reduce
students' test anxiety. Future research should systematically explore measures to help students and teachers
develop adaptive emotions to succeed. The CVTAE theory is connected to the research study about honor and
non-honor classroom anxiety because of the feeling of education, especially among honor students. They have
a feeling of classroom anxiety because they are part of the honor students, and many people have high
expectations of them, which can lead to a high level of classroom anxiety. Three factors came together to
provide a compelling reason for conducting the present study. Early research in cognitive neuroscience
confirms the emotional inseparable role in cognition and school learning in students with and without dignity
that connects thinking, arousal, and overall daily appetite. Second, the theory of national value of emotional
success culminates in emotional success to predict academic success and has a positive impact on student
emotions and motivation in achieving a variety of academic goals. The anxiety of students not having honors is
rapidly growing and rising. Based on this context, there is a lack of empirical studies on the relationship
between those without academic success and those with academic success.
• Foreign Language Anxiety Theory
In foreign language anxiety theory by Horwitz, Horwitz, and Cope, "a distinct complex construct of
self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the
uniqueness of language learning process." The research findings by Horwitz, Horwitz, and Cope revealed that
foreign language learners experienced apprehension, worry, and dread, which in turn led them to have difficulty
concentrating, becoming forgetful, sweating, palpating, and freezing in the class, going blank prior to exams,
and feeling shy about entering the classroom. These negative feelings and effects, accordingly, were
reflected in their behavior, like avoidance or postponement of homework. Furthermore, its theory is that the
development of a lack of confidence in their abilities can consequently lead to a greater level of anxiety.
This theory is related to the study of honor and non-honor students' classroom anxiety because it has the
phenomenon or is related to classroom anxiety. In line with this, there are a series of studies that relate to the
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foreign language anxiety theory. In a study at Ufuk University Preparatory School, the effects of gender and
previous preparatory school experience on FLA were insignificant, yet female students and those students
without previous preparatory class experience were found to have higher FLA levels (Karabıyık and Özkan,
2017). 

References:
Karabıyık, C. & Özkan, N. (2017). Foreign language anxiety: A study at Ufuk University Preparatory School
https://dergipark.org.tr/en/pub/jlls/issue/36120/405637

Simonton K. L. (2020). Control–value theory of achievement emotions: A closer look at student value
appraisals and enjoyment https://doi.org/10.1016/j.lindif.2020.101910

Simonton K. L. & Garn A. (2018). Exploring Achievement Emotions in Physical Education: The Potential for the
Control-Value Theory of Achievement Emotions. https://doi.org/10.1080/00336297.2018.1542321

Stroganova et al. (2019). Investigation into the Professional Culture of a Foreign Language Teacher in a
Multicultural Classroom from Faculty and International Students’ Perspectives
https://www.mdpi.com/2227-7102/9/2/137/htm

Tuncel et al. (2020). Foreign Language Anxiety of Adolescent Students. "ERIC - EJ1274624 - Foreign
Language Anxiety of Adolescent Students, African Educational Research Journal, 2020-Oct"
https://eric.ed.gov?id=EJ1274624
RSRCH2-ALT18-GRP2-NEHEMIAH

Chapter 4
Methodology

4.a. Research Design

Causal-Comparative
The researchers' focus or goal for their study is to identify the classroom anxiety between honor and
non-honor students inside Golden Faith Academy's classroom. The Causal-Comparative technique is used to
identify potential causes of observed differences between existing groups. The researchers' study is linked to
"How does anxiety influence language performance." The two studies are related because they both discuss
classroom anxiety.

