1ST Edit Patricia Nicole Sy Academic Anxiety On Technological and Financial

ACADEMIC ANXIETY ON TECHNOLOGICAL AND FINANCIAL

CONSTRAINTS
SEREÑO, PHOEBE FAITH.

SIERRA, SHEENA LYN.
SULLERA, LUKE ADRIAN
SY, PATRICIA NICOLE
JUNE 10, 2022

Liceo de Cagayan University College of Medical Laboratory Science Page ii

CONSTRAINTS
-------------------------------------------------------------------------------
A Thesis Presented to the

Faculty of the College of Medical Laboratory Science
Liceo de Cagayan University
Cagayan de Oro City
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In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF MEDICAL LABORATORY SCIENCE
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SEREÑO, PHOEBE FAITH.

SIERRA, SHEENA LYN.
SULLERA, LUKE ADRIAN
SY, PATRICIA NICOLE
JUNE 10, 2022

Liceo de Cagayan University College of Medical Laboratory Science Page iii
APPROVAL SHEET
This thesis entitled “ACADEMIC ANXIETY ON TECHNOLOGICAL AND

FINANCIAL CONSRTRAINTS”, in partial fulfillment of the requirements for the degree
Bachelor of Science in Medical Laboratory Science, prepared and submitted by PHOEBE
FAITH SERENO, SHEENA LYN SIERRA, LUKE ADRIAN C. SULLERA and
PATRICIA NICOLE SY has been examined, accepted and recommended for Oral
Examination.
MARY ABIGAIL C. PAULAN, RMT

Adviser
PANEL OF EXAMINERS
______________ in partial fulfillment of the requirements for the degree Bachelor of

Science in Medical Laboratory Science by the Panel of Examiners with a grade of _______
Dr. Amelda C. Libres, RMT, MA, DODT

Chairman
Engr. Dominic T. Polancos, MPA, LPT Ms. Michelle T. Mabasa, RMT, MSMLS
Member Member
Comprehensive Examination:_________________
Dr. Amelda C. Libres, RMT, MA, DODT

Dean, College of Medical Laboratory Science
Liceo de Cagayan University College of Medical Laboratory Science Page iv
DEDICATION
Every challenging work needs self effort, as well as guidance of those who came
before us, specially those who are very dear to our hearts. This work is a fruit of countless
and arduous sacrifices. Through the researchers’ effort, this work is heartily and proudly
dedicated to the people who we drew our inspirations from. From our dear parents and
guardians who has pushed us with their encouraging words, selfish acts and never ending
support.
In addition, the researchers would like to dedicate this work to the students who
experienced such problems. With the goal to help authorities come up with better responses
to education, this study endeavors to provide evidence in the context of a developing country
regarding the difficulties experienced by Filipino university students. This study hopes to
draw lessons that can eventually open doors for relevant actions pertaining to this matter.
- PFRS
- SLGS
- LACS
- PNMS
Liceo de Cagayan University College of Medical Laboratory Science Page
v
ACKNOWLEDGEMENT
The researchers would like to express their sincerest gratitude to the following people
who took part in making this study possible:
Liceo de Cagayan University spearheaded by Dr. Alain Marc P. Golez, the
University President for allowing us to continue our education through flexible learning
despite the global pandemic on COVID-19.
Parents of the researchers for constantly extending their love and support to the
researchers, and for simply being their inspiration.
Mr. Dionesio Pongo Jr., MAEd-HPEd, PRTP for being the Research 2 instructor
and statistician with helping them understand the different statistical tools and analysis
relevant to the study.
Ms. Mary Abigail C. Paulan, RMT for being the research adviser and for sharing
her expertise, time, and effort which contributed to the success of this study.
Ms. Marilou O. Honculada, RMT, MAEd, MSMT, the College Research
Coordinator for allowing us to express our knowledge and curiosity through research despite
the limitations and uncertainties.
Dr. Amelda C. Libres, RMT, MA, DODT, the College Dean for her constant
support and guidance among her students. She has extended her motherly care towards them
by checking the progress and listening to the different concerns.
Last but definitely not the least, Almighty God for being with them all throughout
this study. He has been the main inspiration, provider and mentor in everything they do. All
of these are being offered to His Most Mighty Name. To God be the Highest Glory!
Liceo de Cagayan University College of Medical Laboratory Science Page vi
ABSTRACT
Academic anxiety has always been at the forefront of students’ concerns worldwide.
With the onset of the COVID-19 pandemic, there were predisposing factors that further
influenced this issue: technological and financial constraints. This cross-sectional-
correlational study aimed to assess the technological, financial, and academic anxiety of
Medical Laboratory Science students during the COVID-19 pandemic at Liceo de Cagayan
University. The findings of the study showed that the students exhibited mild technological
and financial constraints and severe academic anxiety. The study proved that academic
anxiety has no significant relationship between the two variables. Thus, academic anxiety has
no positive correlation with the variables. Based on the findings of the study, there were
several implications and recommendations provided.
Keywords: Academic Anxiety, Technological Constraints, Financial Constraints

Liceo de Cagayan University College of Medical Laboratory Science Page vii
TABLE OF CONTENTS
Page
COVER PAGE i
TITLE PAGE ii
APPROVAL SHEET iii
DEDICATION iv
ACKNOWLEDGEMENT v
ABSTRACT vi
TABLE OF CONTENTS vii
LIST OF TABLES x
LIST OF FIGURES xi
CHAPTER
1 THE PROBLEM AND ITS SCOPE 1

Introduction 1
Theoretical and Conceptual Framework 3
Statement of the Problem 7
Hypothesis 7
Scope and Delimitation 7
Significance of the Study 9
Definition of Terms 10
2 REVIEW OF RELATED LITERATURE AND STUDIES 11 viii
3 METHODOLOGY 19
Research Design 19
Research Setting 20
Research Instruments 20
Respondents and Sampling Procedure 22
Validity and Reliability of the Instruments 25
Data Gathering Procedure 28
Statistical Techniques 32
4 PRESENTATION, ANALYSIS, AND 35
INTERPRETATION OF DATA
5 SUMMARY, CONCLUSION AND

RECOMMENDATION
Summary 47
Conclusion 48
Recommendation 49
REFERENCES 51
APPENDICES 56 ix
A. Informed Consent Form for Respondents 56
B. Letter of Approval 62
C. Letter of Consent 63
D. Survey Questionnaire 64
E. Time Frame 67
F. Validity and Reliability Test Report 68
G. Statistical Results 76
H. Curriculum Vitae 78
LIST OF TABLES
TABLE TITLE PAGE
1 Descriptive statistics of participant’s level of of technological 34

constraints among the BSMLS students | n = 121
2 Descriptive statistics of participant’s level of of financial 38

constraints among the BSMLS students | n = 121
3 Descriptive statistics of participant’s level of academic anxiety 41

among the BSMLS students | n = 121
4 The relationship among technological constraints and 44

financial constraints among Medical Laboratory Science
Students | n = 121
xi
LIST OF FIGURES
FIGURE TITLE PAGE
1 The interplay of the independent variables and dependent 6

variables in the study. It is assumed that academic anxiety is
induced by technological constraints and financial constraints
Chapter 1
THE PROBLEM AND ITS SCOPE

