The Effect of Preparedness On The Positive and Negative Emotions Students Experience During Online Academic Examinations

The Effect of Preparedness
on the Positive and Negative Emotions
Students Experience
During Online Academic Examinations
Angela Joanna M. Amoylen, Sonshie H. Bendicion,
Roderick G. Capatoy, Esther Dominique A. Omega
Bachelor of Science in Psychology 4A
Submitted in Partial Fulfillment of the Requirement
of the Course Research in Psychology 2
Mary Grace A. Nonay, RPm
Thesis Instructor, Psychology Department
December 2022
DEPARTMENT OF PSYCHOLOGY
APPROVAL SHEET
The thesis entitled “The Effect of Preparedness on the Positive and Negative
Emotions Students Experience During Online Academic Examination”, prepared and
submitted by ANGELA JOANNA M. AMOYLEN, SONSHIE H. BENDICION,
RODERICK G. CAPATOY, and ESTHER DOMINIQUE A. OMEGA has been examined
and accepted as partial fulfillment of the requirements of the course Research 2 for the degree in
Bachelor of Science in Psychology.
Mary Grace A. Nonay, RPm

Research Adviser and Instructor
PANEL OF EXAMINERS
Mary Grace A. Nonay, RPm Leonel J. Relis, RPm

Member, Research Panel Member, Research Panel
Kaye April N. Uribe, RPm Sr. Rose Ann A. Leonardo, OSB

Member, Research Panel Member, Research Panel
Accepted and approved in partial fulfillment of the requirement for the degree
in Bachelor of Science in Psychology
Sr. Rose Ann A. Leonardo, OSB

