Chapter 1 3 Manuscript Draft Tuvera

THE INFLUENCE OF CLASSROOM ANXIETY AND SUBJECTIVE WELL-BEING ON
THE ACADEMIC RESILIENCE OF THE GRADE 12 STUDENTS ENROLLED IN THE

ACADEMIC TRACK
Sophia B. Tuvera
Rajs Vaness B. Monares
Chloe S. Reyes
Adeline P. Kho
Irane Mae D. Simbajon
Daniela Grace M. Ramos
Christian A. Limbaro
Lawrence Edriane C. Swin
Alrico L. Pendang Jr.
DECEMBER 2022
Gingoog City Comprehensive National High School – Senior High School Page ii
THE INFLUENCE OF CLASSROOM ANXIETY AND SUBJECTIVE WELL-BEING ON

THE ACADEMIC RESILIENCE OF THE GRADE 12 STUDENTS ENROLLED IN THE
ACADEMIC TRACK
A Quantitative Research
Presented to the
Faculty of the Senior High School Department
Science, Technology, Engineering, and Mathematics (STEM) Strand
Gingoog City Comprehensive National High School
Gingoog City
In Partial Fulfillment
of the Requirements for the Subject
Practical Research II
Sophia B. Tuvera
Chloe S. Reyes
Adeline P. Kho
DECEMBER 2022
Gingoog City Comprehensive National High School – Senior High School Page iii
GRAMMARLY TEST RESULT CERTIFICATION
Department of Education
Division of Gingoog City
GINGOOG CITY COMPREHENSIVE NATIONAL HIGH SCHOOL
National Highway, Brgy. 23, Gingoog City, 9014 Philippines
Senior High School Department
Grammatical Test Result Certification

(Software Generated)
This is to certify that Sophia B. Tuvera, Rajs Vaness B. Monares, Chloe S.

Reyes, Adeline P. Kho, Irane Mae D. Simbajon, Daniela Grace M. Ramos, Christian
A. Limbaro, Lawrence Edriane C. Swin, Alrico L. Pendang Jr., Senior High School
students of Gingoog City Comprehensive National High School pursuing Practical
Research II have subjected this paper on the Grammarly Test for their research study
with the Total Average of 88%.
This table specifies the test on language structure done for the paper.
Name: Sophia B. Tuvera, Rajs Vaness B. Monares,

Chloe S. Reyes, Adeline P. Kho, Irane Mae D.
Simbajon, Daniela Grace M. Ramos, Christian A. Date: December 1, 2022
Limbaro, Lawrence Edriane C. Swin, Alrico L.
Pendang Jr.
Title of the Study:
“THE INFLUENCE OF CLASSROOM ANXIETY AND SUBJECTIVE WELL-BEING
ON THE ACADEMIC RESILIENCE OF THE GRADE 12 STUDENTS ENROLLED IN
THE ACADEMIC TRACK”
First Run
Chapter 1-The Problem and Its Scope 86%
Chapter 2-Review of Related Literature 85%
Chapter 3-Methodology 88%
Gingoog City Comprehensive National High School – Senior High School Page
Total Average 86%
CONNIE M. OBEDENCIO
Research Adviser
Gingoog City Comprehensive National High School – Senior High School Page vi
PLAGIARISM TEST RESULT CERTIFICATION
National Highway, Brgy. 23, Gingoog City, 9014 Philippines
Plagiarism Test Result Certification
(Grammarly Plagiarism Checker)
This is to certify that Sophia B. Tuvera, Rajs Vaness B. Monares, Chloe S.

Reyes, Adeline P. Kho, Irane Mae D. Simbajon, Daniela Grace M. Ramos, Christian
A. Limbaro, Lawrence Edriane C. Swin, Alrico L. Pendang Jr., Senior High School
students of Gingoog City Comprehensive National High School pursuing Practical
Research II have subjected this paper on the Plagiarism Test for their research study
with the total average of 87%.
The results are itemized below.
Name: Sophia B. Tuvera, Rajs

Vaness B. Monares, Chloe S. Reyes,
Adeline P. Kho, Irane Mae D. Date: December 1,
Simbajon, Daniela Grace M. Ramos, 2022
Christian A. Limbaro, Lawrence
Edriane C. Swin, Alrico L. Pendang
Jr.
Title of the Study:
Gingoog City Comprehensive National High School – Senior High School Page v
“THE INFLUENCE OF CLASSROOM ANXIETY AND SUBJECTIVE WELL-BEING

ON THE ACADEMIC RESILIENCE OF THE GRADE 12 STUDENTS ENROLLED IN
THE ACADEMIC TRACK”
First Run
Original Plagirized
Chapter 1-The Problem and Its Scope 80% 20%
Chapter 2-Review of Related Literature 86% 14%
Chapter 3-Methodology 95% 5%
Total Average 87% 13%
As defined:
Plagiarism refers to the act which includes “taking credit for or benefitting from
somebody else’s ideas, words, concepts, formulations, etc. without giving due credit by
means of referencing or quoting, and presenting work for personal benefit which does
not contain individual authorship” (Plagiarism.org, 2014)
CONNIE M. OBEDENCIO
Research Adviser
TABLE OF CONTENTS
TITLE PAGE
Cover Page i
Title Page ii
Grammarly Test Result Certification iii
Plagiarism Test Result Certification iv
Table of Contents v
Chapter
I THE PROBLEM AND ITS SCOPE
Introduction 1-4
Theoretical Framework 5-8
Conceptual Framework 8
Statement of the Problem 8-9
Hypothesis 9
Significance of the Study 9-10
Scope and Delimitation 10