4.b. Variables
Independent variable:
Honor and Non-Honor students (Nominal)
 An Independent Variable can stand on its own because it is the rule itself. Independent variables can
decide what to do or what may happen. As a result, the independent variable for the researchers' study is
honor and non-honor students. Because they have options, it can help the outcome be less biased.
Dependent variable:
Classroom Anxiety (Ratio)
Classroom anxiety is the researcher's dependent variable. It is a dependent variable because it is
affected by potential changes. Because classroom anxiety is only a dependent variable, it is affected by both
honor and non-honor students. The dependent variable can not stand on its own.
Extraneous variables:
Class Rank (Ordinal)
Average scores climbed disproportionately in some departments, implying that impoverished students
in high-scoring departments may receive higher class rankings and parental assistance than good students in
low-scoring departments, making class rank an extraneous variable that can affect classroom anxiety.
In order to not make the research paper invalid, researchers have a method to maintain it to make sure
it does not affect the research paper. The researchers minimize the impact of extraneous variables, and in a
class rank, apply the "Answer Masking Method." It focuses students' attention by showing or suppressing
response options based on previously given answers to get more accurate data from them.
In this method, the researchers can see the varied responses and experiences of participants when it
comes to classroom anxiety. Students can't also filter the responses since the first option is hidden when a
second option is requested, and so on.
RSRCH2-ALT18-GRP2-NEHEMIAH

Sex (Nominal)
Sex can be considered an extraneous variable as it can affect students' levels of anxiety inside the
classroom. Sex is another factor of classroom anxiety among students, because both sexes are different when
it comes to having confidence and how people see them. As well as how both sexes are taught differently
based on their sex, also, considering females are dealing with hormonal changes, this can really have an effect
on their levels of anxiety.
Sex was one of the extraneous variables in the research. One way to reduce the sex impact in the
research was to counterbalance by grouping the male participants to do this task first while the female group
did other tasks besides the male activities to avoid confusion from the opposite sex that could affect the
research.
Participants may also be asked to make careful judgments so that the instructions control for
extraneous variables. In many situations, researchers can use a technique where participants do not know the
group in which they are, whether female or male. Specific techniques can effectively reduce extraneous
variability by observing participants without their knowledge. If observation is used unknowingly, the
characteristics of demand and appraisal apprehension are greatly reduced.

Academic Strand (Nominal)

Each academic strand should be included as an extraneous variable in the Researchers
Causal-Comparative Study on Classroom Anxiety between Honor and Non-Honor Students of Golden Faith
Academy because no academic strand should be left behind, and each academic strand has different levels of
anxiety about which we should be aware. Moreover, Academic Strand has a variety of subjects or topics that
they have discussed. Inside the classroom, every student in each strand has various different levels of anxiety.
And the way for the extraneous variable academic strand to be minimized is to group the academic
strands of each participant to find out immediately if the extraneous variable academic strand actually affects
students' classroom anxiety. Furthermore, the demonstration of the professional demeanor of the researcher
during interaction with participants with different strands. If the researcher is not dressed professionally and
looks unprepared, participants are more likely to not take their participation seriously.
Appropriate to the analysis of the participants is the possibility that they will follow the instructions and
do their best, because in this way the impact of the academic strand on research will be known and minimized.
If a data retrieval mistake happens, all the effort to design high-quality research can go to waste if the action is
unprofessional.
RSRCH2-ALT18-GRP2-NEHEMIAH

4.c. Research Instrument

Survey
The researchers conducted a survey method by drafting questions for a group of individuals, which
were the students, in order to collect data on a topic. The surveys are important in the researcher’s instrument
for describing the characteristics of a big group of Golden Faith Academy students in grades 11 and 12,
resulting in a more reliable sample from which to draw conclusions and get real feedback from the
respondents. In particular, surveys are one of the most extensively used data collection instruments.

Instruction
The researchers asked grade 11 and 12 students who were enrolled at GOLDEN FAITH ACADEMY
SENIOR HIGH SCHOOL a variety of questions about their experiences in various situations. This will allow
researchers to quickly gather information detailing the features of a large sample of people of interest.
To answer the questions, select an acceptable response that you would use to define yourself. Make
sure you read the questions thoroughly before responding. Any information about you that is obtained as part
of this study will be kept confidential. Please contact us if you have any questions concerning this
questionnaire.

