Angono Private High School

Senior High School Department

Inquiries, Investigations and Immersion

TITLE PAGE
THE RELATIONSHIP BETWEEN ACADEMIC ANXIETY AND

ACADEMIC PERFORMANCE OF SELECTED STUDENTS

ARAGONES, HAYDEN ILOG

POLO, DAVID JONATHAN SALCEDO

VALENCIA, LOISE JEWEL

VILLACAMPA, KRISTINE ROSE FELISMINA

HUMSS 201

S.Y. 2020 – 2021

1
 ABSTRACT

The focus of this study is to distinguish the relationship between academic

performance and academic anxiety. In doing this, the study analyzed the data from Senior

High School students of Angono Private High School. The thesis encompasses five

chapters. Chapter one includes general introduction and the background of the study. It

has explained the statement of the research problem. It has also presented the research

questions, as well as the research hypothesis and the relevance of this study. Chapter one

also discussed the limitations of the study and theoretical framework. Chapter two

delineated the review of related literature that are relevant with the study. This involves

introduction to anxiety, factors involved and the effect of anxiety in student’s academic

performance. It also contains relationship of the dependent and independent variable of

this study. Chapter two also narrates recommendations to lessen stress and also narrates

the laws that are associated to the study.

Chapter three discusses research design, the purpose of the study to educate and

give awareness on what the students experiencing anxiety to their academic performance.

The subjects, 40 Senior High School students of Angono Private High School. Chapter

three also includes sampling technique which is the probability sampling. It has also

explained the instrumentation, as well as the data collection and data analysis. Chapter

four focuses on the data that were collected using survey questionnaires. The

interpretation of data is discussed in chapter four. The conclusion in chapter six

summarizes the findings of the study which revealed the relationship of academic anxiety

and academic performance.

2
 ACKNOWLEDGEMENT

The researchers would like to express their gratitude to all the people who in one

way or another contributed in the completion of this study. Special mention given to the

following:

To our Almighty God for giving us the knowledge, strength, courage, protection

and the ability to do work, and his Guidance that aided us to be able to accomplish and

properly execute this research study of ours.

To our beloved school, Angono Private High School who has given us

everything throughout our journey and to their never-ending love and support to all their

students.

To Ms. Joyce Anne S. Olinares who encouraged and directed us. For providing

us the time and guidance. Her challenges brought our research study towards a

completion. It is with her supervision that our research study came into existence.

Furthermore, the researchers wish to show appreciation to all the students, the

respondents. Their names cannot be revealed, but we want to acknowledge their help

and transparency during our research. Their information has helped us in completing this

research study.

May the Almighty God continue to bless all of you.

3
 TABLE OF CONTENTS

TITLE PAGE................................................................................................................................1
ABSTRACT..................................................................................................................................2
ACKNOWLEDGEMENT............................................................................................................3
TABLE OF CONTENTS.............................................................................................................4
CHAPTER 1.................................................................................................................................5
INTRODUCTION........................................................................................................................5
Background of the Study............................................................................................................6
Statement of the Research Problem............................................................................................7
Research Hypothesis...................................................................................................................8
Relevance of the Study...............................................................................................................9
Scope and Limitations..............................................................................................................10
Theoretical Framework.............................................................................................................11
Definition of Terms..................................................................................................................13
CHAPTER 2...............................................................................................................................14
REVIEW OF RELATED LITERATURE................................................................................14
Introduction of Anxiety and Mental Health..............................................................................14
Factors Involved in Student’s Academic Performance.............................................................15
Relationship between the Student’s Academic Anxiety to their Academic Performance.........16
Effects of Academic Anxiety to Student’s Performance...........................................................17
Recommendation to Manage and Lessen Stress.......................................................................18
CHAPTER 3...............................................................................................................................20
RESEARCH METHODOLOGY..............................................................................................20
Research Design.......................................................................................................................20
Subjects of The Study...............................................................................................................20
Sampling Schemes....................................................................................................................21
Instrumentation.........................................................................................................................21
Data Collection.........................................................................................................................22
Data Analysis............................................................................................................................23
4
 Ethical Consideration................................................................................................................23
CHAPTER 4...............................................................................................................................25
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA...............................25
1. The Relationship Between Academic Anxiety and Academic Performance of Students. .26
2. The Relationship Between Academic Anxiety and Family and Home Setting of Students
..............................................................................................................................................34
3. Various Forms of Anxiety Experienced by the Students...................................................39
4. Gender as a Factor in Adding Student's Academic Anxiety..............................................44
5. Grade Level as a Factor in Adding Student's Academic Anxiety......................................47
CHAPTER 5...............................................................................................................................50
RESEARCH CONCLUSION AND DISCUSSION..................................................................50
Introduction to Chapter 5..........................................................................................................50
Summary of Findings...............................................................................................................50
Conclusion................................................................................................................................52
Recommendation......................................................................................................................53
APPENDICES.............................................................................................................................54
Research Instrument Used:.......................................................................................................54
Raw Data:.................................................................................................................................58
Curriculum Vitae......................................................................................................................60
REFERENCES:..........................................................................................................................69

5
 CHAPTER 1

INTRODUCTION

Background of the Study

The K-12 Program created to develop advanced educational system to the

Philippines. Senior high school students develop themselves as individuals that can be an

asset in the future. Hence, mental health issues can arise at a very young age especially to

the senior high school students. These issues are hinder to students with their academic

performance, behavior, and in psychological aspects of their well-being. This study

should be a great medium for students and other people to gain inquiries about anxiety

and also to identify the relationship between students' anxiety to their academic

performance.

Academic pressure is increasing for the past few years. Too much school works,

activities, and examinations that a student must comply. Students are pressured from the

expectations of their parents that they must excel and achieve good grades. Lack of

parental support are also one of the reasons why student's stress is increasing that can

result to anxiety. The Global-School-based Student Health Survey found that 16.8% of

students aged 13-17 attempted to commit suicide one or more times. Approximately,

there are 16% frequency of mental disorder among children according to the assessment

of the Philippine Mental Health System. According to District Administration, educators

saw that there are increased anxiety levels in student. About one third of teenagers have

anxiety disorder and 8% of them are seriously impaired. The Anxiety and Depression

Association of America found that one in every eight children affected by anxiety and
6
80% they do not receive treatment. Disturbed family dynamics, peer pressure, inability to

cope with studies, drug abuse and lack of competence are the reason of stress during

adolescence period (Gathol 2017).

Anxiety is a normal reaction of the body to a certain situation. Some academic

anxiety of students is fear of failing, expectation to have good grades and complying

activities on time. Extreme level of academic anxiety are the reason of student's poor

mental health and academic performance. This study will only focus on the relationship

of the increasing anxiety to their academic performance, the reasons why their mental

state is affected by their academic performance and also the prevalence of mental health

issues.

Academic anxiety is the hinder for students on their academic achievement. The

academic performances are affected by student's pressuring environment. Students must

seek for professional help and counseling. Despite of the current situation of students

with their mental health problems, there still a limited health facility provided and

government do not prioritize this issue.