Chairperson, Psychology Department
Dr. Antonio E. Lim, Jr. RMT, FPASMAP

Dean of College/ Research Director
ii
Abstract
The Coronavirus 2019 (COVID-19) pandemic compelled higher education institutions to adopt
online academic learning. The implementation of online academic learning may have an impact
on students' emotional responses to learning activities such as online academic examinations
where students' preparedness for an examination is vital. This study aims (1)to describe the
demographic profiles of the college students, (2)to identify the common positive and negative
emotions experienced between those students who took an online academic examination with a
reviewer and those who took an online academic examination without a reviewer and (3)to
examine whether there is a significant difference in the positive and negative emotions
experienced between those students who took an online academic examination with a reviewer
and those who took an online academic examination without a reviewer. Before conducting the
actual experiment, pilot testing will be needed to test and refine the instruments: self-structured
reviewers and self-structured examination questionnaires (online academic examination). The
participants of the study are college students from the psychology department of a private
educational institution in Palo, Leyte. The researchers will divide the participants randomly into
two (2) groups, the participants with reviewer (experimental group) and participants without
reviewer (control group). Both groups will be exposed to a lesson through Google Meet. After
the lesson exposure There will be three (3) days of time interval before they will be presented
with an online academic examination through Google Form. The three (3) days of time interval
will serve as the review time for the experimental group, they will be given a reviewer. While the
control group will do nothing. After the review time, both groups will be answering an online
academic examination and Achievement Emotions Questionnaire: Test-Related. The participants
iii
and researcher shall meet again for the debriefing. An amount of GCash corresponding to a score
of the test questionnaire will be given as a token of appreciation to the participants, here ends the
voluntary participation for the study.
Keywords: online academic learning, online academic examination, reviewer, emotions
iv
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
TABLE OF CONTENTS v
LIST OF ILLUSTRATIONS vii
LIST OF APPENDICES viii
CHAPTER I: INTRODUCTION
Background of the Study 1
Statement of the Problem 3
Research Objectives 4
Statement of Null Hypothesis 5
Conceptual Framework 6
Significance of the Study 7
v
Scope and Delimitation 8
Review of Literature and Related Studies
10
Definition of Terms 16
CHAPTER II: METHODOLOGY
Research Design 18
Research Locale 18
Research Participants 19
Research Instruments 20
Reliability and Validity 21
Data Gathering Procedure 22
Data Analysis Procedure 24
Ethical Considerations 27
REFERENCES 28
APPENDICES 33
vi
LIST OF ILLUSTRATIONS
FIGURES
Page
1 Schematic Diagram of Study 6
2 Experiment Procedure 24
vii
LIST OF APPENDICES
APPENDIX Page
A Gantt Chart
33
B Informed Consent Form 34
C Letter of Intent 37
D Letter to the Dean of College 40
E Letter to the Registrar 42
F Budget Proposal
45
G Experimental Protocol 46
H Reviewers 52
I Examination Questionnaire 70
J Achievement Emotion Questionnaire - Test Related 79
viii
K Module
81
L Table of Specifications 98
M Addressed Comments from The Panel 100
N Script 104
ix
Chapter I
INTRODUCTION
Background of the Study
Since the emergence of CoronaVirus Disease 2019 (COVID-19) pandemic, this has
prompted significant changes especially in the educational setting forcing schools in the
Philippines to stop traditional face-to-face learning and abruptly shift to online academic
learning. Online academic learning is known as correspondence education of home study. During
online academic learning, students meet virtually using any online platforms like Zoom Meeting,
MS Meeting, Google Meet, and many more. Students are also given worksheets, assignments,
quizzes, and examinations. As online academic learning becomes widespread, the attention to
online academic examination increases.
With the popularity of online academic learning growing, more students are using online
academic examinations. In both online and traditional face-to-face learning environments, online
academic examinations are starting to take over as the preferred method of assessment. Online
academic examinations involve the conduct of examinations through the web or the internet.
This enables instructors to create and assign examinations, a multiple choice, true or false, short
response questions and even long response questions are among the several categories. These
categories are stored in a question bank that is transferable and can be reused in multiple exams.
Instructors have the option of providing feedback and showing the correct answers (Moodle,
1
2017). Online academic examinations, therefore, provide for the simplification of the traditional
face-to-face academic examinations.
This is made worse by the COVID-19 responses (Crawford et al., 2020), where thousands
of students participate in online adaptations of face-to-face examinations or online academic
examinations. This change resulted from the need to recognize that students of today rarely study
exclusively and have commitments that conflict with their life (e.g., work, family, social
obligations). During online academic examinations, instructors give students full details,
including deadlines to submit the examinations back to them. This implies students could have
more than one exam due on the same day, so time management skills and preparedness for
examinations are vital. To prepare more effectively for exams, students use reviewers such as
handouts. Previous studies reported that handouts are a useful reviewing tool, students can easily
see how the data fits into the bigger picture.
Forced to abruptly transition to online academic learning, students formed their own
emotional responses to learning activities. It is well known that online academic learning has an
impact on both cognitive and emotional aspects of learning (Stephan et al, 2019). Students
frequently experience emotions such as the enjoyment of learning, hope for success, pride in
accomplishments, anger about task demands, fear of failing an exam, or boredom in online
academic learning settings (Boekaerts & Pekrun, 2015). Academic emotions are emotions that
arise in different academic settings and that are directly linked to academic learning, instruction,
and achievement (Pekrun et al., 2002). Negative emotions such as anger, shame, anxiety, and
boredom have been linked to lower performances and more external regulation, whereas positive
2
emotions including enjoyment, hope, and pride were positively associated with student effort,
self-regulation, and more detailed learning strategies (Pekrun et al., 2011).
The emotions experienced throughout online academic examinations may differ from
those emotions experienced during traditional classroom examinations. Examinations often cause
anxiety because students are unsure about the instructor's way of assessment. An examination
review session is often the miracle cure for students who are stressed and anxious about
examinations (Bord, 2008). According to Stowell and colleagues (2012), positive emotions
experienced during online academic examinations preparation are strongly linked to students'
motivation, which aids their learning. No satisfactory answers have been provided yet to the
subject of the effect of preparedness on the positive and negative emotions students experience
during online academic examinations. Hence, it is important to identify the positive and negative
emotions that are commonly experienced by students during online academic examinations and
to examine whether there is a significant difference in the positive and negative emotions
and those who took an online academic examination without a reviewer.
Statement of the Problem
No recent studies have been done that has considered the effect of preparedness on the
positive and negative emotions Students experience during online academic examination amidst
the Coronavirus disease 2019 (COVID-19) pandemic.
This study aims to answer the following questions:
3
1. What are the demographic profiles of the psychology college students as to:
a. Age
b. Sex
c. Year Level
2. What are the common positive and negative emotions experienced between those
students who take an online academic examination with a reviewer and those who took
an online academic examination without a reviewer?
3. Is there a significant difference in the positive and negative emotions experienced
between those students who take an online academic examination with a reviewer and
those who took an online academic examination without a reviewer?
Research Objectives
The primary purpose of this study is to examine the effect of preparedness on the positive
and negative emotions students experience during online academic examinations.
The following are the specific objectives of this study:
● To describe the demographic profiles of the college students as to:
a. Age
b. Sex
c. Year Level
● To identify the common positive and negative emotions experienced between those
students who took an online academic examination with a reviewer and those who took
an online academic examination without a reviewer.
4
● To examine whether there is a significant difference in the positive and negative
emotions experienced between those students who took an online academic examination
with a reviewer and those who took an online academic examination without a reviewer.
Statement of Null Hypothesis
There is no significant difference in the positive and negative emotions experienced between
those students who took an online academic examination with a reviewer and those who took an
online academic examination without a reviewer.
5
Conceptual Framework
Figure 1. Schematic Diagram of the Study
The figure above shows the process of how the study will be conducted wherein the
independent variables include students with reviewers and students without reviewers. Both
variables will be applied separately on online academic examinations. And would then produce
an outcome that would affect the dependent variable, i.e., the positive and negative emotions
experienced.
6
Significance of the Study
The results of this study would be a great contribution to the vast knowledge regarding
the effect of preparedness on the positive and negative emotions students experience during
online academic examinations. Furthermore, findings of this study may benefit the following
sectors:
Students
It is relevant for students to have an idea on the effect of preparedness on the positive and
negative emotions students experience during online academic examinations. The phenomenon
in question is worth studying to help students to be reminded of the importance of preparedness
on online academic examinations and their emotions.
Teachers
Much like students, this will serve as a basis on how teachers will handle students’
emotions during online academic examinations. The study’s goal is to provide teachers with the
ability to create their own techniques for conducting online academic examinations prior to the
emotions students commonly experience.
Administrators
7
The study may provide options for administrators to apply strategies or techniques for
preparedness on online academic examination. This can benefit the administrators to determine
how to solve future problems related to the emotions experienced by students during online
academic examinations.
Community
In the community, mental health awareness is not as well-known as physical health
awareness. The study may have an impact on a greater community understanding of the positive
and negative emotions experienced by students during online academic learning specifically
during online academic examination. Furthermore, boosting mental health awareness by the
information and data that will be gathered has the potential to increase community understanding
of the significance of mental health. As a result, individuals in the community will be
encouraged to recognize and manage their emotions and will take good care of their mental
health.
Future Researchers
This study will be of great use to future researchers as it will contribute to their future
review of related literature. Several insights may be obtained in this study that will assist future
researchers in supporting future studies.
Scope and Delimitation
The main purpose of this study is to examine the effect of preparedness on the positive
and negative emotions students experience during online academic examinations.
8
The scope of the study is limited to recruiting students who are undergoing online
academic learning in one of the prestigious schools in Palo, Leyte that are ages between 18 to 23
years old as subjects of the study. The selected participants are Psychology college students. This
comprises students enrolled in the school year 2022-2023 from first year, second year, and third
year. Students who do not fall under these criteria will not be included in the study.
Although the study may reach its aims, there are still some unavoidable limitations, such
as the occurrence of unexpected events like unstable internet connection which would limit the
time frame that was used in this study.
9
Review of Literature and Related Studies
The review of literature and related studies for this study presents the different studies on
emotional expression, emotions in online academic examination, students’ preparedness for
online academic examination, students’ emotional effects during online academic examination
preparedness, and Achievement Emotion Questionnaire (AEQ)- Test Related for the purpose of
gaining further insights on the variables of the study which are deemed relevant to the present
study.
EMOTIONAL EXPRESSIONS
Emotions enable humans to react to significant events through intricate patterns of
behavior that incorporate several modalities, including facial muscle movements, voice cues,
physical movements, gesture, posture, and more (inside themselves or in the environment).
Early studies focused nearly exclusively on facial muscle movements and the field's
understanding of emotional expression has significantly increased.
The University of Kansas Health System (2021) describes emotional expressions as the
acknowledgement of the emotions that we are built to feel. Six basic emotions that humans are
born with include disgust, fear, anger, sadness, surprise, and joy. Recognizing the emotions of
10
people through their emotional expressions is important when it comes to human relationships
(Serrat et. al., 2020). It is important that others will be able to detect the expressions of others
and recognize how they are feeling when it comes to experiencing events such as online
academic examinations. Barrett and colleagues (2019) have defined emotional expressions as
facial expressions that determine the emotional state of a person influences legal judgements and
educational practices. Sathik & Jonathan (2013) has shown that facial expression is the most
frequently used nonverbal communication mode by the students during their online classes. This
was measured using surveys where the behaviors of the students were recorded and statistically
analyzed.
According to Batty & Taylor (2003), facial expressions represent a significant part of
non-verbal communication that is utilized in everyday life. A large number of unfamiliar faces
were to present the six basic emotions while event-related potentials were being recorded in the
study. The participants were told to be naive with manners to the questions that were being
thrown at them. The event-related potentials have shown global effects of emotion from 90 ms
while the latency and amplitude differences among the emotional expressions were seen from
140 ms. Positive emotions were said to be significantly evoked earlier than the negative ones and
the amplitude of fearful faces were larger than the neutral or surprised faces.
Aside from these, there are also some ways on how to express one’s emotions according
to Lonczak (2021), and these include being a good listener, using positive self-talk, knowing
what triggers emotions, as well as practicing empathy. These could help people express their
emotions better especially when they take online academic examinations.
11
EMOTIONS IN ONLINE ACADEMIC EXAMINATIONS
The increased implementation of online academic learning has brought up the question of
how emotions generalize from the traditional face-to-face examinations to an online academic
examination setting.
In a study of Harley and colleagues (2020), understudies in a PC-based testing climate
revealed lower levels of gloomy feelings. While females were accounted for to have more
significant levels of common test-taking uneasiness before examinations, their nervousness was
accounted for to be lower in a PC-based climate. Ellwood (2021) has shown that more gloomy
feelings, for example, pity were capable because of remote learning. For these understudies,
remote tutoring affects their grades because of their viewpoints. Psychological well-being
problems, for example, uneasiness and sorrow were capable during the pandemic which has
given them pessimistic close-to-home articulations like misery and outrage. Since they felt
miserable and furious, their scholarly execution was impacted.
Meanwhile, in the study of Notwithstanding, Riegel & Evans (2021) understudies were
accounted for to have more elevated levels of positive feelings as well as lower levels of
pessimistic feelings in a web-based test. The positive feelings that understudies have shown in
the review were supposed to be reaffirmed where it was supposed to be reasonable for the
execution of school training for an expansive scope. Daniels & Gierl (2017) have shown that
toward the finish of PC-based tests, positive feelings were all the more emphatically embraced.
In this review, the scores during PC-based tests were shown quickly to the test takers and along
these lines, it decreases sensations of nervousness and disgrace, and it improves positive feelings
12
like pride, trust, and alleviation. You & Kang (2014), tolerably pleasant feelings are many times
shown by the understudies during the internet learning arrangement, including on the web tests.
More often than not, discrete feelings or the six essential feelings were much of the time shown
during internet learning and these capable feelings were for the most part good like euphoria.
Aside from taking online academic examinations, students also prepare for the said exams where
they do things like studying in order for them to prepare.
STUDENTS’ PREPAREDNESS FOR ONLINE ACADEMIC EXAMINATIONS
Due to the prevalence of online academic examinations, students’ preparedness is
essential. And as a result of this, many methods of preparation for an examination have been
developed.
Cassady & Gridley (2005) understudies plans for online scholarly tests by noting on the
web practice tests before the tests. Clark and colleagues (2021) claimed that understudies pay
attention to online lectures from their teachers for them to prepare for their web-based tests. This
is where the educators record themselves showing their lessons either through voice record or on
record and send these recorded talks to their students. As a result of online lectures, understudies
have detailed that web-based addresses have offered an equivalent instructive benefit contrasted
with the talks that were done live or simultaneously (Suda et al., 2014).
Another study from McCallum and colleagues (2015) have shown that understudies
prepare by taking down notes, gathering with peers so that they could study together, as well as
talking with the educator particularly assuming that they have inquiries regarding the lessons that
appear in the tests. At the point when they get ready like these, then, they will undoubtedly earn
13
high scores on the online academic examinations. As they prepare to take online academic
examinations, they feel different emotions such as joy and anxiousness.
STUDENTS’ EMOTIONAL EFFECTS DURING ONLINE ACADEMIC EXAMINATION
PREPAREDNESS
Students succeed with a variety of academic activities; one must demonstrate actions
such as preparedness for online academic examination. With preparedness for online academic
examination being absent, students may express emotions as a response.
Preparations such as learning meditation techniques, getting enough sleep, and studying
at an earlier time of the day can alleviate students' anxiety about preparing for the examination
(Sawchuk, 2022). Not only are the students familiar with the test before they actually take it but
learning smarter can help reduce anxiety about the test and calm students before the online exam
(Mometrix Test Preparation, n.d.). Positive emotions, such as the joy experienced while
preparing for the examination, are strongly correlated with the learning process and student
motivation to support learning success (Stephan et al., 2019).
According to the Center for Mental Health (n.d.), poor preparation for examinations, such
as not studying, can lead to examination stress that represents the emotional and behavioral
responses caused by the examinations. Studying for an online examination at home can also
distract students and cause anxiety about the online examination (Idris et al., 2021). In the same
14
study, students who frequently face increased anxiety during a pandemic may be less motivated
to study and may increase negative emotions such as sadness and anxiety.
Moreover, review sessions can help clarify questions about the materials/notes, boost
students' confidence about possible examination material, and provide a valuable metacognitive
opportunity to examine what they know and do not know. Review sessions that are well-
designed assist students in organizing the material to be studied. The emphasis should be on how
students’ study rather than how much time they spend studying (Gurung, 2005). Test scores and
time spent organizing course content have a much stronger relationship than total study time
(Dickinson & O'Connell, 2005). Present the material in a different format than it was presented
in class to reach more students during a review session. For example, if PowerPoint was the
primary presentation format, professionals should distribute or use overhead transparencies or
handouts of other graphic representations. Transparencies of charts and graphs, on the other
hand, could be used in a PowerPoint presentation to restructure the material and allow students to
visualize it in a different way (Bord, 2008). One scale that can be used to measure the students'
emotions during online academic examinations is through the Achievement Emotion
Questionnaire (AEQ) -Test Related scale.
ACHIEVEMENT EMOTION QUESTIONNAIRE (AEQ)- TEST RELATED
Interest in the role of emotions in academic performance has grown recently, particularly
in relation to how emotions shape emotional responses to online academic examinations. The
Achievement motion Questionnaire (AEQ)- Test Related is one that can measure students’
emotions during taking online academic examinations.
15
Pekrun and colleagues (2011), the Achievement Emotions Questionnaire (AEQ) is
designed to capture the range of emotions of achievement experienced by learners in educational
settings. It includes 24 scales that measure different emotions such as joy, hope, anger and fear
during class, studying, before and after examinations. The popularity of this tool is based on its
coverage of different emotional achievement component structures in different educational
settings (Bieleke et al., n.d.).
