STELLA MARIS COLLEGE

Independence St., Poblacion I, Oroquieta City, 7207 Misamis Occidental

Telephone Nos: (088) 531-1675/545-2907
Senior High School

THE IMPACT OF ANXIETY DISORDERS ON THE ACADEMIC PERFORMANCE OF SENIOR

HIGH SCHOOL STELLANS

A Study

Presented to:

Ms. Chellerie Mae I. Pedida

Research Adviser

In Partial Fulfillment

of the Requirement for the Subject

Practical Research 2

by:

Jazzie T. Tuanggang
Hearly Jane J. Lumantam
Sheryn P. Uba
Yza Kryzt Jay Saludsod
John Zyrille C. Navarro
Ricky Jr. C. Lusdoc
Prince Brent Louise B. Briones
Jeff Erll P. Maglasang

April 2022
 ACKNOWLEDGEMENT

First and foremost, we would like to express how thankful we are to be given the

opportunity to make this task. Each of us may have differences but we were still able to

turn this work into a success. We hope that each one of us will learn from this research

and apply it in our daily lives.

We would like to extend our gratitude to the students at Stella Maris College Senior

High School Department for allowing us to conduct interviews for our research that gave

us a deeper understanding on the topic that we have chosen. Their contribution is highly

appreciated.

We would also like to thank Ms. Chellerie Mae I. Pedida, our teacher, for guiding us

throughout the journey. She provided us with the sufficient knowledge that we needed

to complete the whole study and taught us the value of learning new things.

Lastly, the Almighty God, for giving us the gift of wisdom in making this research

paper and being our pillar of strength. Without Him, all of these would not become

possible.
 DEDICATION

This research is dedicated to God, our parents, and to our teacher Ms. Chellerie

Mae Pedida who gave us an inspiration to do this work for the betterment of ourselves

and the community.

To our parents, for their constant support in every aspect, may it be emotional or

financial. Without their hard work and love, we would not be able to get the education

that we need to face the world. We may not be the best children to them, but they never

fail to accompany us in reaching our dreams.

To Ms. Chellerie Mae I. Pedida, for always being there to teach and help us

understand the things that we need to know. If not for her guidance and patience, we

would not be able to acquire the knowledge that is essential for this study.

Lastly, we are grateful to God for allowing this great experience to happen in our

lives. He is always there to direct and enlighten us especially in the process of making

this research.
 OBJECTIVES

This research is to determine the impacts of anxiety disorders in the academic

performance of senior high school students in Stella Maris College:

Specifically, this study aims to:

 Know how the different types of anxiety disorders influence the learners at school

and their behaviour towards their teachers and classmates;

 Know how anxiety and depression affect thinking and self-confidence in students;

 Determine the ways on how to promote effective solutions in dealing with anxiety

to avoid short and long-term damages; and

 Organize and provide information about education and mental health.

 ABSTRACT

Anxiety is fairly common in high school students because they go through a period

of various psychological and physiological changes. Adolescents have a natural urge to

try fitting in and excel in certain areas whenever they can. It is when they become more

sensitive and conscious about themselves and always worry about being judged by

other people. The pressure of being liked and getting good grades often lead to loss of

confidence and enthusiasm in joining school activities. It is a battle that they continue to

fight, and if left unmanaged, it can be detrimental to their health and studies. The

primary goal of this study is to find out the impact of anxiety disorders on the academic

performance of senior high school Stellans. Based on the results and data gathered,

students are greatly affected by anxiety. Common effects are sweating, rapid heartbeat,

and emotional breakdowns. Anxiety interferes with their tasks and exams which causes

them to have low scores. A few students also said that they were diagnosed with

anxiety disorders.
 TABLE OF CONTENTS

Acknowledgement……………………………………………………………………………....ii
Dedication……………………………………………………………………………………….iii
Objectives………………………………………………………………………………………..iv
Abstract…………………………………………………………………………………………..v
Table of Contents………………………………………………………………………………vi
List of Tables and Figures…………………………………………………………………….vii
1. CHAPTER I- The Problem and Its Core…………………………………………………1
1.1 Background of the Study…………………………………………………………………..1
1.2 Statement of the Problem………………………………………………………………….3
1.3 Theoretical Framework…………………………………………………………………….4
1.4 Conceptual Framework…………………………………………………………………….4
1.5 Assumptions……………………………………………………………….........................5
1.6 Hypotheses of the Study…………………………………………………………………...5
1.7 Scope and Delimitation…………………………………………………………………….5
1.8 Significance of the Study…………………………………………………………………..6
1.9 Definition of Terms………………………………………………………………………….6
2. CHAPTER II- Review of Related Literature…………………………………………….8
2.1 Social Perspective of Anxiety……………………………………………………………..8
2.2 Anxiety in Students…………………………………………………………………………9
2.3 Test Anxiety………………………………………………………………………………..11
2.4 Cognitive Theory and Anxiety……………………………………………………………12
3. CHAPTER III- Research Methodology…………………………………………………13
3.1 Research Design………………………………………………………………………….13
3.2 Research Environment…………………………………………………………………...13
3.3 Respondents and Survey Procedure…………………………………………………...14
3.4 Research Instrument……………………………………………………………………...14
3.5 Data Collection Procedure……………………………………………………………….14
4. CHAPTER IV- Results and Discussion………………………………………………..15
5. CHAPTER V- Summary of Findings, Conclusions,
and Recommendations………………………………………………….20
5.1 Summary of Findings……………………………………………………………………..20
5.2 Conclusion…………………………………………………………………………………22
5.3 Recommendations………………………………………………………………………...23
Bibliography…………………………………………………………………………………….24
Approval Sheet…………………………………………………………………………………25
Appendices……………………………………………………………………………………..26
LIST OF TABLES AND FIGURES