Interpretation
The study consists of ten questions measuring the anxiety levels of GFA students, where its level of
measurement is ratio, and the questions are, 1. I often feel nervous even in casual get-togethers. 2. I usually
feel comfortable when I'm in a group of people I don't know., 3. I am usually at ease when speaking to a
member of the other sex., 4. I get nervous when I must talk to a teacher or a boss., 5. I am probably less shy in
social interactions than most people., 6. I sometimes feel tense when talking to people of my own sex if I don't
know them very well., 7. I wish I had more confidence in social situations., 8. I seldom feel anxious in social
situations., 9. In general, I am a shy person., and 10. I get nervous when I speak to someone in a position of
authority.
Also, the choices in those questions are 1—Not at all characteristic of me., 2—Slightly characteristic of
me., 3—Moderately characteristic of me., 4—Very characteristic of me., and 5—Extremely characteristic of me.
The necessary steps for its calculation are to count the total number of cases defined in the statistics,
as all scores are combined and divided by the total number of cases. The mean of the 1560 G11 students is
30.40 and the 729 G12 students is 30.71. The aggregate mean of the two grades (grades 11 and 12) was
30.50.
RSRCH2-ALT18-GRP2-NEHEMIAH

Complex
In the results of the research, it appears that it is complex because it measures a variable (classroom
anxiety), which requires a high threshold of reliability and validity, implying that a respondent is unable to
answer the question easily.

Validity and Reliability

The terms "reliability" and "validity" are used to assess the quality of survey research. They describe
the accuracy with which a method, approach, or test measures something. Validity is concerned with a
dimension's correctness, whereas reliability is concerned with its consistency. The consistency with which a
method assesses something is referred to as reliability. The measurement is regarded as trustworthy if the
same result is consistently obtained using the same procedures under the same conditions. Accuracy in a
survey relates to how well a technique measures what it is supposed to measure. If a study is extremely valid,
it delivers results that correspond to real-world qualities and variety in the physical or social environment.
Several copies of the same size can be compared to determine reliability. There are several different sorts of
methods for assessing reliability and validity.
According to Taherdoost H. (2016), the basic goal of a survey in research is to collect important data in
the most accurate and valid way possible. As a result, survey/questionnaire accuracy and consistency are
important aspects of research techniques known as validity and reliability.

4.d. Units of Analysis and Sampling

Units of Analysis:
Honor and Non-Honor students of Golden Faith Academy
The researchers chose the honor and non-honor students of GFA to participate in their research.
Students of GFA are the most suitable respondents because they possess the characteristics to respond to the
research questions the researchers may have. Moreover, the GFA students have different characteristics,
which are being an honor and non-honor students.

Population
The whole group of people about whom the researchers used to collect data is referred to as a
population. If the participants in the research are the complete set of people needed to be studied, such as
GFA students (G11 and G12), it is considered to be a population.
In the study, the researchers' dataset is prioritized by population since it needs the GFA students to
respond to the survey. Also, the population has the capability to affect the findings. In addition, it is included in
the dataset because the other elements would be lost without it.
RSRCH2-ALT18-GRP2-NEHEMIAH

Align with this, in examining the population, it will be difficult for the researchers to do so, so
researchers can use techniques that make estimates or divide the population data using quantitative sampling
techniques.

Sampling:
Cluster Sampling
Cluster sampling is frequently used when doing research in large populations. Cluster sampling is more
convenient to use when a survey needs to be conducted over a larger population. It would be costly,
time-consuming, and perhaps impossible if researchers have to do an interview for each respondent in a
population. It is where the researchers divide a population into smaller groups called "clusters." These clusters
are a smaller representation of the population being studied, with similar characteristics.By using cluster
sampling, the researchers may get elevated responses from the sample size while saving time and resources.
It is a more feasible option for data collection from a large, sparse population.
Moreover, cluster sampling is used in the research data that reflects that the population of GFA
students (G11 and G12) is divided into smaller groups or by students according to their section. They are
divided into groups so that each section in G11 and G12 takes a different student. Suppose in the G11 section,
it consists of GENESIS, EXODUS, LEVITICUS, NUMBERS, DEUTERONOMY, JOSHUA, JUDGES, RUTH,
SAMUEL, CHRONICLES, EZRA, NEHEMIAH, ESTHER, JOB, PSALMS, PROVERBS, ECCLESIASTES,
ISAIAH, JERAMATIONS EZEKIEL, DANIEL, HOSEA, JOEL, AMOS, OBADIAH, JONAH, MICAH, NAHUM,
HABAKKUK, ZEPHANIAH, HAGGAI, ZECHARIAH, MALACHI, MATTHEW, and MARK. In these sections, the
researchers pick ten to thirty students as participants in the study. It also includes sections in G12 such as
KARUNUNGAN, KATALINUHAN, KAGALANGAN, KABAITAN, KATAPATAN, KARANGALAN,
KADALUBHASAAN, KABUTIHAN, KASIPAGAN, KAGALAKAN, KAPAYAPAAN, KADALISAYAN, KALAYAAN,
KAGITINGAN, KABANALAN, KAAYUSAN, KALINISAN, and KALINISAN.
In line with this, the goal should be to understand the participants' normal behavior. The researchers
make sure that the participants feel at ease and are not anxious about the analysis. The probability that the
participants will follow the instructions and do their best is appropriate to the analysis of the participants since
the impact of the extraneous variable on research will be identified and minimized.