Sentiment by this tool showed similar patterns of relationships with self-reports of
achievement, parental expectations of achievement, and attribution of success and failure across
German and Chinese samples (Frenzel et al.,2007). Chinese participants were found to have
higher levels of anxiety in mathematics. Apart from that, they were said to be happier and less
angry than the German participants. This could be an effective tool for assessing preadolescent
feelings of achievement associated with mathematics teaching and testing (Peixoto et al., 2015).
Definition of Terms
The following terms are defined operationally or how they are used in the study:
Online Academic Learning
- This refers to the education that takes place over the internet.
Online Academic Examination
16
- This stands for conduct on web-enabled devices like laptops and desktops. These
examinations or tests help to accurately assess a student’s knowledge in a wide range of
subjects
Reviewers
- This is defined as to succinctly review recent lessons. It summarizes and creates an
understanding of the lessons for the reader.
Emotions
- It is a complex experience of consciousness, bodily sensation, and behavior that reflects
the personal significance of a thing, an event, or a state of affairs.
17
Chapter II
METHODOLOGY
Research Design
This study was designed using experimental, quantitative research techniques.
Experimental study aims to establish a relationship between the dependent and independent.
Upon completion of an experimental study, a relationship between a certain characteristic of an
entity and either the investigated variable is supported or rejected (Harland, n.d.). Moreover,
experimental design is appropriate for this study because it involves the manipulation of an
independent variable, which is the best way to study the research problem. The aim of this
experimental study is to examine potential effects by manipulating one independent variable,
students taking online academic exams with a reviewer, and students taking online academic
exams without a reviewer as a control group, to influence the dependent variable, positive and
negative emotion. Furthermore, experimental research provides the researchers with control over
the variables, allowing them to manipulate them. Hence, the ability to precisely and as
18
objectively as possible examine the relationship between and among variables is the primary
reason why researchers prefer to plan and carry out experiments.
Research Locale
The study will be conducted at one of the private educational institutions in Palo, Leyte.
The researchers chose this school as the research site to determine the effect of preparedness on
the positive and negative emotions students experience during online academic examinations
because it has a significant number of psychology students.
Research Participants
The participants of the study will be first-, second-, and third-year college students from
the psychology department of the school with the following inclusion and exclusion criteria:
● Inclusion criteria will follow: (1) College students enrolled in the Psychology
Department of the school. (2) Students who are undergoing online academic
learning. (3) Students have access to Google Classroom, Google Meet and Google
Form.
● Exclusion criteria will follow: (1) Students who are not currently enrolled in
online academic learning of the school. (2) Students with poor internet
connection.
Random sampling ensures that results obtained from the sample should approximate what
would have been obtained if the entire population had been measured (Shadish et al., 2002). The
simplest random sample allows all the units in the population to have an equal chance of being
19
N
selected. Slovin's formula n= 2 will be used to determine the sample of each year level
1+ N e
overall population.
Slovin’s Formula:
Where:
n = sample size
N = population size
e = margin of error
Research Instruments
The research instrument consists of four parts. Part I. The Lesson, the lesson that will be
used is a video presentation from Alex Reynold, PhD 2021, which presents chapters one of
Psychology authored by Sandra Ciccarelli and J. Noland White via Google Meet. Part II. Pre-
tested self-structured reviewer, which contains the summary of the lesson in a form of Google
Document. Part III. Google Form, which contains the first section: respondents' demographic
profile, the second section: the pre-tested self-structured examination questionnaire that consists
of multiple choice, identification, true or false and enumeration with a total number of sixty (60)
item questions from the lesson, and the last section: the Achievement Emotions Questionnaire:
Test-Related Emotions, which will measure students’ emotions during the online examination.
Part IV. To make the experiment much more realistic researchers will utilize two (2) google
classrooms as a platform of disseminating information, one for each group. Google classrooms
20
will be used since Google Classroom is a Learning Management System commonly used a lot
for educational purposes. Hence, this application provides much direct communication to
students and is very accessible by students to ask further questions and make assignments,
quizzes, and exams.
The researchers will be using a self-reported instrument, the Achievement Emotions
Questionnaire: Test-Related Emotions designed to assess college students’ achievement
emotions. It is based on a program of quantitative and qualitative research that examined
students’ emotions experienced in academic achievement situations (for a summary, see Pekrun,
Goetz, Titz, & Perry, 2002a). The type of question falls under the coding type and uses a 5-point
Likert Scale, with 5 as "strongly agree" and 1 as "strongly disagree." Moreover, the researchers
made sure that the questionnaires were designed to elicit the data needed to answer the problem
posed as well as to preserve the anonymity of the subjects being studied.
Reliability and Validity
For reliability and validity of the instruments, the self-structured reviewers and self-
structured examination questionnaire will undergo pilot testing. The self-structured reviewer will
be prepared through Google Docs and the self-structured questionnaires will be prepared through
Google Forms in the conduct of pilot testing.
The researchers will also use a questionnaire from a previous study to measure the
positive and negative emotions, which is the Achievement Emotions Questionnaire “(AEQ”):
Test-Related Emotions. This questionnaire measures the emotions of college students in
academic achievement situations. Kirwan(n.d.), AEQ measures (8) emotions, four of which are
21
positive (enjoyment, hope, pride, and relief) and four of which are negative (anger, anxiety,
hopelessness, shame). AEQ is best suited to this study, which aims to assess the positive and
negative emotions experienced by students during an online academic exam. Moreover, the
questionnaire reliability shows adequate to very good range scale with a (Alpha = .75 to .93, with
Alpha >.80 for 20 of the 24 scales), and. The internal structural validity of the AEQ scales in
terms of emotion component structures has been analyzed by means of exploratory and
confirmatory factor analysis (Pekrun et al., 2005)
Data Gathering Procedure
A letter of consent will be sent to the respondent one (1) week before the start of the
experiment. Once informed consent is signed, the participants will automatically have access to
the Google Classroom. The researchers will be posting updates with the use of Google
Classrooms. The experiment is divided into three (3) phases which consist of the following:
Phase 1: Lesson Exposure
The researchers will divide the participants into two (2) groups, the experimental and
control group. Each group will be given different Google Meet links where two (2) researchers
will be assigned to one (1) group to facilitate the experiment. During the lesson exposure, the
researchers will present a video presentation from Alex Reynold, PhD 2021 discussing chapter
one of Psychology authored by Sandra Ciccarelli and J. Noland White. The scheduled date for
lesson exposure will approximately take three (3) hours and ten (10) minutes: fifteen (15)
22
minutes for leeway time, ten (10) minutes for introduction, two (2) hours and twenty (20)
minutes for the lesson, three (3) five (5) minute for comfort break or ice breaker every after thirty
(30) minutes of the lesson, and ten (10) minutes for announcements.
Phase 2: Students’ Preparedness for the Online Academic Examination
Experimental Group (Group A): Students with Reviewers
The treatment protocol for group A will consist of receiving reviewers for the online
academic examination. The researchers will only be posting a reviewer in the Google Classroom
of group A, this is for the participants to utilize during this phase. There will be three (3) days of
time interval for the review before the online academic examination.
Control Group (Group B): Students without Reviewers
Group B will not be provided with any reviewer.
Phase 3: Online Academic Examination and AEQ Test Related
Group A and Group B will be given a Google Form link through Google Classroom
which contains three (3) sections: The first section of the questionnaire contains the respondents'
demographic profile, which includes their age, gender, year level, and course. The following
section will include the pre-tested self-structured examination questionnaire. And the last section
will consist of the Achievement Emotions Questionnaire: Test-Related Emotions that will
measure students’ positive and negative emotions during the online examination. Students shall
23
accomplish the online academic examination within one (1) hour on the given day of
examination.
The researchers and participants shall meet again for the debriefing of the study through
Google Meet, ten (10) minutes after the online academic examination. Debriefing of the study
will approximately take twenty (20) minutes. The examination performance and emotions of the
participants will be checked afterwards. Participants will only be informed of their scores after
conducting the experiment.
The participants will each receive a token depending on their test scores. If they get the
perfect score, the participants will receive 30 pesos. If they get a score of between 59 and 55,
they will receive 25 pesos. A score between 54 and 45 will receive 20 pesos. Scores between 44
and 35 will receive 15 pesos. And scores less than 34 will receive 10 pesos. All the tokens will
be sent through GCash.
Figure 2. Experiment Procedure
24
The figure above shows the process of how the experiment will be conducted wherein the
researchers will divide the participants into two (2) groups, , the participants with reviewer and
participants without reviewer. The participants will then be exposed to a lesson through Google
Meet. After the lesson exposure, participants with reviewers will be given time to prepare for the
online academic exam. And both groups will take the online academic examination and AEQ
Test Related through Google Form. The performance and emotions of the participants will be
checked afterwards.
Data Analysis Procedure
After retrieving the questionnaires, the researcher then analyzes the positive and negative
emotions that are commonly experienced by students during online academic examinations and
whether there is a significant difference in the positive emotions experienced between those who
took the online academic exam with and without the reviewer.
The information and data which that will be gathered from the questionnaire will be tabulated
and subjected to the following statistical treatment:
1. To describe the demographic profiles of the college students as to age, sex, year level and
course. Frequency and percentage distribution will be used.
In order to calculate the percentage, the following formula will be used:
(n / f) x 100% = P
Where:
25
n = number of respondents
f = frequency
P = percent
2. To identify the common positive and negative emotions experienced between those students
who took an online academic examination with a reviewer and those who took an online
academic examination without a reviewer. Frequency and percentage distribution will be used.
In order to calculate the percentage, the following formula will be used:
(n / f) x 100% = P
Where:
n = number of respondents
f = frequency
P = percent
3. To examine whether there is a significant difference in the positive and negative emotions
(experimental group) and those who took an online academic examination without a reviewer
(control group). Independent Sample T-test will be used through Jamovi.
The researchers will utilize the Independent T-test. T-test is a statistical test for
comparing the means of two groups. It is frequently used in hypothesis testing to assess whether
26
a procedure or treatment has an effect on the population of interest, or whether two groups vary
(Bevans, 2020). Hence, this study aims to examine the effect of preparedness on the positive and
negative emotions experienced during online academic examinations by the two (2) groups
whether they are statistically different from each other. Moreover, the p level will be p<0.05
which is statistically significant difference while p>0.05 not statistically significant difference.
To analyze the data gathered, Jamovi will be used in order to obtain the results for this
study. Jamovi is a fully functional statistical spreadsheet and a compelling alternative to costly
statistical products such as SPSS and SAS.
Ethical Considerations
1. Informed consent is obtained especially that potential risks will be posed such as the
feelings of discomfort and anxiety as well as the providing of confidential information. In
case the participant needs more help, a referral list of mental health professionals will be
given.
2. Participation will be discontinued to those who are feeling discomfort during the
experiment.
3. As for confidentiality, information from the participants will be kept confidential and will
be used for research purposes only.
27
References
(n.d.). An Introduction to Experimental Research. Retrieved August 15, 2022, from
https://cemast.illinoisstate.edu/downloads/hsrs/types_of_research.pdf
(n.d.). Preparing student handouts. Retrieved August 15, 2022, from
https://inside.lanecc.edu/sites/default/files/fpd/hthandouts.pdf
(2005, October 1). The Effects of Online Formative and Summative Assessment on Test Anxiety
and Performance | The Journal of Technology, Learning and Assessment. Retrieved
August 15, 2022, from https://ejournals.bc.edu/index.php/jtla/article/view/1648
Academic and exam stress. (n.d.). Mentally Healthy Schools. Retrieved August 15, 2022, from
https://www.mentallyhealthyschools.org.uk/risks-and-protective-factors/school-based-
risk-factors/academic-and-exam-stress/
28
Acuram, J. V. (2015, August 12). INSTRUCTIONAL MODULE AND ITS COMPONENTS |
creativeandhumble. creativeandhumble. Retrieved August 18, 2022, from
https://creativeandhumble.wordpress.com/2015/08/12/instructional-module-and-its-
components/
Bord, D. (2008, January 1). Enhancing Learning and Exam Preparation.
https://psychologicalscience.org/observer/enhancing-learning-and-exam-preparation?
fbclid=IwAR3RAZ8q8QJvZ1GKDPsBkMysLYNZrvdV1inNgJMS3M_hyXFk3olA2gW
40Iw#:~:text=Review%20sessions%20can%20thus%20serve,know%20and%20do
%20not%20know.&text=Well-designed%20review%
Bord, D. (2008, January 1). Enhancing Learning and Exam Preparation – Association for
Psychological Science – APS. Association for Psychological Science. Retrieved August
15, 2022, from https://www.psychologicalscience.org/observer/enhancing-learning-and-
exam-preparation
COVID-19: 20 countries' higher education intra-period digital pedagogy responses - Open
Access Repository. (n.d.). Open Access Repository. Retrieved August 15, 2022, from
https://eprints.utas.edu.au/34123/
D'Errico, F., Paciello, M., & Cerniglia, L. (2016, September). When emotions enhance students’
engagement in e-learning processes. 10.20368/1971-8829/1144
Ellwood, B. (2021, August 10). High school students who attended school remotely during the
pandemic report worse social, emotional, and academic well-being. PsyPost. Retrieved
August 15, 2022, from https://www.psypost.org/2021/08/high-school-students-who-
29
attended-school-remotely-during-the-pandemic-report-worse-social-emotional-and-
academic-well-being-61669
Gierl, M. J., & Daniels, L. M. (2017, December). The impact of immediate test score reporting
on university students' achievement emotions in the context of computer-based multiple-
choice exams. 52, 27-35.
https://www.sciencedirect.com/science/article/abs/pii/S0959475217302001
Harland, D. J. (n.d.). An Introduction to Experimental Research. Retrieved July 2, 2022, from
https://cemast.illinoisstate.edu/downloads/hsrs/types_of_research.pdf
Harley, J. M., Lou, N. M., Liu, Y., Cutumisu, M., Daniels, L. M., Leighton, J. P., & Nadon, L.
(2020, November 1). University students’ negative emotions in a computer-based
examination: the roles of trait test-emotion, prior test-taking methods and gender. (956-
972). https://www.tandfonline.com/doi/abs/10.1080/02602938.2020.1836123?
journalCode=caeh20
Idris, F., Naing, L., Zulkipli, I., Haji Abdul-Mumin,, K., Siti Rohaiza Ahmad, Shahid Mitha,
Hanif Abdul Rahman,, Rajan Rajabalaya, & Sheba Rani David. (2021, October 27).
Academic experiences, physical and mental health impact of COVID-19 pandemic on
students and lecturers in health care education - BMC Medical Education. BMC Medical
Education. Retrieved August 15, 2022, from https://doi.org/10.1186/s12909-021-02968-2
Ilgaz, H., & Gülgün Afacan Adanır. (2019, October 21). Providing online exams for online
learners: Does it really matter for them? https://link.springer.com/article/10.1007/s10639-
019-10020-6
30
Kang, M. (2014, August 1). [PDF] The role of academic emotions in the relationship between
perceived academic control and self-regulated learning in online learning. Semantic
Scholar. Retrieved August 15, 2022, from https://www.semanticscholar.org/paper/The-
role-of-academic-emotions-in-the-relationship-You-Kang/
c8e424defb590f6b3eee659eb097ac978bf49348
Kirwan, S. (n.d.). [PDF] Reliability and validity of the Achievement Emotions Questionnaire . A
study of Argentinean university students. Semantic Scholar. Retrieved August 9, 2022,
from https://www.semanticscholar.org/paper/Reliability-and-validity-of-the-
Achievement-.-A-of-Validez-Paoloni/7c9265ad763d9ad4fa7318a5646e179a44ba3ea9
Learning Experience Team. (2020). In Formatting for APA 7th.
McCallum, S., Schultz, J., Spartz, J., & Sellke, K. (2015). An Examination of the Flipped
Classroom Approach on College Student Academic Involvement. https://eric.ed.gov/?
id=EJ1069793
Pekrun, R., Goetz, T., Frenzel, A. C., & Barchfeld, P. (2011, January). Measuring emotions in
students’ learning and performance: The Achievement Emotions Questionnaire (AEQ).
10.1016/j.cedpsych.2010.10.002
Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement Emotions Questionnaire User’s
Manual (AEQ).
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-
regulated learning and achievement: A program of quantitative and qualitative research.
Educational Psychologist, 37, 91-106.
31
Quiz activity - MoodleDocs. (2017, September 28). Moodle Docs. Retrieved August 15, 2022,
from https://docs.moodle.org/35/en/Quiz_activity
Sawchuk, Ph.D., L.P., C. N. (n.d.). Test anxiety: Can it be treated? Mayo Clinic. Retrieved
August 15, 2022, from https://www.mayoclinic.org/diseases-conditions/generalized-
anxiety-disorder/expert-answers/test-anxiety/faq-20058195
Stangor, C., & Walinga, J. (n.d.). 1. Introducing Psychology – Introduction to Psychology – 1st
Canadian Edition. BC Open Textbooks. Retrieved August 22, 2022, from
https://opentextbc.ca/introductiontopsychology/chapter/chapter-1-introducing-
psychology/
Strangor, C., Walinga, J., & Cummings, J. A. (n.d.). Chapter 1 Summary, Key Terms, and Self-
Test – Introduction to Psychology. usask.ca. Retrieved August 22, 2022, from
https://openpress.usask.ca/introductiontopsychology/chapter/chapter-1-summary/
Stephan, M., Markus, S., & Gläser-Zikuda3, M. (2019, September 19). Students' Achievement
Emotions and Online Learning in Teacher Education. Frontiers. Retrieved August 15,
2022, from https://www.frontiersin.org/articles/10.3389/feduc.2019.00109/full
Stowell, J. R., Allan, W. D., & Teoro, S. M. (2012, October 16). Emotions Experienced by
Students Taking Online and Classroom Quizzes. 10.2190/EC.47.1.e
Student achievement emotions: Examining the role of frequent online assessment. (2021, 10
July). Australasian Journal of Educational Technology. Retrieved August 15, 2022, from
https://ajet.org.au/index.php/AJET/article/view/6516
SudaPharmDMS, K. J., SterlingBA, PharmDb, J. M., GuirguisPharmDBCPS, A. B., &
MathurPhDd, S. K. (2014, May–June). Student perception and academic performance
32
after implementation of a blended learning approach to a drug information and literature
evaluation course. 6(3), 367-372.
https://www.sciencedirect.com/science/article/abs/pii/S1877129714000276?via%3Dihub
White, J. N., & Ciccarelli, S. (2016). Psychology. Pearson.
APPENDICES
Appendix A: GANTT CHART
33
Appendix B: LETTER OF CONSENT
LETTER OF CONSENT
RESEARCH TITLE: EMOTIONS STUDENTS EXPERIENCE DURING ONLINE
ACADEMIC EXAMINATION
RESEARCHERS: AMOYLEN, A.J., BENIDICION, S., CAPATOY, R., OMEGA, E.D.,
Dear Respondent:
34
We are inviting you to participate in our research study. The information gathered from this
study may benefit you, the researchers, the school, and the psychological science society. You
may have the opportunity to learn about this research, which may be of use to you in your course
or to understand the title, and to learn strategies and techniques on how to manage emotions
during online academic examination.
In this connection, you would be exposed to an online academic lesson and would then be
presented with an online academic examination through Google Form. When taking the online
academic examination, you may induce a temporary unpleasant state due to the questions
provided. Ordinary or common feelings of discomfort and anxiety related to taking an online
academic examination may arise. The scheduled date for lesson exposure will approximately
take three (3) hours and ten (10) minutes and the scheduled date for online academic
examination will approximately take one (1) hour. You will be given an amount of GCash
corresponding to the score you will get from the academic examination as a token of
appreciation, and this ends your voluntary participation for the study.
The provided information will be a valuable addition to our research findings only and without it
the study will not be complete as it should be. Rest assured that any information you will give
will be treated with confidentiality. Any personal information, including your name, will not be
revealed when the research study is reported and published, and will be stored and accessed only
by our research group.
Your decision whether to participate or not in this study is totally voluntary and is not an
obligation. If you choose to participate, you can withdraw at any time without penalty.
35
This study and its procedures have been approved by our research adviser, Ms. Mary Grace
Nonay.
We have discussed the points above with the participant, and it is our opinion that they
understand the risks, benefits, and obligations involved in participating in this research.
AMOYLEN, ANGEL JOANNA M. CAPATOY, RODERICK G.
BENDICION, SONSHIE H. OMEGA, ESTHER DOMINIQUE A.
Thank you very much. If you have any questions about and if you are interested to participate in
the study, please feel free to contact any of the following researchers.
Angela Amoylen - 09773577276/ alegnanelyoma@gmail.com
Sonshie Bendicion - 09175023193/ bsonshie@gmail.com
Roderick Capatoy - 09455360403/ roderickoescobar@gmail.com
Esther Omega - 09173217343/ estheromega21@gmail.com