Tables

1. Survey Results……………………………………..............................................20

Figures

1. Research Paradigm…………………………………………………………………4

2. Location of Stella Maris College, Oroquieta City………………………………13

 CHAPTER I
THE PROBLEM AND ITS CORE

A. BACKGROUND OF THE STUDY

Anxiety is typically described as being restless, worried, and nervous which is the

body’s physical response to a possible threat. It is the most common term being used,

yet it comes in different types. The major ones are the Generalized Anxiety Disorder

(GAD), Obsessive-Compulsive Disorder (OCD), Panic Disorder, Post-Traumatic Stress

Disorder (PTSD), and Social Phobia (or Social Anxiety Disorder). Being anxious may be

considered as a normal emotion that humans feel, but for people with anxiety disorders,

their worry and fear tend to be more frequent and intense which can lead to panic

attacks.

Anxiety disorders affect not only adults, but also students. Because of the stress

and pressure that they feel in performing their tasks well and getting good grades, they

gradually develop anxiety disorders---although there are also other personal factors that

may cause it. It can be triggered by peer pressure, or an experience such as childhood

abuse and neglect or death of a loved one. Students also become anxious when they

think that they cannot achieve their academic purposes or that all their efforts are not

enough. Doctors still argue whether depression can be inherited or not, but there is

enough evidence that it could be a combination of nature and life experiences.

Whatever the reasons may be, when these anxiety disorders are left untreated, it can

worsen and become very dangerous.

When students have depression and anxiety that becomes overlooked, their mental

health will soon deteriorate, which may affect their actions in school. A sudden change
in mood or behaviour is a usual sign of anxiety or depression. For example, a student

who used to love Math and get excited about solving problems suddenly lost

enthusiasm on his favourite subject one day. Sometimes when students are suffering

internally, they tend to pull away from the things that they once liked to do. They

become uninterested in studying, going out with friends, or doing their hobbies. Anxiety

disorders can cause them to quickly change from having a happy and vibrant

personality to being irritable and lonely. Learners who are also too self-conscious are

vulnerable to social phobia. They try to avoid being with people as much as they can

and prefer to be reclusive and alone due to fear of being judged by others.

While anxiety is not necessarily a bad thing since it keeps a person vigilant and

alert, it can become a problem when it is affecting how somebody lives his life. Various

studies have been conducted into anxiety disorders among adolescents. These studies

have consistently found that a student’s performance in school can be greatly affected

by their overall health, particularly on the mental aspect. The implications of these

existing studies will be explored further. This paper aims to find out the effects of

various anxiety disorders on how senior high school students learn and perform.

Conducting effective research plays a pivotal role in understanding students’ mental

health problems and looking for ways to deal with it.

Students inevitably experience disturbance in learning caused by issues on their

mental health, specifically anxiety and depression. Even before the online mode of

learning was adapted due to the COVID-19 pandemic, they experience symptom of

anxiety while in school such as persistent feelings of jumpiness and angst, headaches,

rapid breathing, and sweating. They start to feel nervous during activities especially
when these involve a lot of people watching like delivering a speech on stage or having

debates. While some tend to ignore these signs and dismiss it as nothing out of the

ordinary, it may be a more serious issue that needs immediate attention. Students

usually think that they are just plainly tensed without knowing that have already

developed anxiety disorders. Over the past years, high school students in Stella Maris

College have complained about physical symptoms of anxiety when facing crowds,

which causes poor academic performance.

Because of this, the researchers became motivated to pursue the elaboration,

understanding, and determination of significant data to resolve this issue. In addition to

that, this study would like to spread awareness about mental health and its overall

impact in the Stellan community.

B. STATEMENT OF THE PROBLEM

The purpose of this study is to determine the effects of anxiety disorders in the

educational performance of the senior high school students in Stella Maris College. The

information gathered may be used to bring effective solutions to certain mental health

issues and how to prevent these from getting worse. Specifically, this research attempts

to answer the following questions:

RESEARCH QUESTIONS:

1. What causes anxiety in students?

2. How do anxiety disorders affect the academic performance of senior high school

Stellans?

3. What is the role of teachers and parents in helping students who are suffering

from anxiety?
4. What are the ways to deal with anxiety in students?

