Content

1. Demographic Profile of the Respondent

Table 1.1
Age Frequency Count Percentage
12 25 35.21
13 43 60.57
14 3 4.22
Total 71 100%

Table 1.1 presents the age of respondents. The data

show that the 12 (335.21%) of the respondents are 12 years old,
43 (60.57%) are 13 years old, 3 (4.22%) are 14 years old with an
overall total of 100 (100%). This implies that most of the
respondents are 13 years old.

According to study of Nam (2014), monthly differences in age had a significant influence
on academic achievement until middle school (lower secondary education). However, this age
effect did not persist when students graduated from high school (upper secondary education).
Furthermore, some evidence is found that younger students, upon entering high school, were
more likely to concentrate on academic studies, and less likely to experience minor distractions,
thereby compensating for their poor academic achievement in middle school.
Table 1.2
Gender Frequency Count Percentage
Male 28 39.44
Female 43 60.56
Total 71 100%

Table 1.2 presents the profile of the respondents in

terms of gender. The numerical data shows that 28 (39.44%) of the
respondents are male and 43 (60.56%) respondents are female with
an overall total of 100 (100%). This implies that most of the
respondents are female

This finding is supported by the study of Workman, Heyder (2020),

in their study In American high schools female students put greater effort into school and
outperform boys on indicators of academic success. Using data from the High School
Longitudinal Study of 2009, they found female students’ greater academic effort and
achievement was partly explained by different social incentives to trying hard in school
experienced by male and female students. Males were 1.75 times as likely to report they would
be unpopular for trying hard in school and 1.50 times as likely to report they would be made
fun of for trying hard in school.

Parents Expectation Mean Verbal

Interpretation
16. My parents/guardian’s high 2.58 Sometimes
expectation of me feel pressured and
worried when it comes to academics.

The statement 16. Gained the 2.58 weighted mean and with
verbal interpretation of “sometimes” The results implies that the
respondents feel pressured sometimes in terms of parents’
expectations to them.
According to the study of Haider (2022), about two-thirds
(66%) of the students reported that feeling pressure from their
parents results in better academic performance. The degree of
parental pressure experienced differed considerably across the
educational levels of the parents, mothers’ occupation and
academic performance. Moreover, high parental expectation are
also related to the students motivation to achieve in school,
academic and aspiration to attend college.
CHAPTER 5
Summary of Findings
1. First, the profile of the respondents consists of two parts
which are the age, and gender. Most of the respondents
ranges from 12-13 years old with the total of 95.78% and the
respondents with least number are range from 14 years old
with the total of 4.22%. Majority of the respondents are
also female with the total of 60.56% while the boys are the
smallest number with the total of 39.44%.
2. Lastly, the parents’ expectation got an average of 2.58
weighted mean and its verbal interpretation is sometimes.
 Therefore, the respondents feel pressured sometimes in terms
of parents expectation.

Conclusion
1. In terms of demographic profile of the respondents, the
findings showed that the majority of the respondents age
ranged from 13-14 years old. The data also showed that the
majority of respondents are female with 60.56% and only
39.44% are male.
2. Lastly, parents expectation gained weighted mean of 2.58 and its verbal interpretation
results is sometimes. The respondents feel pressured sometimes in terms of their
parents expectation that leads to their academic anxiety.

Recommendation

The school should proposed a program that addressed to the academic anxiety of tbe
students.
Parents should have monitored their child performance,
establishing contact with their children’s teachers, developing
trust and supportive relationship with them.

Haider, A. (2022). Parental Expectations & Effect of Perceived Academic Stress on Students
Performance. Longdom. https://doi.org/10.35248/2161-0487-22.12.426
Nam, K. (2014). Until when does the effect of age on academic achievement persist? Evidence
from Korean data. Economics of Education Review, 40, 106–122.
https://doi.org/10.1016/j.econedurev.2014.02.002
Workman, J., & Heyder, A. (2020). Gender achievement gaps: the role of social costs to trying
hard in high school. Social Psychology of Education, 23(6), 1407–1427.
https://doi.org/10.1007/s11218-020-09588-6