The relationship between Statistic Anxiety and Self-efficacy among ABM senior high

school students of FNHS in their academic performance in Statistic

A Quantitative Research

Presented to the

Faculty of Senior High School

FATIMA NATIONAL HIGH SCHOOL

Fatima, General Santos City

In partial fulfillment of the requirements in

Practical Research II

Prepared By:

Armamento, Irah E.

Alipater, Phebe O.

Pantajo, John Lloyd

Medea, Devi Rose C.

12 ABM- A

Submitted to:

Mr. Abdul K. Silongan

 TABLE OF CONTENTS

Contents
Page

Title page i

Table of Contents ii

Acknowledgement iii

Abstract iv

Chapter

1 The problem and its background 1

Introduction 1

Statement of the problem 2

Significance of the study 2

Scope and Delimitation 3

2 Review of Related Literature and Studies 4

Related Literature 4

Related Studies 5

Conceptual Framework 6

Hypothesis of the study 6

Definition of terms 7

Synthesis 7

3 Methodology 8

Research Design 8

Research Locale 8

Respondents of the Study 9

The Sample 9

Research Instrument 9
Data Gathering Procedure 9

Statistical Treatment 10

4 Presentation, Analysis and Interpretation of Data 10

List of Tables
a.) Internet Connection
10
b.) Self-Learning
11
Academic Performance
12
Significant relationship between the factors affecting the academic 13
Performance and academic performance in this new normal for the
Grade 12 ABM students
5 Summary of Findings, Conclusions and Recommendations 14
Summary of Findings 14
Conclusions
15
Recommendations
16
REFERENCES
17

18
Appendix
A. Letter for the Respondents 19
B. Questionnaire 20
2
1
Curriculum Vitae
22

23 24
 CHAPTER 1

INTRODUCTION

This chapter consists of the introduction, statement of the problem, hypothesis of the study,
theoretical framework, conceptual framework, scope and delimitation, significance of the
study, and definition of terms.

1.1 Background of the Study

There is a large body of literature on defining anxiety because it is one of the

psychological concepts that has been studied and defined the most. Anxiety is a
psychological construct that is frequently described by psychologists as a state of
apprehension, a vague fear that is only loosely connected to something (Scovel, 1991).
Although both fear and anxiety are unpleasant emotions, anxiety is different from fear. The
threat stimulus of anxiety may not always be a "real, objective danger in the external
environment," as is the case with fear known” (King, Heinrich, Stephenson, & Spielberger,
1976). (King, Heinrich, Stephenson, & Spielberger, 1976).

Anxiety related to statistics is referred to as statistics anxiety. It appears as

apprehension when a person is exposed to statistics-related problems, content, or
circumstances in instruction or evaluation as statistics-anxious individuals always experience
anxiety when doing statistics, statistics anxiety describes an enduring, habitual type of
anxiety (Onwuegbuzie and Wilson, 2003; Macher et al., 2011). A large proportion of students
identify statistics courses as the most anxiety-inducing courses in their curriculum (Zeidner,
1991). Students who experience higher levels of statistics anxiety are assumed to be more
likely to procrastinate learning, e.g., to postpone writing term papers, to study for
examinations, or to keep up with the weekly readings (Onwuegbuzie, 2004). Also, statistics
anxiety is assumed to be related to less time spent on learning and to less efficient learning
and study strategies (Macher et al., 2011, 2013). In the examination itself, statistics anxiety is
related to worry and rumination and consumes processing capacity that would be needed for
task performance (Papousek et al., 2012; Macher et al., 2013).

The goal of this research is to investigate whether statistic anxiety and mathematics
self-efficacy impact students' mathematics performance. The researchers wants to
determinine students mathematics anxiety, mathematics self-efficacy level in order to
determine it this would affect the students' academic performance in mathematics. This
research will help educators to be more mindful of how students perceive learning and
respond to their needs in order to improve their skills and capacity to learn, particularly in
statistic...

The researchers believe that this research will contribute to the students. It can help
them what are the factors they have that they go through that can affect their own academic
performance during this new normal. This will also help of how they can improve their
academic performances.

1.2 Statement of the Problem

This study aims to study The Relationship Between Statistic Anxiety And Self-efficacy
Among ABM Senior High School Students Of Fatima National High School In Their
Academic Performance In Statistic Prabability. Generally, this study will answer the
following research questions:

Specifically, it sought to find the answers to the following questions:

1. What is the level of math anxiety of the students respondents in terms of;

1.1 Appraisal
1.2 Arousal
1.3 Face expressions
1.4 Action tendencies

2. What is the level of self-efficacy of the students respondents in terms of;

2.1 Mastery Experience

2.2 Vicarious Learning
2.3 Social Persuasion
2.4 Affective State

4. Is there a significant relationship between statistics anxiety and academic performance of

the student respondents?