C. THEORETICAL FRAMEWORK

This study is anchored on the Cognitive Theory. This psychological theory explains

anxiety as the exaggeration of potential dangers within the environment and the people

and identifies motivating factors to handle and overcome it. It also includes the

importance of building self-esteem and promoting positivity in achieving a healthy life.

Anxiety disorders can become a hindrance to the achievement of good school

performance in students and development of stable relationships. The Cognitive Theory

is focused on the connection of an individual’s thoughts to his or her emotions and

behaviours and supports the skills that are needed to lessen anxiety in learning.

D. CONCEPTUAL FRAMEWORK

The researchers used Independent Variable-Dependent Variable paradigm format,

wherein the different types of anxiety disorders are considered as the independent

variable because it will affect the corresponding dependent variable which is the impact

of anxiety in the academic performance of senior high school students.

Research Paradigm

Independent Variable Dependent Variable

Different Types of Anxiety Academic performance of

Disorders senior high school students

E. ASSUMPTIONS

Figure 1: Research Paradigm

 The research study is conducted based on the assumptions that the respondents will

provide honest and accurate answers to the questions based on their experiences and

that the researchers must be seriously committed in finding effective solutions to the

problem. Moreover, the researchers assumed that the students will be able to explain

how anxiety affects them in school.

F. HYPOTHESES OF THE STUDY

Null Hypothesis

There are no impacts of anxiety disorders on the academic performance of the

senior high school students at Stella Maris College, Oroquieta City.

Alternative Hypothesis

There are negative impacts of anxiety disorders on the academic performance of

the senior high school students at Stella Maris College, Oroquieta City.

G. SCOPE AND DELIMITATION

The study is mainly focused on the impacts of anxiety disorders on the academic

performance of senior high school Stellans (Grades 11 and 12). The researchers aim to

know how anxiety affect the learning process of students and include functional

solutions to this problem. The study will be conducted through collecting data and

selecting students from the mentioned grade levels to participate in the interview.

H. LIMITATIONS OF THE STUDY

Even though the goal of the research paper was reached, inevitable limitations were

encountered. First, the time to complete the study was limited therefore the researchers
had to finish it within the given period while making sure that the study will still become

effective and reliable. Second, there was a lack of communication within the members

of the group due to implementation of the distance learning which means that they were

not able to plan and work for the research in person. Lastly, there was difficulty in

distributing the survey forms to the respondents since the survey had to be done online

instead of meeting with them face-to-face.

I. SIGNIFICANCE OF THE STUDY

The main objective of this study is to present the impacts of anxiety on students’

performance and what triggers their uneasiness in school based on the information

gathered in the online interview conducted on Stella Maris College, Oroquieta City,

Senior High School Department. The details from this study will be beneficial to the

admin of Stella Maris College, Oroquieta City, Senior High School Department and the

parents to guide and encourage the students to be more confident and optimistic. This

study will also influence the students to take care of their mental health and become

more open in sharing their problems and worries to the individuals whom they trust to

prevent anxiety disorders.

J. DEFINITION OF TERMS

To make the study easier to understand, the following terms are defined

operationally and/or lexically:

Anxiety- a feeling of worry, nervousness, or unease, typically about an imminent event

or something with an uncertain outcome.

Disorder- an illness or condition that disrupts normal physical or mental functions.

Impact- the action of one object coming forcibly into contact with another.

Academic- relating to education and scholarship.

Performance- the action or process of carrying out or accomplishing an action, task, or

function.
 CHAPTER II
REVIEW OF RELATED LITERATURE

Social Perspective of Anxiety

According to Wang (2017), anxiety disorders are the most common mental health

illnesses. Despite this, only a few people seek treatment for anxiety because of the

stigma that comes with it. Many individuals in the society continue to view anxiety in a

negative way. Older people were taught to be impassive in their youth since it is

believed that displaying emotions is a sign of weakness (Breeding, 2020). In other

cultures, anxiety and depression might not even be expressed in words (Martinez,

2019). Stigma can cause people to reject others that is why somebody with

psychological issues refuse or become hesitant to reveal their problems (Meek, 2021).

A 2013 review of studies on the public stigma of mental illness presented that

stigma remains common, even as the public has become more knowledgeable about

mental health conditions (Caddell, 2022). Despite the development in learning more

about depression and other mental illnesses, these are still being stigmatized. Mental

health stigma can come from stereotypes. Stereotypes are widely held beliefs or views

on a particular thing. It lets a person form quick judgments based only on what can be

easily seen or heard. For instance, people who are suffering from anxiety and

depression are often considered as weak, coward, or lethargic. Others are also being

deemed as “crazy” or “insane” just because they chose to approach a professional

psychologist or therapist. These perceptions are all wrong and invalid, and may prevent

people from reaching out and asking help in solving their internal issues. A lack of
information and education on mental health awareness can cause stigma to increase

(Zoppi, 2020).

Stigma and discrimination may cause symptoms of anxiety to get worse and the

chance of getting treatment to be smaller. Based on a research, it was discovered that

stigma has a negative impact on a person’s recovery. Some examples of effects are

lower self-esteem, reduced hope, increased psychiatric symptoms, difficulties with

social relationships, and reduced likelihood of staying with treatment (Borenstein, 2020).