Statement of the Research Problem

Anxiety is a feeling of unease, such as worry or fear that can be mild, moderate or

severe. Everyone has feeling of anxiety at some point in their life. Feeling anxious is

sometimes perfectly normal however; people with severe form of anxiety find it had to

control their worries. Their feeling of anxiety is more constant and often affects their

7
performance or daily life. If a student experiences an increase level of anxiety, the

anxiety may have a negative effect, resulting in decreased learning.

Findings of this study will improve the knowledge of not just students but the

general public on anxiety so that they can stand a better chance to manage anxiety and are

able to prevent anxiety disorders that are often associated with extreme levels of anxiety.

The findings will also add to the existing body of knowledge.

The study was sought to answer the following research questions.

1. Is there a significant relationship between academic anxiety and academic

performance?

2. Is there a relationship between academic anxiety and family and home setting of

students?

3. What are the various forms of anxiety experienced by the students?

4. Is gender a factor in adding student's academic anxiety?

5. Can grade level be a factor in adding student's academic anxiety?

Research Hypothesis

The study assumes to know the relationship between academic anxiety and

academic performance of students. Having the student’s academic anxiety as the

independent variable and the student's academic performance as the dependent variable

will sum up the whole study. The researchers will give primary responses in the given

problem.

8
 H0: There is no significant relationship between academic anxiety and academic

performance of students.

H1: Academic anxiety take part in academic performance of students.

H0: There is no significant relationship between academic anxiety and family and

home setting of students.

H: Family and Home Setting of students take part in student’s academic anxiety.

H0: There are no various forms of anxiety experienced by the students.

H1: Social anxiety is one of the types of anxiety experienced by the students.

H0: Gender is not a factor in adding student’s academic anxiety.

H1: Gender is a factor in adding student’s academic anxiety.

H0: Grade level is not a factor in adding student’s academic anxiety.

H1: Grade level is a factor in adding student’s academic anxiety.

Relevance of the Study

This study should be a great medium for students and other people to gain

inquiries about anxiety. The researchers conducted this study to distinguish the

relationship between academic anxiety and academic performance of students by

collecting data and other information. It can provide as a basis for other researchers to

widen their study and ideas. Therefore, this study will not only provide the benefits to the

9
students and researchers but also to other people. The findings and outcome of this study

will be significant and beneficial to the following:

 Students

It will help students by gaining information and data about the relationship

between academic anxiety and academic performance of students provided by the

researchers. It will give them insights that anxiety is real and it can affect the academic

performance of the students.

 Teachers

This study will be beneficial to teachers by relating to their students. Having

enough thoughts and ideas, the teachers can carefully handle students while he/she is

having a hard time with his or her academics.

 The People

This study will also be relevant and beneficial for all people. By learning and

knowing what anxiety is, it can open doors for others and became aware and sensitive for

their own ideas and thoughts.

Scope and Limitations

The study will only focus on the relationship between academic anxiety and

academic performance of students. The researchers will only get the reasons if the

students' academic performance is affected by his or her mental state. The study will also

10
provide the various forms of anxiety that the students are facing. Furthermore, the study

will be conducted in researcher’s home through online surveys.

The study does not seek to include other factors that is not related to the study and

will just select students as their subject.

Theoretical Framework

The Inverted-U Theory was created by psychologists Robert Yerkes and John

Dodson in the year 1908. This theory explains an understandable relationship between

these two: pressure and performance. Inverted-U Theory also known as the Yerkes-

Dodson Law is a theory that will appear when there is correlation between pressure and

performance. This theory owes its name to the line, in the form of an inverted U. As

stated by Yerkes and Dodson, when people experience or feel a right amount of pressure

that is needed to do work, they can perform effectively. Nonetheless, if there is more

pressure or little pressure, performance can get affected and suffer.

Stress-performance theorizing has its roots in the early experimental work of

Yerkes and Dodson (1908) who found an inverted-U theory relationship between strength

of stimulus and performance (rapidity of avoidance learning). The Inverted-U theory is

an appealing explanation for performance flaws. In many ways this explanation fits into

the observations but in reality, is too simplistic. The Inverted-U theory suggests that there

is an optimal level of stimulus at which performance peaks. At other levels of stimulus,

both higher and lower that the optimum, performances. The rationale for this relationship

is that when an individual experiences a low-level stress he or she is not activated and

does not evince improved performance; when the individual experiences too high a level

11
of stress, he or she may spend more time and other resources in coping with stress and

invest less effort in performing the task, resulting in a relatively lower level of

performances. Thus, a moderate amount of stress causes the individual to activated and

expanded maximal energy in job performances

The current study used the inquiry of Robert Yerkes and John Dodson's Inverted

U Theory. The Yerkes-Dodson Theory relates anxiety and stress to a person's

performance. In addition, this theory provides deeper insights and understanding on how

a person is affected by his or her current mental state. The researchers provide this theory

due to the possible results of the anxiety or stress that a person feels towards his or her

performance. By using this theory, it can give a wider perspective on how people do their

daily tasks and activities. According to Yerkes and Dodson, the peak performance is

achieved when the level of pressure that a person experience is appropriate for the work

they are doing. People are more likely to do their tasks efficiently and effectively if they

12
are surrounded by a minimal and a healthy pressure. Likewise, students can perform

easily and productively if they are having exact amount of pressure.

The relationship between pressure and performance shows that right amount of

pressure can be beneficial to people, motivate people in a good and healthy way but this

theory also explains that too much or little pressure has a negative pact to a person's

performance especially when they feel out of control. Academic performances are

affected by student's pressuring environment.

Definition of Terms

Anxiety - is a feeling of uneasiness and worry, usually generalized and unfocused as an

overreaction to a situation that is only subjectively seen as menacing. It is often

accompanied by muscular tension, restlessness, fatigue and problems in concentration

that is closely related to fear.

Inverted-U Theory - is a theory that sheds light on the relation between performance and

pressure or arousal

Mental Health - it includes emotional, psychological, and social well-being of a person.

It affects how we think, feel, and act. It also helps determine how we handle stress, relate

to others, and make choices.

Pressure - is the burden of physical or mental distress.

13
Stress - the degree to which you feel overwhelmed or unable to cope as a result of

pressures that are unmanageable. It is our body’s response to pressures from a situation or

life event.

Stimulus - is something that causes a reaction, especially interest, excitement or energy.

CHAPTER 2

REVIEW OF RELATED LITERATURE

Introduction of Anxiety and Mental Health

Anxiety is your body’s way of telling you that there is something in the

environment in need of your attention. High levels of anxiety cause your body to prepare

to fight or run away from the perceived threat - commonly called the “fight-or-flight

response.” (Cornell University, 2015). This study come up with understanding the

academic anxiety experiencing by the students. As determined by Cornell University

(2015), an average level of anxiety actually supports academic performance by

generating and building motivation. Furthermore, having high level of anxiety can hinder

concentration and thinking ability that is vital in academic performance of a student. On

the other hand, lesser amount of anxiety would also result in absence of motivation to

study for exams, write papers, or do daily homework.