Definition of Terms 10-11
II REVIEW OF RELATED STUDIES AND LITERATURE 12-18
III METHODOLOGY
Research Design 19
Respondents of the Study 19-20
Sampling Design 21-22
Research Instruments 22
Scoring Procedure 22-24
Data Gathering Procedure 24-25
Statistical Treatment and Data Analysis 25
REFERENCES 26-28
APPENDICES
A. Questionnaires 29
B. Letter to the School Principal 30
C. Letter to the Respondents 31
D. Letter to the Guidance Counselor 32

Gingoog City Comprehensive National High School – Senior High School Page 1
CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
The COVID-19 pandemic has altered the lives of millions of people worldwide.
The health crisis and confinement conditions have financial, social, psycho-emotional,
and educational implications. Considering education and the socio-emotional impacts of
confinement, the United Nations Educational, Scientific, and Cultural Organization
(UNESCO) warns of a potential global learning crisis at all levels of the education
system (Sarmiento et al., 2021). Many education systems in developing countries lack
relevant information on who is learning and who is not, which is a concern in the global
learning crisis. It also affects exposure to knowledge and the competencies the students
acquire as well as their emotional and mental health (World Bank, 2019).
In terms of access, quality, equality, and administration, the crisis will have long-
lasting effects on education systems and are likely to linger beyond the epidemic
(UNESCO, 2020). The transition of students' education from online learning to
customary face-to-face classes will affect them in certain specific ways, such as how
anxious they are about having their academic performance evaluated, which will affect
their resilience and subjective well-being as they begin to adjust to face-to-face classes
and methods of academic activity dissemination. It is somewhat demanding for students