Persons with anxiety disorders may face criticism from peers or family members for not

being sociable enough or doctors who ignore certain symptoms. They also experience

being told that fear is “all in their head” which makes it more uncomfortable for them to

look for treatment.

Anxiety in Students

Students react to activities inside the classroom and achievement outcomes with

different kinds of feelings or emotions that can affect their academic success. One of

the common emotion they experience is anxiety, which causes destructive effects on

their performance and perseverance (England, et al., 2019). Students suffering from

anxiety disorders encounter many academic barriers in addition to feeling socially

stunted. Even presenting something in class or simply being with classmates become

difficult, which could impact their academic performance (Wdowiak, 2021). They tend to

be inactive in their studies which leads to getting low scores in exams or assignments,

and lack of interest in learning (Vitasari, et al., 2010).

 In middle school, anxiety usually gets worse since it is where learners become

adolescents which makes them more vulnerable. Students become more self-conscious

and may have bad anticipation or expectation on certain activities and events. Socially

anxious adolescents tend to report more anxiety symptoms in formal situations (Rapee

& Barlow, 2002). They worry too much about what others think about them or how they

appear in front of people. It results to overthinking and being restless. The constant fear

of being scrutinized by others is accompanied by both physical and psychological

symptoms. Some examples of physical symptoms are trembling, difficulty in speaking,

etc. They also experience behavioural symptoms such as fear of interactions. Although

they may always be perceived as shy or introverted, students with anxiety actually want

to be with others and participate in activities. However, fear prevents them from being

more sociable, which gives them the image of being reserved or even awkward (Anxiety

Canada).

Teaching students with social anxiety disorder (SAD) can be hard and challenging.

Going to school and facing people can really be terrible for those students with SAD.

They have excessive and persistent fear of social situations such as acquaintance

parties, activities, stage performances, and more. Because of this, they often have

trouble bonding with others and forming stable relationships. No matter how hard they

try in making themselves comfortable around people, they still fail to do so. Students

with social anxiety may need social skills training or instruction in relaxation techniques

to make them more calm and confident with how they act towards their teachers and

classmates (Cuncic, 2021).

Test Anxiety

Exams and revision are known to be sources of concern for some students and this

has likely been the case since their inception. Despite there being no measure

systematically evaluating the degree of test anxiety over time, there is evidence that

suggests that its prevalence has been relatively stable. are experiencing more stress

and anxiety in relation to assessments. A recent and positive shift in attitudes towards

discussing mental health may, in part, explain this (Howard, 2020).

Assessment-related anxiety is known in the literature as test anxiety. Test anxiety

has been defined differently over the years, from which (Putwain 2008) has identified

two emerging themes: that test anxiety occurs only in the specific situation of

performance assessment, and that test anxiety has a social dimension about how

performance is evaluated by others. Test anxiety is experienced when the individual

appraises evaluated performances, such as school examinations, as threatening, and

can manifest before, during and after an assessment as physiological or cognitive

symptoms (Chamberlain, Daly & Spalding, 2011; Spielberger & Vagg, 1995). Martin and

Elliot (2016) suggest that teachers can help students set achievable but stretching

‘personal best goals’ over the year to help motivation, which may be a better strategy

than using fear appeals as a motivational tactic. Also, by encouraging an intrinsic desire

to learn (Ryan & Deci, 2000), students can shift their focus from learning for the test, to

learning for personal desire, which tends to be associated with reduced test anxiety.

Moreover, there is a wealth of literature indicating that a good support network has

positive implications for test anxiety (Howard, 2020).

Cognitive Theory and Anxiety

Cognitive theory emphasizes the key role of the mind's cognitions in determining

behaviour. These cognitions include a person's thoughts, feelings, beliefs, and

perceptions. For example, a student thinking that he cannot do it before an exam will

end up being consumer by his negative thought. When he eventually takes the test, this

degree of anxiety will affect his ability to concentrate and earn a good grade. In addition,

these negative thoughts will affect the amount of effort he puts forth when studying for

the test. (Jacofsky, et.al.).

According to the cognitive perspective, the most effective way to deal with the

anxiety is to transform the anxiety into fear. Then one will know exactly what is

bothering them. Then a plan should be devised to deal with what is feared. Another

notion of coping responses is whether a person is self-certain or not (Baumgardner,

1990, as cited by Franken, 1994).

A large amount of research has accumulated on the efficacy and effectiveness of

cognitive-behavioral therapy (CBT) for anxiety disorders including posttraumatic stress

disorder, obsessive-compulsive disorder, panic disorder, generalized anxiety disorder,

social anxiety disorder, and specific phobia. Cognitive behavioral therapy (CBT) has

been shown to be effective for a wide variety of mental health disorders, including

anxiety disorders. CBT has also been associated with improvements in quality of life in

anxiety patients. CBT is typically conceptualized as a short-term, skills-focused

treatment aimed at altering maladaptive emotional responses by changing the patient's

thoughts, behaviors, or both (Kaczkurkin).