In 2015, the global prevalence of common mental illnesses such as depression and

anxiety disorders are estimated at 5.5% and 3.6%, respectively; suicide accounts for 1.5%
14
of global deaths in the same year (WHO, 2017). Mental health disorders produce a

sizeable burden to its victims. Literature suggests that mental illness can cause days out

of work, loss of productivity, financial drain from treatment costs, family and caregiver

stress and loss of life (Bronsard et al., 2016; Centers for Disease Control and Prevention,

2011). Mental health problems, being developmental in nature and aetiology, are best

addressed through prevention measures during early age.

By the report, most of the students (64.4%) have experienced between moderate

to high levels of stress while others (35.6%) appeared to have low stress levels. The

results manifested that high academic stress will eventually indicate poor academic

performance

Factors Involved in Student’s Academic Performance

Stress level of a students may exist due to the different factors. Subramani and

Kadhiravan (2017) revealed the link between academic stress and mental health among

students. They further concluded that academic stress and mental health are correlated.

The factors why academic stress of students arising are caused by parents’ high

expectations to their child’s grade, and there is not enough support and guidance to the

students. The researchers also propounded that the students from private schools are more

pressurized compared to the students from government school. This is due to the

abundance of homework and other academic related assignments.

According to the study by Nancy, W.M. Gichohi (2019) to compromise the

influence of Anxiety on Academic Performance among Students at The Technical

University of Kenya. The focus of the research was on the analysis of fearful reactions to
15
academic activities, emotional responses to difficult learning activities, the study of

deficit skills and the task-generated intervention among students and their role in

academic achievement. To validate the study's first objective, the study found that when

studying, students experience predictions of failure, self-degrading thinking, and are

concerned about the effects of poor academic response.

Findings indicate that the feeling of rapid heartbeat was an emotional response to

challenging learning activities in order to assess the second objective that sought to

explore the level of emotional patterns among students. With regard to the third

objective, it has been identified that the high standards and demands of the school and

parents place a great deal of pressure on them. With regard to the final objective,

respondents acknowledged that they made modest attempts to get things right, gave up on

hard-to-get learning tasks easily, and saw no reason to engage in challenging academic

activities. Overall, most students in higher institutions are affected by anxiety,

particularly among those pursuing challenging and difficult courses.

Relationship between the Student’s Academic Anxiety to their Academic

Performance

Academic anxiety is a well-established, significant predictor of academic

performance. Students with high levels of anxiety are unable to perform at the best of

their ability. The purpose of the study conducted by Shangal Mirawdali et al. 2018, was

to determine the extent of academic anxiety and its effects on academic performance and

explore if social and family sources of anxiety have effects on academic performance.

Academic anxiety is the main reason why massive number of students struggles with
16
their academic performances. It is difficult for students to express their ability and their

best to perform.

A research study by J.W.B Oketch-Oboth (2018) includes relationship and

academic stress of students from the University of Kenya. This study involves regression

analysis, a process wherein the relationship is estimated between a dependent variable

and one or more independent variables. It concludes that a student with a higher stress

level will lead to a poorer academic performance. It also depends to the course or track of

a student to have a statistically significant effect to the variables.

Effects of Academic Anxiety to Student’s Performance

Anxiety affects students’ performances in school, they tend to stress about

academic tasks for the reason that they have fear of failing in school. If the student

connects their low performances in school to their self-worth, the pressure that they put to

themselves can cause anxiety. The other factor associated to the students’ academic

performance are social and family anxiety (Shangal Mirawdali et al, 2018

In the article by Paccarangan, S J, Et al (2018) to contain as part of a whole the

Perceived Family Support Predicts Anxiety Level among Highly Anxious University

Students. A higher degree of social anxiety causes depression among individuals,

especially among university adolescents who are pressured by their obligations to

communicate regularly with others. There is a need to explore ways in which social

anxieties can be addressed. The present research which used predictive-associative

design, the significant relationship between social anxiety and its dimensions to perceived

17
social support (general, family, friends, significant others among highly anxious

undergraduate students.

In general, participants have a relatively low degree of general social anxiety.

They often tend to be very anxious in situations involving criticism and humiliation,

contact with physical gender, and speaking in public or with authority, while mildly

anxious in situations involving assertive communication of negative emotions and

interaction with strangers. Among very anxious college-level adolescents, high perceived

social support (general) predicted lower social anxiety when communicating with

strangers. Most significantly high perceived family support predicted lower general social

anxiety and lower behavioural social anxiety in communicating with strangers

(Paccarangan, S J, et al. 2018).

Recommendation to Manage and Lessen Stress

Educational institutions, being the students’ primary environment during their

formal educational years, should establish systems, wherein actual and potential mental

health problems among the youth can be addressed. The link between mental health of

students, and academic engagement (Reis, Hoppe, & Schröder, 2015; Roth, 2013), and

school environment (Chen, Romero, & Karver, 2016).

Although stress can be overwhelming and can lead to a state of sadness in many

teens, a study conducted by Reddy et al. (2018), they conclude it is vital to manage stress

of the students. Their study suggested remedies that may help students deal with stress. It

includes mindful meditation, practice yoga, and psychotherapy. On the other hand, stress

18
can be managed by focusing ones’ welfare. Dimitrov (2017), claimed that focusing on

food, work, and recreation are the areas to focus on.

In the Philippines, there is an article by Elemia C. (2018) stated that the Mental

Health Act would ensure the rights and welfare of persons with mental health needs and

mental health professionals; provide mental health services down to the barangays;

integrate psychiatric, psychosocial, and neurologic services in regional, provincial, and

tertiary hospitals; improve mental healthcare facilities; and promote mental health

education in schools and workplaces. Having this affordable, accessible and equitable

health act can help people in consultation and prevent mental-illness in the long run. This

act in an essential piece in nurturing healthy minds and raising awareness regarding

mental health.

19
 CHAPTER 3

RESEARCH METHODOLOGY

Research Design

The purpose of the study was to educate and give awareness on what most of

the students of Angono Private High School that experiencing anxiety to their

academic performance. The study employed a quantitative approach with the use of

basic analytical techniques. Also utilized were correlational and regression designs to

allow it draw inferences from the existing disparity between the independent and

dependent variables in the present study. Correlation suited the study because it

explained the relationship between academic anxiety and student academic

performance. Implicitly, correlation showed the extent to which academic anxiety

influences academic performance of students.

On the other hand, Pearson correlation analysis was used to determine the

strength the relationship between academic anxiety and student academic

performance. Appropriately, the method attempted to determine how anxiety related

with academic outcomes. Indeed, the design was suitable because it sought to

establish the extent of association between academic anxiety and academic

performance of students.

Subjects of The Study

The subjects of the study were the selected Senior High School students of

Angono Private High School, school year 2020-2021. The respondents that
20
participated in the research were Grade 11 to Grade 12 senior high school students

from Angono Private High School. The researchers acquired twenty (20) students that

represented the grade 11, ten (10) boys and ten (10) girls. And twenty (20) students

represented grade 12, ten (10) boys and ten (10) girls, for a total of forty (40) students

to answer the provided questionnaire. The random students who have experienced

academic anxiety because of load works in school were needed for their respective

answers to support the study.

