1

‘Not just a Timidity’: Exploring Social Anxiety Triggers and Pattern in Grade 11 STEM
Students amidst Modular Distance Learning

Jirou Faborada, Jonnas Almazar, Karl Vincent Labiano,

Royce Ann Collantes, and Xyriz Mae Lising
Lamao National Highschool
11-Stem B
Sir. Karl Angelo Rivera Tabernero
June 6, 2022
2

CHAPTER 1
THE PROBLEM AND ITS BACK GROUND

RATIONALE OF THE STUDY

One of the most well- known internal health issues is anxiety." Anxiety is
a universal feeling that affects everyone at one time or another." It acts as a natural warning
system that's touched off when there's a trouble” (Noyes & Hoehn- Saric, 1988). According to
(Lewis, 1967, as cited in Runcan, 2021), “Anxiety is an emotional state characterized by a fear of
a nearly affiliated feeling that's tasted subjectively”. Generalized Anxiety Disorder (GAD),
compulsive-obsessive Disorder (OCD), fear Disorder, Post-Traumatic Stress Disorder (PTSD),
and Social Phobia are the five introductory kinds of anxiety (or Social Anxiety Disorder). Social
anxiety (social phobia) is defined as" a patient fear of one or further circumstances (social phobic
situations) in which the person may be scrutinized by others and fears being judged that he or she
might say or do anything that's humiliating or unwelcome” (APA, 1987, as cited in Beidel &
Randall, 1994).

According to the (World Health Organization [WHO] 2017), Anxiety diseases

affect 3.6 per cent of people globally or around 264 million people. In the first time of the
COVID- 19 epidemic, the global frequency of anxiety and depression increased by 25, according
to a scientific brief released by the (World Health Organization [WHO], 2022, March 2).
"Mental illness is the Philippines' third-leading cause of disability. With about 6 million Filipinos
suffering from anxiety or depression, the Philippines has the third-highest prevalence of mental
health problems in the Western Pacific Region" (Martinez et al. 2020). "In the midst of the
covid-19 outbreak, we observed that 18.6% of students experienced depression, 35.1 percent had
anxiety, and 2.85 percent were anxious," according to a research (Acob et al. 2021).

On March 11, 2020, the World Health Organization (WHO) placarded the 2019
coronavirus (covid-19) an epidemic. President Rodrigo Duterte declared an Enhanced
community quarantine of Luzon on March 16, 2020, in response to the epidemic, in order to help
the rapid-fire spread of Covid- 19. scholars and staff have been unfit to engage in face-to-face
literacy within the academy because of the COVID- 19 outbreak. In response to the outbreak,
Modular Distance Learning was created as an advisable response to assure educational durability
(Dangle & Sumaoang, 2020, as cited in Legaspi & Pasia, 2021). students are more anxious while
using a distance literacy strategy since they're unfit to talk or partake difficulties with preceptors
on a diurnal base owing to the distance (Ajmal & Ahmad, 2019).
3

Students are more anxious while using a distance learning strategy since they are
unable to talk or share difficulties with teachers on a regular basis owing to the distance. It was
found that the majority of students experienced anxiety as a result of issues such as a lack of time
given to prepare assignments, a lack of communication with tutors, poor feedback from tutors,
assignment due dates, assignment understanding, assessment, tutor remarks, and issues with
assignment schedule. There was a dearth of connection with classmates, as well as awareness
and grasp of the paper format and exam timetable. All of these issues contribute to distance
learning students' anxiety and negatively impact their academic performance (Ajmal & Ahmad,
2019). Anxiety has a negative impact on learning and performance. since the anxiety that is
created in the educational setting is context specific Computer anxiety, research anxiety,
statistical anxiety, writing anxiety, foreign language anxiety, general test anxiety, and math
anxiety are all examples of academic-related anxiety (Onwuegbuzie, Jiao, & Bostick, 2004).
According to Huberty (2009), anxiety has an impact on students' behavior, cognition, and
academic performance and, physiology. High-risk testing, for example, might be extremely
challenging for anxious kids. Students that are anxious may develop depression. He advises
teachers and administrators to parents collaborate to assist their children learn to cope with
anxiety.Being a socially anxious student might be difficult. Public speaking, getting called on
unexpectedly in class, introducing yourself to someone new, building friendships and
professional ties, chatting to professors and lecturers, and so on are all examples of study-related
circumstances with a social component. These factors might produce discomfort on their own,
but for kids with social anxiety, the pain becomes fear and dread. They may shun events totally
or suffer them with great discomfort because of their dread of negative appraisal. Needless to
say, being anxious all of the time might hinder your ability to concentrate on what your
professors and lecturers are saying and on understanding the material at hand (Kingsley, 2021).