 CHAPTER III
RESEARCH METHODOLOGY

This chapter presents and explains the research design and instrument,

respondents, and data collection procedure.

A. Research Design

The mixed method design (quantitative-qualitative) was used in this study. Mixed

methods research combines elements of quantitative research and qualitative

research in order to answer the research questions. Mixed methods can help the

researchers gain a more complete picture than a standalone quantitative or qualitative

study, as it integrates benefits of both methods. Mixed methods research is often used

in the behavioral, health, and social sciences, especially in multidisciplinary settings and

complex situational or societal research.

B. Research Environment

The researchers conducted their study on the High School Department of Stella

Maris College, Oroquieta City.

Figure 2: Location of Stella Maris College, Oroquieta City

Oroquieta City Oroquieta City.

C. Respondents and Survey Procedure

The respondents involved in this study were the students coming from Stella

Maris College, High School Department. The researchers distributed the survey

questionnaire to 24 potential students from every grade level (11 &12). The researchers

were able to have 5 interviews.

D. Research Instrument

In gathering the data for the study, the research instrument used was an online

survey and interview. The survey included close-ended questions, which refer to

question types that ask respondents to choose from a distinct set of pre-defined

responses, such as “yes/no”. On the other hand, the interview contained five open-

ended questions.

E. Data Collection Procedure

Preliminary Procedures. Prior to the process of gathering the data required for

the study, a letter asking permission to carry out the survey and interview online was

given to the Basic Education Principal.

Gathering of data. This research study made use of non-probability sampling,

specifically purposive sampling. It also made use of a modified survey questionnaire to

draw the demographic profile of the respondents. Before the researchers started with

the survey and interview, the purpose of the study was first explained to the

respondents.The researchers clarified that such activity was for the requirements in

Practical Research 2. Once the data was gathered and transcribed, it was then

analyzed, interpreted and verified. The process of collecting the answers and

researchersthe
transcribing to gain more understanding
interviews can help the of the subject from repeatedly reading the

survey responses and transcribed interviews.

 CHAPTER IV
RESULTS AND DISCUSSION

This chapter presents and discusses the results of the data gathered by the

researchers.

The first research question asks what causes anxiety in students. The students said

that main reasons for being anxious in school are the pressure to have good grades and

family problems. These lead to excessive worry about daily events or activities and

feeling that they are not enough. In addition to that, they develop anxiety because of

bullying which affects their confidence in themselves.

The second question asks how do anxiety disorders affect the academic

performance of senior high school Stellans. It was apparent from the analysis of the

data that anxiety has negative impacts on the academic performance of senior high

school students. Participant two said that it is very hard to concentrate on her lessons

because of her anxiety. She does not stop overthinking in class. The fear gets worse

during presentations and exams:

Living with anxiety is horrible. You never become at ease. During exams, I tend to have

panic attacks which make me forget the things I have studied. As a result, my grades

get affected and it is very disheartening as a student.

(Participant 2)

5 respondents said that they have been diagnosed with any of the anxiety disorders

(e.g. Generalized Anxiety Disorder, Obsessive-Compulsive Disorder, Panic Disorder,

Post-Traumatic Stress Disorder, Social Phobia). Based on the survey and interview
conducted, majority of the respondents say that anxiety and fear interfere with their

ability to do the things that they need to do at school. They often have periods of great

restlessness or worrying thoughts going through their mind. 19 of them experienced

physical symptoms of anxiety such as sweating and rapid heartbeat. According to one

respondent, even if she did everything to make herself calm in school especially in front

of many people, nothing seemed to work:

Before a certain activity, I always get nervous. I start sweating, my hands and feet get
cold, and my heart pounds or races. There are even times when I feel like I want to
faint. I try to keep my anxiety away and be calm, but I lose confidence once I'm with
people. Being anxious definitely affects my academic performance because it hinders
me from acting the way I want to.
(Participant 1)

She added that she has missed a lot of opportunities in school because of thinking that

she would just be a failure:

A teacher once asked me to be a part of a debate, but I refused even if I wanted to

because I was afraid that I'd stutter when I'm on stage. I love public speaking, but it
seems that my body and mind would not cooperate. Of course, I regretted that decision.
If I could turn back the time, I would teach myself to be more brave and join it.
(Participant 1)

15 respondents have emotional breakdowns when things don’t go well in school. The

pressure to succeed in academics leads them to question their abilities when they do

not do well enough. When their classmates get higher grades, they feel down and start

comparing themselves to them. Instead of making an effort to improve their

performance, some students give up and lose interest in their studies. Other factors

involved include financial stress, uncertainty about which career path to choose, and

peer problems. They tend to keep their problems to themselves instead of seeking help,

which does not help in stabilizing their mood.

 According to the cognitive theory, a person's dysfunctional thoughts lead to extreme

emotions. These extreme emotions in turn, lead to maladaptive behaviours. This

explains why the students act the way they do in the middle of pressure. The things in

their head and negative emotions make them nervous in the school setting. Most of the

respondents feel conscious and intimidated in front of many people. During the face-to-

face classes, 7 of them avoided their teachers, classmates, or school activities because

of anxiety and fear. A participant shared why he does not feel comfortable in facing

others:

There is always this feeling of uneasiness whenever I’m around people, particularly my

teachers and classmates. I always think that they judge me because of how I look or

act.