I understand that my participation in this study is voluntary. I know that I can refuse to
participate and withdraw my consent any time without penalty. Please write your name below.
_______________________________
Name of Participant
My answer below will indicate whether or not I have decided to participate in the study after
reading the information above. (Please check the appropriate box)
I agree to participate in this study.

I disagree to participate in this study.
36
Noted by:
Ms. Mary Grace Nonay, RPm

Research Adviser & Research in Psychology 2 Instructor
APPENDIX C: LETTER OF INTENT
PSYCHOLOGY DEPARTMENT
September 2022
Sr. M. Rosario R. Obiniana, OSB

School President
St. Scholastica’s College Tacloban
Maharlika Highway, Brgy. Campetic, Palo, Leyte
Dear Sr. Rosario,
37
We, the undersigned are fourth year college students of the Psychology Department of St.
Scholastica’s College Tacloban, are conducting research entitled “THE EFFECT OF
PREPAREDNESS ON THE POSITIVE AND NEGATIVE EMOTIONS STUDENTS
EXPERIENCE DURING ONLINE ACADEMIC EXAMINATION” this includes
psychology students from first year level to third year level of the current school year. The
primary purpose of this study is to examine the effect of preparedness on the positive and
negative emotions students experience during online academic examinations. The following are
the specific objectives of this study:
1. To describe the demographic profiles of the college students as to:
a. Age
b. Sex
c. Year Level
2. To identify the common positive and negative emotions experienced between those
3. To examine whether there is a significant difference in the positive and negative
In connection to this, we humbly ask for a list of your students in Psychology department from
first year level to third year level for the Academic Year 2022-2023. We would also like to ask
38
for your permission to conduct what will be a valuable addition to our findings and in completion
of our research.
We are looking forward to your favorable response regarding our request. Thank you!
May St. Scholastica and St. Benedict continue to bless you!
Respectfully yours,
AMOYLEN, ANGELA JOANNA M. CAPATOY, RODERICK G.

Researcher Researcher

Noted by:
MS. MARY GRACE NONAY, RPm

Research Adviser
SR. ROSE ANN LEONARDO, OSB

DR. ANTONIO E. LIM, JR., RMT, FPASMAP

Research Adviser
39
Approved by:
SR. M. ROSARIO R. OBINIANA, OSB REPLY

School President _____ I agree with this request.
_____ I do not agree with this request
Appendix D: LETTER TO THE DEAN OF COLLEGE
September 2022
Dr. Antonio E. Lim, JR., RMT, FPASMAP, PhD

Dean of College and Research Director
Maharlika Highway, Brgy. Campetic, Palo, Leyte
40
Sir:
Greetings of peace!
The undersigned are fourth year college students of the Psychology Department of St.
Scholastica’s College Tacloban, are humbly asking permission from your good office to conduct
their research study entitled “THE EFFECT OF PREPAREDNESS ON THE POSITIVE
AND NEGATIVE EMOTIONS STUDENTS EXPERIENCE DURING ONLINE
ACADEMIC EXAMINATION”. this study is in partial fulfillment of their requirements in
Research in psychology 2.
The primary purpose of this study is to examine the effect of preparedness on the positive and
a. Age
b. Sex
c. Year Level
41
In view of the need to start this research as soon as possible, your positive response is highly
needed.
Respectfully yours,
AMOYLEN, ANGELA JOANNA M. CAPATOY, RODERICK G.


Noted by:
Ms. Mary Grace Nonay, RPm

Research Adviser & Research in Psychology 2 Instructor
Action taken:
[ ] Approved
[ ] Disapproved
DR. ANTONIO E. LIM, JR., RMT, FPASMAP, PhD

Dean of College and Research Director
42
Appendix E: LETTER TO THE REGISTRAR
PSYCHOLOGY DEPARTMENT
September 2022
Sr. M. Rosario R. Obiniana, OSB

School President
Maharlika Highway, Palo, Leyte
Thru: Office of the Registrar
Dear Sr. Rosario:
Benedicite!
We, the undersigned are fourth year college students of the Psychology Department of St.
Scholastica’s College Tacloban, are conducting research entitled “THE EFFECT OF
PREPAREDNESS ON THE POSITIVE AND NEGATIVE EMOTIONS STUDENTS
EXPERIENCE DURING ONLINE ACADEMIC EXAMINATION” — an experimental
research study for our undergraduate research in partial fulfillment for the Academic Year 2022-
2023.
The primary purpose of this study is to examine the effect of preparedness on the positive and
42
a. Age
b. Sex
c. Year Level
In line with this, we have chosen to draw our sample from St. Scholastica’s College Tacloban.
Thus, we humbly ask for a list of your students in Psychology department from first year level to
third year level for the Academic Year 2022-2023. Rest assured that the data we will obtain will
remain confidential and will only be utilized for the sole purpose of acquiring accurate statistical
information needed in our study.
Please feel free to contact any of the following researchers for your inquiries:
Angela Amoylen - 0977 357 7276/ alegnanelyoma@gmail.com
Sonshie Bendicion - 0917 502 3193/ bsonshie@gmail.com
Roderick Capatoy - 0945 536 0403/ roderickoescobar@gmail.com
Esther Omega - 0917 321 7343/ estheromega21@gmail.com
43
We are hoping for your positive feedback on this request. Thank you and God bless.
Respectfully yours,
AMOYLEN, ANGELA JOANNA M.

Researcher
BENDICION, SONSHIE H.
Researcher
CAPATOY, RODERICK G.
Researcher
OMEGA, ESTHER DOMINIQUE A.