4.e. Data Gathering

Data gathering is the process of collecting and measuring information from the participants in research.
To collect data, the researchers will have to interview a specific group or population that interests the
researchers' topic in their research. The researchers will do a survey or provide a questionnaire for each of the
participants to answer.
RSRCH2-ALT18-GRP2-NEHEMIAH

In order to collect data from the participants effectively, the researchers must have the ethics of data
gathering. Firstly, this survey should not be compulsory for the participants. The researchers must have
permission to do the survey. Nevertheless, respect the participants' decisions and time. The participants must
voluntarily partake in it. There should be an introduction of the researchers and the purpose of the research
must be stated to give the participants an idea of how they are involved in the research. As well as the
explanation regarding the survey, how it should be done, and what it contains before answering, to give
awareness to the participants to avoid potentially harming them mentally or physically. Finally, the researchers
must be neutral and unbiased. They must not interfere with their own personal beliefs or opinions with the
results.

4.f. Data Analysis

Statistical treatment:
Inferential Statistics
The study's statistical treatment is inferential statistics, which provides conclusions and generalizations
based on data, and according to the study, there is enough data to conclude that there is a comparative in the
classroom anxiety of students with honor and non-honor in GFA.

Non-Parametric Statistics
The researchers found that the study was passed as a non-parametric statistic under inferential
statistics, which are based on the outcome of knowing the conditions of the parametric statistic. In a broader
explanation, in conditions numbers one, three, and four of parametric statistics, these conditions were passed
to the given dataset, but in condition number two, the datasets did not pass because the variance of the
computed datasets was not equal or far apart. Therefore, the given dataset will utilize non-parametric statistics.

References:
Taherdoost, H. (2020). Validity and Reliability of the Research Instrument; How to Test the Validation of a
Questionnaire/Survey in a Research.
https://www.researchgate.net/publication/319998004_Validity_and_Reliability_of_the_Research_Instru
ment_How_to_Test_the_Validation_of_a_QuestionnaireSurvey_in_a_Research

Zheng, Y., & Cheng, L. (2018).How does anxiety influence language perform? From the perspective of foreign
language, classroom anxiety, and cognitive test anxiety - Language Testing in Asia How does anxiety
influence language performance? https://link.springer.com/article/10.1186/s40468-018-0065-4
RSRCH2-ALT18-GRP2-NEHEMIAH

Chapter 5
Results, Analysis, and Discussions

5.a. Results

A. Demographic Profile
This chapter shows how honor and non-honor students at Golden Faith Academy Senior High School
experience different classroom anxiety. Furthermore, it differentiates the demographic profiles of honor
and non-honor students.

1) What is the demographic profile of the students in terms of student type, family type, and strand?
The demographic profile of Golden Faith Academy Senior High students are Honor and Non-Honor
students in the Student type; Broken and Not-Broken Families in the Family type; and ABM, HUMSS,
ICT, STEM, and Tourism in the Strand (see Figure 2).

Figure 2. Demographic Profiles

Student Types Family Types Strands

Honor students Broken Family ABM

Non-Honor students Not-broken Family HUMSS

ICT

STEM

Tourism

 
The total number of respondents who participated in the survey conducted was 2288. In the student
type section, the honor students have 846 respondents, while in the non-honor students there are 1442. In the
case of family types, the broken family has a total of 478 respondents and the not-broken family has a total of
1810. On the strand side, the ones with the most students to take this strand are STEM with 739, followed by
ABM with 713, HUMSS with 460, ICT with 284, and last, Tourism with 92 respondents. The result of measuring
mode using central tendency showed that in the "non-honor and honor students", the most results were
non-honor students. In addition, students in the category of "family type" appear to be more non-broken
RSRCH2-ALT18-GRP2-NEHEMIAH

families. Furthermore, most strands are STEM students. (see Figure 3).