from different schools or modes of learning to conquer new environments and tackle
new curriculums that can make them feel nervous.
In other countries like Indonesia, their government is currently vigorously
supporting learning mobility which promotes participants such as curriculum developers
to provide learning that is available to all students who wish and require studying at
certain higher education institutions based on their preferences. It requires pupils to
adapt to the present academic demands of higher education. Unfortunately, due to a
lack of academic resilience in themselves, not all students can meet increasing
academic standards. Individuals with inadequate academic resilience experience
delinquent behavior performance as a result of the learning burden demands
competence, and lack of ability improvements and academic adaptations (Nguyen et al.,
2016). The influence of academic resilience on subjective well-being in 220 students in
Turkey demonstrated that resilience has a direct impact on psychological health and
subjective well-being (Yildirim and Arslan, 2020). Students with high levels of resilience
typically experience better psychological health and less stress during activities related
to the COVID-19 pandemic (Barzilay et al., 2020).
In the Philippines, Vice President Sara Duterte mandated that all functioning
public and private schools in the Philippines transition to five days face to face classes
beginning on November 2, 2022(Casimiro, R. L. 2022). DepED checked and recorded
that about 80% of the 48,000 public schools and 12,000 private schools in the
Philippines have already met the requirements and standards for preparation in
upcoming face-to-face classes. Students mental health was impacted by this
educational transition, and they felt anxious as they adjusted to transitioning from online
distance learning to face-to-face. Students with high anxiety may find learning more
challenging than students with lower anxiety levels, anxiety might cause difficulties such
as reading comprehension, taking quizzes/exams, and retrieving newly stored
information (Junitha & Nalina, 2019).
Poor school performance can result from academic anxiety, such as low esteem,
depression, and other affective symptoms. Among the categories of anxiety, school
anxiety is one of the common experiences in middle childhood (Ahlen et al., 2012).
Students who experience high levels of classroom anxiety are less likely to do well
academically because it harms their physical and emotional health. Anxiety in school is
a common occurrence that affects a lot of students at all education levels (Raykov &
Martinelli, 2019).
Subjective well-being (SWB), usually referred to as self-reported well-being, is how
individuals perceive and assess various aspects of their lives. It is often use to measure
mental health and happiness, and it can be an important predictor of individual health,
wellness, and longevity (Kendra, 2022). In other words, when a person has a more
optimistic outlook on life, they have a high level of subjective well-being contrasted to
their negative impact; they have more happiness and effect in their life (Diener et al.
2014).
Most studies show that there are numerous negative effects of classroom anxiety
on academic resilience. It is understand that anxiety does have a specific outcome on a
student’s academic performance. There might be a possibility that anxiety also has
benefits for a student’s academic resilience. Subjective well-being has balanced positive
and negative results toward academic resilience (Burns et al., 2010).
Theoretical Framework
This study is anchored on the theoretical support of the Broaden and Build
Theory of Positive Emotions developed by Barbara Fredrickson (1998) which explains
how positive emotions increase life satisfaction. This theory includes four steps: 1)
experience of positive emotion 2) broadening of thoughts and behaviors 3) building
personal resources and 4) transforming the self by increasing health, well-being, and
survival. Any positive emotion should immediately and temporarily "broaden" attention,
cognitive, and behavioral responses, according to this theory. This contrasts with
negative emotions, which focus our attention and actions on the vulnerability present in
our surroundings so that we may act to avoid or lessen it.
Fredrickson generally means that feeling good makes us more aware of our
living environment and allows us to take in more of our surroundings. Additionally, she
claims that our potential actions are "flexible" throughout this period of broadening
(Fredrickson & Cohn, 2008). She uses the word "flexible" to imply that there are several
alternative activities we might do to approach positive feelings. People will develop
personal resources as a result of this process over time as individuals continue to feel
pleasant emotions that extend their attention, ideas, and behaviors. These individual
assets then directly influence better health, life satisfaction, and depression symptoms.
Therefore, according to Fredrickson, broadening and developing are adaptive
processes that enhance survival and well-being. The major concern of this study is to
determine the influence of classroom anxiety and subjective well-being on the academic
resilience of the grade 12 students enrolled in the academic track.
The variables of this study are classroom anxiety and subjective well-being which
is the supposed influencing variables to the academic resilience of the respondents.
The ‘Broaden and Build Theory of Positive Emotions’ is relevant to the present study
since it determines and involves emotions and the state of subjective well-being.
Classroom Anxiety is supported by the ‘Broaden and Build Theory of Positive
Emotions’ since this variable involves certain emotions, however, it is a negative
emotion. The use of this theory is relevant to this variable since “positive emotions
broaden the scopes of attention, cognition, and action, widening the array of percepts,
thoughts, and actions presently in mind” (Fredrickson & Branigan, 2005). The term
"classroom anxiety" describes the fear, stress, or dread connected to learning
environments or tasks. Exams, assignments, subjects, societal pressure connected to
academics, or simply feeling anxious about studying or working in groups in class could
all be contributing factors. The theory adapted supports how the negative effects of
classroom anxiety impact the experience and life satisfaction of the students inside their
classroom.
Subjective Well-Being can be founded by the ‘Broaden and Build Theory of
Positive Emotions’ as well since this variable is linked to Classroom Anxiety which
involves emotion, after all, the emotional state of a person affects their physical state
which is their subjective well-being. According to the build hypothesis, "...fleeting and
transient experiences of pleasant emotions, by promoting a broader range of actions,
gradually create resilient personal resources" (Fredrickson & Cohn, 2008). The state of
cognitive state and emotions of a person has an impact on the physical state and well-
being. It also anticipates a similar increasing cycle in which pleasant feelings and the
broadened thinking they stimulate similarly impact one another in a reciprocal manner,
resulting in considerable long-term gains in emotional well-being. Moreover, people who
practice more prosocial behaviors are less likely to engage in stereotyping and other
antisocial behaviors than their counterparts because they are better able to establish
interpersonal connections, broaden meaningful relationships, become more aware of
others, convey genuine concern, and build trust resources (Fredrickson & Cohn, 2010).
Broaden and Build Theory by Fredrickson (1998)

Academic Resilience is also underpinned by the ‘Broaden and Build Theory of
Positive Emotions’; a theory that analyzes how positive emotions might help people
become more resilient. The foundation of this theory is the idea that experiencing good
feelings might help people

Classroom become more resilient and develop coping mechanisms.
Anxiety
Academic
The Broaden and Build hypothesis claims that both types Resilience
of emotions must coexist and
Subjective
that positive feelingsWell-Being
help people develop coping mechanisms for negative emotions, as
opposed to arguing that good emotions should be used in place of negative ones
Independent Variable Dependent Variable
(Fredrickson & Cohn, 2010).

Figure 2. Paradigm showing interplay of the variables of the study.
Conceptual Framework
Statement of the Problem
The purpose of this study is to determine the influence of classroom anxiety and
subjective well-being on the academic resilience of Grade 12 Senior High School (SHS)
students enrolled in the academic track of Gingoog City Comprehensive National High
School for the S.Y. 2022-2023.
Specifically, the researcher seeks to answer the following questions:
1. How do the students assess their level of classroom anxiety?
2. How do the students evaluate their subjective well-being?
3. What factors affect the academic resilience of the students?
4. How does classroom anxiety influence the academic resilience of students?
5. Is there a relationship between subjective well-being and academic resilience?
Null Hypothesis:
Ho1: Classroom anxiety does not have a significant influence on the academic resilience
of the respondents.
Ho2: Subjective Well-Being does not have a significant influence on the academic
resilience of the respondents.
Significance of the Study