Introduction
Since the dawn of education, anxiety has always been at the forefront of students
worldwide. It has plagued the minds of even the brightest scientists, forming the foundation
of what we are today. Alongside the intricacies of this condition also come the predisposing
factors that influence it. Such a factor that plays a role in the mind of the students is
technology. Like every bone in our body, technology plays an essential role in our daily
lives, especially at this time. During the pandemic, technology served as the means of
education since schools, colleges and universities stopped face-to-face classes and utilized
virtual learning as an alternative. In this circumstance, students are required to produce their
technology as a means to be a part of this environment. In today's academic era, the demand
for laptops, computers, phones, and strong internet connections is at an all-time high. Many
favored students can acquire these gadgets easily, but producing technological means is not
always easy for everyone; financially unstable students view this abrupt change of learning
platform as another problem that may lead to anxiety. 2
A definition of the word "Anxiety" is vital for the reader to have a broad idea of this
particular condition. In a study conducted by researchers at Cornell University (n.d.), anxiety
is defined as a series of biochemical alterations in the brain and in the body in which
hormones such as adrenaline, an inducer of tachycardia, increase and dopamine, a hormone
that is responsible for many physical activities, decreases. These alterations result in
heightened attention and a matter of minutes, induced anxiety. These physiologic imbalances
that cause high levels of anxiety may trigger a nervous response in the body to fight or to run
away from perceived danger. This physiologic response that our body is experiencing is
called the "fight-or-flight" phenomenon. Concerning this paper, academic anxiety is divided
into four components. These are worry, emotionality, task-generated interference, and study
skills deficits. "Worrying" is the first component that prevents a student from focusing on a
particular goal and accomplishing a task or an academic workload. For example, they may
predict failure, think of self-degrading thoughts, or be preoccupied with the idea of doing
poorly due to some factors. Emotionality signifies the clinical symptoms of anxiety, for
example, fast heartbeat, hidrosis, and muscular spasms. Next to that is task-generated
interference. These are behaviors related to the task or academic work that may interfere with
accomplishing a specific task for school. Examples are constantly checking the time during
an exam or wasting a lot of time on a particular question that a student cannot answer. Lastly,
study skills deficits are problems in current study methods that may spark anxiety—for
example, last-minute cramming results in lesser knowledge being obtained and digested.
Also, poor note-taking during a particular class confuses a significant assignment. The
majority of the students experience the first three described components of academic anxiety
as a result of study skills deficits. But, for the convenience of this study, the researchers only
focused on the first component of academic anxiety, worrying. 3
Concerning this study, technological and financial constraints are inducers of
worrying. Many students worry that they might fail in particular subject to failure in the
submission on a test due to the lack of learning devices, modalities, and mediums they may
work on during the virtual learning curriculum. And with the sudden shift in delivering
education, factors such as monthly income portrays this side of the story for most students
who are already unprivileged long before the pandemic has even started. Having mentioned
that, most students have limited access and have financial constraints to purchase a helpful
learning device to quickly tune in to online classes and immediately turn in assignments in
the online system. It may adversely affect the health of their mental capability.
Previous research regarding this area in mental health and education pointed out the
challenges faced by the students regarding virtual learning. This study addresses the current
epidemic that most students face, academic anxiety. In addition, to help authorities develop
better responses to education, this study provides evidence in a developing country's context
regarding the difficulties experienced by Filipino university students. This study hopes to
draw lessons that can eventually open doors for relevant actions on this matter.
This study aims to assess Medical Laboratory Science students' technological, financial
constraints, and academic anxiety during the COVID-19 pandemic at Liceo De Cagayan
University.
Theoretical and Conceptual Framework
For a study to have a strong foundation, a framework must serve as a structure to
support and anchor all ideas used in addressing the problem of interest. This study employed
a set of theories to draw connections between variables and describe and define the variables
involved. This research is anchored on the following theories:
Spielberger's Theory of Anxiety
With the current situation caused by the pandemic, many schools were forced to shut
down their operation and shift the educational delivery from face-to-face to virtual learning,
and this is to prioritize the safety and health of the students. The shift in educational delivery
also brought problems. Students who were already struggling before this pandemic started
had to make do with what they already had. And other financial problems are the causes of
their academic anxiety that may drastically affect their academic performance. This study
implies the use of Spielberger's Theory of Anxiety. Spielberger's (1995) definition of anxiety
is an emotional state consisting of feeling, tension, apprehension, and its effects on the
nervous system. These are differentiated in state and trait anxiety. State anxiety is a transitory
emotional state reflective of one's interpretation of a particularly stressful situation. In this
case is the distress of having to procure several instruments, i.e., gadgets, or devices, at a
particular time. However, trait anxiety is the enduring personality characteristic that refers to
relatively stable individual differences that characterize people's anxiety or a general feeling
of anxiety. Different levels of anxiety are portrayed in some of our several variables; these
include technological and financial constraints, which in this case display different levels of
academic anxiety, from mild to severe. (Spielberger, 1983).
Discussion of Concepts and variables 6
Concerning the theories of this study, Spielberger's Theory of Anxiety implies that a
person's transitory emotional state is reflective of one's interpretation of a particularly
stressful situation, which in this case is the distress of having to procure several instruments,
i.e., gadgets, devices, at a particular period. Having to procure devices may induce academic
anxiety due to the financial constraints of the respondents. Economic conditions also may
cause technological limitations, and this is because when a person procures a particular
device, they need money to buy that device.

Schematic Presentation
Independent Variable Dependent variable
Technological Constraints
Academic Anxiety
Financial Constraints
Figure 1.The interplay of the independent variables and dependent variables in the study. It
is assumed that academic anxiety is induced by technological constraints, financial
constraints
Statement of the Problem
This study aimed to investigate the effects of technological and financial constraints on
academic anxiety.
Specifically, it seeks to answer the following questions:
1. What is the participants' level of technological constraints among the BSMLS
students?
2. What is the participants' level of financial conditions among the BSMLS students?
3. What is the participants' level of academic anxiety among BSMLS students?
4. Is there any significant relationship between academic anxiety and technological and
financial constraints?
Hypothesis
Based on problem 4, a null hypothesis was tested using a 0.05 level of significance. Thus;
Ho: There is no significant relationship between academic anxiety and technological
and financial constraints of the respondents.
Scope and Delimitations of the Study
The study focuses on measuring the level of academic anxiety and its predisposing
factors such as technological and financial constraints of the chosen 1st – 2nd-year Medical
Laboratory Science students of Liceo de Cagayan University towards the sudden change of
educational platform due to COVID-19. A total of one hundred (150) respondents were
involved in the study. 8
The interest of this study circulates within the factors that the sudden change of
academic platform (face-to-face classes to virtual classes) caused and affects the student's
level of academic anxiety induced by technological and financial constraints. Another
significant limitation of this study relates to the sample. The small sample size in the current
study might mean that the researchers could not tap the full range of financial constraints
experienced by Medical Laboratory Science students. Although students from the university
were recruited in the sample, they were drawn mainly from relatively economically
developed regions of the country (Region X, etc.). It is conceivable that students from other
less financially advanced areas or from areas where there are higher incidences of poverty
might experience more acute levels of financial stress.
Factors that cause academic anxiety, such as technological and financial constraints,
have been enumerated. Included are the students enrolled in medical laboratory science.
Contrary to the inclusions mentioned above, this study excluded students that aren't enrolled
in the program and are not under the College of Medical Laboratory Science program. The
researchers utilized questionnaires to the participants as a survey and references, ensuring the
study's quality and valid results. However, owing to local restrictions imposed in conjunction
with the COVID-19 pandemic, data collection was conducted online, implying no face-to-
face interaction.
Significance of the Study
The following are the stakeholders who benefited from the findings of the study:
Liceo de Cagayan University`s students. The students of Liceo de Cagayan
University and all other students benefited from this study in a way that gave them an
awareness of the academic anxiety that they are experiencing.

Liceo De Cagayan University and other Schools. By conducting this study, the
Institution and other schools are aware of how their students are doing and how they are
struggling with academic anxiety. This study gave them an idea of how to help their students
do well academically, especially in this online and modular setting of classes due to the
pandemic.
Parents. Parents play a huge role in their children's academic performance. They are
the first to be affected when children struggle with pressures, stress, and depression in
academic performance. Through this study, the parents have an awareness as well of
academic anxiety, and they can help their children.
Future Researcher. The researcher also benefits from this study because this is an
important topic that needs to be addressed. It gives additional knowledge to the researcher
and will make him understand more about academic anxiety. This allows the researcher to
share the result of this study with his family and other close friends, so they are aware of this
topic.
10
Definition of Terms
For a clearer understanding of the different terminologies used in the study, the
following are defined operationally:

Academic Anxiety. This is the student's feeling of getting stressed, uneasy, tired, and
problematic due to the school's demanding needs and pressure.
Financial constraints. This refers to any financial restriction, limitation, or capability
that a student experiences in procuring devices, having a stable internet connection, school
fees, and other necessities needed in virtual education.
Technological constraints. This refers to any technical restriction, limitation, and
absence of specific devices or stable internet connections that are helpful for virtual
education.
11
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