5. Is there a significant relationship between statistics self-efficacy and academic

performance of the student respondents?

Hypothesis

H0 There is no significant relationship between statistics anxiety and the academic

performance of the student respondents.

H0 There is no significant relationship between statistics self-efficacy and the academic

performance of the student respondents.

H0 There is no significant difference between statistics anxiety and academic performance,

and statistics self-efficacy and academic performance of the student respondents.
Theoretical Background

This study is anchored on three various theories: The Control-Value Theory of

Achievement Emotions by Pekruann (2006), The Processing Efficiency Theory by Eysenck
and Calvo (1992) and Four-Factor Theory by Parkinson's (1994). The Control-Value Theory
of Achievement Emotions by Pekrun (20by 06) analyzes the antecedents and consequences of
emotions experienced in academic contexts and achievement. The theory is based on the
assumption that appraisals of control and values are central to the activation of achievement
emotions, including outcome emotion such as anxiety relating to success or failure. It
focuses on the motions experienced during an achievement activity, as well as the emotions
that emerge as an outcome of the activity (Tze et al., 2021). Thus, the researchers of FNHS-
GSC believe that this theory will be of help to the study especially in determining the causes
of statistic anxiety during an achievement activity.

The Processing Efficiency Theory by Eysenck and Calvo (1992) states that anxiety
causes worry which weakens performance on tasks and activities that highly demands short-
term memory. According to the theory, one main effect of anxiety is the 5reduction in the
storage and processing capacity of the working memory system available for a task. The
theory also states that anxiety weakens efficiency more than it does to effectiveness. The
researchers stated that the immediate determinant of processing inefficiency in anxious
individuals is sometimes a state of cognitive interference caused by worry and the appraisal
of ego-threat. Due to this, there searchers of FNHS-GSC believe that this theory will help
provide some insights for the study, specifically into the relationships between statistic
anxiety and statistic self-efficacy, and determine causes of statistic anxiety.

The Four-Factor Theory refers to one of Parkinson's (1994) theories of emotions, which
was further expanded by Eysenck in 1977. The Four-Factor Theory of Emotion states that
emotional experience is based on four factors: First is the appraisal of some external stimulus
or situation - the most important factor and also the one emphasized in the Lazarus Theory.
Second is the reactions of the body, such as arousal, which is the factor emphasized in the
James-Lange theory. Third is the facial expression, the relevance of this component was
demonstrated in a research by Strack, Martin, and Stepper (1988), in which participants were
more pleased by cartoons when they adopted a smile-like facial expression rather than a
frown-like face. Fourth is action tendencies, according to Frijda, Kuiper, and ter Schure's
theory, threatening forward is related to anger, whereas retreating is associated with fear.
These four elements, according to this idea, are not mutually independent. The person you
think about a situation or the Cognitive appraisal influences one's body reactions, facial
expressions, and behavior pattern as well as your emotional experience.

The use of Parkinon’s Four Factor of Emotion Theory in the researchers study is to give a
clear picture on the indicators in identifying the existence of math anxiety 6experienced by
students. The direct implication of this theory is that educators will be mindful that students'
physical appearance and perceived behavior are not the most reliable indications of their
anxiety. Educators will be aware of and make an attempt to comprehend how their students
evaluate and analyze all aspects of the mathematics learning process.
Conceptual Framework

Statistic Anxiety Statistic Self-Efficacy

A. Appraisal A. Mastery Experience

B. Arousal B. Vicarious Learning

C. Face expressions C. Social Persuasion

D. Action tendencies. Arousal D. Affective State

C. Face expressions D. Action

AcAcademic Performance in Academic Performance in Statistic

Statistic

Figure 1. Conceptual Framework

Figure 1 above, presents the relationship between the variables that will be used in the
study. In the first portion, the independent variables deal with how respondents interpret
statistics anxiety. The second section looks at the perception of the students’ respondents
toward statistic self-efficacy. The academic performance of the student-respondents in
Statistic will be collected for the Dependent Variable frame known as the effect variable.

Scope and Delimitation

This study will be limited only in exploring the relationships between statistic anxiety
and self-efficacy and how it can affect the academic performance in statistic of the student
respondents. Generally, this study will only answer the level of academic performance of the
student-respondents in Statistic. The sources of statistic anxiety of the students. How can the
student-respondents describe statistic anxiety in terms of Appraisal, Arousal, Face
Expressions, and Action Tendencies and how can the student respondents describe statistic
self-efficacy in terms of Mastery Experience, Vicarious Learning, Social Persuasion, and
Affective State. The researchers' study also aimed to understand and analyze if there is a
significant relationship between statistic anxiety, statistic self- efficacy and the academic
performance of the student respondents. The participants of this study will only be the
students currently enrolled in the ABM strand of Fatima National High School under
academic track, enrolled in Grade 12 ages 17 and above. The researchers will conduct this
study at the researchers' respective classroom, and the researchers will utilize a questionnaire.
This will be conducted in the school year 2022-2023.