Figure 3. Number of respondents by grade level, student type, family type, and strand

Student Types Number of Respondents Percentage

Honor Students 846 32%

Non-Honor Students 1442 68%

Total 2288 100%

Family Types Number of Respondents Percentage

Broken Family 478 18%

Not-broken Family 1810 82%

Total 2288 100%

Strands Number of Respondents Percentage

ABM 713 29%

HUMSS 460 20%

ICT 284 15%

STEM 739 32%

Tourism 92 4%

Total 2288 100%

RSRCH2-ALT18-GRP2-NEHEMIAH

The total number of respondents who participated in the survey conducted was 2288. In the student
type section, the honor students have 846 respondents with 32%, while in the non-honor students there are
1442 with 68%, meaning there are many non-honor students in Golden Faith Academy Senior High School. In
the case of family types, the broken family has a total of 478 respondents (an average of 18%), and the
not-broken family has a total of 1810 with an average of 82%. On the strand side, the ones with the most
students to take this strand are STEM with 739 (32%), followed by ABM with 713 (29%), HUMSS with 460
(20%), ICT with 284 (15%), and last, Tourism with 92 (4%), (see Figure 4).

Figure 4. Percentage of Respondents based on their Student Type, Family Type, and Strand

B. Measuring anxiety
The data in this chapter will aid researchers in determining the anxiety among Golden Faith Academy
honor and non-honor students. In this method, causal-comparative data is connected because it
compares the anxiety as well as their corresponding scores. In addition, the students show Speech
Anxiety, Comfort in Social Anxiety, and Anxiety Symptoms (see Figure 5).
RSRCH2-ALT18-GRP2-NEHEMIAH

Figure 5. Students' Anxieties with Corresponding Standard Deviation and Mean

Student Speech Comfort in Anxiety Speech Comfort in Anxiety

Types Anxiety Social Symptoms Anxiety Social Symptoms
(Standard Anxiety (Standard (Mean) Anxiety (Mean)
deviation) (Standard deviation) (Mean)
deviation)

Honor 3.45 3.52 4.89 4 3 3

Non-honor 3 3 4 3 3 4

Using the central tendency, the non-honor students' mean is 3. This indicates that the non-honor
students do have anxiety. As for the honor students, they have the same results as the non-honor students.
Both honor and non-honor students show signs of nervousness and may have a connection with anxiety based
on their responses. However, based on the results, it is manageable for the students because it shows that
they are comfortable with having the said type of anxiety (see Figure 6).

Figure 6. Standard Deviation and Mean of Honor and Non-Honor Students

RSRCH2-ALT18-GRP2-NEHEMIAH

5.b. Analysis

The researchers chose inferential statistics because it allows them to evaluate the data in their
study paper not just to see the summary, but also to understand the steps that led up to the results. It's not as
difficult as it formerly was; it just involves many steps (Tosun, 2018). In line with this, under the inferential
statistics are the non-parametric statistics.

Non-parametric statistics is used when a specific distribution cannot be assumed and the conditions
are not appropriate for using parametric statistics (Anon, 2019). The researchers used non-parametric
considering the conditions for parametric statistics were not applicable to their dataset. And because the
research study is a causal-comparative, which is non-parametric statistics, the researchers utilize Mann
Whitney.

The Mann-Whitney U test is a non-parametric alternative to the independent sample t-test and is
likewise a non-parametric test (Kleinman, 2021). The researchers used Mann-Whitney to see significant
differences in the classroom anxiety of honor and non-honor students at Golden Faith Academy. Moreover,
average, standard deviation, p-value, normality, rank, and U data are the data that can be collected in
Mann-Whitney.

To attain results using Mann-Whitney, the researchers compare the data gathered from the
respondents, then see if the two samples have a difference based on their data (see Figure 7).