The coronavirus disease (COVID-19) pandemic has brought about unprecedented
fear and uncertainty, especially among students. Medical Laboratory Science students rely
heavily on practical skills to accomplish a particular laboratory test, but unfortunately, due to
the closure of several institutions, they resorted to a more primitive learning era, especially in
the Philippines, virtual education. Virtual education relies heavily on a solid internet
connection and learning devices to do a specific task. Unfortunately, not all students have the
ability to procure devices due to financial constraints and instability; this now causes distress
to students in their mental health, particularly academic anxiety. Thus, this chapter presents
previous related studies that aim to investigate the academic anxiety induced by
technological and financial constraints.
Technological Constraints
The shift from traditional learning methods to the application of Emergency Remote
Teaching during the COVID-19 pandemic has seriously concerned the student's education,
teachers, parents, and the students as well. It is the result of the mass and mandatory closure
of schools and universities to ensure the safety of the people; when the said virus was
detected in the Philippines, it spread quickly throughout the country (Williamson et al.,
2020).
This dilemma about educational technology has shed light on the inequalities present
in this society. It does not only emphasize individuals with devices and bandwidth problems,
which are essential for the new learning method (Anderson, 2020). 12
According to Wankhade et al. (2017), 91.67 percent of students experienced
difficulties with lack of maintenance of accessible computers, while 83.33 percent had
problems with inadequate computers in the college. It was also observed that most students
experienced issues such as a shortage of computer capabilities, printing facilities, good books
for distribution, and awareness of ICT in education.
In addition, according to Singh and Pal (2018), most students (40%) had difficulty
accessing e-resources owing to poor connectivity, while 36% lacked computer competence.
Thirty percent of students claimed that a shortage of computers and inadequate internet
access prevents them from utilizing technology, while 32 percent said they lack information
technology skills.
In a study by Kujur et al. (2019), it was suggested that the increase of data
(bandwidth) and network with a good bit for better access, a sufficient number of computers
at the institution, and more excellent electrical backup for a better learning environment
creates a conducive area of learning among students.
In the study of Kujur et al. (2019), it was indicated that the majority of the
respondents faced a lack of management of available money in order to address financial
constraints, lack of practical classes for using ET under administrative constraints, lack of
training regarding the use of educational technology, lack of knowledge and skill about use
of educational technology (ET) tools, and lack of maintenance of available devices under
physical and material constraints respectively. 13
The global education systems are concerned about the Coronavirus Disease (COVID-
19) epidemic. COVID-19 containment efforts resulted in the unscheduled closure of schools
in more than 100 countries worldwide. Over one billion students were unable to attend
school due to school closures. COVID-19 harms education, according to the findings, which
include disruptions in learning and reduced access to education and research facilities. Poor
infrastructure, such as network, power, inaccessibility and unavailability concerns, and a lack
of digital skills, have all hindered online education. According to Onyema et al. (2020),
technology can mitigate some of the effects of school closures, but many students lack access
to the essential enabling technologies, making it more difficult to exploit the advantages of
learning technology during school closures fully. Students from lower-income households
have limited or no access to online classes because of digital disparities and a lack of access
to current technologies.
Additionally, high internet costs are a barrier to enrolling in online programs (Adam,
Kaye, & Haßler, 2020). Students believed that taking classes online was detrimental to their
health. The researchers found that 66.0% of students felt that the phobia of losing Internet
connectivity causes online education. (Chakraborty, P. et al., 2021)
Kim & Padilla (2020) stated the significant barriers that low-income families face in
the context of access to technology for school-related purposes. First, financial obstacles
prevent some low-income parents from installing internet at home, which is required for the
student to complete homework assignments that are frequently intended to be completed
online. Second, not every family has enough computer or tablet access that the kids need to
do all their homework, including programming or essay-writing projects. (Kim, C. J., &
Padilla, A. M., 2020) 14
Furthermore, according to a study by Hasan and Bao (2020), ineffective e-Learning
systems are hindered by a lack of e-Learning content development experience, poor English
proficiency, a lack of technical support from institutions and instructors, and insufficient
access to technology, and a general lack of e-Learning motivation. Students struggle
psychologically to complete their studies due to these difficulties effectively.
The pandemic of coronavirus illness 2019 (COVID-19) impacted undergraduate students all
around the world. Little was known about the disease, and no viable intervention
(vaccination) to combat it. Many schools have announced online classes to help students
continue their education in a safe and secure environment. All universities, including medical
schools, have moved to an online learning environment. For Buenaventura et al. (2020) many
students who do not have access to technology and have minimal resources are often much
more isolated and unable to connect with others outside of the home. Long-term discomfort
and a deterioration in mental well-being might result from this lack of social engagement;
this effect is more pronounced in geriatrics who are less proficient with digital platforms. In
addition, Barrot, J. et al. (2021) stated that students faced many obstacles in a home learning
environment, such as lack of mastery of technology, high internet cost, and limited
interaction/socialization between and among students.
According to the study by Sasot C. et al. (2020), 30-40% of the population in the
Philippines use smartphones. Still, the majority lacks access to such technology. With the
previous discussion on the prevailing poverty in the Philippines, having these gadgets is still
not considered a basic necessity. Thus, shifting to online classes has given students a
dilemma.
In addition, according to Rotas E. and Cahapay M. (2020), the challenges of remote
learning include unstable internet connectivity, insufficient learning resources, power
outages, vague learning contents, overloaded lesson activities, limited teacher scaffolds, poor
peer communication, conflicts with home obligations, a poor learning environment, problems
with money, physical and mental health compromises, and financial issues.
Financial Constraints
Financial instability in this pandemic has been one of the rising dilemmas of every
household. This dilemma regarding financial instability leads to the students' anxiousness.
Financial difficulties have had a significant impact on the educational field; for example,
most parents or guardians use the rising cost of formal education as the primary justification
for not educating their kids or keeping them out of school to pursue a trade instead of
investing in their education (Trombitas, K., 2012).
Potter, D. et al. study on financial anxiety explored how students' awareness of their
financial situations may cause worry. "When students thought their income was insufficient,
their worry grew, and when they thought it was adequate, their anxiety dropped." (Potter, D.
et al., 2020) . Additionally, it was noted in the study of Potter, D. et al. that students who
could afford necessities including food, housing, medical care, clothes, and transportation
reported less financial distress.
Due to a lack of funds, some students could not concentrate in class and were
preoccupied with finding ways to pay for their textbooks, handouts, and other necessities. In
most institutions today, many women turn to prostitution as a source of income because they
have no other options. Additionally, some children who were previously succeeding in their
studies may now only complete a portion of their education due to their parents' or guardians'
financial difficulties or even loss, which may drive them to discontinue their studies.
Liceo de Cagayan University College of Medical Laboratory Science Page 16
According to a 2011 Online Daily News study, 10,000 of the almost 180,000 students
at University Teknologi Mara came from low-income homes. Some small organizations are
still waiting to secure funding from public and private organizations. In circumstances of
particular students, especially those from disadvantaged backgrounds, the insufficient issue
or lack of financial resources is complicated since it may have an impact on their academic
performance (John Abdullah & Ahmad, 2007)
In a study by Yaşar, O. M., & Turgut, M. (2020), it was determined that the financial
situation of university students in their research is not at a reasonable level. It was also
discovered that the subjects displayed statistically significant disparities in residency, age,
and class. In particular, the financial disadvantage of young people is predicted to hurt the
future of communities and nations. It is thought to be advantageous to start teaching people
about economic behavior in elementary school to improve this unfortunate condition. (Yaşar,
O. M., & Turgut, M., 2020)
Financial difficulties are one of the things that higher education institutions
worldwide have noticed as a cause of stress for students (Aherne, 2001; Joo, Durband, &
Grable, 2008; Roberts, Golding, Towell, & Weinreb, 1999). Financial stress is said to be one-
factor affecting students' anxiety. Financial stress is claimed to have the ability to impair
students' performance in the classroom, according to the research "Financial Stress: An
Everyday Reality for College Students in 2012." It should come as no surprise that stress
brought on by financial difficulty and uncertainty has a detrimental effect on students' well-
being (Mahmoud, Staten, Hall, & Lennie, 2012; Smyth, Hockemeyer, Heron, Wonderlich, &
Pennebaker, 2008). Financial stress among students has been linked to a variety of negative
behaviors, interpersonal issues, and academic outcomes, including higher self-reported
mental health needs (Hyun, Quinn, Madon, & Lustig, 2006), challenges adjusting to college
(Meehan & Negy, 2003), and difficulties in socializing (Adams, Meyers, & Beidas, 2016;
Northern, O'Brien, & Goetz, 2010). 17
Academic Anxiety
Studies concerning academic anxiety have always been related to its effects on a
student's academic performance. As a given definition, anxiety is described to be an
exhilarated condition of the individual's nervous system due to a sense of nervousness,
tension, and worry entailed by an individual (Spielberger, 1983). It can be understood that it
can mainly affect an individual as it targets one of the significant systems that control the
mental stability of an individual. Furthermore, Mahato et al. (2012) have defined academic
anxiety as a psychological vulnerability of distress or feeling uneasy towards school or
college conditions whereby the affected individuals negatively perceive it. Although the issue
of academic anxiety has been a concern of the schools and universities, it was not perceived
as a bad or alarming issue. However, if the issue concerning academic anxiety is ignored,
repercussions may occur as it mainly affects the student's concentration and memory which
are both essential for their academic performance (Mahato et al., 2012).
According to the study of Rehman, A. U, (2016) Academic anxiety may be caused by
various factors, subdivided into two (2) types which are intrinsic and extrinsic factors. These
intrinsic factors include health disorders, poor study habits, low intelligence, loneliness,
emotional disorders, and low self-esteem., generally categorized as personal factors. The
extrinsic factor includes the generalized categories of familial factors such as divorced
parents, low-income family environment, authoritarian parents, institutional factors (school
environment, the teacher taught relationship, content taught, infrastructure facilities), social
(unequal distribution of resources, irrational norms imposed by society.), and political factors
(law and order situation in a specific area, infiltration, terrorism.) which have a significant
impact on the students (Rehman, 2016). 18
However, academic anxiety was subdivided into three (3) types by educational
psychologists, mainly severe (incredibly unreal fears), moderate (motivating force), and mild
academic anxiety (de-motivating force) (Rehman, 2016).
A study about the relationship between mental health and academic performance was
conducted by Evergreen et al. in 2021, where it was found that despite severe mental health
issues, the students were still able to maintain high academic performance. More than half of
the results went through moderate to extremely severe levels of mental health issues such as
depression, stress, and anxiety.
According to the study conducted by Flores et al. (2018), depression was significant
in older adults, while anxiety and stress were notably significant among younger adults. The
study also noted the respondents' social status where all said participants were from low-
income communities. It can be observed that the three measures (depression, anxiety, and
stress) were notably high but in different age groups.