1.3 Significance of the study

This study would provide information about The Relationship Between statistics Anxiety
And Self-efficacy Among ABM Senior High School Students Of Fatima National High
School Their statistics Academic Performance In Statistics. This study would benefit the
following:

School. The study’s result would be used to raise the school's awareness of what are the
sources of statistics anxiety in today's modality and how statistics self-efficacy and anxiety
affects academic performance.

Teachers. The teachers would be more aware of how the students feel about learning
statistics and address their needs to improve their learning capability, especially in statistics
(Ablian and Parangat, 2022).

Future Researchers. This study would provide information that can serve as a reference
study for future researchers. Thus, this study would give them a chance and opportunity to
explore further about the level of statistic anxiety and statistics self-efficacy of the students.

School Administrators. This study can assist school administrators in the process and
implementation of programs (Dmitri and Tiina, 2020) that can help the students to widen the
knowledge about the students' level of statistics anxiety and statistics self-efficacy.

Guidance Counselors. This study can provide data regarding the statistics anxiety and
statistics self-efficacy (Olango, 2016) among Senior High School Students that will guide
guidance counselors in making programs to assist students and to ensure that they can receive
appropriate mental health support.

Students who experience anxiety during mathematics class. This study could help
students excel and achieve more in math classes and activities. It may equip Fatima Natinal
High School ABM SHS students with a better coping strategy and comprehension of the
relationship between statistics anxiety and statistics self-efficacy.

Definition of terms

To have a better understanding of the researchers study The Relationship Between

Statistics Anxiety And Self-efficacy Among ABM Senior High School Students Of Fatima
National High School In Their Academic Performance In Statistics the following terms are
defined operationally.

Academic Performance- is the knowledge gained which is assessed by marks by a teacher

and/or educational goals set by students and teachers to be achieved over a specific period of
time.
Action tendencies, in this study, refers to an emotional drive to engage in certain expressive
or functional actions. An example of this is when a student chooses to remain silent during
math class because they are afraid of being asked by the teacher. (Ablian and Parangat, 2022)

Affective state, this refers to the underlying emotions felt by the students that are affected by
their learning environment. Simply put, a conducive, friendly, secured, and stress-free
learning environment encourages students to participate and learn better, resulting in gaining
more self-efficacy (Ablian and Parangat, 2022).

Appraisal, in this study, the act of determining a value for something, or the report of that
value, is characterized as appraisal. When a student feels nervous when they receive an
assessment question that is different from what they are used to seeing, this is an example of
a student showing an appraisal (Ablian and Parangat, 2022).

Arousal, in this study, refers to a feeling of excitement or heightened alertness, which can be
triggered by fear, tension, or anger. A person's level of arousal is likely to increase when
graduating from high school, for example.

Emotional Health, in this study, refers to one aspect of mental health. Itis a person's ability
to manage both happy and negative emotions, as well as their knowledge about these (B
rennan, 2021).

Face Expressions, in this study, it refers to the nonverbal communication style that
individuals use to convey information such as emotions and cognitive processes. It may be
shown when students tremble while answering or solving math related questions for example
(Ablian and Parangat, 2022).

Learning Ability, it is a mental ability refers to the ability of being able to understand and
benefit from applying the knowledge consumed by a person.

Mastery Experience, this refers to the mathematical ability of a student that depends upon
their acquired skills in analytics and mathematical comprehension to perform better in
mathematics (Ablian and Parangat, 2022).

Self efficacy, in this study, self-efficacy refers to having been proven to boost student
achievement, increase emotional health and well-being, and serve as a reliable marker of
motivation and learning. According to Bandura (2000), self- efficacy is important in
determining behavior, and feelings of confidence about a situation are significant to an
individual's ability to solve that problem.

Social Persuasion, is the act of giving words of appreciation or encouragement to a person

that creates an impact that helps develop more self- efficacy of their ability to solve
Mathematics (Ablian and Parangat, 2022).

Vicarious Learning, it is a learning style wherein students get motivated to also strive on
their own if they see other students that perform well which also leads them to academic
success (Ablian and Parangat, 2022).
 CHAPTER II

Review of Related Literature and Studies

This chapter of the paper presents the review of related literature, related studies,
conceptual framework, the research hypothesis, and the definition of terms.