Figure 7. Mann-Whitney Data Results

(x̄) (S) P-value Normality Rank U

Honors 212.0475 243.65513 0.998 0.07863 17 9

Non-Honors 361.33 531.899623 0.118 0.1708 19 7

The data was computed using the Mann-Whitney calculator. In line with this, since p-value > α, H0
cannot be rejected. In other words, the difference between the randomly selected value of Honors and the
Non-Honors populations is not big enough to be statistically significant.
On the other hand, The p-value equals 0.8857, ( p(x≤Z) = 0.4429 ). It means that the chance of type
RSRCH2-ALT18-GRP2-NEHEMIAH

I error, rejecting a correct H0, is too high: 0.8857 (88.57%).

In addition, The test statistic Z equals -0.1437, which is in the 99% region of acceptance:
[-2.5758 : 2.5758]. U=7, is in the 99% region of acceptance: [0 : 16].
Furthermore, the observed standardized effect size, Z/√(n1+n2), is small (0.051). That indicates that
the magnitude of the difference between the value from Honors and the value from Non-Honors is small. (see
Figure 8).

Figure 8. Mann-Whitney U test datum

In terms of the total outcome of the calculations conducted by researchers, there was no
statistically significant relationship between honor and non-honor students' classroom anxiety in the
computations performed. Researchers have also examined classroom anxiety by honors and non-honors, and
broken and not-broken families, but the results are not statistically significant.
RSRCH2-ALT18-GRP2-NEHEMIAH

5.c. Discussion

2) What are the significant differences in classroom anxiety between honor and non-honor students?
Since p-value > α, H0 cannot be rejected, the difference between the randomly selected value of
Honors and the Non-Honors populations is not big enough to be statistically significant. According to
the study by Cognard and Spisak (2019), students in the honors group reported a more positive
experience than those in the non-honors group. There was no statistically significant difference
between the two groups.

3) How do GFA Honor and Non-Honor students differ in terms of classroom anxiety?
The observed standardized effect size, Z/V (n, +n2), is small (0.051). That indicates that the magnitude
of the difference between the value from Honors and the value from Non Honors is small. Alongside
with this, the magnitude of the difference in the study "Exploring the Causes of English Language
Speaking Anxiety among Postgraduate Students of University of Balochistan, Pakistan" was calculated
as ETA squared = 0.0021, which is considered small (Cohen, 1988). This, as well as the research
findings on the classroom anxiety of honor and non-honor students, produce similar results, which have
small magnitude differences.

4) Between honor and non-honor students, who has a higher value of classroom anxiety?
The observed effect size, U₁/(n,n2), is 0.44, this is the probability that a random value from Honors is
greater than a random value from Non-Honors. In line with this, past studies also stated that honor has
a higher probability of having classroom anxiety. Students with honor are more stressed than students
without honor, according to the researchers, because they are under pressure in their activities
(Kleinjan, 2019). These individuals were identified in the study as a group at increased risk for anxiety.

Furthermore, the Theory of Academic Achievement Anxiety offers a prism through which to help reduce
students’ anxiety. This theory will systematically investigate strategies to assist students in developing adaptive
emotions in order to succeed. This can have a positive influence on students' emotions and desire to achieve a
wide range of academic goals.

References:
Ahmed, N. (2017, January). Exploring the Causes of English Language Speaking Anxiety among
Postgraduate Students of University of Balochistan, Pakistan
https://www.researchgate.net/publication/312663954_Exploring_the_Causes_of_English_Language_S
peaking_Anxiety_among_Postgraduate_Students_of_University_of_Balochistan_Pakistan
RSRCH2-ALT18-GRP2-NEHEMIAH

Bensalem, E.(2019). The Relationship Between Foreign Language Classroom Anxiety and Background
Variables in a Multilingual Context.
https://www.researchgate.net/publication/336861760_The_Relationship_Between_Foreign_Language_
Classroom_Anxiety_and_Background_Variables_in_a_Multilingual_Context

Cognard, J. & Spisak, L. (2019). Creating a Profile of an Honors Student: A Comparison of

Honors and Non-Honors Students at Public Research Universities in the United States
https://digitalcommons.unl.edu/nchcjournal/623/