Anxiety is discussed in a lot of literature. However, there is little information

regarding social anxiety, its patterns, and causes. Numerous students are unaware that they have
social anxiety and, as a result, are unaware of the patterns and triggers that cause it. Some
students choose modular distance literacy to avoid the rudiments that cause anxiety attacks.
Unfortunately, anxiety can cause students to abandon their studies or goals, or, in the worst-case
scenario, commit suicide. They also have no understanding what the long-term effects of worry
are when they are not clothed. " " The most recent predecessor to grave depression is anxiety
complication"( Kessler et al. 1996, cited in Greco & Hayes, 2008)." If children with anxiety
disorders are not addressed, they are at risk for scholastic difficulties, social skill deficiencies,
and substance dependence" (Greco & Hayes, 2008).

The goal of this investigation is to examine into the patterns and causes of anxiety
episodes among grade 11 stem students who are enrolled in modular online programs. Similarly,
the goal of this research is to assist students in identifying or detecting whether or not they have
social anxiety, as well as alerting them to the need for therapy.
4

RESEARCH QUESTION

1. What are the factors that trigger social anxiety?

2. What are the patterns of a person with social anxiety?
3. How can the participants identify that they are experiencing social anxiety?
4. What particular event becomes the first path to develop their social anxiety?
5. What is the event/s that became the most significant factor that makes their social anxiety
worst?

ASSUMPTION OF THE STUDY

1. The researchers assume that humans or the respondents' thoughts cause the factors that trigger
social anxiety.
2. The person suffering from social anxiety tends to overthink and avoid social interactions.

SIGNIFICANCE OF THE STUDY

General significance

This study will provide important information about the social anxiety triggers and patterns that
occur in grade 11 stem students under modular distance learning. The findings of this study will
also provide the necessary precautions for them to avoid having this kind of anxiety. The
individuals who will benefit from this research are:

Students - This study's findings will help them determine the specific events that cause social
anxiety. Then, they can use the results to avoid having this kind of anxiety disorder and know
what they will do to approach this.

Parents - This study's outcomes can help them become more conscious about their child's
condition and understand their part in it. So that if they observe their child's behaviour, they will
identify if they are suffering from this kind of anxiety disorder, then guide them to recover from
this by consulting an expert.

Teachers and School Administrators - This study's conclusions will help them fete the pupil's
strengths and limitations in their studies because of social anxiety. They might find this study
5

precious in figuring out fresh tutoring tactics for these exceptional cases. They will know how to
approach scholars suffering from this and help them by giving some suggestions.
Community - The findings of this study can make them apprehensive of how to avoid this thing.
And for them to identify if their familiarity is suffering from it.
Future researchers - This study can be used as a foundation for unborn exploration and
replicated with different variables. They can use the findings of this study as a base for their
exploration. This study can also be a starting point for the new experimenters to use as a
reference.

SCOPE AND DELIMITATION

This study focuses on exploring the lived experiences of the grade 11 STEM students
about the patterns and triggers of social anxiety. According to Higuera (2018), this type of
anxiety disorder also referred as "social phobia" causes extreme fear in social settings. This study
determines the specific events or experiences of the said students that results in development of
their "social phobia". The participants in this study are the students who are in the modular
setting and they are selected using purposive sampling. Purposive sampling (Patton, 2002) is a
qualitative research strategy for identifying and selecting information-rich situations in order to
make the most efficient use of limited resources.