Related Literature

LITERATURE RELATED ABOUT STATISTIC ANXIETY

Statistical Anxiety Onwuegbuzie et al. (1997) define statistical anxiety as ‘an

anxiety that comes to the fore when a student encounters statistics in any form and at any
level’. It has been suggested that this definition is incomplete as it fails to encompass both
prior attitudes and a need to separate the concept of statistical anxiety from maths anxiety,
Chew and Dillon (2014) therefore propose a wider definition: ‘a negative state of emotional
arousal experienced by individuals as a result of encountering statistics in any form and at
any level; this emotional state is preceded by negative attitudes toward statistics and is related
to but distinct from mathematics anxiety.’ Macher et al. (2015) offer a definition which, again
varies: ‘Statistics anxiety describes the apprehension that occurs when an individual is
exposed to statistics content or problems and instructional situations, or evaluative contexts
that deal with statistics. As statistics-anxious individuals always experience anxiety when
doing statistics, statistics anxiety describes an enduring, habitual type of anxiety’ That social
science students react negatively to statistics, and that statistics units induce angst is widely
accepted (Paxton 2006; Bridges et al. 1998; Schacht & Stewart 1990) and Chew and Dillon
(2014) report that: ‘A consistent negative relationship has been found between statistics
anxiety and achievement in a variety of studies’. Anxiety is also seen as a problem within
more numerate subjects, including maths (Henrich & Lee 2011) and in other learning
contexts such as the teaching of language (Liao & Wang 2015). In itself, being anxious about
performing well in a new and difficult task is not necessarily a bad thing and there are
circumstances where nerves, when controlled, can, improve performance (Savage & Torgler
2011). In some contrast to the understanding that SA is a major problem in social science
DeCesare (2007) suggests the concept is overstated. As evidence supporting this DeCesare
(2007) presents research 5 based on a study in an institution in the USA where 40% of
sociology students, who responded to a survey on a social statistics unit, reported no angst,
25% reported being very anxious and 33% reported being anxious. 57% of men in the sample
reported being relaxed or indifferent to the thought of taking the course (n=196). Williams et
al. (2008) similarly found only a slight majority to report being anxious of statistics in a
sample of sociology and political science students in England and Wales (n=738). Some work
has also been undertaken comparing anxiety between academic fields. In a limited study
comparing social science, health science, arts and ‘hard science’ students, Hamza and
Helal(2013) found no meaningful differences in the mean level of maths anxiety when
comparing the USA and Egypt.

2.1. The evidence that statistical anxiety influences performance

One of the strongest reasons that anxiety amongst students taking statistics courses is
considered a problem is that it may be negatively related to performance. The reviews by
Chew and Dillon (2014) and Onwuegbuzie and Wilson (2003) cite several papers which find
a negative relationship between anxiety and performance (see Appendix 1 for a tabulated
summary of all the results cited in this section). Zeidner (1991), Bell (2001), Hanna and
Dempster (2009), Onwueguzie (1995) and Elmore et al. (1993), present bi-variate analyses.
They show either a correlation between a measure and exam/test results, or a regression,
including sub-scales of a measure interpreted as capturing SA, with exam score as the
outcome2 . Macher et al. (2015) make a distinction between studies using measures of SA
and studies purporting to measure SA but using measures which are not intended to directly
capture SA. On this basis they exclude several of the studies included by Chew & Dillon
(2014) and Onwuegbuzie & Wilson (2003) as evidence of a negative relationship between
SA and performance. Macher et al. (2015) cite 11 works measuring a relationship between
SA and performance suggesting the average correlation to be r=-.21 (Macher et al. 2013;
Macher et al. 2011; Chiesi & Primi 2010; Keeley et al. 2008; Lacasse & Chiocchio 2005;
Nasser 2004; Bell 2003; Bell 2001; Fitzgerald et al. 1996; Birenbaum & Eylath 1994;
Lalonde & Gardner 1993). Of these 5 find no significant correlation and 6 show negative
correlations. Papanastasiou and Zembylas (2008) report a positive significant correlation, but
are not cited in the recent review papers.

The evidence that statistical anxiety has a negative impact on outcomes is less
compelling than sometimes suggested. There are a number of papers which highlight a
negative association between a measure of statistical anxiety and test results, or exam score,
and then there are a number which find no significant association. Figure 1 summarized the
correlations reported in the papers. Figure 1 indicates that a larger sample correlates with a
lower estimate. There is also a broad range of effect sizes reported from r=-.62 to .29 this lack
of consistency in the magnitude of the effect and its significance level underscores that a
substantively meaningful, negative relationship between SA and performance remains to be
established (see Appendix 1 for a more comprehensive summary of effect sizes and
correlations). Macher et al. (2011, 2015) offer a plausible explanation for the variation in
findings that have been reported. They argue that SA has a dual effect, suggesting statistics
anxiety has a negative effect, via state anxiety, during an exam, but has a positive effect,
possibly through learning behaviours across a course (Figure 2). The model Macher et al.
(2015) propose also remains to be confirmed.