This study will help the students understand how senior high school students
evaluate their classroom anxiety and subjective well-being, as well as its influence on
their academic resilience. The researcher aims that by conducting this research, they
will be able to show the impact of classroom anxiety and subjective well-being on
students’ academic resilience.
The study will benefit the following:
For Students: This research will assess them in dealing with their classroom
anxiety and subjective well-being to know its influence on their academic resilience.
For Teachers: The teachers are also important in the academic resilience of the
students because they are the ones who assign activities to the students.
For Future Researchers: This research would be very useful for future
researchers who are planning to conduct research that is related to this study because
this can help them as a guide for their research or this can serve as a review of related
literature (RRL) for their study.
Scope and Delimitation
The general intent of this study is to know the influence of classroom anxiety and
the subjective well-being of students on their academic resilience. This study is limited
only to Gingoog City Comprehensive National High School during the Academic Year
2022-2023. However, this study does not include interventions with the students' daily
academic lifestyle and habits. The respondents will answer a survey with close-ended
questions to determine the influence of classroom anxiety and subjective well-being on
the academic resilience of senior high school students. All information and conclusions
drawn from this study were obtained only from Grade 12 students who are enrolled in
the academic track of Gingoog City Comprehensive National High School.
Definition of Terms
The following terms were defined according to how they are being used in the study:
Classroom Anxiety. This refers to an excessive fear of school activities inside the
classroom associated with making group activities and written works, speaking in public,
or taking tests.
Subjective Well-Being. This refers to how senior high school students experience and
evaluate their lives. It is often used as a measure of happiness.
Academic Resilience. This refers to senior high school students' capacity to perform
highly despite a disadvantaged background.

Chapter II
REVIEW OF RELATED STUDIES AND LITERATURE
This chapter presents a review of related literature and studies. It discusses
significant insights and substances to further support the problem being studied. Further
research has been done on the influence of anxiety, the subjective well-being of senior
high school students, and how these variables interact to affect students’ academic
resilience. The studies below gave an extensive view of the research problems under
investigation.
ANXIETY
Classroom anxiety is a state of uneasiness that accompanies somatic
indicators (emotionality) and a focus on the anticipated future threat(s) to achievement
and/or reputation (cognitive worry) for assessed situations in which performance is

measured, judged, and compared to a particular standard of excellence. It is also
defined by the current literature as a general sense of unease and worry related to
academic contexts as a result of external responsibilities (Götz et al., 2008), such as
examinations and assignments as well as the intense pressure to get exemplary grades
(Martin, 2007). Other research studies had revealed that high levels of academic
anxiety are correlated with a variety of negative effects in the aspect of education
(Lydon et al., 2014). Students who worry and feel anxious about their academic
responsibilities are significantly more likely to have negative impacts on their well-being
(Cazan et al., 2015).
Recent research has revealed that individuals with high levels of anxiety as
opposed to their peers, have a tendency to have a biased perception of their emotions,
exhibit laver levels of emotional coherence and consciousness, and are more likely to
reject the continuous feelings they are experiencing (Campbell-Sills et al., 2006).
Regarding the school environment, the research shows that certain students are prone
to use negative and poor adaptive emotion regulation mechanisms, such as
suppression, while feeling particularly anxious, which lowers their capacity to cope with
academic pressures (Amstadter et al, 2007),
Öner and Le Compte (2016) believed that anxiety can be divided into state-trait
anxiety. State-trait anxiety is the subjective Fear stemming from a stressful situation.
While state-trait anxiety increases under high-stress situations, it decreases when
stress is removed. While the fear and uneasiness based on dangerous situations are
accepted as temporary and normal anxiety, state- trait anxiety, which is not directly
linked to existing situation, describes a personality characteristic. Because state-trait
anxiety is the tendency of the individual to lead a troubled life, these individuals might
experience state-trait anxiety more frequently and intensely than other individuals
(Aslan, 2021).
Studies in the literature showed a negative relationship between subjective
well-being and state and trait anxiety (Öztürk, 2013; Tangör & Curun, 2016). Although
these two concepts are often used together, they express different Characteristics.
While "state anxiety" is defined as a temporary reaction adverse events, "trait anxiety is
a more detailed personality trait in a one-person order related to the tendency to
respond to various situations with anxiety, distress, and question (Saviola et al., 2020).
It is possible to say that as the level of negative emotions, such as anxiety, decreases,
an individuals’ subjective well-being increases.
SUBJECTIVE WELL-BEING
Well-being has long been considered key to the creation and maintenance of
healthy, productive societies (Diener, 2015). To this end, many countries utilize
objective proxies of well-being, such as income, literacy, and life expectancy, as well as
subjective measures, such as how life is perceived and experienced by individuals
(Durand, 2016). This approach to measuring perceptions and life experiences has been
characterized as subjective well- being (SWB). Self-evaluation of people's emotional
experiences creates a representation of their subjective well-being state. More negative