In this study, the main instrument is an interview. According to (Easwaramoorthy,

2006), an interview is a dialogue used to obtain information, and a research interview includes an
interviewer who guides the conversation and asks questions about the participants. Because of
the lack of materials, this study conducted interviews via a video conferencing app called
"Zoom". The participants will answer semi-structured questions which can be further increased
during the process. The instrument was validated by experts using the validation matrix to ensure
the quality of the data collected and its appropriateness and relevance to the study. A letter of
consent was sent to the parents of the participants under 18 years of age before the actual
interview. And the safety and privacy of the participants were ensured. In gathering data, each of
the participants are interviewed using "Zoom" app for about 20 mins and the entire interviewing
process are recorded but the participants are informed before the recording started. After the
interview, the recorded footage have been sent to the participants for them to check it. And all of
the informations about the participants will be secured with confidentiality and anonimity. For
analyzing the data, content analysis is employed. Weber (1985) defines content analysis as
research methodology that utilizes a set of procedures to make valid inferences from text.
Similarly, researchers in this study used content analysis to measure and assess the existence,
meanings, and correlations of certain words, themes, and concepts.
6

CHAPTER 3
METHODOLOGY

RESEARCH METHODS AND TECHNIQUES

In this qualitative research, the researchers utilize a phenomenological study. Where

the researchers are exploring the lived experiences of grade 11 STEM students under modular
distance learning in social anxiety triggers and patterns. In choosing the participants, purposive
sampling is employed. According to (Crossman, 2020) a purposive sample is a non-probability
sample that is selected based on the characteristics of a population and the study's objective.
Similarly, the researchers select the participants based on their behavior, which can provide the
necessary pieces of information needed in this study. Moreover, the researchers use content
analysis to analyze the data, which goes beyond simply counting words or obtaining objective
information from texts to look for meanings, themes, and patterns that are either obvious or
hidden in a text. It enables the researchers to comprehend social reality as subjective yet
scientific.

PARTICIPANT AND SAMPLING TECHNIQUES

The intended participants in this research study are the Grade 11 STEM Students
enrolled in the modular distance learning program at Lamao Senior High School S.Y. 2021-
2022. The total population of STEM strand enrollees is 100, and 15 students are chosen through
purposive sampling to be a respondent. Therefore, the researchers are also part of a population of
11 STEM strands. According to Arikunto (2010: 183), purposive sampling is selecting a sample
by taking a subject not based on the area's level but taken based on the specific purpose.

DATA GATHERING PROCEDURE

Before initiating a study, the researchers observe the performance of a student

enrolled in modular distance learning who appears to be struggling with their studies due to
social anxiety. According to the research group, the data collected from respondents is used to
clarify the social anxiety triggers and patterns.
7

On the actual implementation of the research instrument, the researcher will conduct
an interview to Lamao Senior High School grade 11 STEM students under modular distance
learning. Since permission for conducting an interview is required, the researcher would be
solely
responsible for the privacy of any data and information gathered from the participant’s response.
When determining the number of students enrolled in grade 11 STEM, the number of students
enrolled in modular distance learning S.Y. 2021-2022.
The research group sent a message to each section’s adviser to obtain the official number of
enrollees. The researchers also draft a consent letter for the parents or guardians of potential
study participants under the age of 17. Guarantee the data gathered from participants be kept
confidential and that their safety during the research process is always prioritized. When the
participants respond to the researchers, the researchers should keep their responses carefully.
After they evaluated the participant's responses, the answer they have should be put in some
secured folder.

ETHICAL CONSIDERATIONS

The researchers did not force students to participate.

A consent letter was given to the students, especially for under 18 years of age, to be signed by
their parents to approve their participation.
The researchers considered the safety and privacy of the participants.
The information gathered from the participants has also been secured with confidentiality and
anonymity.

DATA ANALYSIS

The study's objective is to explore the triggers and patterns of social anxiety in grade
11 students. To find the triggers and patterns, the researchers need to analyze their data. Shamoo
and Resnik (2003) Claim that the practice of systematically applying statistical and/or logical
approaches to explain and demonstrate, condense and recap, and assess data is known as data
analysis. In this part of the research, the data gathered from the respondents will be analyzed by
the researcher using content analysis. Weber (1985) defines content analysis as a research
methodology that utilizes a set of procedures to make valid inferences from the text. Similarly,
this study used content analysis to measure and assess the existence, meanings, and correlations
of certain words, themes, and concepts. Using content analysis, the researcher can find the
8

correlations of words from the processed data. The correlated words can be the answer to the
research question.