LITERATURE RELATED ABOUT SELF-EFFICACY

Individuals with a positive outlook may believe that mathematics is relevant in their daily
lives or that answering math problems are fun and 19 interesting. Even if they believe
mathematics is important, they may doubt their ability to answer a math problem. That means
a person with an optimistic outlook could have poor self-efficacy. On the other hand, if
students believe that mathematics is important, they are more likely to stick with it and
develop stronger self-efficacy. Self-efficacy is a key idea in social cognitive theory, which is
widely acknowledged as one of the most influential theories on human learning (Ormrod,
2008). Self-efficacy is a strong predictor of performance results in a variety of subjects,
according to previous research (Usher and Pajares, 2008). Self-efficacy, for example,
"predicts students' academic achievement across academic subjects and levels," according to
Usher and Pajares (2008). Persons who believe in their abilities and boldly apply them in
such a way that they attain goals, even if they are difficult to achieve, are those people with a
high level of self- efficacy, focus on and believe in their abilities, and successfully arrange
their actions. Low self- efficacy refers to a person's unwillingness to believe in his or her own
abilities, to plan, and to avoid difficult tasks. People with a high self-efficacy sense consider
their excitement as performance facilitators. However, people who doubt themselves see their
own excitement as an obstacle to development (Barros & Santos, 2010). Lent et al. (2015)
discovered that self-efficacy was the most dependable direct determinant of school
satisfaction and planned perseverance across time in a large study of engineering students'
achievement and persistence. 20 Research shows that self-efficacy is related to various
academic and learning tasks. Cheng and Chiou (2010) found a positive correlation between
self-efficacy and test performance of accounting students. Klassen (2010) found that self-
efficacy for self-regulatory learning made a significant contribution to the end of the term
English grades in adolescents. The three features of self-efficacy are the amount of task
difficulty a person believes she can achieve, strength, the belief evaluating magnitude as
strong or weak, and generality, the degree to which the expectation is extended across
contexts (Lunenburg, 2011). Mathematics self-efficacy is characterized as a student's
confidence in carrying out a variety of actions, spanning from conceptual understanding to
problem solving. Mathematics self-efficacy motivates students to achieve positive learning
outcomes; when students achieve positive learning outcomes, they are more driven to learn.
Persons who believe in their abilities and boldly apply them in such a way that they attain
goals, even if they are difficult to achieve, are those people with a high level of self-efficacy,
focus on and believe in their abilities, and successfully arrange their actions. Low self-
efficacy refers to a person's unwillingness to believe in his or her own abilities, to plan for the
future, and to avoid difficult tasks. The three features of self-efficacy are the amount of task
difficulty a person believes she can achieve, strength, the belief evaluating magnitude as
strong or weak, and generality, the degree to which the expectation is extended across
contexts (Lunenburg, 2011). Mathematics self-efficacy is characterized as a student's
confidence in carrying out a variety of actions, spanning from 21 conceptual understanding to
problem solving. Mathematics self-efficacy motivates students to achieve positive learning
outcomes; when students achieve positive learning outcomes, they are more driven to learn.
The student's belief system about mathematics and problem solving influences his or her
performance in problem solving (Schoenfeld, 2013). Higher self-efficacy expectations can
lead to better outcomes and increase motivation to learn mathematics (Zimmermann et al.,
2011).

Students with higher math self-efficacy persevere longer on difficult math problems and
are more accurate in math computations than students with lower math self-efficacy (Fast et
al., 2015). Problem Based Learning is one of the alternative learning methodologies that can
be utilized to boost students' self- efficacy (PBL). PBL is a learning strategy that employs
real-world issues to teach pupils problem-solving skills. Students will be able to learn from
real-life challenges when learning is implemented using the PBL technique. PBL is student-
centered, encouraging active learning, motivated learning, and problem- solving abilities
(Ajai, 2015 ).

Köseoğlu (2015) found that academic self-efficacy significantly predicted academic

performance. Thus, Honicke and Broadbent (2016) reviewed research studies on the
relationship between academic self-efficacy and academic achievement over 12 years. They
concluded that academic self-efficacy moderately correlates with academic achievement and
that some other factors play the role of mediators in this relationship. Additionally,
Doménech et al. (2017) concluded that some motivational factors mediate in the relationship
of self- efficacy and academic achievement.