Sampling Schemes

The researchers used probability sampling as their sampling technique.

Specifically, simple-random sampling, for it allows the whole population to have an

equal chance to be chosen. The study had a total sample of 40 senior high school

students from Angono Private High School. 20 students were randomly selected from

Grade 11 and 12, both with equal number of girls and boys. With this technique, the

study gained unbiased response from the sample and further investigate the

relationship of academic anxiety and academic performance of students. Thus, the

technique guarantees just and neutral answer from the sample. This were done by

having questionnaires given to the respondents to conclude the overall response.

Instrumentation

The instrument used was Likert five-point rating scale checklist which made

by the researchers to accumulate the required information for the research. The said

21
rating scale gives more than two choices where the respondents can respond and rate

themselves to address the question being asked. It is a scale of five points that allows

the respondent to express how much they agree with a particular statement or

disagree with it. In the Section B, there are 15 items and the respondents answered

the following questions which were answerable by the basis of Likert 5- point scale.

Strongly Disagree = 1, Disagree = 2, Neutral= 3, Agree = 4, Strongly Agree = 5. The

higher the score, the more stress of the students.

The questionnaire that the researchers used was the Likert five-point rating

scale checklist. This instrument was previously used by J. A. Akande (2014) in their

study on A Study of Level and Sources of Stress Among Secondary School Students.

The reliability of the instrument was established through a test-re-test method of three

weeks interval that involved students that did not participate in the research. The

number of items in this area were thirty-five (35) A reliability co-efficient of 0.73

was established through Pearson Product Moment.

Data Collection

Through time, academic anxiety became a real threat to the students. That is

why the researchers took their time to do brainstorming and came up with this study.

They came up with the title “The Relationship Between Academic Anxiety and

Academic Performance of Selected Students. The researchers chose this title since it

is aligned with their Humanities and Social Sciences Strand. Moreover, it was

relevant and needed to further discuss and elaborate. The first thing the researchers

22
did was they established the statement of the problem, hypothesis and significance of

the study. After this, they solidified their study by doing research and carefully

analyzed past studies that were related to their chosen topic. The study had 40

students as respondents that all came from Angono Private High School. The

questionnaires were used as a material for the gathering of the data. By the use of

Likert five-point rating scale, the researchers tallied and interpreted the data that they

collected with honesty and integrity.

Data Analysis

The researchers processed the data by evaluating every details of the

responses collected from the Google Forms questionnaire administered to the

respondents regarding to their perception about anxiety. The researchers organized

each answer in order to prove the purpose of the study and the statement of this study.

After the gathering the data collected, they used SPSS and Excel to analyze and

interpret the data.

Ethical Consideration

As mentioned above, this study has respondents from Grade 11 and 12. The

researchers acquired twenty (20) students represented grade 11, ten (10) boys and ten

(10) girls. And twenty (20) students represented grade 12, ten (10) boys and ten (10)

girls. Random students who have experienced academic anxiety due to workloads at

school were needed for their respective responses to support the study. The

researchers carefully explained the background and purpose of the study and why
23
they were fitted as the research respondent. In addition, researchers sincerely asked

the respondents if they were willing to answer the questionnaire. Some personal

identifiable information disclosed to the public for the privacy of the respondents.

The researchers acknowledge the respondents for their cooperation in the study and

update them for the result. Moreover, the processes involved in making the study

were done with all honesty and integrity.

24
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter will present all the findings, analysis and interpretation of the data

that has been derived from online questionnaire forms. A total of 40 students as the

respondents were asked regarding the relationship of academic anxiety and their

academic performance. This chapter also includes profiling, tables and charts that

represent all the respected data.

Demographics of the Respondents

Figure 4.0 Age of the Respondents Figure 4.1 Sex of the Respondents

Age and Sex of the Respondents

40 respondents ages 14 to 18 years old were presented, mostly the larger number

are at the higher age of 17 to 18 years old which is 42.5% and 40.0% out of 100% while

the lower age is 14 to 16 years old accounting to 2.5% and 15.0% of the respondents. The

proportion of males to females was both about 50.0% of the 40 respondents.

25
 .

Figure 4.2 Grade and Section of the Respondents

Grade and Section of the Respondents

The findings of this study showed that majority of the respondents are from the

grade 11 students from HUMSS that has 6 respondents and from STEM that has also 6

respondents. The remaining numbers of the respondents are from the grade 11 and grade

12 students. HUMSS students that has respondents ranges from 1 to 6. STEM students

range from 1 to 6 respondents. HEARTS that have 4 respondents. ABM that has students

ranges from 1 to 4 respondents. And lastly, ICT that has 1 to 2 respondents.

1. The Relationship Between Academic Anxiety and Academic Performance of

Students

26
 Figure 4.3 Result of Academic Anxiety Test

  Frequency Percentage
Strongly Agree 4 10%
Agree 21 53%
Neutral 11 28%
Disagree 3 8%
Strongly Disagree 1 3%
TOTAL 40 100%

Table 4.0 Frequency Table of Academic Anxiety Test

The research question number 1 measures the academic anxiety a student has by

asking set of questions. For the first question, a dominating 21 out of 40 respondents

answered Agree that they often feel stressed and nervous while participating in class

which is a highest 53% out of 100%. The least number scored 1 which is Strongly

Disagree that is the lowest 3% out 100%. Furthermore, 4 respondents answered Strongly

Agree which is 10% out of 100%. 11 respondents answered Neutral which is 28% out of

100%. And for Disagree it tallied 3 respondents which is 8% out of 100%.

27
 Figure 4.4 Result of Academic Anxiety Test

  Frequency Percentage
Strongly Agree 8 20%
Agree 15 37.5%
Neutral 10 25%
Disagree 4 10%
Strongly Disagree 3 7.5%
TOTAL 40 100%

Table 4.1 Frequency Table of Academic Anxiety Test

For the second question under research question number 1, 15 out of 40

respondents answered Agree that when they finished a hard test, they are afraid to see

their score which is a highest 37% out of 100%. The least number scored 3 which is

Strongly Disagree that is also has the lowest 8% out of 100%. Other category tallied 8 out

of 40 respondents for Strongly Agree which is fairly 20%. While 10 respondents

answered Neutral which is 25%. Lastly, 4 respondents responded for Disagree which is

10% respectively.

28
 Figure 4.5 Result of Academic Anxiety Test

  Frequency Percentage
Strongly Agree 10 25%
Agree 15 38%
Neutral 8 20%
Disagree 5 13%
Strongly Disagree 2 5%
TOTAL 40 100%

Table 4.2 Frequency Table of Academic Anxiety Test

For the third question under research question number 1, a high-rank 15 out of 40

respondents answered Agree that they feel discourage and unconfident over a low score

in an exam/ a quiz which is a soaring 38% out of 100%. On the other hand, the least

number tallied 2 for Strongly Disagree which is the lowest 5% out of 100%. In addition,

10 respondents answered Strongly Agree which is 25%. While 8 respondents responded

Neutral which is 20%. Lastly, for Disagree it tallied 5 respondents which is 13% out of

100% respectively.