assessments show that students subjective well-being is low. Self-assessments of one's
personal conduct (thoughts and feelings) and public behavior (verbal and physical acts)
that are judged personally or socially desirable might be operationalized as subjective
well-being (Renshaw, 2015).
It has been determined by prior studies (Sahu, 2020; Daniel, 2020; Chi Beker,
Yu, Willeit, Jiao, Huang, 3 Veronese, 2020) that modifications in teaching strategies
have an effect on students' psychological well-being during a pandemic According to
Sahu (2020), the sharp rises in the number of Students in China are experiencing worry
and a sense of uncertainty due to positive COVID-19 instances. Students who have this
issue may feel more stressed. Daniel (2020). later verified that the COVID-19
pandemic's novel teaching strategies, and uncertainty about tests, graduation, and
learning results caused pupils to feel anxious. Even inside the educational system itself,
the idea that students were struggling in the dark, which is the topic of the first segment
of their voyage, is marked by uncertainty (Bozkurt 13 Sharma 2010). This is true
because the Philippine educational system is set up For Face-to-Face instruction. Less
support system was created for online courses and other types of learning. As a result,
although the participants' Feelings of uncertainty. Fear and Frustration differ from those
reported in earlier studies (e.g., Aristovnik et al., 2020: kedraka kaltsidis, 2020), this
difference may be explained by the fact that the majority of the students in this study
have never participated in online learning because. their homes have poor net access.
In addition, prior to the pandemic, the institution itself had not investigated online
learning platforms as the primary learning medium (Sahu et al., 2020).

Finding solutions to problems people encounter and developing coping
mechanisms are additional factors that affect subjective well-being. The ability of the
individual to solve problems could play an important role in regulating emotions,
improving subjective well-being is the subject of studies in this area. Erylmaz (2014)
conducted a model study with adolescents for the purpose of evaluating the mediating
effect of coping mechanisms on subjective well-being and personal traits. According to
the findings of the study, emotional instability, extrovertism, and problem and emotion-
focused coping all had an impact on adolescent’s subjective well-being (Erylmaz, 2014).
Maddux (2018) discovered that students subjective well-being is a
psychological condition that describes how students feel and think about what happens
to them in life. Students are said to have a high level of subjective well-being if they feel
satisfied with life and show positive emotional reactions or responses to each of their life
experiences and rarely feel unpleasant emotions such as sadness or anger (Diener,
1999). Tian, Zhao, and Huebner (2015) explained that subjective well-being in students
is when students evaluate positive or negative emotions that are experienced
specifically during the learning process, for example exciting, happy, relaxed, tired,
annoyed, bored, and sad. In this study, researchers Focused on student’s subjective
well-being on the effective aspects as researchers wanted to identify emotional
experiences felt by students. During this pandemic, ideally, students complain a little,
have the confidence to complete academic demands, and remain enthusiastic about
learning.
ACADEMIC RESILIENCE
Academic resilience among students has also received a considerable amount of
research. It is regarded as an improved chance of success (academically) in the face of
environmental challenges. A supportive social and living environment, especially in
schools, as well as creative approaches, can affect and help improve an individual's
resilience, according to recent developments in the study of resilience (Salvacion et al.,
2018). According to Wang and Gordon (2012), academic resilience is the ability to
accomplish one's greatest potential despite tough circumstances and environmental
challenges. Abiola and Udofia (2011) claim that less resilient medical students would
experience stress, anxiety, and sadness after passing a significant professional
examination. According to Waxman et al. (2003), resilience variables should be
considered in resilience research in order to identify procedures that might support
preventative measures. Martin and Marsh (2006) showed that self-efficacy might predict
academic resilience in this regard. They found that students who were resilient had high
self-efficacy and low anxiety.
Recent studies have highlighted the positive role that resilience has in assisting
students adapt when faced with challenging Circumstances (Theron & Theron, 2013;
Werner, 2012; Yates 3 Grey, 2012). According to khadem, Motevali Haghi, Ranjbari,
and Mohammadi (2017), resilience lowers anxiety and depression and helps people
cope with stressors more successfully.

According to existing theories, resilience is a multi-dimensional construct made
up of constitutional trails like temperament and personality as well as specialized
abilities, like active problem-solving that enable individuals to success- Fully deal with
challenges in life (Compbell-Sills et al, 2006). Academic resilience is influenced by both
external protective factors and internal protective factors, such as social supports and
opportunities offered by the family, school, community, and peers (e.g., personality
traits, skills, attitudes, beliefs, and coping strategies). The current study, which focuses
on internal protective factors, aims to better understand how coping mechanisms and
personality characteristics contribute to academic resilience.
Regardless of the significance of resilience in academic contexts has been
generally acknowledged (Doll et al, 2000), it is rare to apply a resilience-based strategy
in educational research (Martin & Marsh, 2006). As a result, there is a lack of previous
research evaluating the correlation between resilience and academic engagement
(Lafreniere, 2014) but with the development of positive psychology, several studies
have related resilience to other educational characteristics and variables, including the
existence of a motivating classroom environment (Alonso-Tapa et al., 2013), the use of
various motivational and emotion control strategies, and adolescence academic
success (Gaixola et al., 2013).
A significant positive relationship between the two variables may therefore be
theorized, with students who perceive and respond to school environment inflicted.
stressors in a more resilient way being more prone to behave in an adaptive manner to
18
the school and their academic work, even if it has not been completely shown yet that
resilience is definitely a consistent predictor of a greater extent of school involvement. In
comparison to their less resilient peers, they are also inclined to take part more in
school activities and spend more time on academic work (Rodriguez-femández, 2018).
CHAPTER III
METHODOLOGY
This chapter discusses and explains the research design used in the study, the
population and sampling design, and determines the respondents of the study. It will
also include an overview of the details of the instrument that will be used, the scoring
and the data gathering procedure, and the reliability test.
Research design
This study uses a correlational research design. Correlational research design is
a type of non-experimental research that predicts and explains the relationship between
different variables (Seeram, 2022).