Researcher
Noted by:
MS. MARY GRACE NONAY, RPm

Research Adviser
SR. ROSE ANN LEONARDO, OSB

DR. ANTONIO E. LIM, JR., RMT, FPASMAP

Research Adviser
Approved by:
SR. M. ROSARIO R. OBINIANA, OSB REPLY

School President _____ I agree with this request.
_____ I do not agree with this request.
Signature of the Registrar

_____________________________
(Signature over Printed Name)
44
Appendix F: BUDGET PROPOSAL
Research Expenses Amount
Printing ₱ 500
Bookbinding ₱ 500
Token ₱ 1,500
Incidental Cost ₱ 2,000
Miscellaneous ₱ 500
Panelist Fee (@ ₱350 per student) the group ₱1,400
consists of 4 members.
TOTAL
₱6,400
45
Appendix G: EXPERIMENTAL PROTOCOL
Title: The Effect of Preparedness on the Positive and Negative Emotions Students Experience
During Online Academic Examination
Purpose:
a. Age
b. Sex
c. Year Level
2. To identify the common positive and negative emotions experienced between those students
who took an online academic examination with a reviewer and those who took an online
academic examination without a reviewer.
3. To examine whether there is a significant difference in the positive and negative emotions
experienced between those students who took an online academic examination with a
reviewer and those who took an online academic examination without a reviewer.
Hypothesis
Ho: There is no significant difference in the positive and negative emotions experienced between
46
Ha: There is a significant difference in the positive and negative emotions experienced between
The experiment will go through three phases to gather information and test the hypothesis:
Before the three (3) phases:
1. Letters of consent shall be sent to the participants the week before the start of the
experiment. One week will be allotted for the participants to read and confirm the consent
form.
2. Participants are to download Google Classroom and input the given class code to join the
different classes (one for Group A and one for Group B).
Overview
In this phase, the researchers will present a video presentation from Alex Reynold, PhD
2021 discussing chapter one of Psychology authored by Sandra Ciccarelli and J. Noland White.
The scheduled date for lesson exposure will approximately take three (3) hours and ten (10)
minutes: fifteen (15) minutes for leeway time, ten (10) minutes for introduction, two (2) hours
and twenty (20) minutes for the lesson, three (3) five (5) minute comfort break or ice breaker
every after thirty (30) minutes of the lesson, and ten (10) minutes for announcements.
47
Objectives:
● To gain experience with a real class setting by presenting a lesson.
Materials:
● Google Classroom
● Google Meet
● Laptop/smartphone
● Internet connection
Procedure:
1. The researchers will send two different Google Meet links to the chosen students for the
lesson exposure, one for the experimental group and one for the control group.
2. Two (2) researchers will be assigned to facilitate the lesson exposure on each group. The
researchers will then present a lecture video from Alex Reynolds, PhD. 2021 to discuss
the lesson. The scheduled date for lesson exposure will approximately take three (3)
hours and ten (10) minutes: fifteen (15) minutes for leeway time, ten (10) minutes for
introduction, two (2) hours and twenty (20) minutes for the lesson, three (3) five (5)
minute comfort break or ice breaker every after thirty (30) minutes of the lesson, and ten
(10) minutes for announcements.
48
Phase 2: Students' Preparedness for the Online Academic Examination
Overview
In this phase, the participants will prepare for the online academic examination where
the experimental group shall be given reviewers to study while the other group will not receive
any.
Objectives:
Materials:
● Reviewers for the experimental group
Procedure:
1. Experimental Group (Group A): Students with Reviewers
The treatment protocol for group A will consist of receiving reviewers for the online
academic examination. The researchers will only be posting a reviewer in the Google
Classroom of group A, this is for the participants to utilize during this phase. There will
be three (3) days of time interval for the review before the online academic examination.
49
2. Control Group (Group B): Students without Reviewers
Group B will not be provided with any reviewer.
Phase 3: Online Academic Examination and AEQ Test Related
Overview
This phase is where the participants will be answering the online academic examination after
which they will be answering the AEQ-Test Related Scale that is presented on the third section
of the Google Forms questionnaire.
Objectives:
● To identify the common positive and negative emotions students commonly experience
during online academic examinations.
Materials:
● Achievement Emotions Questionnaire: Test-Related Emotions
● Test questionnaires
50
Procedure:
1. Group A and Group B will be given a Google Form link through Google Classroom
which contains four (4) sections: The first section of the questionnaire contains the
respondents' demographic profile, which includes their age, gender, year level, and
course. The following section will include the online academic examination
questionnaire. The next section will consist of the Achievement Emotions Questionnaire:
Test-Related Emotions that will measure students’ positive and negative emotions during
the online examination. Participants will only be given one (1) hour to accomplish the
Google Form questionnaire.
After the three (3) phases of the experiment, the researchers will debrief the participants ten (10)
minutes after the online examination through Google Meet. The participants will be informed
and explained about the study, as well as their results. Each participant will receive a token based
on their test scores. Participants will get 30 pesos if they achieve the perfect score. They will
earn 25 pesos if their score is between 59 and 55. A score of 54 to 45 will get you 20 pesos.
Scores between 44 and 35 are worth 15 pesos. And those who score less than 34 will earn 10
pesos. All tokens will be delivered using GCash.
51
Appendix H: REVIEWER
What Is Psychology?
Psychology: the scientific study of behavior and mental processes
– behavior: outward or overt actions and reactions
– mental processes: internal, covert activity of our minds
Psychology is a Science
Prevent possible biases from leading to faulty observations: Precise and careful
measurement
Psychology’s Four Goals
• Description-Describe Behavior
– What is happening?
• Explanation-Explain Behavior
– Why is it happening?
– Theory: general explanation of a set of observations or facts
• Prediction-Predict Behavior
– Will it happen again?
52
• Control-Control or Influence Behavior
– How can it be changed?
Psychology’s Origin Story
-Started with Philosophers
-Major Schools of Thought
Structuralism
– focused on the structure or basic elements of the mind
Wilhelm Wundt’s psychology laboratory
– Germany in 1879
– developed the technique of objective introspection: the process of
objectively examining and measuring one’s thoughts and mental activities
-Founder of Psychology
Edward Titchener
– Wundt’s student; brought structuralism to America
– Margaret Washburn: Titchener’s student; first American woman to earn
a Ph.D. in psychology
53
-First major Psychological Schools, focused on basic sensory and
perceptual processes; criticized for relying on introspection
Structuralism died out in the early 1900s.
Functionalism
– how the mind allows people to adapt, live, work, and play
Proposed by William James
-opposed Wundt and Titchener’s approach, influenced by Darwin and Stressed
the importance of how behavior functions to allow people and animals to adapt to
their environments
Influenced the modern fields of:
– educational psychology
– evolutionary psychology
– industrial/organizational psychology
– Mary Whiton Calkins: denied Ph.D. because she was a woman but later
became the first woman to earn a PhD in Psychology
-G. Stanley Hall- first psychological lab in the U.S. at John Hopkins;
founded the APA
54
– Francis C. Sumner, student of Hall- first African Americans to receive a
PhD in psychology
Gestalt Psychology
– “good figure” psychology
Started with Wertheimer, who studied sensation and perception
Gestalt ideas now part of the study of cognitive psychology
– cognitive psychology: field focusing not only on perception but also on
learning, memory, thought processes, and problem solving
Psychoanalysis
- theory and therapy based on the work of Sigmund Freud
- Freud’s patients suffered from nervous disorders with no apparent physical
cause.
- Freud proposed the existence of an unconscious (unaware) mind into which we
push—or repress—our threatening urges and desires
- Freud’s patients suffered from nervous disorders with no apparent physical
cause.
– believed that these repressed urges, in trying to surface, created nervous
disorders
55
– stressed the importance of early childhood Experiences
Behaviorism
– science of behavior that focuses on observable behavior only
– must be directly seen and measured
Proposed by John B. Watson
– based on the work of Ivan Pavlov, who demonstrated that a reflex could
be conditioned (learned)
– Watson believed that phobias were learned case of “Little Albert”: baby
taught to fear a white Rat
- Mary Cover Jones: an early pioneer in behavior therapy
Other Pioneers of Psychology Behaviorism
Ivan Pavlov- Demonstrated that dogs could learn to associate a neutral stimulus,
such as the sound of a bell, with an automatic behavior, such as reflexively salivating to
food
B.F. Skinner-Believed that psychology should restrict itself to studying outwardly
observable behaviors that could be measured and verified in compelling experimental
demonstrations.
Humanistic
56
-emphasized observable behaviors
Pioneers of Psychology
Carl rogers-Emphasized the person’s conscious experiences, unique potential for
psychological growth and self-direction, self-determination, free will, and the importance of
choice in human behavior
Abraham Maslow-In his theory of motivation, emphasized the importance of
psychological growth
Influence of Philosophy
Rene Descartes - Interactive Dualism
Mind and body are separate entities that interact to produce sensations, emotions, ant
other conscious experiences
Aristotle
Impact of physiology on the emergence of psychology and scientific discoveries
demonstrated that scientific methods could be applied to behavior and mental processes.
Nature - Nurture Issue
Today, focus on interaction of environment and genetics
Major Perspective in Psychology
57
Modern Perspectives
-has become more specialized and diverse with various perspectives
Psychodynamic perspective: modern version of psychoanalysis
– more focused on the development of a sense of self and the discovery of
motivations behind a person’s behavior other than sexual motivations
Behavioral perspective
– B. F. Skinner studied operant conditioning of voluntary behavior
– Behaviorism became a major force in the twentieth century
– Skinner introduced the concept of reinforcement to behaviorism
Humanistic perspective
– Owes far more to the early roots of psychology in the field of philosophy
– People have free will: the freedom to choose their own destiny
– Early founders:
Abraham Maslow
Carl Rogers
58
– Emphasizes the human potential, the ability of each person to become the best
person he or she could be
Self-actualization: achieving one’s full potential or actual self
Biological Perspective
-Physical basis of behavior
Cognitive perspective
– focuses on memory, intelligence, perception, problem solving, and learning
Cross-cultural perspective
– focuses on the relationship between social behavior and culture
Biopsychological perspective
– attributes human and animal behavior to biological events occurring in the
body, such as genetic influences, hormones, and the activity of the nervous
system
Evolutionary perspective
– focuses on the biological bases of universal mental characteristics that all
humans share
– looks at the way the mind works and why it works as it does
59
– Behavior seen as having an adaptive or survival value
Positive Psychology Perspective
-studies how to contribute to optimal functioning and counterbalance traditional
emphasis on problem and disorders
Types of Psychological Professionals
• Psychologist
– professional with an academic degree and specialized training in one or more
areas of psychology
– can do counseling, teaching, and research; may specialize in any one of a large
number of areas within psychology; areas of specialization in psychology include
clinical, counseling, developmental, social, and personality, among others
• Psychiatrist
– medical doctor who has specialized in the diagnosis and treatment of
psychological disorders
• Psychiatric social worker
– social worker with some training in therapy methods who focuses on the
environmental conditions that can have an impact on mental disorders, such as
poverty, overcrowding, stress, and drug abuse
60
Psychology and the Scientific Method
Scientific method
– system of gathering data so that bias and error in measurement are reduced
• Steps in the scientific method:
1. Perceive the question
2. Form a hypothesis: tentative explanation of a phenomenon based on
observations.
3. Test the hypothesis
4. Draw conclusions
5. Report your results so that others can try to replicate, or repeat, the
study or experiment to see whether the same results will be obtained in an
effort to demonstrate reliability of results
Descriptive Methods
• Naturalistic observation
– watching animals or humans behave in their normal environment
– major advantage: realistic picture of behavior
• Naturalistic observation: disadvantages
61
– observer effect: tendency of people or animals to behave differently
when they know they are being observed participant observation: a
naturalistic observation in which the observer becomes a participant in the
group being observed (to reduce observer effect)
– observer bias: tendency of observers to see what they expect to see blind
observers: people who do not know what the research question is (to
reduce observer bias)
– Each naturalistic setting is unique, and observations may not hold
• Laboratory observation
– watching animals or humans behave in a laboratory setting
• Laboratory observation: advantages
-control over environment
-allows use of specialized equipment
• Laboratory observation: disadvantage
– artificial situation may result in artificial behavior
Descriptive methods lead to the formation of testable hypotheses
• Case Study
62
– study of one individual in great detail
• Case Study: advantage
-tremendous amount of detail
• Case: disadvantage
-cannot apply to others
– famous case study: Phineas Gage
• Surveys
– researchers ask a series of questions about the topic under study
• Given to representative sample
– representative sample: randomly selected sample of subjects from a larger
population of subjects
– population: the entire group of people or animals in which the researcher is
interested
• Survey: advantages
– data from large numbers of people
– study covert behaviors
63
• Survey disadvantages
– researchers have to ensure representative sample, or the results are not
meaningful
– people are not always accurate (courtesy bias)
Finding Relationships
• Correlation
– measure of the relationship between two variables
– variable: anything that can change or vary
– measures of two variables go into a mathematical formula and produce a correlation
coefficient (r), which represents two things:
direction of the relationship