19
Chapter 3
METHODS
The credibility of the findings and conclusions depends on the quality of the research
methods, data collection, data management, and analysis. This chapter was dedicated to
present the overall approach, the strategy, and the techniques applied in conducting the
research. Specifically, this chapter discussed the following sections: (a) research design, (b)
research setting, (c) respondents and sampling procedure, (d) research instruments, (e)
validity and reliability of the instruments, (f) research protocol and data gathering procedure,
and (h) statistical treatment and analysis. It further explained the data gathering procedures
highlighted on the research ethics compliance and discussed the statistical treatment of the
data as employed in this study.
Research Design
This study used a cross-sectional-correlational descriptive research design under the
quantitative approach. The descriptive research design is a fundamental research method that
investigates the assessment of events. This method studied the phenomena of interest as it
occurs naturally; no attempt was made to manipulate the individuals' conditions or
experiences (Mertler, 2017). The correlational research design investigates the relationship
between the two variables. The researcher investigated if and to what extent there is a
statistical correlation between two or more variables. This chapter shows how a cross-
sectional study was implemented, including a detailed account of the descriptive
methodology used to gather results to determine the correlational interpretation of academic
anxiety, technological constraints, and financial constraints. The randomly selected medical
laboratory science students were given a structured survey questionnaire. The data plan used
in this study is explained and addresses the methods used in the analysis.
Research Setting
The setting of this study was conducted at Liceo de Cagayan University, Cagayan de
Oro City, Misamis Oriental, Philippines. Specifically, the institution's medical laboratory
science students are chosen as respondents. Liceo de Cagayan University is a non-sectarian
institution and the second-largest university in Cagayan de Oro City, composed of twelve
colleges and five departments. The study involved students enrolled in the Bachelor of
Science in Medical Laboratory Science program in the school year 2021-2022. This study
specifically includes students aged 18 and above dependent and independent of their family's
monthly income.
The school was chosen due to its accessibility, availability of respondents, and cost
efficiency for the researchers in conducting the study during the second semester of
Academic Year 2021-2022. However, the study was conducted online due to the limitations
brought by the COVID-19 pandemic. Thus, they answered the emailed questionnaires from
their respective areas using their mobile phone, laptop, and computer. Contrary to the
abovementioned inclusions, this study excluded students who aren't enrolled in the program
and are not under the College of Medical Laboratory Science program. This ensured quality
and valid results of the study.
Research Instruments 21
The set of questions was adapted from the studies of Baloran, 2020 “Knowledge.
Attitudes, Anxiety and Coping Strategies of Students during COVID-19 Pandemic”,
“Adaptation and Perception of Online Learning during COVID-19 Pandemic by Albanian
University Students and Sharma, Sonal, 2019 “Academic Anxiety Scale (AAS). Permissions to
use such instruments were emailed to the respective author of the instruments. The questions
were modified to align with the research objective and achieve the desired outcome. With the
use of Google Forms, the researchers conducted online surveys along with gathering data.
The participants answered a (17) item questionnaire. The questionnaire was divided into
three (3) parts. Part one (1) is the questionnaire regarding the level of Academic Anxiety.
Part two (2) is technological constraints inducing academic anxiety. Part three (3) is the
financial constraints of students as inducers of academic anxiety. AAS or Academic Anxiety
Scale is used in measuring the level of Academic Anxiety, where 4-point Likert-type items
were developed to represent a cross-section of worries and fears in academic environments
and situations. Response options were identical to the CTAR (“1 = Not At All Typical Of
Me," "2=Somewhat Typical Of Me," "3=Quite Typical Of Me," and "4 = Very typical of
me"). The underlying goal of this scale was to generate a simplified broad contextual
representation of anxieties experienced within academic settings (Cassady, 2010).
Psychometric properties of the Academic Anxiety Scale were not established before this
study and are addressed in the forthcoming analyses. Technological and financial constraints
are constructed in short sentences using a 5-point Likert scale with a textual response format
ranging from A is equal to Always, VO being Very Often, S being Sometimes, R being
Rarely, and N being Never. 22
The questionnaires also included the informed consent form, should they consider and
decide to participate in this research. The respondents were given an option to continue the
survey or withdraw at any given time. The researcher ensured confidentiality and anonymity
in recording the information and responses when responding to the survey questions.
Respondents and Sampling Procedure
The researchers obtained the information from a target population of Liceo de
Cagayan University's 1st and 2nd-year Medical Laboratory Science Students. In selecting the
respondents for this study, the researchers used a purposive sampling method to determine
the participating respondents. The researchers chose the participants because they were well
suited for this study. This study involved medical laboratory science students dependent or
independent of their parent's income. This gave us information on what factors their anxiety
is rooted in, particularly technological and financial constraints. Before distributing
questionnaires, the researchers gave a letter of consent to ensure that the respondents
enclosed the information they provided to the researchers.
The researchers utilized stratified random sampling in choosing the participants. In
determining the one hundred (150) respondents, including students aged 18 years old and
above who are dependent and independent of their family's monthly income. 75 (seventy-
five) respondents from the 1st year Medical Laboratory Science Students and 75 (seventy-
five) from the 2nd year Medical Laboratory Science Students. Many students nowadays
provide their finances. This lessens the burden caused by technological and financial
constraints.
Contrary to the inclusions above, this study excluded students that were not enrolled
in the program and were not under the College of Medical Laboratory Science program. This
ensured quality and valid results of the study. The sample size is 100 with a 95% confidence
level and a 5% margin of error from a finite population of 860. 23
Inclusion criteria were (1) first-year and second-year Medical Laboratory Science
students studying in Liceo de Cagayan University during the Second Semester of Academic
Year 2021-2022, (2) capable of reading and answering the questionnaire, and (3) agreeing to
participate in the study. The researchers recruited the respondents through their Google
Institutional Accounts provided by the institution. The researchers emailed the students
through their institutional accounts and sent a copy of the google forms containing the
questionnaire and details about the research. The respondents were briefed about the survey's
objectives and the anonymous nature of the data. The small sample size in the current study
might mean that we were not able to tap the full range of financial constraints experienced by
Medical Laboratory Science students. Although students from the university were recruited
in our sample, they were drawn mainly from relatively economically developed regions of
the country (Region X, etc.). It is conceivable that students from other less financially
advanced regions or from areas where there are higher incidences of poverty might
experience more acute levels of financial stress.
Exclusion criteria included Liceo de Cagayan University students not enrolled in the
Medical Laboratory Science Program; this ensured that all the data gathered were solely from
the institution of medical laboratory science and not from any other. In addition, respondents
are informed and asked for their consent for them to partake in this research.
Scoring procedure
The rating scale was employed to determine the scoring procedures used to assess the
data gathered. The range and interpretation of the scale were shown respectively below. 24
Academic Anxiety Scale. AAS or Academic Anxiety Scale is used, where 4-point
Likert-type items were developed to represent a cross-section of worries and fears in
educational environments and situations.
The Academic Anxiety responses were interpreted as follows.
Scale Range Statement Interpretation

4 4.00-3.00 Very typical of me Most extreme
3 2.99-2.00 Quite Typical of Me Marked to Severe
2 1.99-1.00 Somewhat typical of me Minimal to Moderate
1 1.00-0.99 Not at all typical of me Normal
Survey Items were derived from the study of Sharma and Sonal, 2019. The items from
the variable, Technological Constraints, are adapted from the study “Adaptation and
Perception of Online Learning during COVID-19 Pandemic by Albanian University
Students," which was also modified to ensure the validity of the questions.
The Technological Constraints responses were interpreted as follows.

