GONATO, RAYMARK B. 2021.

Online Class in Action: The Tertiary Students

Anxiety in Taking Assessments Online. BPEd Thesis. Institute of Sports
Physical Education and Recreation, University of Southern Mindanao,
Kabacan, Cotabato. pp 46

Adviser: DESIREE ANN C. TENEBROSO, LPT, MAEd-PE

The researcher sent out an online survey questionnaire using google

forms to class messenger using a combination of multiple choice and likert

scale. The following data were obtained: gender, age, frequency of online

assessment, internet speed and anxiety level questionnaire by Nist and Diehl

– Test Anxiety Questionnaire. Quantitative statistics were calculated

specifically applying correlational approach. Responses were collected

through random sampling method.

Result revealed that second year BPEd students had experienced

different anxiety in doing online assessment. However, the anxiety levels laid

out in the questionnaire were experienced by the respondents sometimes.

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Finally, findings revealed that there is no significant relationship between

respondents’ demographic profiles versus anxiety in doing online assessment.

This implies that regardless of the respondents’ gender, age, frequency in

taking online assessment and internet speed, it cannot really affect in

addressing anxieties during online assessment. Thus, by implementing

meaningful interventions second year tertiary students as well as educators

play significant role in addressing these anxieties during the pandemic and

beyond.
 INTRODUCTION

The COVID-19 epidemic has been sweeping the globe for more than

two years. There are several businesses that have been affected, but

education is among them. There has been a dramatic shift in the world's

educational system from face-to-face instruction to online learning, and this

has had a significant impact on both instructors and students. Some students

were able to utilize the new online learning system while others were unable to

do so due to a lack of resources and expertise. There was some worry among

students about the availability and dependability of internet connections, which

might cause stress, anxiety, and depression in those who are trying to adjust

to the new alternate modes of studying.

Anxiety is a basic human experience defined by concern and

uncertainty that emerges when a person perceives that an event or situation

constitutes a danger to his or her self-esteem, it can be a condition or a

characteristic, depending on how long it lasts. Anxiety can induce sleep

deprivation, loss of appetite, vomiting, headaches, dizziness, muscle twitches

and involuntary movements, decrease sexual drive, impairments in eyesight,

balance, changes in mood, weeping abruptly and late beginning of

menstruation, among other things. These physical, behavioral and emotional

symptoms might influence other elements of the students’ lives including poor
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academic achievement, decreasing social contact, and worsening health

(Ajmal and Ahmad, 2019).

Furthermore, the participants of the research will have knowledge to

their level of their anxiety and what particular factor has a significant effect on

the level of anxiety. In this study, participants' anxiety levels will be assessed

using Nist and Diehl – Test Anxiety Questionnaire, which will only take into

account a few demographic details, like their age and gender, the frequency

with which they took the assessments online, and the speed at which they

connected to the internet. Using these profiles, we can find out if there is a

correlation between respondents' anxiety about completing an online

assessment and their demographic profile.

The general objective of the study was to determine the anxiety levels

of selected tertiary students in doing online assessments in the university.

Specifically, it intended to determine the demographic profile of the

respondents in terms of: age, gender, frequency of online assessment and

internet speed; determine the anxiety of the respondents in taking online

assessments during the COVID-19 Pandemic; and to determine the significant

relationship between the respondents’ demographic profile and their anxiety in

doing online assessment.

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Operational Definition of Terms

Anxiety – the body’s natural response to stress. It’s a feeling of fear or

apprehension about what’s to come.

Online Assessment – is the evaluation or estimation of the nature,

quality, or ability of someone or something.

Pandemic – is a basically a global epidemic- an epidemic that spreads

to than one continent.

 REVIEW OF RELATED LITERATURE

Anxiety in Taking Online Assessments

According to Ajmal and Ahmad (2019), symptoms of gastrointestinal

(GI) disturbances include stomach pain, heartburn, diarrhea, constipation,

nausea, and vomiting. While there are numerous possible causes of GI

problems, when no medical explanation is found, they are often referred to as

"functional GI symptoms.” In general, research has shown that people who

have at least one GI symptom are more likely to have an anxiety disorder or

depression than those who do not have any GI symptoms.

Relationship between Age and Respondents’ Anxiety on Taking Online

Assessments

Researchers are discovering that anxiety can manifest differently at

different ages, and that age should be taken into account when making

treatment decisions. Guarnotta (2020) defines anxiety differently for young

children, teenagers, young adults, and older adults.

Relationship between Gender and Respondents’ Anxiety on Taking
Online Assessments

Men and women have varying levels of stress tolerance and

vulnerability when it comes to dealing with anxiety. Females are more likely

than males to develop an anxiety disorder, with lifetime and past-year rates of

anxiety disorders 1.5–2 times higher among females than males, according to

McLean et al (2011). Sex differences in anxiety disorders do not emerge at the

same time, but sex differences in general anxiety levels emerge before the

age of four, and by the age of six, anxiety levels in girls are roughly twice as

high as those in boys (Davidson et al., 2016).