strength of the relationship
– knowing the value of one variable allows researchers to predict the value of the other
variable
• Correlation coefficient ranges from -1.00 to +1.00.
• The closer to +1.00 or -1.00, the stronger the relationship between the variables
– no correlation = 0.0
64
– perfect correlation = -1.00 or +1.00
• positive correlation: variables are related in the same direction
– as one increases, the other increases
– as one decreases, the other decreases
• negative correlation: variables are related in opposite direction
– as one increases, the other decreases
• Correlation does not prove causation!
• Experiment
– a deliberate manipulation of a variable to see whether corresponding changes in
behavior result, allowing the determination of cause and- effect relationships
• Operational Definition
– definition of a variable of interest that allows it to be directly measured
– definition: aggressive play
• Independent variable (IV)
– the variable in an experiment that is manipulated by the experimenter
– IV: violent TV
65
• Dependent variable (DV)
– the variable in an experiment that represents the measurable response or
behavior of the subjects in the experiment
– DV: aggressive play
• Experimental group
– subjects in an experiment who are subjected to the independent variable
– experimental group: watch TV
• Control group
– subjects in an experiment who are not subjected to the independent variable and
who may receive a placebo treatment (controls for confounding variables).
– control group: no TV
• Random assignment
– the process of assigning subjects to the experimental or control groups
randomly, so that each subject has an equal chance of being in either group
– controls for confounding (extraneous, interfering) variables
• Placebo effect
66
– the phenomenon in which the expectations of the participants in a study can
influence their behavior
• Single-blind study
– subjects do not know whether they are in the experimental or the control group
(reduces placebo effect)
• Experimenter effect
– tendency of the experimenter’s expectations for a study to unintentionally
influence the results of the study
• Double-blind study
– neither the experimenter nor the subjects know which subjects are in the
experimental or control group (reduces placebo effect and experimenter effect)
• Single-blind study
– the participants are “blind” to the treatment they receive
Ethics in Psychological Research
• Institutional review boards
– groups of psychologists or other professionals who look over each proposed
research study and judge it according to its safety and consideration for the
participants in the study
67
• Common ethical guidelines:
– The rights and well-being of participants must be weighed against the study’s
value to science.
– Participants must be allowed to make an informed decision about participation.
– Deception must be justified.
– Participants may withdraw from the study at any time.
– Participants must be protected from risks or told explicitly of risks.
– Investigators must debrief participants, telling them the true nature of the study
and their expectations regarding the results.
– Data must remain confidential.
– If for any reason a study results in undesirable consequences for the participant,
the researcher is responsible for detecting and removing, or correcting, these
consequences.
• Animal research answers questions we could never investigate with
human research.
• The focus is on avoiding exposing animal subjects to unnecessary pain
or suffering.
68
• Animals are used in approximately 7 percent of psychological studies.
Critical Thinking
– making reasoned judgments about claims
• Four basic criteria:
1. There are very few “truths” that do not need to be subjected to testing.
2. All evidence is not equal in quality.
3. Just because someone is considered to be an authority or to have a lot of
expertise does not make everything that person claims automatically true.
4. Critical thinking requires an open mind.
69
Appendix I: EXAMINATION QUESTIONNAIRE
Name:
Age:
Sex:
Course & Year level:
Test I. Multiple Choice
1. A social worker with some training in therapy methods who focuses on the
environmental conditions that can have an impact on mental disorders, such as poverty,
overcrowding, stress, and drug abuse.
a. Psychiatrist
b. Psychologist
c. Psychiatric social worker
d. None of the above
2. A medical doctor who has specialized in the diagnosis and treatment of psychological
disorders.
a. Psychiatrist
b. Psychologist
c. Psychiatric social worker
70
3. The entire group of people or animals in which the researcher is interested.
a. Population
b. Control group
c. Representative sample
4. The subjects in an experiment who are subjected to the independent variable and may not
receive a placebo treatment.
a. Representative sample
b. Experimental group
c. Control group
5. The subjects in an experiment who are not subjected to the independent variable and who
may receive a placebo treatment.
a. Representative sample
b. Experimental group
c. Control group
6. The scientific study of behavior and mental processes.
a. Behavior
b. Psychology
c. Mental processes
71
7. Outward or overt actions and reactions.
a. Behavior
b. Psychology
c. Mental processes
8. Internal, covert activity of our mind.
a. Behavior
b. Psychology
c. Mental processes
9. The general explanation of a set of observations or facts.
a. Research
b. Observation
c. Theory
10. Focused on the structure or basic elements of the mind.
a. Structuralism
b. Functionalism
c. Behaviorism
11. How the mind allows people to adapt, live, work, and play.
72
a. Structuralism
b. Functionalism
c. Behaviorism
12. The science of behavior that focuses on observable behavior only.
a. Structuralism
b. Functionalism
c. Behaviorism
13. A theory and therapy based on the work of Sigmund Freud
a. Structuralism
b. Psychoanalysis
c. Behaviorism
14. A theory proposed by John B. Watson
a. Structuralism
b. Psychoanalysis
c. Behaviorism
15. Wundt’s student; brought structuralism to America.
a. Edward Titchener
b. Margaret Washburn
73
c. Mary Cover Jones
16. Studied operant conditioning of voluntary behavior.
a. Ivan Pavlov
b. Wilhelm Wundt
c. B.F. Skinner
17. Who is the early pioneer in behavior therapy?
a. John B. Watson
b. B.F. Skinner
c. Mary Cover Jones
18. He introduced the concept of reinforcement to behaviorism.
a. Ivan Pavlov
b. Wilhelm Wundt
c. B.F. Skinner
19. Attributes human and animal behavior to biological events occurring in the body, such as
genetic influences, hormones, and the activity of the nervous system.
a. Biopsychological Perspective
b. Sociocultural Perspective
c. Cognitive Perspective
74
d. Humanistic Perspective
20. Focuses on the relationship between social behavior and culture.
a. Humanistic Perspective
21. It emphasizes the human potential, the ability of each person to become the best person
he or she could be.
a. Cognitive Perspective
c. Evolutionary Perspective
22. Focuses on the biological bases of universal mental characteristics that all humans share
and looks at the way the mind works and why it works as it does and behavior is seen as
having an adaptive or survival value.
23. Focuses on memory, intelligence, perception, problem solving, and learning
75
24. Tendency of the experimenter’s expectations for a study to unintentionally influence the
results of the study.
a. Observer effect
b. Experimenter effect
c. Double-blind study
25. The subjects do not know whether they are in the experimental or the control group.
a. Single-blind study
26. Neither the experimenter nor the subjects know which subjects are in the experimental or
control group.
a. Single-blind study
Test II. Identification
27. ______________ _ The process of assigning subjects to the experimental or control
groups randomly, so that each subject has an equal chance of being in either group.
76
28. ______________ _ As one increases, the other increases.
29. ______________ _ As one increases, the other decreases.
30. ______________ _ Researchers ask a series of questions about the topic under study.
31. ______________ _ Perfect correlation.
32. ______________ _ Correlation coefficient ranges from?
33. ______________ _The study of one individual in great detail.
34. ______________ _ Randomly selected sample of subjects from a larger population of
subjects.
35. ______________ _ The tendency of people or animals to behave differently when they
know they are being observed
36. ______________ _ A system of gathering data so that bias and error in measurement are
reduced.
Test III. True or False
37. ______________ _ Behaviorism became a major force in the 20th century.
38. ______________ _ Covert observation is watching animals or humans behave in their
normal environment.
39. ______________ _ Psychiatrists, the groups of psychologists or other professionals who
look over each proposed research study and judge it according to its safety and
consideration for the participants in the study.
40. _____________ _Structuralism died out in the early 60s.
41. _____________ _Mary Cover Jones, Titchener’s student; first woman to earn a Ph.D. in
psychology.
77
42. _____________ _ Self-actualization, Achieving one’s full potential or actual self.
43. _____________ _Laboratory observation, Watching animals or humans behave in a
laboratory setting.
44. _____________ _ Variable, anything that can change or vary.
45. _____________ _ Correlation, The measure of the relationship between two variables.
46. _____________ _Freud stressed the importance of childhood experiences.
Test III. Enumeration
47-50. Enumerate the 4 goals of psychology.
51-52. Enumerate the Early founders of the Humanistic perspective. (2pts)
53-55. Enumerate the types of Psychological Professionals. (3pts)
56-60. Enumerate the steps in the scientific method. (5pts)
78
Appendix J: ACHIEVEMENT EMOTIONS QUESTIONNAIRE–TEST RELATED
Test Emotions
Tests and exams can induce different feelings. This part of the questionnaire refers to emotions
you may experience when taking tests or examinations at university. Before answering the
questions on the following pages, please recall some typical situations of test-taking or exams
which you have experienced. Read each item carefully and RESPOND HONESTLY USING
THE SCALE PROVIDED.
DURING TAKING THE TEST / EXAMINATION
The following questions pertain to feelings you may experience DURING taking a test or an
examination.
Please indicate how you feel, typically, during taking the examination in Introduction to
Psychology.
Strongly Disagree 1 2 3 4 5 Strongly Agree
1. I enjoy taking the exam.
2. I worry whether I will pass the exam.
3. Hoping for success, I’m motivated to invest a lot of effort.
4. At the beginning of the test, my heart starts pounding.
5. I start to think that no matter how hard I try I won’t succeed on the test.
6. I get angry.
79
7. I think that I can be proud of my knowledge.
8. I am very nervous.
9. I feel like giving up.
10. My hands get shaky.
11. I am ashamed of my poor preparation.
12. I get so nervous I can’t wait for the exam to be over.
13. I am very confident.
14. I think the questions are unfair.
15. I start to realize that the questions are much too difficult for me.
16. Pride in my knowledge fuels my efforts in doing the test.
17. I feel panicky when writing the exam.
18. I feel so resigned that I have no energy.
19. I feel humiliated.
20. I am happy that I can cope with the test.
21. I am so anxious that I’d rather be anywhere else.
22. I have given up believing that I can answer the questions correctly.
23. I get so embarrassed I want to run and hide.
24. For me the test is a challenge that is enjoyable.
25. I feel hopeless.
26. Because I am ashamed of my pulse races.
27. I get embarrassed because I can’t answer the questions correctly.
© 2005 R. Pekrun, T. Goetz, R. P. Perry. All rights reserved.
80
APPENDIX K: MODULE
Psychology
Introduction:
The scientific study of the mind and behavior is known as psychology. The majority of
psychologists work in research laboratories, hospitals, and other field settings where they study
human and animal behavior. Some psychologists are researchers, while others are practitioners,
but all use scientific methods to inform their work. (STANGOR et al., n.d.). Many people are
aware of what psychology is and what it does because they have visited a psychologist in a
hospital, a counselor in a school, or a therapist. While some people only view psychology as a
study of reading minds or it revolves around people who have mental illnesses, there is much
more to psychology. Knowing Psychology will provide you with new perspectives on your own
thoughts, feelings, and actions.
Objectives:
At the end of this presentation, you are expected to:
● To define psychology as a field of study, and the four primary goals of psychology.
● To know the differences between structuralism and functionalism, and the key figures in
those early fields; the fundamental ideas and the key figures behind the early approaches
known as Gestalt psychology, psychoanalysis, and behaviorism.
81
● To know the fundamental ideas underlying the seven modern perspectives, and the
significant contributions Skinner, Maslow, and Rogers make.
● To know the naturalistic and laboratory settings used to describe behavior, and some of
the benefits and drawbacks of each; the advantages and disadvantages of using case
studies and surveys to describe behavior.
● To know the correlational technique, and relation to researchers.
● To define the used operational definitions of independent and dependent variables,
experimental and control groups, and random assignment.
Chapter 1: Psychology as a Science
What is Psychology?
Psychology is the scientific study of behavior and mental processes. All of our outward
or overt actions and reactions, such as talking, facial expressions, and movement, are examples
of behavior. The term mental processes refer to all internal, covert (hidden) observations. When
a human observes anyone or anything, there is always the possibility that the observer will only
see what he or she expects to see. Psychologists do not want to be biased in their observations.
Early Pioneers in Psychology
TITCHENER AND STRUCTURALISM IN AMERICA
Titchener (1867-1927), an Englishman who eventually took Wundt's ideas to Ithaca, New
York's Cornell University. Titchener expanded on Wundt's original ideas, coining the term
structuralism to describe his new point of view, which focused on the structure of the mind. He
82
believed that every experience could be dissected into its constituent emotions and sensations
(Brennan, 2002).
WILLIAM JAMES AND FUNCTIONALISM
James began teaching anatomy and physiology, but as his interest in psychology
developed, he began teaching it almost exclusively (Brennan, 2002). His comprehensive
textbook on the subject, Principles. James focused on how the mind allows people to function in
the real world—how they work, play, and adapt to their surroundings—a perspective he called
functionalism. (He was heavily influenced by Charles Darwin's ideas about natural selection,
which states that physical traits that help an animal adapt to its environment and survive are
passed down to its offspring.) If physical traits can aid in survival, why can't behavioral traits?
Animals and humans whose behavior helped them survive would pass on those traits to their
offspring, possibly through teaching or through some form of heredity.
Three Influential Approaches: GESTALT, PSYCHOANALYSIS, AND BEHAVIORISM