29
 Figure 4.6 Result of Academic Anxiety Test

  Frequency Percentage
Strongly Agree 7 18%
Agree 8 20%
Neutral 12 30%
Disagree 7 18%
Strongly Disagree 6 15%
TOTAL 40 100%

Table 4.3 Frequency Table of Academic Anxiety Test

For the fourth question under research question number 1, 12 out of 40

respondents responded Neutral that when they are doing recitation, they are having

panic attacks which is the leading 30% out of 100%. The least number tallied 6 out of 40

respondents for Strongly Disagree which is also the lowest 15% out of 100%.

Additionally, 8 respondents answered Agree which is 20%. While Strongly Agree and

Disagree both have 7 respondents which is 18% out of 100% respectively.

Figure 4.7 Result of Academic Anxiety Test

  Frequency Percentage
Strongly Agree 7 18%
Agree 9 23%

30
 Neutral 14 35%
Disagree 7 18%
Strongly Disagree 3 8%
TOTAL 40 100%

Table 4.4 Frequency Table of Academic Anxiety Test

The data shown from fifth question under research question number 1, 14 out of

40 respondents answered neutral if they have a fear in presenting in front of the class. It

covers 35% of the result. Out of 40 students, 9 students agreed to the questions which

covers 23% of the result while 18% of the result, strongly agreed and disagree. The

remaining 3 respondents strongly disagreed which means that they do not have a fear in

presenting in front of the class.

Figure 4.8 Academic Performance of Students

  Frequency Percentage
With Highest Honors 1 3%
With High Honors 10 25%
With Honors 23 58%
I do not belong to the honors list of my 6 15%

section
TOTAL 40 100%
31
 Table 4.5 Frequency Table of Academic Performance of Students

The data shown from the last question under research question number 1, 58% of

the respondents belon to the list of with honors. 25% of them belong to the list of with

high honors, 6% of them does not belong to any honors list while only 1% of the

respondents belongs to the list of with highest honors.

Figure 4.9 Scatter Plot of Academic Anxiety and Academic Performance of Students

Correlations
Academic Academic

Anxiety Performance
Academic Anxiety Pearson Correlation 1 -.539**
Sig. (2-tailed) .000
N 40 40
Academic Performance Pearson Correlation -.539** 1
Sig. (2-tailed) .000
N 40 40
32
**. Correlation is significant at the 0.01 level (2-tailed).

Table 4.6 Pearson Correlation of Academic Anxiety and Academic Performance of Students

The mean of academic anxiety that the 40 respondents have is 3.38 or Neutral

which means all them have experienced academic anxiety in the time of participating and

having classes, but not that aggressive. While the mean of the academic performance of

selected students is 2.15 which means most of them belong in With Honors of their

respective section. The researchers used Pearson r to know the relationship of the two

variables which is -0.53892087 or -0.53 which is moderate negative correlation. This

means that the two variables are inversely correlated to each other. This happens when

one variable increases the other variable decreases. For this, when the academic anxiety

of a student increases, his academic performance decreases moderately. While once his

academic anxiety decreases hi academic performance increases fairly.

According to the research study done by J.W.B Oketch-Oboth (2018) it concludes

that a student with a higher stress level will lead to a poorer academic performance. This

supports the same findings where the correlation of the two variables is inversely

correlated. When one variable increases the other decreases.

2. The Relationship Between Academic Anxiety and Family and Home Setting of

Students

33
  Frequency Percentage
Strongly Agree 5 13%
Agree 8 20%
Neutral 12 30%
Disagree 11 28%
Strongly Disagree 4 10%
TOTAL 40 100%
Figure 4.10 Result of Family and Home Setting of Students

Table 4.7 Frequency Table of Family and Home Setting of Students

The research question number 2 sought to answer what are the factors contributes

to the student’s anxiety. The 12 out of 40 respondents answered neutral that they are not

pressurized to achieve high grades from their parents. It covers 30% of the result. The

28% disagreed, 20% of them agreed, 13% of them strongly agreed that they are

pressurized. While the remaining 10% of the respondents, strongly disagreed.

Figure 4.11 Result of Family and Home Setting of Students

  Frequency Percentage
Strongly Agree 2 5%
Agree 4 10%
Neutral 8 20%
34
Disagree 19 48%
Strongly Disagree 7 18%
TOTAL 40 100%
 Table 4.8 Frequency Table of Family and Home Setting of Students

The data shown above which the student doesn’t feel enough support from their

family, 19 out of the respondents disagreed which means that they are supported by their

family. It covers 48% of the result. 20% of them answered neutral, 18% of them strongly

disagreed. While the 10% of the respondents, agreed with the question. The remaining

5% of the respondents strongly agreed that they don’t feel any support.

Figure 4.12 Result of Family and Home Setting of Students

  Frequency Percentage
Strongly Agree 13 33%
Agree 17 43%
Neutral 9 23%
Disagree 1 3%
Strongly Disagree 0 0%

35
 TOTAL 40 100%
Table 4.9 Frequency Table of Family and Home Setting of Students

The number of students performing household chores in the house is shown in the

table. The percentage of students who agree to the questionnaire that they do household

chores in their home is 43%, which is higher than the percentage of students who strongly

agree, which is only 33%. Then, for the third results, there is a significant difference

between them and the second results in that the third results show that 23% answer

Neutral, and the last two 3% answer Disagree and 0% Strongly Disagree.

Figure 4.13 Result of Family and Home Setting of Students

  Frequency Percentage
Strongly Agree 6 15%
Agree 10 25%
Neutral 16 40%
Disagree 6 15%
Strongly Disagree 2 5%
TOTAL 40 100%

Table 4.10 Frequency Table of Family and Home Setting of Students

The data shown above represent the number of students who are unable to

concentrate on their studies due to a noisy neighborhood. Because of the noisy

36
neighborhood, 40% of respondents were Neutral, 25% agreed, and 15% disagreed. While

the last three results Strongly Agree and Disagree, with 15% they can't focus on their

studies because of the noisy neighborhood and the rest they don't have a noisy

neighborhood, lastly 5% Strongly Disagree.

Figure 4.14 Scatter Plot of Academic Anxiety and Home Setting of Students

Correlations
Academic Family and

Anxiety Home Setting

Academic Anxiety Pearson Correlation 1 .315*
Sig. (2-tailed) .048
N 40 40
Family and Home Pearson Correlation .315* 1
Sig. (2-tailed) .048
Setting N 40 40
*. Correlation is significant at the 0.05 level (2-tailed).

Table 4.11 Pearson Correlation of Academic Anxiety and Home Setting of Students

Subramani and Kadhivaran (2017) further concluded that the factors why

academic stress of students arising are caused by parent’s expectation, and they are lack

of support and guidance. The mean of family and home setting of the students was 3.18

37
which means that the half of the respondents were pressurize from their parents and they

were still expected to do household chores. On the other hand, the mean of the academic

anxiety was 3.38 which means all of them have experienced anxiety when participating in

class, but not aggressive.

