Note: Do not cut tables.

Chapter IV

Results and Discussions

This chapter discusses the analysis, presentation, and interpretation of data

collected from respondents using questionnaires. Therefore, this chapter includes both

quantitative and qualitative data analysis (mixed-method). The data were evaluated in

accordance with the research objectives by employing frequencies, percentages,

means, t-tests, Pearson Correlation Coefficient, and ANOVA to analyze and interpret

the research findings.

Profile of the Respondents

Table 5. Profile of the Respondents when grouped according to sex

Age Frequency Percentage (%)
16 1 1.12
17 52 58.43
18 32 35.96
19 4 4.49
TOTAL 89 100

Table 5 presents the respondents’ profile according to age. Data show that the

majority of respondents are 17 years old with a percentage of 58.43, followed by

those aged 18 with a percentage of 35.96.

Factors that affect the student’s test anxiety level.
Table 6. Factors that affect a student's level of test anxiety

Statement No. Mean Interpretation

1. I am at ease and feel confident while taking the test. 2.42 Somewhat Influenced

2. I feel anxious and upset when I take the test. 2.49 Somewhat Influenced

3. I think my performance on an exam is affected whenever I 2.80 Moderately Influenced

think about my grade in a certain subject.

4. I can't focus on the test because I'm worried about 2.39 Somewhat Influenced
performing poorly.

5. I suddenly feel helpless when taking a major test. 2.44 Somewhat Influenced

6. I start to feel nervous just before I receive my test results. 3.22 Moderately Influenced

7. I become anxious before a big test that my stomach hurts. 2.04 Somewhat Influenced

8. I feel like I'm failing myself while working on an important 2.45 Somewhat Influenced
test.

9. I noticed that when I was taking tests, I was considering the 2.76 Moderately Influenced
consequences of failing.

10. I feel anxious before exams that I will forget information 2.61 Moderately Influenced
that I have work so hard to learn.
OVERALL 2.56 Moderately
Influenced

Table 9 presents the factors that affect students' test anxiety. Overall computed

mean shows that the respondents are moderately influenced by the above-stated

factors. Specifically, the top three factors contributing to the respondents’ test anxiety

are: (1) feeling nervous before receiving test results ( x̄= 3.22), (2) thinking that their

exam performance is affected by their grades ( x̄= 2.80) and, and (3) the consequence

of failing (x̄=2.76).
Student’s Level of Comprehension Difficulty

Table 8. Perceived Comprehension Difficulty of Students in Learning Physics.

Statement No. Mean Interpretation

1. Learning physics is difficult for me. 2.36 Low

2. I have trouble understanding lessons quickly, particularly in the 2.21 Low

field of physics.

3. When I'm studying and something doesn't make sense, I look for 3.12 High
more details to help me comprehend the lessons.

4. When I study, I try to identify ideas that I still don't fully 3.07 High
comprehend.

5. When I study, I try to relate the topic to my personal experiences 2.67 High
in order to better understand it.

6. My teacher didn't fully discuss the content of our lessons. 1.52 Low

7. My teacher didn't assist us in understanding the lesson. 1.37 Very Low

8. I find it difficult to understand physics questions that it confuses 2.21 Low

me.

9. My classmates help me understand the subject when I have 3.10 Low

difficulty understanding the lesson.

10. I lose concentration when our teacher is discussing the lesson. 1.94 Low

OVERALL 2.36 Low

Table 10 presents the respondents’ perceived comprehension difficulty in

learning Physics. The respondents perceived themselves having high level of difficulty

along the following indicators: (1) When I'm studying and something doesn't make

sense, I look for more details to help me comprehend the lessons (x̄ =3.12); (2) When

I study, I try to identify ideas that I still don't fully comprehend ( x̄ =3.07); and (3)

When I study, I try to relate the topic to my personal experiences in order to better

understand it (x̄ =2.67). Nevertheless, the overall perceived level of difficulty in

learning physics among the respondents is x̄ =2.36 which is qualitatively described as

low.
Difference on the Students’ Test Anxiety Level when grouped according to their

Profile.

Table 11. t-test results on Anxiety Level when respondents are grouped according to
sex
Statistics

Factors Sex Mean t-value t-crit p-value Decision

Test Male 2.52 Not

Anxiety -0.47252 2.100922 0.642236 Significant
Level Female 2.58

Table 11 shows the test on difference in the anxiety levels of the the

respondents when grouped according to sex. The computed t-value was -0.472

(p>0.05), thus the null hypothesis is accepted. There is no significant difference in the

level of test anxiety between male and female students. In other words, the level of

test anxiety among respondents is not dependent on their sex; the respondents exhibit

similar levels of test anxiety regardless of sex.

In contrast to the study by Zaheri et al. (2012), the results of their research

showed that test anxiety occurs more frequently among female students than male

students, and this difference was significant.

Table 12. Analysis of difference on the Students’ Test Anxiety Level when grouped
according to section.
 Statistics

Factors Section Mean F-value F-crit p-value Decision

Test STEM 1 2.65 Not

Anxiety 0.68661 3.35413 0.51185 Significant
Level STEM 2 2.48 (Accept
Ho)
STEM 3 2.56

Difference in the level of test anxiety among students when grouped according

to section is shown by table 12 above. Based on the table, results of ANOVA revealed

a computed F-value of 0.687 (p > 0.05), thus the null hypothesis is accepted. There is

no significant difference in the level of test anxiety among respondents when grouped

according to section.

Relationship Between Anxiety Level and Age

Table 17. Analysis on the correlation between the’ Test Anxiety Level and Age
Indicator r Correlation size
Age and Anxiety Level -0.04767 Negligible Correlation

Table 17 depicts the correlation between test anxiety level and age. The

computed correlation coefficient is -0.04767 (p>0.05) which is qualitatively described

as negligible negative correlation. There is no significant relationship between

students' test anxiety level and age. The respondents’ test anxiety level is not related

to age.

In contrast to the findings of Torrano et al. (2020), their study found that there

is a positive relationship between test anxiety and age. Specifically, they found that

older adolescents experience higher levels of anxiety.