Related Studies

Statistics is one of the most important and powerful tools in the field of scientific
research, particularly in the psychological, social, and educational sciences. Thus, a
postgraduate student in the humanities must be able to understand statistics and its principles
and how to use it, given that he/she is about to prepare a research proposal or a scientific
thesis. Williams (2010) noted that students with statistics anxiety tend to expect high levels of
annoyance during lectures, exams attendance, and statistical operations.Selfefficacy is one of
the main concepts in social cognitive theory. Bandura (1977) proposed the concept of self-
efficacy as a basis in behavior modification, based on the assumption that an individual’s
behavioral patterns of any kind act as media that determine his personal orientation. Bandura
showed that when an individual is engaged in a work, explains the results of this work, and
uses explanations to form and develop beliefs about his capabilities to do such work, he
behaves in light of those beliefs.A low levelof statistical self-efficacy is one of the potential
barriers postgraduate students face when attempting to solve statistics problems. Statistics
instructors commonly introduce new concepts by presenting definitions, associated concepts,
theory, and derivations of the corresponding mathematical representations. Then, they
demonstrate how to solve a problem, often explicitly instructing postgraduate students to
perform certain procedures while solving (Hall & Vance, 2010). The American Psychological
Association (2015) defines hardiness as the ability to easily adapt to unexpected changes,
coupled with a sense of purpose toward everyday life and personal control over what happens
in one's life. Hardiness also means mitigating the negative effects of stress, and it is
considered a protective factor against disease (p. 482). Furthermore, hardiness is a form of
moral coherence that creates a reasonable degree of individual, whichfitthe ability to deal
with stressful events, thus leading to emotional and psychological development. Individuals
with hardiness have many characteristics, beginning with flexibility andfocusing on
achieving more success by defining their internal destination. They also tend to lead, control,
and feel obligated to participate in any societal developments; theyrise to the challenge to
meet new opportunities (Buheji & Jahrami, 2020, p. 803).Academic hardiness plays an
essential role in reducing anxiety and negative emotions and enhancing learners’ performance
in learning situations. The interaction of academic hardiness with learning motivation affects
students when making critical decisions about their academic adjustment. This, in turn,
affects their academic achievement, and students’ assessment of their academic attitudes
plays an important role in shaping their academic expectations. A high level of academic
hardiness increases university students’ motivation towards learning and pressures them to
achieve high-performing academic perceptions, such as making a commitment to attend
lectures and preparing for exams (Cole et al., 2004, Karimi & Venkatesan, 2009). An
individual with high hardiness will have a natural safety mechanism to deal with stressful
elements in life. Conversely, students with low academic hardiness occasionally show an
increased sign of depression, accompanied by increased indicators of anxiety and
psychological distress (Dogaheh et al., 2013). 1.1. Statement of the Problem Anxiety is a
state of intense, mysterious fear that an individual possesses, causing many negative feelings
of distress, pain, and annoyance. An anxious person expects the worst, appears pessimistic
and apprehensive, and loses faith in himself and his capacity to focus, therefore becoming
hesitant and unable to resolve his affairs. The majority of postgraduate statistics courses
require students to take at least one research statistics course. Previous studies have found
that students experience a high level of statistics anxiety while taking a statistics course.
Unfortunately, few studies have examined statistics anxiety in postgraduate students and its
effects on their performance. In the university environment, the statistics course has become
an essential course for all postgraduate students, as it is part of specialized programs for
enrollees. Postgraduate students vary in their statistical background. Most lack skills and
major requirements to study statistical topics, which results in a high level of concern during
their enrollment in statistics-related courses. For many postgraduate students in the College
of Education at King Faisal University, taking the statistics course is a matter that causes
these students more anxiety, and this is reflected negatively on their attitudes towards taking
the statistics course. This is referred to studies byKoh and Zawi (2014), Al-Qahtani (2015),
and Mubarak (2019), which differ from the study of Al-Titi, Ibdah, and Jaradat (2015). The
following questions were used to model the causal relationships between statistical
selfefficacy, academic hardiness, and statistics anxiety: 1- Is therea statistically significant
relationshipbetween statistical self-efficacy and academic hardiness among the study sample?
2- Is there a statistically significant relationshipbetween statistical self-efficacy and statistics
anxiety among the study sample? 3- Is there a statistically significant relationshipbetween
statistics anxiety and academic hardiness among the study sample? 4- Is there an effect of
statistical selfefficacy on academic hardiness among the study sample? 5- Is there an effect of
academic hardiness on statistics anxiety among the study sample? 6- Is there an effect of
statistical selfefficacy on statistics anxiety through academic hardiness among the study
sample? 1.3 The Significance of the Research The theoretical and practical importance of the
current research is determined as follows: A- Theoretical importance: The theoretical
importance stems from the significance of the research variables in the general field of
education and, more specifically, in the fields of positive psychology, mental health, and
special education.In these areas, the research deals with three variables: statistical
selfefficacy, academic hardiness, and statistics anxiety.The theoretical importance of the
study lies in adding rooting to the three variables and providing a set of recommendations in
the interpretation of the causal relationships between the variables, due to the scarcity of Arab
and foreign studies that deal with modeling these relationships. B- Practical importance: This
importance comes from the results of the study, which may prove beneficial in opening the
prospects of the extension study to develop the statistical self-efficacy in programs that
prepare graduate students in generalsubjects and postgraduate students in the disciplines of
psychology and special education. Foreign theoretical frameworks and previous studies have
indicated these potential benefits, particularly statistical selfefficacy’s direct effects on
academic hardiness and reducing statistics anxiety among postgraduate students.
Additionally,an increasing interest of researchers to conduct more research and studies in this
field leads to the improvement of the scientific preparation of the postgraduate students in the
departments of psychology and special education. 1.4 Research Objectives The current study
aimed to accomplish the following: 1. Identify the nature of the correlation between the
scores of the study sample on the scale of statistical self-efficacy and the scale of academic
hardiness. 2. Identify the nature of the correlation between the scores of the study sample on
the academic hardiness scale and the statistics anxiety scale. 3. Identify the nature of the
correlation between the scores of the study sample on the scale of statistical self-efficacy and
the statistics anxiety scale. 4. Determine the effect of statistical selfefficacy on the academic
hardiness of the study sample. 5. Determine the effect of academic hardiness on the statistics
anxiety among the study sample. 6. Determine the effect of statistical selfefficacy on the
statistics anxiety through academic hardiness among the study sample 1.5 Definitions of the
Main Concepts Statistical Self-Efficacy: Lane et al. (2004) havestated that statistical
selfefficacy is a concept closely related to statistics anxiety. It is procedurally defined as "the
postgraduate student’s belief in his abilities and skills to achieve long-term goals related to
statistics, his ability to persevere, exert effort and overcome difficulties in his assimilation of
statistics knowledge, his flexibility with the difficulties he copes in understanding statistics,
and to fulfill the assignments required of him, and to carry out activities to improve his
comprehension of statistics."