To validate the result and relationship between academic anxiety to family and

home setting of the students, the researchers used Pearson R. The result was 0.31 which

indicates that the relationship was positive. If one factor of stressor came from family and

home setting, the academic anxiety of the students will increase too.

3. Various Forms of Anxiety Experienced by the Students

Figure 4.15 Result of the Various Forms of Anxiety Experienced by the Students

  Frequency Percentage
Strongly Agree 0 0%
Agree 5 13%
Neutral 15 38%
Disagree 17 43%
Strongly Disagree 3 8%
TOTAL 40 100%

38
 Table 4.12 Frequency Table of the Various Forms of Anxiety Experienced by the Students

According to the information in the table, the students have difficulty getting

along with their classmates and teachers. 43% disagree, indicating that they get along

well with their classmates and teachers. 38% are Neutral, not favoring one side or the

other when it comes to having problems with their classmates and teachers, 13% Agree,

and 8% Strongly Disagree.

Figure 4.16 Result of the Various Forms of Anxiety Experienced by the Students

  Frequency Percentage
Strongly Agree 10 25%
Agree 12 30%
Neutral 7 18%
Disagree 7 18%
Strongly Disagree 4 10%
TOTAL 40 100%
Table 4.13 Frequency Table of the Various Forms of Anxiety Experienced by the Students

As per the data shown above, students began to question their self-worth if they

received lower grades. 30% Agree, with 25% Strongly Agreeing, that they began to doubt

39
their own worth. Neutral and Disagree received the same percentage which is 18%.

Lastly, 10 respondents answered Strongly Disagree which is 10%.

Figure 4.17 Result of the Various Forms of Anxiety Experienced by the Students

Respondents Percentage
 
Strongly Agree 6 15%
Agree 11 28%
Neutral 12 30%
Disagree 10 25%
Strongly Disagree 1 3%
TOTAL 40 100%

Table 4.14 Frequency Table of the Various Forms of Anxiety Experienced by the Students

For the third item under the research question number 3, 12 out of 40 respondents

responded Neutral that they are having trouble in telling and exchanging their thoughts

with others which is the leading 30% out of 100%. The least number tallied 1 out of 40

respondents for Strongly Disagree which is also the lowest 3% out of 100%. In addition,
40
11
Mean
I have trouble getting along with my classmates and teachers 2.55
I started questioning my self-worth if I get lower grades 3.43
I have trouble in telling and exchanging thoughts my thoughts to others 3.28
responded for Agree which is 28%. While 10 respondents responded Disagree which is

25%. Lastly, 6 responded Strongly Agree which is 15% out of 100%.

Figure 4.18 Mean Score of the Various Forms of Anxiety Experienced by the Students

Table 4.15 Mean Table of the Various Forms of Anxiety Experienced by the Students

According to Nancy, W.M. Gichohi's (2019) study, anxiety has a negative impact

on academic performance among students at The Technical University of Kenya.

Relating their third goal, it has been determined that the high standards and demands of

the school and parents place a great deal of pressure on the students. However, based on

the first data shown above, the highest percentage of students disagree that they have

41
difficulty getting along with their classmates and teachers, but previous research indicates

that one of the various forms of anxiety experienced by students is by parents who have

high expectations for their child and high standards and demands of the school, and

parents put a greater pressure on them. According to the research (Shangal Mirawdali et

al, 2018) Anxiety has an impact on students' academic performance; they tend to stress

about academic tasks because they are afraid of failing in school. In the study of Nancy,

W.M. Gichohi's (2019) study, the study's first objective, the study discovered that when

studying, students experience failure predictions, self-degrading thinking, and are

concerned about the effects of poor academic response. According to the second data

shown above, the majority of students agree and strongly agree that they began to

question their self-worth if they received a lower grade. If a student connects their low-

cost from their academic performance to their self-esteem, the pressure they put on

themselves can lead to anxiety. Paccarangan, S J, Et al (2018) published an article titled

Perceived Family Support Predicts Anxiety Level Among Highly Anxious University

Students. Adolescents who are under pressure to communicate with others on a regular

basis. The last data shown above shows that most students answered neutral, indicating

that they have or have not experienced difficulty in telling and exchanging their thoughts

with others. Eleven students answered agree, indicating that they have difficulty telling

and exchanging their thoughts with others.

The study found the various forms anxiety experiencing by the students is that

they starting to question their self-worth if they get lower grades and has trouble to

express and exchange their ideas and thoughts to others but these two are in Neutral

category and not so strong and extreme.

42
4. Gender as a Factor in Adding Student's Academic Anxiety

Figure 4.19 Result of Gender as a Factor in Adding Student’ Academic Anxiety

  Frequency Percentage
Strongly Agree 3 8%
Agree 8 20%
Neutral 18 45%
Disagree 7 18%
Strongly Disagree 4 10%
TOTAL 40 100%
Table 4.16 Frequency Table of Gender as a Factor in Adding Student’ Academic Anxiety

For the first item under the research question number 4, it revealed that 18

respondents which is 45% out of 100% were uncertain if they are organizing and always

scheduling their time in doing their tasks. It was interesting to note that 20% of the

participants agreed that they are organized and responsible in scheduling and managing

their time for their tasks. Furthermore, 18% of the respondents disagreed, 10% strongly

disagreed and another 8% of them strongly agreed about this matter.

43
 Figure 4.20 Result of Gender as a Factor in Adding Student’ Academic Anxiety

  Frequency Percentage
Strongly Agree 13 33%
Agree 5 13%
Neutral 13 33%
Disagree 6 15%
Strongly Disagree 3 8%
Table 4.17 Frequency Table TOTAL 40 100% of Gender as a Factor in

Adding Student’ Academic Anxiety

As per the second item under the research question number 4, Strongly Agree and

Neutral both tallied 13 out of 40 respondents that they feel emotional whenever they get

lower grades which is 33% out of 100%. The least number tallied 3 out of 40 respondents

which is 8% out of 100% for Strongly Disagree. And as per the data shown above, 6

respondents responded Disagree which is 15%. And the last is 5 respondents responded

Agree which is 13% out of 100% approximately.

44
 Figure 4.21 Mean of Female and Male Experiencing Academic Anxiety

Gender Male Female

Mean 3.12 3.64

Table 4.18 Mean of Female and Male Experiencing Academic Anxiety

The data for male students shows 3.12 as the mean. Compare to a higher 3.64

mean for female. The data gave Neutral but a higher mean for female shows that more

female is affected and have experienced academic anxiety. The same findings were done

by (Rezazadeh, M. 2019) where the test anxiety score among female students was

meaningfully higher than the mean of test anxiety score among male students. Also, this

is because of the difference in the socialization patterns of males and females. More

pressure is placed on females to succeed in school than males. This leads to the increase

in test anxiety levels because girls essentially are afraid to fail; each testing situation is

seen as another possible chance of failure. Another possible explanation is that “males are

more defensive about admitting anxiety because it might be seen as threatening to their

masculinity; they are trained to cope with anxiety by denying it or by finding ways to

overcome it” (Mousavi & Haghshenas & Alishahi, 2008).