Relationship between Frequency in Taking Online Assessments and

Respondents’ Anxiety on Taking Online Assessments

Academic anxiety affects more than just ordinary students and students

with learning disabilities. Anxiety disorders can occur in gifted students.

Fletcher and Speirs (2012) their study entitled “Research on perfectionism and

achievement motivation: Implications for gifted student” who found that the

number of hours spend by students in taking online assessments has a

positive impact on students’ anxiety level on taking online assessment.

COVID-19 and Distance Learning

COVID-19 has a considerable influence on tertiary students' learning

techniques, according to Chandra (2020). Studies reveal an upsurge in

psychological difficulties during the epidemic. Wang et al. (2020) found

moderate to severe depression predominated, this is due to uncertainties and

anxiety regarding the pandemic's health impacts. Nearly 30% of the students

in Brooks et al., (2020) research reported anxiety as a result of the pandemic,

with 0.9% feeling severe anxiety and the remainder mild anxiety. This disorder

supports claims that online learning worsens student mental health.

Due to a lack of implementation expertise, online learning has exposed

learners to several obstacles (Rasiah et al., 2011). Learners' and instructors'

approaches to online learning affect its efficacy (Singh and Thuman, 2019).

According to Halupa (2016), pupils are very prone to get distracted when

utilizing the internet as a learning aid. Social media addiction is a big problem

for today's kids. In a study of 129 online learners, Shakir (2014) found a 29%

likelihood of mind wandering. Online professors couldn't keep students'

attention. Inability to focus on the platform's material would raise student

tension since they wouldn't have grasped the lecture topic and couldn't finish

their assignments according to the lecturer's criteria. This syndrome seems to

cause online tertiary students' tension and anxiety.

 METHODOLOGY

Research Design

This research used quantitative research design, specifically applying

correlational approach. Correlational research design was used to describe and

measure the degree of relationship between the respondents’ socio-demographic profile

versus their anxiety with online learning.

Research Respondents

The respondents of the study were one hundred-twelve (112) 2 nd year BPEd

students of University of Southern Mindanao Kabacan North Cotabato.

Sampling Procedure

The researcher used snowball method, to determine the respondents of the

study.
Research Instrument

The researcher used adopted questioner by Nist and Diehl – Test Anxiety

Questionnaire in order to obtain data for the research. The survey was comprised of two

sections: Demographic Information (gender, age, frequency of online assessments, and

internet speed), Nist and Diehl – Test Anxiety Questionnaire to determine anxiety levels

of tertiary students.

Data Gathering Procedure

Data gathering procedure used in this study follow the right protocol by sending

letter permission to the college dean Dr. Judy C. Garcia as well as to the teacher

advisers of the selected respondents. With the permission, the researcher started

distributing questionnaires through google forms. The google form included an informed

consent that the respondents have to answer “yes” before answering the questionnaire.

Using the snowball method, the initial respondents were asked to send the link to their

other classmates of other 2nd year BPEd students that they think has the capability and

access to the internet. The research monitored the responses of the google forms to

reach a minimum of 110 students. After four weeks, 112 responses were collected in

order to come up with findings, conclusion and recommendations.

Statistical Analysis

Statistical tools used in this study were frequency counts, percentage

distributions, weighted means, and Pearson’s Correlation. Pearson’s correlation is being

used in order to find out the relationship between the respondent’s demographic profiles

and level of anxiety in time of COVID-19 pandemic.

.
 RESULTS AND DISCUSSIONS

Demographic Profile of the Respondents

In terms of gender, out of 112 respondents, 56 (50%) of the respondents are girls

and 56 (50%) are boys.

In terms of age, out of 112 respondents, majority or 86 (77%) belong to the age

bracket of 20-22 years old; 18 (16%) are 23 years old and above; and, 8 (7%) belong to

the age bracket of 17-19 years old.

In terms of frequency of online assessment, out of 112 respondents, 48 (43%)

do online assessment once a week; 39 (35%) do online assessment more than once a

week; 15 (13%) do online assessment once in two weeks; and, 10 (9%) do online

assessment once a month. These data were generated from three BPEd sections

enrolled during academic year 2020-2021

In terms of internet speed, out of 112 respondents, majority or 59 (53%) of the

respondents have moderate internet speed; 27 (24%) have fast internet speed; 17

(15%) have a slow internet speed; 8 (7%) have very slow internet speed; and, 1 (1%)

have very fast internet speed.

Table 1. Demographic Profile of the Respondents
Variables Frequency Percentage
Gender
Male 56 50.0
Female 56 50.0

Age
17-19 Years Old 8 7.0
20-22 Years Old 86 77.0
23 Years Old and Above 18 16.0

Frequency of Online Assessment

Once a Month 10 9.0
Once in Two Weeks 15 13.0
Once a Week 48 43.0
More than Once in a Week 39 35.0

Internet Speed
Very Slow 8 7.0
Slow 17 15.0
Moderate 59 53.0
Fast 27 24.0
Very Fast 1 1.0

Anxiety Level of the Respondents in Taking Online Assessments

 Data show that the respondents perceived anxiety effectively as statement

number 7 which states that “I remember the information that I blanked once I get out of

the testing situation” had the highest mean value of 3.1 with a verbal description of

“sometimes”. While, statement number 10 which states that “I feel nauseated before

online tests or assessments” had the lowest mean value of 2.5 with verbal description of

“rarely.”