5 4.2- 5.0 Always Severe Constraints
4 3.4- 4.2 Very Often Mild Constraints
3 2.6- 3.4 Sometimes Fair Constraints
2 1.8 - 2.6 Rarely Poor Constraints
1 1.0-1.8 Never Very Poor Constraints
Survey Items derived from the study of Baloran, 2020. The items from the variable,
Financial Constraints, are adapted from the study of “Knowledge, Attitudes, Anxiety, and
Coping Strategies of Students during COVID-19 Pandemic”.
25
The Financial Constraints responses were interpreted as follows,

5 4.2- 5.0 Always Severe Constraints
4 3.4- 4.2 Very Often Mild Constraints
3 2.6- 3.4 Sometimes Fair Constraints
2 1.8 - 2.6 Rarely Poor Constraints
1 1.0-1.8 Never Very Poor Constraints
In interpreting the significant relationship behind the inter-playing variables, we
imply the use of numbers to analyze the correlation between them; below are values that we
interpret their correlation.
Interpretation for Correlation Coefficient
Size of Correlation Interpretation

±.90 - 1.0 Very high positive/negative correlation
±.70 - .90 High positive/negative correlation
±.50 - .70 Moderate positive/negative correlation
±.30 - .50 Low positive/negative correlation
±.00 - .30 Negligible correlation
The scale is arranged from increasing to decreasing, always on the top and never on
the bottom. Higher values are associated with higher concurrence, a significant feature of 5-
point Likert with an added convenience.
Validity and Reliability of the Instruments

26
To evaluate the authenticity and dependability of the instrument, researchers
conducted pilot testing on thirty randomly selected respondents. The researchers used
Cronbach's alpha to assess whether or not the survey questionnaire is reliable and acceptable
in gathering data on the extent of compliance with the protocol mandated for preventive
measurements and safety purposes. To ensure the reliability of the instrument adapted for the
study, the researchers conducted a pilot study of thirty (30) respondents who did not partake
in the actual research. The Cronbach alpha is integrated to determine the reliability of the
adapted survey questionnaire in gathering the data among the 1st and 2nd Medical
Laboratory Science students of Liceo de Cagayan University-Paseo del Rio Campus. The
study variables indicate an acceptable Cronbach alpha score with the presented result in the
table below. Cronbach's alpha is the most often used internal consistency measure metric and
is most commonly used when you have multiple Likert-type questions in a questionnaire that
forms a scale.
Reliability Statistics
Variable Cronbach’s Cronbach’s Alpha Number Internal
Alpha Based on of Items Consistency
Standardized Items
Academic Anxiety .829 .827 8 Good
Technological .790 .789 5 Acceptable

Constraints
Financial Constraints .848 .853 4 Good
27
In the study, the researchers used the 5-point Likert scale as the scoring procedure
used to measure the respondent's agreement with the given statements. The 5-point Likert
scale's validity and reliability have been well established since many researchers use this
scale and since it is the most preferred scoring procedure. Empirical evidence for validity and
reliability tests shows that the Likert-type scale has an 89% precision and 90% reliability.
Thus, it can be used as an instrument to conduct the study and analyze the data. AAS or
Academic Anxiety Scale is used to measure the level of Academic Anxiety, where 4-point
Likert-type items were developed to represent a cross-section of worries and fears in
academic environments and situations. Response options were identical to the CTAR (“1 =
Not At All Typical Of Me," "2=Somewhat Typical Of Me," "3=Quite Typical Of Me," and
"4 = Very typical of me"). The underlying goal of this scale was to generate a simplified
broad contextual representation of anxieties experienced within academic settings (Cassady,
2010).
The content validity index (CVI) is the commonly and idly used approach for content
validity in instrument development. The Item-CVI was used in this study whereby it is
computed through the number of experts' rating of "very relevant" for each item divided by
the total number of experts. Values that would range from 0 to 1 where the Item-CVI > 0.79,
the item is relevant, if it is between 0.70 and 0.79, the item needs revisions, and if the value is
below 0.70, the item is eliminated.

Concerning the paragraph mentioned above, initially, there were 75 statements for the
Academic Anxiety, Technological and Financial Constraints. The research adviser and the
respected panels evaluated the questionnaire during the research proposal. However, only 28
questions passed the validity of the questionnaires. Removal of other questions unsuitable for
this research was considered and acted after. With that, the researchers opted to reconstruct
and apply a new set of statements/questions for the variables and deleted the questions with
the lowest scores. The researchers then conducted a pilot test of 30 respondents with the
newly reconstructed set of questionnaires again. All the reconstructed items yielded
acceptable S-CVIs, using both methods (i.e., S- CVI/Ave = 1.00; S-CVI/UA = 1.00). 28
After checking the validity of each item, the reliability or the consistency of each item
is thoroughly reviewed through Cronbach's Alpha. There is a formula to be used in solving
Cronbach's alpha, but it can be easily solved through the reliability command in SPSS. A
Cronbach's Alpha more significant than 0.7 is acceptable and has an excellent internal
consistency; however, if the value is below 0.7, it is then questionable.
Reliability Statistics
Variable Cronbach’s Cronbach’s Alpha Number Internal
Alpha Based on of Items Consistency
Standardized Items
Academic Anxiety .829 .827 8 Good
Constraints
Financial Constraints .848 .853 4 Good
In the study, the researchers used the 5-point Likert scale as the scoring procedure
used to measure the respondent’s agreement to the given statements. The 5-point Likert scale
validity and reliability has been well established since a lot of researchers use this scale and
since it is the most preferred scoring procedure. Empirical evidence for validity and
reliability tests shows that Likert type scale has an 89% precision and 90% reliability. Thus,
it is suitable to be used as an instrument to conduct the study and as a way to clearly analyze
the data. In measuring the level of Academic Anxiety, AAS or Academic Anxiety Scale is
used, where a 4 point Likert-type items were developed to represent a cross-section of
worries and fears in academic environments and situations. Response options were identical
to the CTAR (“1 = Not At All Typical Of Me,” “2=Somewhat Typical Of Me,” “3=Quite
Typical Of Me,” and “4 = Very typical of me”). The underlying goal of this scale was to
generate a simplified broad contextual representation for anxieties experienced within
academic settings (Cassady, 2010).
The content validity index (CVI) is the commonly and idly used approach for content
validity in instrument development. The Item-CVI was used in this study whereby it is
computed through the number of experts’ rating of “very relevant” for each item divided by
the total number of experts. The values that would range from 0 to 1 where the Item-CVI >
0.79, the item is relevant, if it is between 0.70 and 0.79, the item needs revisions and if the
value is below 0.70, the item is to be eliminated.
In relation to the paragraph mentioned above, initially, there were 75 statements for
the Academic Anxiety, Technological and Financial Constraints. The questionnaire was
evaluated by the research adviser together with the respected panels during the research
proposal. However, only 28 questions passed the validity of the questionnaires. Removal of
other questions that were not suitable for this research were considered and acted upon. With
that, the researchers opted to reconstruct and apply a new set of statements/questions for the
variables and deleted the questions with the lowest scores. The researchers then conducted
again a pilot testing consisting of 30 respondents with the newly reconstructed set of
questionnaires. All of the items that were reconstructed yielded acceptable S-CVIs, using
both methods, (i.e., S- CVI/Ave = 1.00; S-CVI/UA = 1.00). 30
After checking the validity of each item, reliability or the consistency of each item is
thoroughly checked through the use of Cronbach’s Alpha. There is a formula to be used in
solving the Cronbach;s alpha but it can easily be solved through the reliability command in
SPSS. A Cronbach’s Alpha that is greater than 0.7 is acceptable and has an excellent internal
consistency however if the value is below 0.7, it is then questionable.
Data Gathering Procedure
The researchers ensured that the questionnaires and other necessary materials were
complete and ready to be distributed to the Medical Laboratory Science Students of Liceo de
Cagayan University from the 1st to the 2nd year. In selecting the respondents for this study, the
researchers used a purposive sampling method to determine the participants. The researchers
chose the participants because they were well suited for this study. This study involves
medical laboratory science students dependent or independent of their parent's income. The
researchers first sought approval from their administrators before administering the
questionnaire. If the request is approved, the researchers individually briefed the participants
on the process of answering and distributing the questionnaires. The researcher informed the
Dean of the College of Medical Laboratory Science at Liceo de Cagayan University by
writing a transmittal letter asking permission to conduct the study as soon as possible.
The gathering of data and ethical procedures was fully observed by the researcher in
all phases of the study. Creswell (2017) emphasized that ethics should be a primary
consideration in any research plan, and it must be more pronounced in the data collection,
reporting, and distribution of reports than in any other research phase.
Ethics approval for these participants' contact study was obtained from Liceo de
Cagayan University Research Ethics Board (LREB). It was also conducted in line with the
university Research Code of Conduct. 31
Written consent was a requirement to participate in the survey. Participants were
informed before commencement that they could withdraw at any stage while being surveyed
and that such withdrawal rendered their entire participation void. They informed the
participants that data collection was anonymous and that there would be no capacity for any
individual to be identified based on their survey responses. The researcher seeks formal
approval from the Research Ethics Board on the recruitment of participant consent and data
handling. All procedures in this study involving human participants complied with the
institutional and national research committee ethical standards, the 1964 Helsinki declaration,
and subsequent amendments or equivalent ethical standards.
Time constraints were a significant factor that influenced our data gathering. When
all consent forms were signed with the participants' approval, the researcher commenced the
data gathering by giving them the survey questionnaires for 10 to 15 minutes to answer and
was given ample days to complete the given Google Form questionnaires.
As a student of the College of Medical Laboratory Science, the researcher declared
that there was no conflict of interest and all procedures were followed following the ethical
standards of the institutional board and ensured ethics remained a priority throughout the
study. No participant had a direct relationship with the researcher that represented a conflict
of interest, such as a reporting relationship, contract, or any relationship with the researcher
that may have imparted bias on the research study.