5. Grade Level as a Factor in Adding Student's Academic Anxiety

45
 Figure 4.22 Mean of Grade 11 & Grade 12 Experiencing Academic Anxiety

Grade Level Grade 11 Grade 12

Mean 3.45 3.31

Table 4.19 Mean of Grade 11 & Grade 12 Experiencing Academic Anxiety

After analyzing the results and the data that the researchers gathered, Grade 11

got 3.45 mean, while Grade 12 got 3.31 meaning grade 11 and grade 12 are both neutral

in determining if grade level affects students’ academic anxiety. This means that they are

affected because of their grade level but the grade level does not add much to the stress of

grade 11 and grade 12 students. There are reasons why the result is neutral. A research

study by Nancy, W.M. Gichohi (2019) explains that most students in higher institutions

are affected by anxiety, particularly among those pursuing challenging and difficult

courses. Grade 11 and grade 12 students were not getting anxiety because of their grade

level, students in higher institutions meaning students in colleges and universities were

the ones who are affected by their grade level, they are having a hard time studying

because of the courses that they are pursuing that is why they are having academic

anxiety and one of the factors is their grade level.

46
 Students from grade 11 and grade 12 may not be including their grade level as

one of the main factors why they are having academic anxiety, there are some factors that

they experience, it may be happening in school, their home, or the people that have high

expectations from them. Stress level of a student may exist due to the different factors.

Subramani and Kadhiravan (2017) revealed the link between academic stress and mental

health among students. They further concluded that academic stress and mental health are

correlated. The factors why academic stress of students arising are caused by parents’

high expectations to their child’s grade, and there is not enough support and guidance to

the students.

47
 CHAPTER 5

RESEARCH CONCLUSION AND DISCUSSION

Introduction to Chapter 5
This chapter represent overall summary of the study. It seeks to give a detailed

summary of the research findings, conclusions and recommendations drawn from the

research findings.

Summary of Findings

1. Is there a significant relationship between academic anxiety and academic

performance?

- The relationship of the two variables was -0.53 which is a moderate negative

correlation. The two variables were inversely correlated to each other and this happens

when one variable increases the other variable decreases. For this, when the academic

anxiety of a student increases, his academic performance decreases moderately. While

once his academic anxiety decreases hi academic performance increases fairly.

2. Is there a relationship between academic anxiety and family and home setting of

students?

- The relationship of academic anxiety and family and home setting of students

was 0.31 which indicates that the relationship was positive but weak. If one factor of

stressor came from family and home setting, the academic anxiety of the students will

48
increase too. But if one factor of stressor from family and home setting decreases, the

academic anxiety of the students will decrease too.

3. What are the various forms of anxiety experienced by the students?

- For the three set of questions, the mean for students who have trouble to get

along with their classmates and teachers was 2.55 which means they Disagree and have

experienced the opposite. The mean for students who started questioning their self-worth

if they got lower grades was 3.43 which means most of them have experienced

questioning their self-worth but not aggressive. And for the last one, the mean for

students who have trouble to express and exchange thoughts to others was 3.28 which

means the respondents have experienced this but not so strong and extreme.

Overall, the study found the various forms of anxiety experienced by students are

they started questioning their self-worth if they got lower grades and have trouble to

express and exchange their thoughts to others but these two are in Neutral category and

not so strong and extreme.

4. Is gender a factor in adding student's academic anxiety?

- The data gave Neutral for both gender but a higher mean for female which is

3.64 shows that more female is affected and have experienced academic anxiety compare

to male who have 3.12 as the mean.

5. Can grade level be a factor in adding student's academic anxiety?

49
 - The result shows Neutral for both grade 11 and grade 12. Both grade level is

affected and have experienced academic anxiety because of their grade level but the

grade level does not add much to the stress of grade 11 and grade 12 students.

Conclusion

1. The relationship between academic anxiety and academic performance is inversely

correlated.

2. The study revealed that the relationship between academic anxiety and family and

home setting of students is positive, but weak.

3. The study found the various forms anxiety experiencing by the students is that they

starting to question their self-worth if they get lower grades and has trouble to express

and exchange their ideas and thoughts to others but these two are in Neutral category and

not so strong and extreme.

4. The results of gender as factor in adding student's academic anxiety is that female is

more affected and experiencing academic anxiety compare to male.

5. The respondents of grade level demonstrated neutral both of the grade level affecting

and experiencing academic anxiety, implying that they are affected by their grade level

but the grade level does not add significantly to the stress of grade 11 and grade 12.

The researcher concluded the two variables are inversely related to one another.

This occurs when one variable increases the other decreases. As a result, when a student's

academic anxiety is rising, his/her academic performance is decreasing moderately.

Whereas once his/her academic anxiety subsides, his/her academic performance improves
50
noticeably. The relationship of academic anxiety and family and home setting of students

is 0.31 which denotes that the relationship was positive, but weak. And the various forms

of anxiety are they starting to question their self-worth when they get lower grades and

has trouble to express and exchange their thoughts to others. In terms by gender,

academic anxiety has an impact on females than male. Lastly, both grade level is affected

and have experienced academic anxiety but their grade level as a factor of academic

anxiety does not add much to their anxiety and stress.

Recommendation

Based on the findings and conclusions, the researchers presented the following

recommendations:

1. To test the academic anxiety level of the students, the questionnaire must be expanded

and have more than 10 questions. This can be done to further research about more factors

related to their academic anxiety.

2. Since the both Grade 11 and 12 level neutrally affected by academic anxiety, it is

recommendable to look for the specific subjects that may be the stressors to their

academic performance.

3. The psychological well-being of the students must be managed. This may help them to

concentrate during their examination and have an excellent performance with their

academics.

51
 APPENDICES

Research Instrument Used:

Demographic Section:

Please fill out the following upon answering the research. The details that will be

provided will be used solely for research purposes

- Name

- Grade and Section

- Age

- Gender

INSTRUCTIONS: Answer the following questions by checking the box provided.  

Strongly Disagree = 1, Disagree = 2, Neutral= 3, Agree = 4, Strongly Agree = 5.

Strongly Disagree Neutral Agree Strongly

disagree Agree
In the last months, I often feel

stress and nervous while

participating in class.

When I finished a hard test, I

am afraid to see my score.

I feel discouraged and

52
unconfident over a low score

in an exam/a quiz.

I am having panic attacks

while doing recitation.

I have fear in presenting in

front of the class.

I am pressurized to achieve

high grades from my parents.

I don't feel enough support

from my family/relatives.

I am responsible for doing

household chores in the house.

I can't focus with my studies

because of noisy

neighborhood.

I have trouble getting along

with my classmates and

teachers.

I started questioning my self-

53
 worth if I get lower grades.

I have trouble in telling and

exchanging my thoughts to

others

I am organized and always

schedule my time in doing my

tasks

I am emotional when I get

lower grades.

Academic With Highest With High With Honors I do not belong

Performance Honor Honor to the honor list

Kindly state if you

are part of a

certain honors this

academic year.