(Participant 3)

He also explained that he tries to avoid participating in activities as much as he can

because he thinks that he is not as good or talented as his peers. Even if something

sparks his interest like being a part of a club, fear gets in the way.

Half of the respondents are being viewed as awkward, shy, or withdrawn by their

teachers and classmates. The common reason for this is because they pull themselves

away from their social lives, which makes them isolated or distant from others. One

participant said that ever since she started high school, she only has two or three

friends and she prefers it to be like that instead of big groups.

13 students who answered the survey questionnaire felt discouraged to attend

classes because of anxiety. Participant four experienced being bullied because of being

shy and timid in school. Others would call him names and refuse to let him be a part of
their group. It always put his self-esteem at its lowest. He does not understand why

people would make fun someone who is withdrawn. Because of this, he sometimes did

not feel excited about going to school.

Another participant talked about his life as an introvert surrounded by outgoing and

confident classmates:

I have always been considered as the odd one out among classmates who are mostly

extroverts. They have vibrant and fun personalities and I’m just there sitting in a corner,

waiting for somebody to approach me.

(Participant 5)

Interestingly, participant five also said that while it is sad think that he might never be as

easy-going and lively as his peers, he still finds contentment in being alone most of the

time since it allows him to have some peace. He doesn’t want to completely change

who he is, although he is open to acquaintances in the future.

The third research question asks what is the role of teachers and parents in helping

students who are suffering from anxiety. The respondents said that when something is

“off” with a student, the best thing teachers can do is offering help or a listening ear

which can ease anxieties. They must talk to students and lead with empathy. This way,

the students will feel that they are there for them. Aside from the teachers, parents also

have a very important role in dealing with anxiety. They can be the teachers' best allies

in the fight against student anxiety. Parents should make more time for their children

and give them the support that they need. This way, they would know that they are

loved and valued.

 The fourth question asks what are the ways in dealing with anxiety in

students. When asked how the respondents can manage their anxiety in school, they all

said that talking to someone such as a professional is definitely helpful. Participant one

emphasized that being more open allows students to release the burden inside them. It

can prevent them from being drowned by their emotions:

Talking with people you trust and letting them know how you feel will help you realize

that you are not alone. Whenever I get disappointed with my scores, I find somebody to

talk to like athree

Participant familymentioned
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(Participant 1)
making entries. he can freely express his rants, reflections, and pour out feelings.

When I become anxious after a tough day in school, I go to my room and write the

(Participant
things that happened to me in the journal. My pen and notebook are my best friends. I1)

run to them when I feel that no one cares about me. After writing, I become relaxed.

(Participant 3)

Another participant suggests that students can control their anxiety by taking care of

their bodies. According to him, being physically active and eating well improve mood

and eliminate negative thoughts:

I always try my best to exercise and eat healthy foods. Staying in bed all day and

consuming chips and soda reduce my energy. When I feel nervous about a school

activity, I engage in exercise and other hobbies to divert me from the very thing that I

am anxious about.

(Participant 5)

:
He also said that yoga helps him a lot since it lets him meditate and control his breath.

Doing yoga poses clears his mind and maintains focus which let go of worry and fear.
 CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and recommendations

of the researchers in the study “The Impact of Anxiety Disorders on the Academic

Performance of Senior High School Stellans”.

Summary of Findings

The following are the findings of the study:

1. Students’ Profile

Among the 24 respondents, 9 were males and 15 were females. There were more

female respondents compared to male respondents. The respondents belong to Grades

11 and 12. There were 6 students from section Faithfulness, 6 from Gratitude, 7 from

Perseverance, and 5 from Courage. The age ranges from 16-19 years of old. 4

respondents are 16 years of age, 17 of them are 17 years old, 6 are 18 years old, and 3

are 19 years old.

2.

QUESTIONS YES PERCENTAGE NO PERCENTAGE

Do you often become nervous during

exams or school performances? 22 91.7% 2 8.3%

Do you feel conscious and

intimidated in front of many people? 20 83.3% 4 16.7%
During the face-to-face classes in the
70.8%
previous years, did you avoid your 7 7 29.2%
teachers, classmates, or school
activities because of anxiety or fear?

Do you have periods of great

restlessness, frightened feeling as if 20 83.3% 4 16.7%
something awful is about to happen,
or worrying thoughts going through
your mind?

Does anxiety or fear interfere with

your ability to do the things you need 19 79.2% 5 20.8%
to do at school?

Have you always been viewed as

awkward, shy, or withdrawn by your 12 50% 12 50%
teachers and classmates?

Have you experienced physical

symptoms of anxiety in school (e.g. 19 79.2% 5 20.8%
sweating, rapid heartbeat)?