Kabigting, R., & Nanud, J. A. (2020). English Language Classroom Anxiety and Performance of Senior
High School Learners. International Journal of Linguistics and Translation Studies, 1(2), 58–69.
https://doi.org/10.36892/ijlts.v1i2.69

Kleinman, K. (2021). Biostatistics and Evidence-Based Medicine.

https://www.sciencedirect.com/topics/medicine-and-dentistry/parametric-test

LaMorte, W. (2017). Mann Whitney U Test (Wilcoxon Rank Sum Test)

https://sphweb.bumc.bu.edu/otlt/mph-modules/bs/bs704_nonparametric/bs704_nonparametric4.html

Milenovic, Z. M. (2011, 0 0). APPLICATION OF MANN-WHITNEY U TEST IN RESEARCH OF

PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS. https://hrcak.srce.hr/file/106020

TOSUN, B. (2018, March 13). Oh no! not ready to speak! an investigation on the major factors of
foreign language classroom anxiety and the relationship between anxiety and age. Journal of Language
and Linguistic Studies. https://dergipark.org.tr/en/pub/jlls/issue/43213/527881

Westwick, J. N., Hunter, K. M., & Kleinjan, B. A. (2019). Anxiety and Communication
Competence in the Honors Basic Public Speaking Course: An Intervention and Formative Assessment.
eCommons; ecommons.udayton.edu. https://ecommons.udayton.edu/bcca/vol31/iss1/9/
RSRCH2-ALT18-GRP2-NEHEMIAH

Chapter 6
Conclusion and Recommendations

6.a. Conclusion
The results of the study were obtained from the data of the Grade 11 and 12 senior high students of
Golden Faith Academy along with their corresponding student types (honor and non-honor), family types
(broken and not-broken families), and strands (ABM, HUMSS, ICT, STEM, and Tourism).

In line with this, since p-value > α, H0 cannot be rejected, the difference between the randomly selected
value of Honors and the Non-Honors populations is not big enough to be statistically significant. Because the
differences in classroom anxiety between honor and non-honor are not big enough, the differences are not
noticeable, just like in the study of Zheng & Cheng (2018). Therefore, it is consistent.

Furthermore, the GFA Honor and Non-Honor students' difference in terms of classroom anxiety is small
because the observed standardized effect size, Z/V (n, +n2), is 0.051, which is inconsistent because, based on
Botes, Dewaele, and Greiff's (2020) study about classroom anxiety, a moderate negative correlation was
found. This contradicts the results of the researcher's study, which found a small difference in the value of
honor and non-honor students of GFA.

Honor students, on the other hand, have a higher value of classroom anxiety because the observed
effect size, U1/(n, n2), is 0.44. This is consistent because past studies also stated that those with honor have a
higher probability of having classroom anxiety. And according to the study of Kleinjan, Hunter, and Westwick
(2019), honor students have more classroom anxiety because they are under pressure in their activities.

6.b. Recommendations
Students may have success anxiety when discussing course topics with other students in class if they
see the discussion as an evaluation setting in which their skills are being judged by others. However, there is
some evidence that students with high anxiety levels may do better in active learning classes rather than
traditional lectures. On the other hand, in order to obtain some data for the study, the researchers
recommended adding some more variables to future researchers in their research study. To understand how
things relate to each other in a descriptive study, future researchers will need to thoroughly analyze and
interpret the value of the variable. Furthermore, the researchers attempted to test the value using
Mann-Whitney; however, one condition failed, resulting in a statistically insignificant outcome. So, researchers
RSRCH2-ALT18-GRP2-NEHEMIAH

recommend including elementary through junior high school students in the study so that more data can be
collected and each value may be statistically significant.

References:
Botes et al. (2020) . The Foreign Language Classroom Anxiety Scale and Academic Achievement: An
Overview of the Prevailing Literature and a Meta-Analysis
http://jpll.org/index.php/journal/article/view/botesetal

Kleinjan et al. (2019). Anxiety and Communication Competence in the Honors Basic Public Speaking Course:
An Intervention and Formative Assessment. eCommons; ecommons.udayton.edu.
https://ecommons.udayton.edu/bcca/vol31/iss1/9/

Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance?
https://link.springer.com/article/10.1186/s40468-018-0065-4