54
Raw Data:

55
56
 Curriculum Vitae

Name: Hayden I. Aragones

Address: 0029 Aragones Compound Palangoy

Binangonan Rizal

Phone no.: 093539394840

Email: haydenaragones15@gmail.com

PERSONAL INFORMATION

Age: 1 8 years old

Gender: Female

Birthday: November 15, 2002

Religion: Roman Catholic

Father's Name: Heldin C. Aragones

Occupation: Tricycle Driver

Mother’s Name: Virginia I. Aragones

Occupation: Hairdresser

57
EDUCATIONAL ATTAINMENT

Primary School: Doña Susana Madrigal Elementary School

Secondary School: Philippine Best Training System

Angono Private High School

ORGANIZATIONS

Social Science Club

English Club

TRAININGS & ACHIEVEMENTS

Grad 7-10: With Honors

Modern Dance Category Award

Award for Valedictory Speech

58
Name: David Jonatjan S. Polo

Address: 345 Robles St. Pantok Binangonan Rizal.

Phone no.: 0956-7133-949

Email: jonathanpolo312@gmail.com

PERSONAL INFORMATION

Age: 18

Gender: Male

Birthday: October 23, 2002

Religion: Roman Catholic

Father's Name: Danilo M. Polo

Occupation: Printing Press Owner

Mother’s Name: Flordeliza S. Polo

Occupation: Housewife

EDUCATIONAL ATTAINMENT

Primary School: Doña Susana Madrigal Elementary School

Secondary School: Vicente Madrigal Integrated School

59
Angono Private High School

ORGANIZATIONS

Supreme Student Government

Tribune

Layag

Social Science Club

English Club

TRAININGS & ACHIEVEMENTS

Leadership Training (RISCI)

High School Graduate With Honors.

Leadership Awardee

60
Name: Loise Jewel Valencia

Address: 3 Ana Maria St. Brgy. San Carlos

Binangonan, Rizal

Phone number: 0949-850-0749

Email: jewelloisevalencia@gmail.com

PERSONAL INFORMATION

Age: 19

Gender: Female

Birthday: November 26, 2001

Religion: Roman Catholic

Father’s Name: Angelo B. Torno

Occupation: Employee

Mother’s Name: Rosalie N. Valencia (Deceased)

Occupation:

EDUCATIONAL ATTAINMENT

Primary School: Tres Ninos School Inc. (2009-2015)

61
Secondary School: Tres Ninos School Inc. (2015-2019)

         Angono Private High School (2019-2021)

ORGANIZATIONS

Grade 8 – Speech Choir Member

Grade 9 – Speech Choir Member

Grade 10 – Speech Choir Member

Grade 10 – Student Council Secretary

Grade 10 – Citizenship Advancement Training Officer (Finance & Logistic Officer)

Grade 10 – Best in T.L.E

TRAININGS & ACHIEVEMENTS

Grade 8 – With Honors

Grade 8 – Best in English

Grade 9 – With Honors

Grade 9 – Best in Filipino

Grade 10 – With High Honors

Grade 10 – Best in T.L.E

62
Grade 11- With Honors

Grade 12 – With Honors

63
Name: Kristine Rose F. Villacampa

Address: Sumulong St. Brgy. Bagumbayan Angono, Rizal

Phone no.: 09224107287

Email: kristinerose.villacampa05@gmail.com

PERSONAL INFORMATION

Age: 18

Gender: Female

Birthday: April 5, 2003

Religion: Roman Catholic

Father's Name: Marlon Villacampa

Occupation: Maintenance Staff

Mothers Name: Monaliza Villacampa

Occupation: Housewife

EDUCATIONAL ATTAINMENT

Primary School: San Vicente Elementary School

Secondary School: Angono Private High School

64
ORGANIZATIONS

Grade 7: Filipino Club & Math Club

Grade 8: Filipino Club

Grade 9: Math Club & AP Club

Grade 10: Filipino Club

Grade 10: Speech Choir Member (2nd Place)

Grade 10: Student Action Force Member

Grade 11: Social Sciences Club

Grade 12: Social Sciences Club

TRAININGS & ACHIEVEMENTS

Grade 7: With Honors

Grade 8: With Honors

Grade 9: With Honors

Grade 10: With Honors

Grade 10: Student Action Force Member

Grade 11: With Honors

Grade 12: With High Honors

65
REFERENCES:

(2017) Seventeenth Congress Second Regular Session. The LawPhil Project. Retrieved

from https://www.lawphil.net/statutes/repacts/ra2018/ra_11036_2018.html

Alkandari, N. (2020, April 7) Students Anxiety Experiences in Higher Education

Institutions. Retrieved from https://www.intechopen.com/online-first/students-anxiety-

experiences-in-higher-education-institutions

Cleofas, J. V. (2019, August 7) Student involvement, mental health and quality of life of

college students in a selected university in Manila, Philippines. Journal. Retrieved from

https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1670683

Dimitrov.G (2017). A Study on the Impact of Academic Stress among College Students

in India, Ideal Research. Retrieved from https://www.pimrindore.ac.in/vol4-issue2-

vol5issue1/5.ACADEMIC%20STRESS%20AMONGST%20STUDENTS%20A

%20REVIEW%20OF%20LITERATURE.pdf

Elemia, C. (2018, June 21) Duterte signs Philippine Mental Health law. Rappler.

Retrieved from https://www.rappler.com/nation/duterte-signs-mental-health-law-

services-philippines

Lally, J, & Samaniego R. M, & Tully, J, (2019). Mental Health Legislation in the

Philippines: Philippine Mental Health Act.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6646847/

Mirawdali, S. et al. (2018) Academic Anxiety and its Effects on Academic Performance.

https://www.journalcra.com/article/academic-anxiety-and-its-effects-academic-

performance
66
Nancy, W.M. Gichohi (2019) Influence of Anxiety on Academic Performance among

Students at The Technical University of Kenya. http://www.ijsrp.org/research-paper-

0519/ijsrp-p89107.pdf

Oketch-Oboth, Josiah W.B & Okunya, Luke Odiemo (2018) The Relationship Between

Levels of Stress and Academic Performance Among University of Nairobi Students.

https://ideas.repec.org/a/mth/ijld88/v8y2018i4p1-28.html

Paccarangan, S J, Et al (2018). Perceived Family Support Predicts Anxiety Level among

Highly Anxious University Students.

https://www.gssrr.org/index.php/JournalOfBasicAndApplied/article/view/9330

Reddy,K.J., Menon. K., Anjanathattil (2018). Academic Stress and its Sources among

University Students, Biomed Pharmacol Journal. Retrieved from

https://www.pimrindore.ac.in/vol4-issue2-vol5issue1/5.ACADEMIC%20STRESS

%20AMONGST%20STUDENTS%20A%20REVIEW%20OF%20LITERATURE.pdf

Subramani, C. and Kadhiravan, S. (2017). Academic Stress and Mental Health among

High School Students, Indian Journal of Applied Research. Retrieved from

https://www.pimrindore.ac.in/vol4-issue2-vol5issue1/5.ACADEMIC%20STRESS

%20AMONGST%20STUDENTS%20A%20REVIEW%20OF%20LITERATURE.pdf

67