GESTALT PSYCHOLOGY: THE WHOLE IS GREATER THAN THE SUM OF ITS
PARTS
Max Wertheimer, like James, disagreed with structuralists, but for different reasons.
Wertheimer believed that psychological events such as perceiving and sensing could not be
subdivided into smaller components.still be correctly understood Wertheimer and others believed
that people are inherently drawn to patterns. ("WHOLE") in the sensory information at their
disposal. Wertheimer and others focused their efforts on studying sensation and perception
83
through the lens of Gestalt psychology. Gestalt (Gesh-TALT) is a German word that means "an
organized whole" or "configuration," which corresponds to the emphasis on studying whole
patterns rather than small pieces of them.
SIGMUND FREUD'S THEORY OF PSYCHOANALYSIS
Sigmund Freud was a neurologist, a medical doctor who specialized in disorders of the nervous
system; he and his colleagues had long sought a way to understand the patients who were coming
to them for help. Freud's patients suffered from nervous disorders for which he and other doctors
could find no physical cause. As a result, it was assumed that the cause must be in the mind, and
this is where Freud began to investigate. He proposed that there is an unconscious (unconscious)
mind into which we push or repress all of our dangerous urges and desires. He believed that the
nervous disorders in his patients were caused by repressed urges attempting to surface (Freud et
al., 1990). Freud emphasized the significance of early childhood experiences, believing that
personality was formed in the first six years of life; if there were significant problems, they must
have started in the early years.Freudian psychoanalysis, the theory and therapy based on
Freud's ideas, has been the basis of much modem psychotherapy (a process in which a trained
psychological professional helps a person gain insight into and change his or her behavior)
TEST YOUR INTELLECT 1
1.in the definition of psychology, mental processes mean
a. internal, covert process
b. unconscious processes.
84
c. outward or overt actions and reactions
d. only human behavior
2. Which early psychologist was the first to try to bring objectivity and measurement to the
concsos of psychology?
a. Wilhem Wundt
b. Wilam James
c. John Watson
d. Sigmund Freud
3.Who was the first woman to complete the coursework for a doctor at Harvard University?
a. Mary Whiton Calkin
b. Mary Cover Jones
c. Margaret Washburn
d. Puth Howard
4.Which warty perspective tried to return to a focus on scientific inquiry by ignoring the study of
consciousness?
a. Behaviorism
85
b. functionalism
c. psychoanalysis
d. Gestalt
5. Which of the following early psychologists would have been most likely to agree with the
statement. The study of the mind should focus on how it functions in everyday life"?
a. Wilhem Wundt
b. William James
c. John Watson
d. Sigmund Freud
Modern Perspective
Psychodynamic perspective modern version of psychoanalysis, focused more on the
development of a sense of self and the discovery of motivations behind a person’s behavior other
than sexual motivations
Behavioral perspective. B. F. Skinner studied operant conditioning of voluntary
behavior.Behaviorism became a major force in the twentieth century. Skinner introduced the
concept of reinforcement to behaviorism
86
Humanistic perspective.Owes far more to the early roots of psychology in the field of
philosophy. People have free will: the freedom to choose their own destiny. Emphasizes the
human potential, the ability of each person to become the best person he or she could be self-
actualization: achieving one’s full potential or actual self
Cognitive perspective focuses on memory, intelligence, perception, problem solving, and
learning
Sociocultural perspective focuses on the relationship between social behavior and culture
Biopsychological perspective attributes human and animal behavior to biological events
occurring in the body, such as genetic influences, hormones, and the activity of the nervous
system
Evolutionary perspective focuses on the biological bases of universal mental characteristics
that all humans share, looks at the way the mind works and why it works as it does, behavior
seen as having an adaptive or survival value.
PSYCHOLOGICAL PROFESSIONALS AND AREAS OF SPECIALIZATION
Psychology is a large field, and the many professionals working within it have different training,
different focuses, and may have different goals from the typical psychologist
Psychologists have no medical training but have a doctorate degree. Professional with an
academic degree and specialized training in one or more areas of psychology. Can do counseling,
teaching, and research; may specialize in any one of a large number of areas within psychology;
87
areas of specialization in psychology include clinical, counseling, developmental, social, and
personality, among others
Psychiatrist has medical doctor who has specialized in the diagnosis and treatment of
psychological disorders
Psychiatric social workers are educated in social work and typically hold a master's degree in
that field. These professionals are more concerned with environmental factors that can contribute
to mental disorders, such as poverty, overcrowding, stress, and drug abuse.
1. Which of the following perspectives focuses on the biological bases of universal mental
characteristics?
a. Humanistic
b. behavioral
c. psychodynamic
d. evolutionary
2. Which perspective offers the best explanation for schizophrenia?
a. Psychodynamic
c. biopsychological
88
b. Behaviors
d. humanistic
3. Which perspective would a researcher be taking if she were studying a client's early childhood
experiences and his resulting development of self?
a. psychodynamic
b. cognitive
c. behavioral
d. evolutionary
4. Which of the following professionals in psychology has a doctoral degree but it is not in
medicine?
a. psychiatrist
b. psychiatric nurse
e. psychiatric social worker
d. psychologist
5.Dr. Swasey is the most psychologists, where does she probably work?
a. university/college
89
b. self-employed
c. federal government
d. stane or local government
Scientific Research
PSYCHOLOGY'S GOALS. Every science has the common goal of learning how things work.
The goals specifically aimed at uncovering the mysteries of human and animal behavior are
description, explanation, prediction, and control. The scientific approach is a way to accomplish
these goals of psychology
● DESCRIPTION: WHAT IS HAPPENING? The first step in understanding anything
is to describe it. Description involves observing a behavior and noting everything about
it: what is happening, where it happens, to whom it happens, and under what
circumstances it seems to happen.
● EXPLANATION: WHY IS IT HAPPENING? Based on her observations, the
psychologist might try to come up with a tentative explanation, such as "women feel they
do not belong in such stereotypically masculine surroundings." In other words, she is
trying to understand or find an explanation for the lower proportion of women in this
field. Finding explanations for behavior is a very important step in the process of forming
theories of behavior. A theory is a general explanation of a set of observations or facts.
The goal of description provides the observations, and the goal of explanation helps build
the theory.
90
● PREDICTION: WHEN WILL IT HAPPEN AGAIN? Determining what will happen
in the future is a prediction. In the original Cheryan et al study, the prediction is clear: If
we want more women to go into computer science, we must do something to change
either the environment or the perception of the environment typically associated with this
field. This is the purpose of the last of the four goals of psychology: changing or
modifying behavior.
● CONTROL: HOW CAN IT BE CHANGED? The focus of contraction of some
behavior, is to change a behavior from an undesirable woman avoiding a certain
academic major) to a desirable one.
STEPS IN THE SCIENTIFIC APPROACH
1. Perceive the question
2. Form a hypothesis: tentative explanation of a phenomenon based on observations.
3. Test the hypothesis
4. Draw conclusions
5. Report your results so that others can try to replicate, or repeat, the study or experiment to see
whether the same results will be obtained in an effort to demonstrate reliability of results
DESCRIPTIVE METHOD
Naturalistic observation is the practice of watching animals or humans behave in their natural
environment; the main advantage is that it provides a realistic picture of behavior. The
91
disadvantages of naturalistic observation are observer effect: the tendency of people or animals
to behave differently when they know they are being observed; participant observation: a
naturalistic observation in which the observer becomes a participant in the group being observed
(to reduce observer effect); and observer bias: the tendency of observers to see what they expect
to see (to reduce observer bias)
Laboratory observation. Observing animals or humans in a laboratory setting is known as
laboratory observation. Laboratory observation: advantages are control over the environment and
allows use of specialized equipment. Laboratory observation: advantages include environmental
control and the use of specialized equipment. The disadvantage of laboratory observation is that
the artificial situation may result in artificial behavior.
Case Study is a detailed examination of one person. The advantage of case studies is the
tremendous amount of detail that you can get, but the disadvantage is that they cannot be applied
to others.
Surveys is a series of questions asked by the researchers in relation to the topic of the study
Finding Relationships
Correlation measures the relationship between two variables where in these two variables: can
change or vary. It measures of two variables go into a mathematical formula and produce a
correlation coefficient (r), which represents two things: direction of the relationship and strength
of the relationship
92
Experiment a deliberate manipulation of a variable to see whether corresponding changes in
behavior result, allowing the determination of cause and- effect relationships
• Operational Definition definition of a variable of interest that allows it to be directly
measured
• Independent variable (IV) the variable in an experiment that is manipulated by the
experimenter
• Dependent variable (DV) the variable in an experiment that represents the measurable
response or behavior of the subjects in the experiment
• Experimental group subjects in an experiment who are subjected to the independent
variable
• Control group subjects in an experiment who are not subjected to the independent
variable and who may receive a placebo treatment (controls for confounding variables).
• Random assignment the process of assigning subjects to the experimental or control
groups randomly, so that each subject has an equal chance of being in either group
• Placebo effect the phenomenon in which the expectations of the participants in a study
can influence their behavior
• Single-blind study subjects do not know whether they are in the experimental or the
control group (reduces placebo effect)
93
• Experimenter effect tendency of the experimenter’s expectations for a study to
unintentionally influence the results of the study
• Double-blind study neither the experimenter nor the subjects know which subjects are
in the experimental or control group (reduces placebo effect and experimenter effect)
Ethics in Psychological Research
Institutional review boards groups of psychologists or other professionals who look over each
proposed research study and judge it according to its safety and consideration for the participants
in the study
• Common ethical guidelines:
– The rights and well-being of participants must be weighed against the study’s
value to science.
– Participants must be allowed to make an informed decision about participation.
– Deception must be justified.
– Participants may withdraw from the study at any time.
– Participants must be protected from risks or told explicitly of risks.
– Investigators must debrief participants, telling them the true nature of the study
and their expectations regarding the results.
– Data must remain confidential.
94
– If for any reason a study results in undesirable consequences for the participant,
the researcher is responsible for detecting and removing, or correcting, these
consequences.
• Animal research answers questions we could never investigate with
human research.
• The focus is on avoiding exposing animal subjects to unnecessary pain
or suffering.
• Animals are used in approximately 7 percent of psychological studies.
Critical Thinking making reasoned judgments about claims
• Four basic criteria:
1. There are very few “truths” that do not need to be subjected to testing.
2. All evidence is not equal in quality.
3. Just because someone is considered to be an authority or to have a lot of
expertise does not make everything that person claims automatically true.
4. Critical thinking requires an open mind.
1. What is the biggest reason we use animals in search?
95
a. Animals have simple behavior that makes it easy to see change.
b. Animals don't live as long as humans.
c. We can do things to animals that we can't do to people.
d. Animals are easier to control
2. What is the first guideline for doing research with people?
a. Participants have to give informed consent
b. Deception cannot be used in any studies with human beings
c. The rights and well-being of the participants must come first.
d. Data must remain confidential
3. What happens when the results of a study create an undesirable outcome for the participants?
a. The participants signed permission forms and must take their churican
b. The researcher must find some way of hoping the participant deal with the negative
impact
c. The participants institutionalized for further study.
d. The researcher simply adds an addendum to the report of the study's results.
4. Which of the following is an ethical consideration when using animals in research?
96
a. Avoiding exposing them so unnecessary pain
b. Animals cannot be killed during the course of an experiment.
c. Animals must not experience any pain during an experiment.
d. There are no ethical
Summary
This chapter introduces the broad field of psychology and the various approaches that
psychologists use to understand human behavior. This will look at how psychologists conduct
scientific research, including an overview of some of the most important approaches used and
topics studied by psychologists and ethical guidelines when it comes to research. It will also look
at the various fields in which psychologists work and the careers available to people with
psychology degrees. (Stangor & Walinga, n.d.) And Applying Psychology in everyday life and
thinking critically.
97
APPENDIX L: TABLE OF SPECIFICATIONS
Psychology Department
Examination in Psychology
Table of Specifications
Second Semester S.Y. 2022-2023
Lessons Easy Moderate Difficult Total
Lesson 1
The history of
Psychology
47- 23
1,6,7,8,10,11,12,13,41,4 14,15,16,17,18,37,40 50,51-52
2,
The fields of 2,19,20, 21,22,23 53-55 9
98
Psychology
today
Scientific 3,4,5,9,24,30,33,39,43,4 25,26,27,28,29,31,32,34,35, 56-60 28
Research 4,45,46 36,38,
Total 60
Prepared by:
Angela Amoylen
Sonshie Bendicion
Roderick Capatoy
Esther Omega
APPENDIX M: ADDRESSED COMMENTS FROM THE PANEL
99
ADDRESSED COMMENTS FROM THE PANEL
Title of Thesis: Positive or Negative Emotions Experienced by College Students in Eastern