20
The current study determines how the two variables namely classroom anxiety
and subjective well-being may affect the academic resilience of students in the
academic track. Researchers look for a specific relationship between these variables.
Hence, the correlational research design is the best approach used for this study. The
study uses quantitative data when gaining data from chosen participants from these
academic tracks.
Respondents of the study
Grade 12 Students from Gingoog City Comprehensive National High School
(GCCNHS) will be chosen to participate in this study. In total there are 4 Academic
strands available in the Senior High School level, namely: Accountancy, Business and
Management (ABM) Strand, Science, Technology, Engineering, and Mathematics
(STEM) Strand, Humanities and Social Science (HUMSS) Strand and General
Academic Strand (GAS). Participants were chosen in these academic strands to
participate in the survey.
Table 1 Distribution of Respondents
Strand Population Sample Size
(N) (n)
General Academic Strand (GAS) 62 15

Science Technology Engineering 114 17
Mathematics(STEM)
Accountancy, Business and Management 62 15
(ABM)
Humanities and Social Sciences (HUMMS) 241 18
Total 479 65
Sampling Design
This study used Stratified Random Sampling to determine the respondents of the
study. Stratified random sampling is a method that involves the division of a population
into smaller sub-groups (e.g., strand and section) (Hayes 2021). The study used the
formula, (sample size/population size) x stratum size and utilized Sloven’s Formula:
N
Where: n=
1+ N e 2
n- Number of sample size N- Population size
Research Instruments
The instruments used were modified questionnaires from related studies .Part
I:Classroom Anxiety Questionnaire (Raykov and Martinelli, 2019). Part II: Subjective
Well-being total scale score ( Renshaw, 2022) and Part III: Academic Resilience
Questionnaire (Nicholson, 2010).
Scoring Procedure
I. Classroom Anxiety Questionnaire (Raykov and Martinelli, 2019)
Table 2 (Scoring Procedures)
Range Point Description
Value
1.00-1.75 1 Strongly Disagree
1.76-2.50 2 Disagree
2.51-3.25 3 Agree
3.26-4.00 4 Strongly Agree

II. Subjective Well-being total scale score ( Renshaw, 2022)
Table 2.1 (Scoring Procedures)
Range Description
4 - 5 Almost never
6-9 sometimes
10 - 13 Often
14 -16 Almost always
III. Academic Resilience Questionnaire (Nicholson, 2010)
Table 2.3 (Scoring Procedures)
Range Description Interpretation
0 - 37 A developing level Although you may not always feel at the mercy of
or resilience. events, you would in fact benefit significantly from

23
developing aspects of your behaviour.
38 - 43 An established You may occasionally have tough days when you
level of resilience. can’t quite make things go your way, but you rarely
feel ready to give up.
44 - 48 A strong level of You are pretty good at rolling with the punches and
resilience. you have an impressive track record of turning
setbacks into opportunities.
49 - 60 An exceptional You are very resilient most of the time and rarely fail
level or resilience. to bounce back.
Reliability Test
The reliability values of the instruments in this study were determined after they
were all pilot-tested. All survey questionnaires were subjected to a reliability test using
SPSS 14 software. The table below shows the pilot-testing results of the three
instruments.
Reliability Statistics for Questionnaires
Instrumen Title of Test No. of Statistics Result Description

t No. Questionnaire Items Used
I Student Perception 12 Cronbach's 0.76 Acceptable

of Classroom Alpha
Anxiety
II Subjective Well- 16 Cronbach's 0.90 Good

Being Scale Alpha
III Academic 12 Cronbach's 0.70 Questionable

Resilience Alpha
Questionnaire
Gliem & Gliem (2003) provided the following rules of thumb: “_ > .9 – Excellent, _
> .8 – Good, _ > .7 – Acceptable, _ > .6 – Questionable, _ > .5 – Poor, and _ < .5 –
Unacceptable” in evaluating the consistency of the questionnaire. The analysis showed
the excellent and good status of the study’s questionnaire.
Data Gathering Procedure
Researchers will first prepare the different research instruments along with the
formal letters of approval that shall be given to the office of the school principal. The
researchers of the study will have to acquire necessary permission and letter of consent
from the office of the school principal. The necessary data for the student population in
each class is acquired by manually asking each section for the number of students they
have.
Upon the approval of the school for the continuation of the study, the researchers
will start handing out survey questionnaires to the students under the academic strand.
Each questionnaire is given a number on the upper right corner of the paper as the
identification of the student when it comes to compiling the data acquired. As the
researchers enter each section designated to them, giving the students chosen to
participate a brief overview and instructions shall be established.
Respondents will be told about the study's methodology and that all information
they submit will be treated with absolute confidentiality and used exclusively for
research. The respondents will have plenty of time to complete the survey forms, and
they are welcome to ask questions for clarification. When all the necessary data is
already acquired with the aid of the SPSS 14.0 Software, the data will be interpreted
and analyzed.
Statistical Treatment and Data Analysis
The researchers shall be using the T-test as the statistical tool and SPSS as the
medium for data analysis. Data will be collected from the surveys and transformed into
an excel file for further verification. Data from the excel file was then inputted into SPSS
for graphing and table making. A T-test will be used to analyze our data using two
samples which are the Pretest and Post-test Mean and the goal of a T-test is to
compare the means of two samples that are aligned with our data set. SPSS will be
used to analyze the data by using its function to find the means of the variables needed
from the tables required to summarize all the data gathered.