CHAPTER III

Methodology

This chapter explains various methodologies that will be used in gathering data and
analysis which are relevant to the research. The methodologies will include areas such as the
research location and duration, research design, research respondents, research procedures,
materials and instrumentation, and the statistical tool used in the researches study.

Research Design

The researcher used the descriptive- correlation method of research. The researcher
found this method most appropriate since the present investigation aimed to determine the
significant relationship between the academic performance and the new normal to the grade
12 ABM students of Fatima National High School. A descriptive correlation method research
design that helps to determine if two or more variables are associated with each other by
explaining their relationship but not necessarily implying that this relationship is also a cause.
 The relationship between Statistic Anxiety and Self-efficacy
among ABM senior high school students of FNHS in their
academic performance in Statistic

PROCESS OUTPUT
INPUT

 Name of the
respondents
 Grade in Statistic
I. Statistic Anxiety
A. Appraisal
B. Arousal
C. Face Expressions
D. Action Tendencies
II. Statistic Self-Efficacy
A. Mastery Experience
B. Vicarious Learning
C. Social Persuasion
D. Activate State
 Percentage of
students
mathematics
anxiety.
 Percentage level of
 Determining the students
participants. mathematics self-
 Preparing validated efficacy.
questionnaires.  Level of academic
 Preparing consent performance of the
letter for the respondents in
approval of conduct. Statistics.
(parents, teachers,  Determining the
authorities, significant
participants) relationship between
 Consent letter statistics anxiety and
authentication the academic
 Distribution of performance of the
questionnaires online respondents.
 Data Gathering  Determining the
 Presentation of Data significant
 Interpretation of the relationship between
Result statistics self-
efficacy and
academic
performance of the
respondents.
Research Respondents

The students respondents of this study will be the Grade 12 ABM students of Fatima National
High School. The study will be conducted at Fatima National High School. Fatima, General
Santos City for the school year 2022-2023. The school offers academic tracks with three
strands, namely Accountancy and Business Management (ABM); Humanities and Social
Sciences (HUMSS) and Science, Technology, Engineering, and Mathematics (STEM). The
selection criteria for participants are the following:

A. Currently enrolled in ABM strand under academic track

B. Enrolled in Grade 12

C. The researchers did not include students who were enrolled in other strands and those
students who are in grade 11. There are 3 sections in ABM grade twelve senior high school of
FNHS. Twenty respondents will be needed from each section of Fatima National High
Schools’ Grade 12 ABM Senior High School, ten (10) male and ten (10) female in total of 60
respondents. The respondents must be at least 17 years of age. Since, senior High School
grade 12 students are more likely to be in this age bracket.

Research Flowchart

Formulation of questionnaire

Transfer of questionnaire to Google Forms

Distribution of the hard copy questionnaire through giving it to the

choosen students

Analyzing and Interpreting the collected data

Drawn conclusions and recommendations from the collected and

interpreted data
The researcher will obtain the following procedures in order to organize data collection:
The researchers first created a questionnaire that was modified from previous research
in the field. The questionnaire was then converted to printed copies, which their research
adviser checked and validated. The questionnaire will be distributed by the researchers after it
has been validated. All of the information gathered will be analyzed and interpreted after the
respondents have completed the questionnaires, obtaining 60 results. Finally, based on the
information that has been gathered and examined, the researchers will make
recommendations.