Visayas: Tacloban City During Online Academic Exams
Name of the Researchers: ANGELA JOANNA AMOYLEN, SONSHIE BENDICION,

RODERICK CAPATOY, and ESTHER DOMINIQUE OMEGA
Name of Adviser: MARY GRACE A. NONAY, RPm
Date Submitted: August 17, 2022
Part Comments Pages Put a checkmark [] if the

revisions done are
(Write the comments and the adequate. If not, write your
panelist who suggested it e.g., recommendations. (To be
correct spacing- Ma’am Grace) filled in by the panelist)
Formatting · Use the word

and wordings “examination”- Sr. Rose Ann
· Correct APA format-

Ma’am Uribe
· TNR for page numbers-

Ma’am Uribe
· Change “or” to “and”-

Sir Relis
· Correct transitions of
paragraph- Sir Relis
· Correct use of “et al”

and “and colleagues”- Sir
Relis
100
Others · Include keywords 2
(Abstract) – Sr. Rose Ann
· Title Revision (Title

Page)- Sir Relis
· Interchange the control

and experimental group
(Abstract)– Sir Relis
· Be precise with the 2

words we use to describe- Sir
Relis
CHAPTER I · Research Objectives 4

should be connected to the
method- Ma’am Uribe
Introduction
· Elaborate (Significance 5
of the study)- Sir Relis
· Include demographic 4
profile (Statement of the
Problem)- Sr. Rose Ann
· Include demographic
profile (Research Objectives)-
Sr. Rose Ann 4
CHAPTER II · Interchange the 9

independent and dependent
Review of variable (Conceptual
Related Framework)- Sir Relis and
Ma’am Uribe
101
Literature · Include short 7
introduction- Sir Relis
· Include about students 9

with reviewers and no
reviewers- Sr. Rose Ann
· Synthesis (Conceptual
Framework)- Sr. Rose Ann
9
CHAPTER · Change quasi- 10

III experimental research to
experimental (Research
Methodology Design)- Sir Relis and Ma’am
Uribe
· Change sampling
method (Research
Participants) – Sir Relis and
Ma’am Uribe
10
· Look for latest emotion
scale (Research Instrument)-
Sir Relis
· Slovin’s Formula 11
(Sampling Method)- Sir Relis
· Describe the short and

full forms and why you’re
choosing it over the others
(Reliability and Validity)- Sir 10
Relis
11
102
Next actions (Put a checkmark):
[ ] Must work on the comments and send back the manuscript to the panel
[ ] Work on the comments, the adviser must double-check the adherence to the
corrections and proceed to data-gathering
[ ] No comments and can proceed to data-gathering
_________________________________
Signature over printed name of Evaluator
__________
Date signed
103
APPENDIX N: SCRIPT
Before the three phases:
(Via Google Classroom) Hello and good day, participants! Thank you for choosing to participate
in our research study. Attached below is the Google Meet link that we will be utilizing during
our synchronous class tomorrow at (available time) . Thank you and have a nice day!
(10 minutes leeway)
*5 minutes left*
Researcher 1: Hello and good evening/afternoon, everyone, our class shall begin in 5 minutes.
Let us wait first for your other classmates to get into our meet. Thank you!
Introduction
Researcher 2: Hello and good evening/afternoon students! Welcome to our class in Introduction
to Psychology. I am (name).
Researcher 1: I am (name). And today, we will be presenting to you the first chapter of
Introduction to Psychology.
104
Researcher 2: But before we formally start our lesson, may I remind all of you to please mute
your microphones and turn off your cameras not unless you are told to do so. Aside from this,
please avoid chatting offensive words in the comment box. So, without further ado, let us begin
our lesson where we will be presenting to you a video by Alex Reynold, PhD that covers Chapter
1 of Introduction to Psychology authored by Sandra Cicarelli and J. Noland White.
(First thirty minutes of the video plays)
Researcher 1: (pauses the video) Are you still there? I hope so! Before we continue our lesson,
we will first have a five-minute short mind exercise. Okay so let check if nakinig ba kayo sa
lesson. Please type your answer in the comment box.
(5 questions)
(After five minutes)
Researcher 2: Okay great! Let us now continue our lesson.
(Next thirty minutes of the video plays)
Researcher 2:(pauses the video) Are you still there? Let us first have a five-minute break, you
may go to your comfort rooms, drink water or eat snacks. Comeback by (time). Thank you!
(After 5 minutes)
Researcher 1: Hello students! Are we all back in the meet? If you're back, please send an emoji
in the comment box. Thank you! (Participants send their emojis) Okay thank you everyone and
105
without further ado, let us continue the video presentation so sit back, relax, and let us listen to
the next part of the lesson
(After the next thirty minutes)
Researcher 1: Are you still there? And now, let us have again a short mind exercise. Are you
ready?
(5 questions).
Researcher 2: Okay let's go back so that we can be able to finish our lesson. So without further
ado,let's continue listening to Alex Reynold.
(After the next thirty minutes)
Researcher 1: Let us now enjoy another short break which will once again last for five minutes.
Please be back by (time).
Researcher 2: All right! Don't worry because we are almost done with this lesson. So, we will
once again listen to Alex Reynold as she discusses the rest of the lesson.
(After twenty minutes)
Announcements
106
Researcher 1: All right, let us thank Alex Reynold for that wonderful and informative discussion
about the first chapter of Introduction to Psychology. So, we hope that you have learned some
things through this lesson. Thank you everyone for lending us your time to attend. Now that we
are done, please watch out for updates for the next coming days via Google Classroom. Good
day/night, everyone and you may now leave the Google Meet.
Phase 2 (for the experimental group)
(Via Google Classroom) Researcher 1: Good day students! Attached below is the reviewer for
you to study for our upcoming online examination. Please utilize it and do not share with anyone
the documents provided. Thank you!
Phase 3
For both groups (via Google Classroom)
Good day, students! Tonight/today you will be answering an online academic examination that
should be accomplished from (time) to (time). Please access this Google Form link to answer the
examination.
(Link)
After you have answered the exam, we request you to please go back to the Google Meet for a
quick meet. Goodluck and God bless to all of you!
107
Debriefing
(During the meet)
Good day once again, participants. In our research study where you had to answer an online
academic examination, while both groups got to be exposed to the lesson, only Group A, which
served as our experimental group, received a reviewer for the exam while Group B, which served
as our control group, did not receive any. It was because the researchers wanted to determine the
effect of preparedness on the positive and negative emotions experienced by students during the
online academic examination with and without a reviewer. Thank you so much for participating
in our study where each of you will be receiving monetary tokens through GCash. An amount of
30 pesos will be given to participants who will get the perfect score, 25 pesos will be given for
those who will get a score between 59 to 55, 20 pesos for those who will get a score between 54
and 45, 15 pesos for those who will get a score between 44 and 35, and those who will score 34
and below will receive 10 pesos. Have a nice day, everyone! If you don’t have any questions,
you may leave the meet already.
108

The Effect of Preparedness On The Positive and Negative Emotions Students Experience During Online Academic Examinations

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Effect of Preparedness On The Positive and Negative Emotions Students Experience During Online Academic Examinations

Uploaded by

Copyright:

Available Formats

The Effect of Preparedness

on the Positive and Negative Emotions

During Online Academic Examinations

Angela Joanna M. Amoylen, Sonshie H. Bendicion,

Roderick G. Capatoy, Esther Dominique A. Omega

Bachelor of Science in Psychology 4A

Submitted in Partial Fulfillment of the Requirement

of the Course Research in Psychology 2

Mary Grace A. Nonay, RPm

Thesis Instructor, Psychology Department

Mary Grace A. Nonay, RPm

Mary Grace A. Nonay, RPm Leonel J. Relis, RPm

Kaye April N. Uribe, RPm Sr. Rose Ann A. Leonardo, OSB

Sr. Rose Ann A. Leonardo, OSB

Dr. Antonio E. Lim, Jr. RMT, FPASMAP

on students' emotional responses to learning activities such as online academic examinations

reviewers and self-structured examination questionnaires (online academic examination). The

academic examination and Achievement Emotions Questionnaire: Test-Related. The participants

voluntary participation for the study.

Keywords: online academic learning, online academic examination, reviewer, emotions

LIST OF ILLUSTRATIONS vii

LIST OF APPENDICES viii

Background of the Study 1

Statement of the Problem 3

Statement of Null Hypothesis 5

Significance of the Study 7

Review of Literature and Related Studies

CHAPTER II: METHODOLOGY

Reliability and Validity 21

Data Gathering Procedure 22

Data Analysis Procedure 24

1 Schematic Diagram of Study 6

B Informed Consent Form 34

D Letter to the Dean of College 40

E Letter to the Registrar 42

J Achievement Emotion Questionnaire - Test Related 79

M Addressed Comments from The Panel 100

Background of the Study

online academic examination increases.

face-to-face academic examinations.

of students participate in online adaptations of face-to-face examinations or online academic

see how the data fits into the bigger picture.

self-regulation, and more detailed learning strategies (Pekrun et al., 2011).

and those who took an online academic examination without a reviewer.

Statement of the Problem

the Coronavirus disease 2019 (COVID-19) pandemic.

This study aims to answer the following questions:

an online academic examination without a reviewer?

3. Is there a significant difference in the positive and negative emotions experienced

those who took an online academic examination without a reviewer?

and negative emotions students experience during online academic examinations.

The following are the specific objectives of this study:

● To describe the demographic profiles of the college students as to:

an online academic examination without a reviewer.

Statement of Null Hypothesis

online academic examination without a reviewer.

Figure 1. Schematic Diagram of the Study

in question is worth studying to help students to be reminded of the importance of preparedness

on online academic examinations and their emotions.

emotions students commonly experience.

In the community, mental health awareness is not as well-known as physical health

of the significance of mental health. As a result, individuals in the community will be

researchers in supporting future studies.