References Cited
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how-can-the-world-do-its-homework
APPENDIX A
THE INFLUENCE OF CLASSROOM ANXIETY AND SUBJECTIVE WELL-BEING ON THE

ACADEMIC RESILIENCE OF THE GRADE 12 STUDENTS ENROLLED IN THE ACADEMIC
TRACK
Questionnaire
This questionnaire is part of this study that aims to determine the influence of
classroom anxiety and subjective well-being on the academic resilience of grade 12 senior
high school students enrolled in the academic track.
Your participation is VOLUNTARY. If you decide to participate, you will fill out the
Student Perception on Classroom Anxiety Questionnaire, Subjective Well-Being Scale, and
Academic Resilience Questionnaire and return them to the researchers after filling up with
your honest answers.
Please be assured that your responses will be dealt with utmost confidentiality and
will be solely used as a part of the data needed to realize the objective of this study.
Thank you very much and God Bless.
- Researchers
PART I: Student Perception of Classroom Anxiety (Raykov and Martinelli, 2019)
Direction: The following items may be answered using the following responses:
4- Strongly agree, 3-Agree, 2-Disagree, 1- Strongly Disagree.
No. Item 4 3 2 1
A. Test/Exam Anxiety
1 I feel anxious whenever I need to sit for a test or exam.
2 I worry I will “go blank” when I start a test or exam.
3 In general, sitting for a test or exam makes me tense and

uneasy.
B. Writing Anxiety
1 I feel anxious whenever I need to submit written work.
2 I worry that my spelling and writing is not good enough.
3 Submitting written work makes me feel nervous.
C. Public speaking Anxiety
1 I feel anxious whenever I am asked to make a short

speech in class.
2 I worry that I will forget information during my speech.
3 Speaking in public makes me panic.
D. Group Work Anxiety
1 I feel anxious whenever I need to work on a group

project.
2 I worry that my classmates will not work well on group

projects.
3 Submitting a group assignment makes me feel tense and

nervous.
PART II: Subjective Well-Being Scale (Renshaw, 2022)
No. Item 4 3 2 1
1 I get excited about learning new things in class.
2 I feel like I belong at my school.
3 I feel like the things I do at school are important.
4 I am a successful student.
5 I am really interested in the things I am doing at

school.
6 I can rely by myself at school.
7 I think school matters and should be taken seriously.
8 I do good work at school.
9 I enjoy working on class projects and assignments.
10 I feel like people at my school care about me.
11 I feel it is important to do well in my classes.
12 I do well on my class assignments.
13 I feel happy when I am working and learning at

school.
14 I am treated with respect at my school.
15 I believe the things I learn in school will help me in my

life.
16 I get good grades in my classes.
PART III: Academic Resilience (Nicholson, 2010)
No. Item 4 3 2 1
1 In a difficult spot, I turn at once to what can be done

to put things right.
2 I influence where I can, rather than worrying about

what I cannot influence.
3 I do not take criticism personally.
4 I generally manage to keep things in perspective.

5 I am calm in a crisis.
6 I am good at finding solutions to problems.
7 I would not describe myself as an anxious person.
8 I do not tend to avoid conflict.
9 I try to control events rather than being a victim of

circumstances.
10 I trust my intuition.
11 I manage my stress levels well.
12 I feel confident and secure in my position.

Appendix B
Letter to the Principal

APPENDIX C
Letter to the Respondents
__________________________
Madam/Sir:
Greetings!
We are Grade 12 STEM students from Gingoog City Comprehensive National High School
under the Science Technology Engineering and Mathematics strand. We would like to ask for
your participation in answering our adapted and modified questionnaire and gathering
information for our study entitled, “THE INFLUENCE OF CLASSROOM ANXIETY AND
SUBJECTIVE WELL-BEING ON THE ACADEMIC RESILIENCE OF THE GRADE 12
STUDENTS ENROLLED IN THE ACADEMIC TRACK ”. Information about the following will be
gathered:
- Classroom Anxiety experiences

- Subjective Well-Being of the respondents
- Academic Resilience of the respondents
The above mentions factors will be analyzed and quantified to evaluate their classroom
anxiety and subjective well-being that influences to academic resilience. This is for the conduct
of our study for the Practical Research II subject in the Senior high School Curriculum for
graduation. Rest assured that all gathered data will be observed for academic purposes and
only the researchers will have access to the documents and your identity will be dealt with
confidentiality.
We are thanking you in advance for your consideration to participate in this study.
Respectfully yours,
Sophia B. Tuvera
Chloe S. Reyes
Adeline P. Kho
CONNIE M. OBEDENCIO Alrico L. Pendang Jr.
Practical Research II Adviser
Appendix D
January 07, 2023
MRS. JHONABELLE B. BIADO, RGC.