Have you been diagnosed with any

of the anxiety disorders (e.g. 5 20.8% 19 79.2%
Generalized Anxiety Disorder (GAD),
Obsessive-Compulsive Disorder
(OCD), Panic Disorder, Post-
Traumatic Stress Disorder (PTSD),
Social Phobia (Social Anxiety
Disorder)?

Do you have emotional breakdowns

when things don't go well in school? 15 62.5% 9 37.5%

Have you ever felt discouraged to

attend classes because of anxiety? 11 45.8% 13 54.2%

Table 1: Survey Results

Conclusion

This research was designed to determine the impacts of anxiety disorders on the

academic performance of senior high school Stellans. Based on the findings of the

study, students often develop anxiety in school which affects their learning a lot. It was

reported that they experience rapid heartbeat, sweating, etc. Aside from the physical

symptoms, some of them also have emotional breakdowns when things do not go well

in school. They become nervous and tensed especially during performances and

examinations which affect their grades. If the problem of anxiety in students will be

ignored , then it would continue to disturb or interfere with their learning process.

No anxiety disorder is easy to live with, which means that any situation the students

are part of can take a turn for the worse. It is a common obstacle that teenagers face

inside the classroom. While it may seem difficult to solve, there are actually ways to

deal with it effectively. Students must be encouraged to take care of their bodies such

as exercising which can help in improving their mood. Eating healthy food will also keep

them energized to do their tasks. Aside from that, the teachers and parents play a vital

role in reducing anxiety among the learners. They must be always be willing to listen to

the problems of the students and give advice. Sometimes they develop anxiety and

insecurities because of lack of support. There is no reason why teachers and parents

have to continue feeling unprepared when it comes to handling teenagers' anxiety

issues. Regular meetings between parents, teachers, counselors, and other school staff

are important for planning classroom strategies for students with anxiety disorders. If

everyone will work together to build a healthier and loving environment for the students,

they will become that beacon of hope which will lead them to their dreams in the future.
Recommendations

With all of the foregoing analysis, interpretation, and conclusions of this study, the

following are strongly recommended for possible course or action:

1. Future researchers can conduct another research as a follow-up to investigate

further the impacts of anxiety disorders on the academic performance of

students.

2. Future researchers can use this study for references.

3. To deal with anxiety, students are recommended to use visualization techniques,

meditation, and yoga. They must also eat healthy, exercise, and avoid alcohol

and recreational drugs. Teachers and parents should guide the learners and

create a safer and warm environment for them to be in.

 BIBLIOGRAPHY

Bhargava, Hansa. Anxiety Disorders: Types, Causes, Symptoms, Diagnosis, Treatment.

WebMD, 2020.

Flannery, Mary Ellen. The Epidemic of Anxiety Among Today's Students. NEA Today,
2018.

McKibben, Sarah. Helping Ease Student Anxiety. ASCD, 2017.

Morin, Amanda. Classroom Accommodations for Anxiety.

Sullivan, Sara. Treating Student Anxiety: 7 Expert Support Tips for Parents, Beyond
BookSmart, 2021.
 APPROVAL SHEET

In partial fulfillment of the requirement for the subject Practical Research 2, this
research entitled, “The Impact of Anxiety Disorders on the Academic Performance
of Senior High School Stellans” was prepared and submitted by Jazzie T.
Tuanggang, Hearly Jane J. Lumantam, Sheryn P. Uba, Yza Kryzt Jay Saludsod, John
Zyrille C. Navarro, Ricky Jr. C. Lusdoc, Prince Brent Louise B. Briones, and Jeff Erll P.
Maglasang, is hereby recommended for approval.

_______________________________ MS. CHELLERIE MAE I. PEDIDA

Date Adviser

Approved by the oral Examining Committee with a grade of ______________.

MS. CHRISTLYN P. LUMANTAS

Panel Member

Accepted and approved in partial fulfillment of the requirements for the subject Practical
Research 2.

MRS. ALMA B. MOLINA

Basic Education principal

_______________________________
Date
APPENDIX A: PERMISSION LETTER

March 26, 2022

Mrs. Alma B. Molina

Basic Education Principal
Stella Maris College
Oroquieta City, Misamis Occidental

Dear Madame:

Pax et bonum!

In partial fulfillment of our requirements for the subject Practical Research 2, we, the
Group 2 of Grade 12- Faithfulness, are currently working on a study entitled: “The
Impact of Anxiety Disorders on the Academic Performance of Senior High School
Stellans.”

In connection with this, we would like to ask permission from your good office to allow
us to conduct our survey to the selected students from Grades 11 and 12 on March 26,
2022 at 2-3 pm. Rest assured that the data to be collected will be treated with utmost
confidentiality and will be used for academic purposes only.

We hope for your positive response on this humble matter. Your approval to conduct
this research will be greatly appreciated.

Thank you and God bless!

Sincerely Yours,

Jazzie T. Tuanggang Sheryn P. Uba

Hearly Jane J. Lumantam Yza Kryzt Jay Saludsod

John Zyrille C. Navarro Ricky Jr. C. Lusdoc

Prince Brent Louise B. Briones Jeff Erll P. Maglasang

APPENDIX B: SURVEY QUESTIONNAIRE

DEMOGRAPHICS
Choose the bullet that corresponds your answer.