32
Confidentiality, Anonymity, Data Storage, and Disposal. There are potential threats to
violating participants' privacy, both of which were addressed through procedures to ensure
and maintain confidentiality. The threat to privacy comes from identifying who returned a
survey questionnaire during the retrieval. Thus, respondents answered the questionnaire
without writing their names in the questionnaire. Instead, a generated code was used for each
respondent, which the researcher could only access.
With such samples from the population, it is implausible that data could be conveyed
such that someone could potentially recognize the respondent. In the improbable event that
could occur, the data associated with the result was suppressed or presented differently to
avoid violating privacy. All the gathered data, be it in paper or electronic forms, were stored
securely, which only the researcher could access.
There are no potential risks to the researcher and the participants identified in this
study since data gathering took place inside the workplace. Furthermore, the researcher
furnished the College of Medical Laboratory Science with a copy of the manuscript and
informed the participants about study's results.

The researcher securely kept the answered questionnaires in a locked cabinet for ten
(10) years. The softcopy of the responses was securely kept in a file with a password that
only the researcher is knowledgeable. After this span of years, the answered questionnaires
had to be shredded and buried underground, while the softcopy was permanently deleted
from any researcher's laptop and USB flash drive.

33
The respondents' cooperation has no guaranteed benefit or incentives. However, their
participation in this study helped us evaluate and analyze the effect and relationship of
academic anxiety on technological and financial constraints. The data gathered and analyzed
also aided the university/institution in implying some mitigation and assistance towards such
matters and promoting a more understanding and approachable environment for students to
learn comfortably.
The results gathered from this study were confidentially used to prevent any
maltreatment of the data and information provided. The data collected was used to analyze
and gather essential data for this study, no more, no less. Data collection is strictly attained
through an online standardized Google Forms questionnaire only, with confidentiality
observed in accordance with the Data Privacy Act of 2012.
Following the study results, the participants can access the data analyzed in this
study, given that the researchers were informed to access the study results.
The questionnaires also include the informed consent form, should they consider and
decide to participate in this research. The respondents could continue the survey or withdraw
at any given time. The researcher ensures confidentiality and anonymity in recording the
information and responses when responding to the survey questions.
Statistical Technique
34
The gathered data in this study were coded and treated statistically. The study uses
descriptive statistics to determine the means and standard deviations of variables to assess the
academic anxiety induced by technological and financial constraints of medical laboratory
science students of Liceo de Cagayan University. Each problem was statistically treated. For
problem one (1), “What is the participants' level of academic anxiety among BSMLS
students?” used mean and standard deviation. Similar to the previous problem, the second
problem, "What is the participants' level of technological constraints among the BSMLS
students?” utilized mean and standard deviation. For the third problem, “What is the
participants’ level of financial constraints among the BSMLS students?” It utilized mean and
standard deviation as its statistical technique used for analysis. ”Is there any significant
relationship between the academic anxiety and the technological and financial constraints?"
for problem no. 4, which utilized a Pearson Correlation Coefficient? Descriptive statistics
comprises those methods concerned with collecting and describing a set of data to yield
meaningful information (Walpole, 2016). The data is organized by frequency distribution,
percentage, mean and standard deviation. Findings were used to test the significant
relationships of different variables of this study.

35
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
The credibility of the findings and conclusions depends on the quality of the research
methods, data collection, data management, and analysis. Therefore, this chapter presented
the overall process, strategy, and techniques for conducting the research. It described the
research design, the sampling determination, techniques, and the research instruments used.
It further explained the data gathering procedures highlighted on the research ethics
compliance and discussed the statistical treatment of the data as employed in this study.
This chapter encompasses data analysis, presentation, and interpretation from the first
to the final problem stated in the previous chapters. This chapter shows the levels of variables
and how they correlate.
This research has presented eight statements to gather data to measure the level of
academic anxiety, technological constraints, and financial constraints of the Medical
Laboratory Science Students.

Problem 1. What is the participants' level of technological constraints among the BSMLS
students?
36
Table 1.
Descriptive statistics of participant’s level of of technological constraints among the BSMLS students |n=
121
Indicators Mean SD Interpretation

1. I have difficulty accessing and processing 3.55 .922 Mild
course materials because of technology devices. Constraints
2. The use of technology is difficult for learning Mild