The overall mean for the respondents' anxiety in taking online assessments

during COVID-19 pandemic was 2.8 with a verbal description of “Sometimes.” This data

imply that all the anxiety laid out in the questionnaire were experienced by the

respondents sometimes.

Table 2. Respondents’ Anxiety in Taking Online Assessments.

VERBAL
STATEMENTS MEAN DESCRIPTION
 7. I remember the information that I 3.1 Sometimes
blanked once I get out of the testing
situation.
2. I have a “butterflies” in my stomach 2.9 Sometimes
before online tests or assessments.
8. I make mistakes on easy questions 2.8 Sometimes
or put answers in the wrong places.
2.8 Sometimes
10. I have trouble choosing answers.
4. I read through the test and feel that I 2.7 Sometimes
do not know any of the answers.
5. I panic before and during online 2.7 Sometimes
tests or assessments.
8. I have trouble sleeping the night 2.6 Sometimes
before online tests or assessments.
6. My mind goes blank during online 2.6 Sometimes
tests or assessments.
3. I feel nauseated before online tests 2.5 Rarely
or assessments.
WEIGHTED MEAN 2.8 Sometimes

Demographic Profile VS their Anxiety in Taking Online Assessments

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 In terms of relationship between age versus the anxiety on taking online

assessments, data revealed that there is no significant relationship between the two

variables with a p-value of .125 which is higher than .05 level of significance.

In terms of relationship between gender versus the anxiety on taking online

assessments, data revealed that there is no significant relationship between the two

variables with a p-value of .294 which is higher than .05 level of significance.

In terms of relationship between frequency in taking online assessments versus

the anxiety on taking online assessments, data revealed that there is no significant

relationship between the two variables with a p-value of .169 which is higher than .05

level of significance.

In terms of relationship between internet speed versus the anxiety on taking

online assessments, data revealed that there is no significant relationship between the

two variables with a p-value of .329which is higher than .05 level of significance.

Table 3. Test of Significant Relationship between the Respondents’

 Demographic Profile VS their Anxiety in Taking Online Assessments.
VARIABLES Pearson p-value INTERPRETATION
(r)
Age VS Respondents’ Anxiety on Taking -.146 .125 Not Significant
Online Assessments.
Gender VS Respondents’ Anxiety on -.100 .294 Not Significant
Taking Online Assessments.
Frequency in Taking Online Assessments .131 .169 Not Significant
VS Respondents’ Anxiety on Taking
Online Assessments.
Internet Speed VS Respondents’ Anxiety -.093 .329 Not Significant
on Taking Online Assessments.
* Statistically Significant if p-value is <.05

SUMMARY, CONCLUSION AND RECOMMENDATION

 The study aimed to determine the socio-demographic profiles of the respondents

in terms of age, gender, frequency of online assessment and internet speed; determine

the anxiety level of the respondents in taking online assessments during the COVID-19

pandemic; and, determine if there is a significant relationship between respondent’s

demographic profiles versus anxiety level during pandemic. This study was undertaken

from September 2021 to December 2021. Data were gathered online through goggle

Forms. Data analysis included descriptive statistics such as frequency count,

percentage distribution, and pearson correlation.

Summary

Out of 112 respondents, 56 (50%) of the respondents are girls and 56 (50%) are

boys. Majority or 86 (77%) belong to the age bracket of 20-22 years old. However, in

terms of frequency in doing online assessment 48 (43%) do online assessment once a

week; 39 (35%) do online assessment more than once a week; 15 (13%) do online

assessment once in two weeks; and, 10 (9%) do online assessment once a month.
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Furthermore, out of 112 respondents, majority or 59 (53%) of the respondents have

moderate internet speed; 27 (24%) have fast internet speed; 17 (15%) have a slow

internet speed; 8 (7%) have very slow internet speed; and, 1 (1%) have very fast

internet speed.

Data show that the respondents perceived anxiety effectively as statement

number 7 which states that “I remember the information that I blanked once I get out of
the testing situation” had the highest mean value of 3.1 with a verbal description of

“sometimes. The overall mean for the respondents' anxiety in taking online

assessments during COVID-19 pandemic was 2.8 with a verbal description of

“Sometimes.” Finally, Findings revealed that there is no significant relationship between

demographic profiles of the respondents versus respondents’ anxiety level during the

COVID-19 pandemic.

Conclusion

The results concluded that the second year BPEd students of University of

Southern Mindanao confronted anxiety as they took online assessments in time of

COVID-19 pandemic. However, there is equal representation of the respondents in

terms of gender. Majority of the respondents were 20-22 years old, doing online

assessments once a week and had a moderate internet speed in taking online
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assessments.

Moreover, respondents’ anxieties in taking online assessments were experienced

sometimes. Thus, the respondents strongly affirmed that age, gender, frequency of

online assessment and internet speed has nothing to do with the level of perception of

the respondents’ anxiety in taking online assessment during pandemic.