Age *

16

17

18

19

Other

Gender *

Male

Female

Section *

Courage

Perseverance

Faithfulness

Gratitude

Grade Level *

Grade 11

Grade 12
SURVEY QUESTIONS

Please answer the following with utmost honesty.

Do you often become nervous during exams or school performances? *

Yes

No

Do you feel conscious and intimidated in front of many people? *

Yes

No

During the face-to-face classes in the previous years, did you avoid your teachers,

classmates, or school activities because of anxiety or fear? *

Yes

No

Do you have periods of great restlessness, frightened feeling as if something awful is

about to happen, or worrying thoughts going through your mind? *

Yes

No

Does anxiety or fear interfere with your ability to do the things you need to do at

school? *

Yes

No
Have you always been viewed as awkward, shy, or withdrawn by your teachers and

classmates? *

Yes

No

Have you experienced physical symptoms of anxiety in school (e.g. sweating, rapid

heartbeat)? *

Yes

No

Have you been diagnosed with any of the anxiety disorders (e.g. Generalized Anxiety

Disorder (GAD), Obsessive-Compulsive Disorder (OCD), Panic Disorder, Post-

Traumatic Stress Disorder (PTSD), Social Phobia (Social Anxiety Disorder)? *

Yes

No

Do you have emotional breakdowns when things don't go well in school? *

Yes

No

Have you ever felt discouraged to attend classes because of anxiety? *

Yes

No

Thank you for answering this survey! Please know that you are not alone in your

battles. If you ever feel anxious or depressed in school, do not hesitate to seek help

from your family, friends, or a professional. Your mental health matters.

APPENDIX C: CURRICULUM VITAE

Name : Jazzie T. Tuanggang

Grade and Section : Grade 12- Faithfulness

Age : 17

Birthdate : August 28, 2004

Birthplace : Medina General Hospital, Carmen Annex, Ozamiz City

Home Address : Zamora, Aloran, Misamis Occidental

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : Ruel A. Tuanggang

Mother’s Name : Romalie T. Tuanggang

Contact Number : 09362342601

Name : Hearly Jane J. Lumantam

Grade and Section : Grade 12- Faithfulness

Age : 18

Birthdate : April 17, 2004

Birthplace : Misamis Occidental Provincial Hospital

Home Address : P-2 Lower Langcangan, Oroquieta City

Civil Status : Single

Religion : Pentecostal

Nationality : Filipino

Father’s Name : Harwel C. Lumantam

Mother’s Name : Janeth J. Lumantam

Contact Number : 09070656130

Name : Sheryn P. Uba

Grade and Section : Grade 12- Faithfulness

Age : 18

Birthdate : April 30, 2004

Birthplace : Misamis Occidental Provincial Hospital

Home Address : P-3 Manguehan, Lopez Jaena, Misamis Occidental

Civil Status : Single

Religion : Cristohanon

Nationality : Filipino

Father’s Name : Jeam J. Uba

Mother’s Name : Reynelyn P. Uba

Contact Number : 09519458688

Name : Yza Kryzt Jay Saludsod

Grade and Section : Grade 12- Faithfulness

Age : 17

Birthdate : September 1, 2004

Birthplace : Oroquieta City

Home Address : P-2 Alegria, Lopez Jaena, Misamis Occidental

Civil Status : Single

Religion : Assembly of God

Nationality : Filipino

Father’s Name : N/A

Mother’s Name : Joy L. Saludsod

Contact Number : 09616880076

Name : John Zyrille C. Navarro

Grade and Section : Grade 12- Faithfulness

Age : 18

Birthdate : August 2, 2003

Birthplace : San Jose del Monte City, Bulacan

Home Address : Maular, Aloran, Misamis Occidental

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : Bonifacio P. Navarro

Mother’s Name : Marivic C. Navarro

Contact Number : 09078741351

Name : Ricky Jr. C. Lusdoc

Grade and Section : Grade 12- Faithfulness

Age : 18

Birthdate : July 27, 2003

Birthplace : Oroquieta City

Home Address : P-7 Transville, Villaflor, Oroquieta City

Civil Status : Single

Religion : Iglesia Filipina Independente

Nationality : Filipino

Father’s Name : Ricky P. Lusdoc

Mother’s Name : Merly C. Lusdoc

Contact Number : 09513044953

Name : Prince Brent Louise B. Briones

Grade and Section : Grade 12- Faithfulness

Age : 18

Birthdate : April 14, 2004

Birthplace : Calamba District Hospital

Home Address : Villaflor, Oroquieta City

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : Arvim C. Briones

Mother’s Name : Ma. Faith B. Briones

Contact Number : 09065449417

Name : Jeff Erll P. Maglasang

Grade and Section : Grade 12- Faithfulness

Age : 18

Birthdate : April 30, 2004

Birthplace : Mandaue City, Cebu

Home Address : P-5 Senote, Oroquieta City

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : George M. Maglasang

Mother’s Name : Emma P. Maglasang

Contact Number : 09954871365