3.58 1.039
purposes. Constraints
3. It is hard for me to participate in an online-
Mild
based learning platform due to the lack of 3.79 1.097
Constraints
devices.
4. I have limited internet access. Mild
3.50 1.177
Constraints
5. I often get technical issues like sudden
Fair
shutdown of my computer and need to restart 3.17 1.098
Constraints
the device
Mild
Overall Mean 3.52 .863
Constraints
Legend: 4.2 - 5.0 Severe Constraints, 2.6 - 3.4 Fair Constraints, 1.0 - 1.8 Very Poor Constraints, 3.4 - 4.2 Mild Constraints
1.8 - 2.6 Poor Constraints
Table 1 shows the descriptive statistics of participants’ level of technological
constraints among the first-year and second-year Medical Laboratory Science students,
presenting the mean and standard deviation. The overall mean resulted in 3.516, interpreted
as “Mild Constraints .” Moreover, the standard deviation of the data is low (0.8632), which
means that the data collected is reliable as it clustered within the mean. 37
Table 1 further presents that among the indicators of technological constraints, item 3,
“It is hard for me to participate in an online-based learning platform due to the lack of
devices.”, got the highest mean of 3.79 (SD=1.097). With that implied, procuring devices
suitable for online classes was a problem. It posed one of the most frequent problems during
the period of an online-based learning platform. The result of this item agrees with the study
of Singh and Pal (2018), in which most students had difficulty accessing e-resources owing
to poor connectivity and a lack of computer competence. Also proven in the study, students
have a computer shortage and lousy internet access, which prevents them from utilizing
technology and also lack information technology skills.
It is then followed by item 2, “The use of technology is difficult for learning
purposes.” with a mean of 3.58 (SD=1.039). The lack of information technology skills also
posed one of the frequent problems among the students when online-based learning
happened. It showed that not all students are knowledgeable in handling technological
devices, especially as a method or a means of continuing education. The findings in this item
agree with the result of Hasan & Bao’s (2020) study, where the lack of e-Learning content
development experience is one of the major obstacles to efficient e-Learning systems.
Item 1, “I have difficulty accessing and processing course materials because of
technology devices.” is also one of the frequent problems of the students, which has a mean
of 3.55 (SD=0.922). This problem equates to the problem where students have procured
incompetent and unreliable devices. Acquiring these devices also means that students have to
face the problem of trying to access and process the course materials necessary for the
classes. Not all devices can help in technology-based learning as it requires a lot of phone
storage and internet connectivity. The statement, as mentioned earlier, agrees with the
findings of the study by Wankhade et al. (2017), where students experienced difficulties with
the lack of maintenance of accessible computers and also had problems with inadequate
computers in the college. 38
With item 4, “I have limited internet access.” with the mean of 3.50 (SD=1.177). This
item may not be a common problem, but still, it is one of the problems during online-based
learning. It is the limited internet access as some students rely on their network’s data to
access the internet. The larger the load, the faster and longer there is data to use for classes.
This problem then connects to the financial difficulty of getting an enormous load since it
may be too expensive for some students. The same goes for the study of Kujur et al. (2019),
whom it suggested that the increase of data (bandwidth) and network with a fair bit for better
access, a sufficient number of computers at the institution, and more excellent electrical
backup for a better learning environment creates a conducive area of learning among
students.
Furthermore, item 5, “I often get technical issues like the sudden shutdown of my
computer and need to restart the device.” got the lowest mean of 5.17 (SD=1.098). Technical
issues with the devices are the least common problem encountered in online-based learning.
This problem is due to the poor choices in acquiring devices and the inability to assess the
laptops and computers before buying them carefully. This issue might be due to the age of
the device, whether it is outdated or too old to use. Apps and websites are essential to access
certain information and thus require a lot of phone storage for them to use.
Based on the study’s findings, the first-year and second-year Medical Laboratory
Science students had a mild technological constraint. The majority of the items in the study
interprets as mild constraints. In contrast, only one interpreted as a fair technological
constraint signifies that most students were experiencing mild technological constraints either
in procuring or acquiring stable, sturdy, and reliable devices and connections to attend
classes. 39
The findings of the study correlate with the results of the study of Onyema et al.
(2020), whom he stated that although technology may be a solution to the fallouts from
school closures, there were still students who do not have access to the necessary and reliable
technology which makes it harder to maximize the use of technology as the new learning
tool. With these digital inequalities and the lack of access to modern technology, income
classes are highlighted as these issues mainly affect lower-income families as they are unable
to fully support their student’s education (Adam, Kaye, &Habler, 2020).
Problem 2. What is the participants' level of financial constraints among the BSMLS
students?
Table 2.
Descriptive statistics of participant’s level of of financial constraints among the BSMLS students | n = 121

1. I am struggling to procure my own devices that 3.60 1.012
are needed in virtual learning. Mild
Constraints
2. I have difficulty purchasing mobile data Mild
3.76 .931
connections Constraints
3. I have difficulty purchasing a stable internet Mild
3.78 1.045
connection Constraints
4. I always worry about financial resources and
Fair
other necessities that are needed in virtual 2.88 1.130
Constraints
learning.
Mild
Overall Mean 3.50 .832
Constraints
Legend: 4.2 - 5.0 Severe Constraints, 2.6 - 3.4 Fair Constraints, 1.0 - 1.8 Very Poor Constraints, 3.4 - 4.2 Mild Constraints
1.8 - 2.6 Poor Constraints
Table 2 presents the descriptive statistics of participants’ level of financial constraints
showing the mean and standard deviation. It shows the responses of the participants to each
indicator. The overall mean showed (3.5041), which was described as “Mild Constraints”
with a standard deviation of .83228, which means that the data collected is reliable as it
clustered within the mean. 40
Financial instability in this pandemic has been one of the rising dilemmas of every
household. This dilemma regarding financial instability leads to the students’ anxiousness.
Additionally, they noted that students who could afford necessities including food, housing,
medical care, clothes, and transportation reported less financial distress.
Table 2 shows that the indicators of financial constraints item3, “I have difficulty
purchasing a stable internet connection,” got the highest mean of 3.78 (SD=1.045). It can
imply that there was a problem with purchasing a stable internet connection for online
classes. The above statement supported Gong (2020), who indicated that students, especially
in rural areas, faced difficulty with the limitation of internet access and devices to participate
in online learning. Also, Chuang, Weng, & Chen (2018) supported this study which found
that while some students have easy access to an internet connection, others were stressed and
felt distanced when they were unable to get internet access, contrary to findings in a study
which reported that students perceived that online learning is convenient. 41
Followed by item 2, “I have difficulty purchasing mobile data connections,” with a
mean of 3.76 (SD= .93). The study of Vanslambroucka supported this result that some
students faced financial constraints with purchasing mobile data and they had to share their
mobile data with their siblings, findings in the study which found that online and blended
learning is costly. Item 1 “I am struggling to procure my own devices that are needed in
virtual learning” with a mean of 3.60 (SD= 1.012). Some devices are essential in online
learning, such as laptops, computers, and others., but some students cannot afford to procure
their own devices, which could face significant problems. The statement mentioned earlier
agrees with the findings of the study by Cleofas & Rocha (2021) that poor students do not
own laptops and desktop computers and have limited internet connections.
Furthermore, the table shows the indicator with the lowest mean score of 2.88 (SD=
1.130) for item 4 “I always worry about financial resources and other necessities that are
needed in virtual learning perceived by participants. Therefore, not all students have financial
assistance to buy their needs in virtual learning. Based on the study’s findings, the first-year
and second-year Medical Laboratory Science students had mild financial constraints. The
majority of the items interprets as mild constraints. In contrast, only one interprets as a fair
financial constraint, which means that most of the students were experiencing mild financial
constraints, either procuring their own devices, purchasing mobile data connections, or
purchasing stable internet connections.

Financial difficulties are one of the things that higher education institutions
worldwide have noticed as a cause of stress for students (Aherne, 2001; Joo, Durband, &
Grable, 2008; Roberts, Golding, Towell, & Weinreb, 1999). Financial stress is said to be one
factor affecting the students’ anxiety. Financial stress claims to have the ability to impair
students’ performance in the classroom, according to the research conducted in 2012 entitled
“Financial Stress: An Everyday Reality for College Students.”
It should come as no surprise that stress brought on by financial difficulty and
uncertainty has a detrimental effect on students’ well-being (Mahmoud, Staten, Hall, &
Lennie, 2012; Smyth, Hockemeyer, Heron, Wonderlich, & Pennebaker, 2008).
Problem 3. What is the participants' level of academic anxiety among BSMLS students?
42
Table 3.
Descriptive statistics of participant’s level of academic anxiety among the BSMLS students | n = 121