Research Locale and Location

This study will be conducted at the researchers’ respective classrooms due to the
current pandemic situation. A hard copy of questionnaire will be given to the students'
respondents through going to their classrooms. The research respondents will be chosen
randomly from Fatima National High School General Santos City ABM Senior High School
Students. All test results will be observed and recorded for analytical procedure. The study
will be located at Fatima National High School General Santos City Campus.
Materials and Instrumentation

In this study, the researchers will be using a survey questionnaire as the primary tool
used by the researcher to collect data and information from respondents. The three- part
instrument focused on gathering the data and knowledge of the studentrespondents.

Part 1

The first part deals with the profile of the student-respondents as their name and to
answer SOP 3, the researchers will ask the student respondents about their final grade in
statistic to determine their academic performance level. The researchers will determine
students academic performance whether they are advanced, proficient, approaching,
developing, or beginning. The results will be based on the mean grade of the student-
respondents in Statistic.

Part 2

The second part assesses statistic anxiety. To answer SOP 1, 4, and 6, the researchers will
use the 24-item survey based on Parkinson’s Four Emotion Factor Theory. It assesses statistic
anxiety in terms of Appraisal, Arousal, Face Expression, and Action Tendencies. The survey
will also be used to identify whether there is a significant relationship between statistic
anxiety and academic performance of the respondents, and determine if there is a significant
difference between the level of statistic anxiety and statistic self-efficacy of the 60
respondents. Over all, the survey is intended to assess the level of statistic anxiety, using a
Rasch reliability coefficient of 0.96, which is considered excellent. The Likert scale will be
used to analyze the level of statistic anxiety.

Part 3

The third section collects perceptions of statistic self-efficacy, to answer SOP 2, 5, and 6,
the researchers will use the Sources of Statistic Self-Efficacy (SSSE) Scale, which was used
by Usher and Pajares in 2009. It gathers the perception of statistic self-efficacy regarding
mastery experience, vicarious learning, social persuasion, and affective state. The survey will
also be utilized to assess whether there is a significant relationship between statistic self-
efficacy and academic performance of the student respondents, as well as determine if there
is a significant difference between the level of statistic anxiety and statistic self-efficacy of
the student respondents. Overall, the survey is intended to gather the perception of self-
efficacy, with a Cronbach alpha of 0.84 and composite reliability of 0.84, which are both
considered acceptable. The researchers will utilized the Likert scale to analyze mathematics
self-efficacy.

Likert Scale

Strongly Disagree Disagree Neutral Agree Strongly Agree

 1 2 3 4 5

Statistical Treatment

The researchers will need to employ statistical tools in this study, including Weighted
Mean, Frequency, Percentage, Pearson r and T- test. The researchers employed this statistical
tool as it aids in the interpretation and use of data. In terms of statistic anxiety and self-
efficacy, the researchers utilized weighted means as a statistical tool. A statistical tool known
as the weighted mean equation multiplies each weight by its individual mean before adding
the results to determine the average. It is a kind of averaging in which the relative
significance of each observation is determined by giving weights to individual values. This
part determines the level of statistic anxiety of the students respondents in terms of appraisal,
arousal, face expressions, action tendencies and the level of mathematics self-efficacy
regarding the mastery experience, vicarious learning, social persuasion, and affective state.
The frequency will also be used by the researchers as a part of distribution that presents a
visual representation of the distribution that refers to the actual number of respondents in the
given test by the researchers to determine how many students belong to beginning,
developing, approaching proficient proficient and advance in terms in the level of academic
performance of the student-respondents in Statistic. Additionally, percentage is also included
in the statistical tools that will be utilized; a percentage or a mean will likely be calculated to
answer the research question in the level of academic performance of the student-respondents
in Statistic, which will help reveal whether the majority of the respondents has advanced or
developing level in statistic. The frequency in the category is divided by the total number of
participants and multiplied by one hundred (100) percent to get 38 the percentage. The
Pearson correlation will also be utilized by the researcher as a statistical test for determining
the relationship rather than the difference between the two quantitative variables and the
degree to which the two variables coincide with one another (Allen, 2017). This helps in
determining if there is a significant relationship between statistic anxiety and academic
performance of the students; along with the relationship between statistic self-efficacy and
academic performance of the students. Furthermore, the t-test will be utilized by the
researcher as a statistical test for comparing the means of the two groups. It is frequently used
in hypothesis testing to see if a method or treatment affects the population of interest or if two
groups differ. The researchers will use the T-test as a statistical tool as it helps in determining
whether there is a significant difference in the student respondents' perceived statistic anxiety
and statistic self-efficacy. As a basis, one potential takeaway from the research of Ablian
(2022) boosting students' statistic self-efficacy may be connected to lowering statistic fear.
Questionnaire:

Statistic Anxiety

Appraisal