Guidance Councilor Senior High School Department
GCCNHS
Dear Ma’am,
Greetings of Peace and Prosperity!
The undersigned researchers from Grade 12 Cepheus of Senior High School

Department, under the subject of advisory of Mrs. Connie M. Obedencio are currently
conducting a study entitled “The Influence of Classroom Anxiety and Subjective Well-Being
on the Academic Resilience of the Grade 12 Students Enrolled in the Academic Track.”
With your expertise, we are humbly asking your permission to validate the attached
modified questionnaires.
We are looking forward that our request would merit your positive response. Thank you
and more power!
Respectfully yours,
Sophia B. Tuvera
Chloe S. Reyes
Noted by:
Adeline P. Kho
MRS. CONNIE M. OBEDENCIO
Research Teacher
Researchers Approved by:
MRS. JHONABELLE B. BIADO, RGC

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THE INFLUENCE OF CLASSROOM ANXIETY AND SUBJECTIVE WELL-BEING ON

THE ACADEMIC RESILIENCE OF THE GRADE 12 STUDENTS ENROLLED IN THE

THE INFLUENCE OF CLASSROOM ANXIETY AND SUBJECTIVE WELL-BEING ON

GRAMMARLY TEST RESULT CERTIFICATION

Grammatical Test Result Certification

This is to certify that Sophia B. Tuvera, Rajs Vaness B. Monares, Chloe S.

Name: Sophia B. Tuvera, Rajs Vaness B. Monares,

Total Average 86%

PLAGIARISM TEST RESULT CERTIFICATION

This is to certify that Sophia B. Tuvera, Rajs Vaness B. Monares, Chloe S.

Name: Sophia B. Tuvera, Rajs

“THE INFLUENCE OF CLASSROOM ANXIETY AND SUBJECTIVE WELL-BEING

Grammarly Test Result Certification iii

Plagiarism Test Result Certification iv

I THE PROBLEM AND ITS SCOPE

Theoretical Framework 5-8

Statement of the Problem 8-9

Significance of the Study 9-10

Scope and Delimitation 10

Definition of Terms 10-11

II REVIEW OF RELATED STUDIES AND LITERATURE 12-18

Respondents of the Study 19-20

Sampling Design 21-22

Scoring Procedure 22-24

Data Gathering Procedure 24-25

Statistical Treatment and Data Analysis 25

B. Letter to the School Principal 30

C. Letter to the Respondents 31

D. Letter to the Guidance Counselor 32

THE PROBLEM AND ITS SCOPE

and educational implications. Considering education and the socio-emotional impacts of

confinement, the United Nations Educational, Scientific, and Cultural Organization

(UNESCO, 2020). The transition of students' education from online learning to

and methods of academic activity dissemination. It is somewhat demanding for students

new curriculums that can make them feel nervous.

In other countries like Indonesia, their government is currently vigorously

supporting learning mobility which promotes participants such as curriculum developers

certain higher education institutions based on their preferences. It requires pupils to

adapt to the present academic demands of higher education. Unfortunately, due to a

academic standards. Individuals with inadequate academic resilience experience

delinquent behavior performance as a result of the learning burden demands

2016). The influence of academic resilience on subjective well-being in 220 students in

to the COVID-19 pandemic (Barzilay et al., 2020).

beginning on November 2, 2022(Casimiro, R. L. 2022). DepED checked and recorded

upcoming face-to-face classes. Students mental health was impacted by this

as reading comprehension, taking quizzes/exams, and retrieving newly stored

information (Junitha & Nalina, 2019).

Subjective well-being (SWB), usually referred to as self-reported well-being, is how

on academic resilience. It is understand that anxiety does have a specific outcome on a

and negative results toward academic resilience (Burns et al., 2010).

Theory of Positive Emotions developed by Barbara Fredrickson (1998) which explains

experience of positive emotion 2) broadening of thoughts and behaviors 3) building

our surroundings so that we may act to avoid or lessen it.

alternative activities we might do to approach positive feelings. People will develop

Therefore, according to Fredrickson, broadening and developing are adaptive

resilience of the grade 12 students enrolled in the academic track.

is the supposed influencing variables to the academic resilience of the respondents.

Classroom Anxiety is supported by the ‘Broaden and Build Theory of Positive

Emotions’ since this variable involves certain emotions, however, it is a negative

"classroom anxiety" describes the fear, stress, or dread connected to learning

environments or tasks. Exams, assignments, subjects, societal pressure connected to

Subjective Well-Being can be founded by the ‘Broaden and Build Theory of