REFERENCES

Acob, J. R. U., Arifin, H., & Dewi, Y. S. (2021). Depression, Anxiety and Stress among Students
amidst COVID-19 Pandemic: A Cross-Sectional Study in Philippines. Jurnal Keperawatan
Padjadjaran, 9(2), 102–109. https://doi.org/10.24198/jkp.v9i2.1673

Anand Ballabh Joshi, Megha Raj Banjara, Research Methods and Thesis Writing, Format
Printing Press,Kathmandu, (2004, p. 1). https://research-methodology.net/sampling-in-primary-
data-collection/purposive-sampling/

Beidel, D.C., Randall, J. (1994). Social Phobia. In: Ollendick, T.H., King, N.J., Yule, W. (eds)
International Handbook of Phobic and Anxiety Disorders in Children and Adolescents. Issues in
Clinical Child Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-1498-9_6

Easwaramoorthy, (2006) Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4012002/#:~:text=Purposeful%20sampling
%20is%20widely%20used,most%20commonly%20in%20implementation%20research.

Huberty, T. J. (2009). Test and performance anxiety. Principal Leadership, 10(1), 12–16.
Retrieved from http://www.nasponline.org/

Kingsley, (2021). The Life Of A Socially-Anxious Student. Retrieved from

https://theskillcollective.com/blog/students-social-anxiety

Legaspi, D.P., & Pasia, A.E. et al. Self-Instructional Material (SIM): A Tool For Improving
Student’s Lower Order Thinking Skills (2021).
https://www.ioer-imrj.com/wp-content/uploads/2021/11/Self-%E2%80%93-Instructional-
Material-SIM-A-Tool-for-Improving-Students-Lower-Order-Thinking-Skills.pdf
9

Martinez, A.B., Co, M., Lau, J. et al. Filipino help-seeking for mental health problems and
associated barriers and facilitators: a systematic review. Soc Psychiatry Psychiatr Epidemiol 55,
1397–1413 (2020). https://doi.org/10.1007/s00127-020-01937-2
Noyes, Jr, R., & Hoehn-Saric, R. (1998). Normal anxiety and fear: Psychological and biological
aspects. In The Anxiety Disorders (pp. 1-36). Cambridge: Cambridge University Press.
doi:10.1017/CBO9780511663222.002

Onwuegbuzie, A. J., Jiao, Q. G., & Bostick, S. L. (2004). Library anxiety: Theory, research, and
applications. Scarecrow Press, Lanham, MD, and Oxford.

Patton, (2022) Retrieved from

https://www.healthline.com/health/anxiety/social-phobia#:~:text=Social%20anxiety%20disorder
%2C%20sometimes%20referred,judged%20or%20scrutinized%20by%20others

Runcan, Remus. (2021). Anxiety in Adolescence: A Literature Review.

10.22618/TP.PCMS.20216.360008.

Shamoo, Adil & Resnik, David. (2007). Responsible Conduct of Research. Journal of biomedical
optics. 12. 39901. 10.1117/1.2749726. Retrieved from
https://www.scribbr.com/methodology/interviews-research/

Weber, (1985) Retrieved from

https://www.publichealth.columbia.edu/research/population-health-methods/content-analysis
https://files.eric.ed.gov/fulltext/EJ1229454.pdf
https://books.google.com.ph/books?
hl=en&lr=&id=f2F8PmzJg34C&oi=fnd&pg=PA63&dq=what+will+happen+to+the+students+w
ith+untreated+anxiety&ots=SwdahiDTiN&sig=98L1O5iLSvmdrvAoC3Cl_7XL9ho&redir_esc=
y#v=onepage&q&f=false
https://remarksoftware.com/products/web-survey/?
gclid=CjwKCAjw7cGUBhA9EiwArBAvoi5rgHbNthTifz2LzVVkt8bp-
cRIvwsTcZ8vZrrLduByyyfWIIaeWBoCyrYQAvD_BwE https://www.lotame.com/what-are-the-
methods-of-data-collection/
10

https://www.who.int/news/item/02-03-2022-covid-19-pandemic-triggers-25-increase-in-prevalence-of-
anxiety-and-depression-worldwide

APPENDIX

Result of plagiarism checker:

Rationale of the study

Research question, Assumption of the study, Significance of the study, Scope and Delimitation
and Chapter 3
11