1. I often worry that my best is not as good as 3.20 .891 Most extreme
expected in school.
2. I tend to put off doing school work because it
2.33 .831 Severe
stresses me.
3. I am less confident about school than my Severe
2.47 .949
classmates.
4. I tend to find my instructors intimidating. 2.47 1.017 Severe
5. I spend much of my time at school worrying Severe
2.76 1.009
about what is next..
6. I have a hard time handling school Severe
2.36 .930
responsibilities.
7. I am concerned about what my classmates think Severe
2.49 1.050
about my abilities.
8. I often feel sick when I need to work on a major 2.27 1.008 Severe
class assignment. .
Overall Mean 2.54 .688 Severe
Legend: 4.00 - 3.00 Most Extreme, 1.99 - 1.00 Minimal to Moderate, 2.99 - 2.00 Marked as Severe, 1.00 - 0.99 Normal
43
Table 3 shows the descriptive statistics of participants' level of academic anxiety
among BMLS students. The overall mean rating is 2.54339, interpreted as Marked as Severe.
The above statement indicates that students generally have severe academic anxiety,
suggesting that they experience such conditions throughout their academic journey. The
students agreed that they often worry that their best is not as good as expected in school, with
the highest mean of all the statements (M = 3.20, SD = .891, Most Extreme). They also spend
most of their time at school worrying about what is next. The second statement has the
highest mean of 2.76 and a standard deviation of 1.009; these values interprets as severe.
With that statement, the students also agreed that they are concerned with how their
classmates think about their abilities. A third of the statement has a mean of 2.49 and a
standard deviation of 1.050. Concerning the previous statement, the fourth statement with
the highest mean of 2.47, alongside its standard deviation of 1.017, is that they tend to find
their instructors intimidating, along with the dilemma that technological and financial
constraints caused. In addition, the students also agreed that they are less confident about
their studies compared to their classmates, which shows a mean value of 2.47 and a standard
deviation of .949. This data shows that students are severely experiencing academic anxiety,
especially in their academic performance.
Along with this data, they also experienced having a hard time handling school
responsibilities which had a mean of 2.36 and a standard deviation of .930. The students also
tended to put off doing school work because it stresses them, having a mean of 2.33 and a
standard deviation of .831. Furthermore, concerning their health, the students feel sick when
they need to work on a major class assignment, with a mean of 2.27 and a standard deviation
of 1.008. The data in this table shows that when students experience such conditions, they are
prone to experiencing a high incidence of academic anxiety, which may lead to concerns
affecting their concentration and memory, which are both essential for the student's academic
performance. 44
Studies concerning academic anxiety have always related its effects on a student's
academic performance (Cassady, 2010). Academic anxiety is not just a specific, "one for all"
type of condition that students face. It is a broad construct covering several types of anxieties
related to typical academic activities. The fear of having a lower performance compared to
one's peers, and to reiterate what the researchers mentioned in the previous chapter,
"worrying" about handling responsibilities and experiencing stress in classrooms are its
essential components (Cassady, 2010). Academic anxiety has generally been proposed as a
generic version of several specialized forms of anxiety in school settings (e.g., test or
evaluation anxiety, computer anxiety, math anxiety, statistics anxiety; Cassady, 2010).
Concerning this study, the students experience anxiety in its general sense. Even though the
construct has a lengthy theoretical history, no established or consistent empirical studies
program exploring this broader dimension exists.
In general, anxiety can be understood as can mainly affect an individual as it targets
one of the significant systems that controls mental stability. Mahato et al. (2012) described in
their paper that academic anxiety is a psychological vulnerability of distress or feeling
uneasy towards school or college conditions whereby the affected individuals negatively
perceive it. The students often worry that their best is not as good as expected in school.
Worrying, a component of academic anxiety prevents a student from focusing on a particular
goal and accomplishing a task or an academic workload. For example, they may predict
failure, think of self-degrading thoughts, or be preoccupied with the thoughts of doing poorly
due to some factors. Some effective coping techniques are done to manage this component,
which may include: using positive mental imagery, disputing negative and self-defeating
thoughts with more productive, realistic thoughts, and self-hypnosis. (Cornell University,
n.d.) 45
Conversely, the lowest mean out of the eight statements, "I often feel sick when I
need to work on a major class assignment," is a statement that concerns their health. This
statement relates to the second component of anxiety that Cornell University defined as
"Emotionality," which signifies the clinical symptoms of anxiety, such as fast heartbeat,
hidrosis, and muscular spasms. The best methods for managing emotionality are breathing
and muscle relaxation techniques. This element is crucial since the study focuses on students'
mental health and how it impacts their academic performance—though not explicitly—as a
result of academic anxiety (Cornell University, 2015).
Problem 4. Is there any significant relationship between academic anxiety and technological
and financial constraints of the respondents?
A correlation coefficient is usually used to represent the degree of linearity between
two variables (Taylor, 1990). The most popular type is Pearson's, also known as Pearson's R.
A correlation of -1.0 shows a strong negative correlation, while a correlation of 1.0 shows a
strong positive correlation. When a correlation is 0.0, it shows no linear relationship.

Table 4.
Pearson’s Correlation of Academic Anxiety and Technological and Financial Constraints| n
= 121
Academic Anxiety Pearson R Coefficient P value Interpretation

Technological Constraints -.172 .059 Not Significant
Financial Constraints -.081 .376 Not Significant

Legend: ±.90 - 1.0 Very high±.50 - .70 Moderate±.00 - .30 Very Low ±.70 - .90 High ±.30 - .50 Low
Table 4 data shows no significant relationship between the dependent variables:
technological (r = -.172) and financial constraints (r = -.081), and the independent variable:
academic anxiety. The data analysis shows that there is no correlation between the dependent
variable and the independent variable. 46
Technological constraints. The data shows no significant relationship between
technological constraints and academic anxiety. The statement mentioned above means that
when a student experiences technological constraint, it does not affect their academic
performances, thus inducing academic anxiety. Some studies show that lack of teacher input,
not having a genuine reason to communicate online with peers, low self-efficacy, and time
and technology constraints can lower motivation (Xie et al., 2006; Artino, 2007; Cheung et
al., 2008; Moos and Azevedo, 2008; Hartnett et al., 2011). Academic anxiety can occur
depending on the students' motivation and not the constraint.
Financial constraints. The data shows that financial constraints do not significantly
affect academic anxiety. When a student experiences a financial problem, it does not
automatically induce academic anxiety.

The table clearly shows that as technological and financial constraints arise, the
academic anxiety of the students will not be affected. Thus, academic anxiety, as a condition,
is not induced by technological and financial constraints. Concerning this data, a study by
Flores et al. (2018) observed that despite the respondent's low income, depression, anxiety,
and stress were notably high in different age groups. The statement mentioned above
explains that the technological and financial constraints are not a reason the student has
anxiety. As a support, a study about the relationship between mental health and academic
performance conducted by Evergreen et al. in 2021 shows that despite severe mental health
issues, the students were still able to maintain high academic performance.
Therefore, the null hypothesis "There is no significant relationship between academic
anxiety and technological and financial constraints of the respondents" is accepted.
47
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the research work undertaken, the conclusions
drawn, and the recommendations made as an outgrowth of this study.
Summary
This study aimed to investigate technological and financial constraints on academic
anxiety. This study focused on measuring the level of academic anxiety and its predisposing
inducers such as technological and financial constraints of the chosen 1 st year – 2 nd year
Medical Laboratory Science students of Liceo de Cagayan University. Conversely, this study
seeks to gather data that answers the research questions such as the participants' level of
financial constraints, technological constraints, and academic anxiety, and the significant
relationship between academic anxiety and technological and financial constraints.
The researchers used stratified random sampling to determine the one hundred
twenty-one (121) respondents out of the total population ( N = 121), which included students
aged 18 years old and above who are dependent and independent of their family's monthly
income. 55 (fifty-five) respondents from the 1st year Medical Laboratory Science students
and 66 (sixty-six) from the 2nd year Medical Laboratory Science students. The survey
questionnaire was distributed online using Google forms to gather data. 48
Upon data collection, the 1st and 2nd-year Medical Laboratory Science, regarding the
level of technological constraints, showed an overall mean of 3.516 (SD=.8632), interpreted
as "Mild Constraints." The second problem presented the participants' level of financial
constraints and showed an overall mean of 3.5041 (SD=.83228), interpreted as "Mild
Constraints." The third problem, which identifies the participants' level of academic anxiety,
showed an overall mean of 2.54339 (SD=.688202), which is interpreted as "Marked to
Severe." The statement mentioned above indicates that the students, in general, have severe
academic anxiety suggesting that they experienced such conditions throughout their
academic journey
The fourth problem, which focuses on the relationship between academic anxiety and
technological and financial constraints, the analysis shows that there is a high positive
correlation between technological and financial constraints (r= .702). It also shows a
negligible correlation (r=.-172) between academic anxiety and technological and financial
constraints. Therefore, null hypothesis 2 is accepted since p>0.01.
Conclusion
Concerning the theories of this study, Spielberger's Theory of Anxiety implies that a
person's transitory emotional state is reflective of one's interpretation of a particularly
stressful situation, which in this case is the distress of having to procure several instruments,
i.e., gadgets, devices, at a particular period. Having to procure devices may induce academic
anxiety due to the financial constraints of the respondents. Financial constraints also may
cause technological constraints, and this is because when a person procures a particular
device, he or she needs money to buy that device.
The study concluded that the relationship between the dependent variable, academic
anxiety, and independent variables: technological and financial constraints, shows no
significant correlation between academic anxiety and technological and financial constraints.
This implies that there is no positive correlation behind such variables. 49
In addition to such variables, the students exhibited a mild technological constraint,
implying that they had difficulty procuring and acquiring specific devices. The respondents
also had a technical issue maneuvering their devices, which also caused such constraints.
Concerning such constraints, the level of financial constraints was also measured. The
researchers amassed several proven valuable data in terms of their constraints. Such analysis
showed that the students were also experiencing mild financial constraints, with the highest
mean of 3.78. This implies that the students are having difficulty purchasing a stable internet
connection which is helpful in the transition from face-to-face learning to online learning.
This implies that a student experiencing financial constraints will lead to technological
constraints. To simplify, when a student does not have any financial sources to procure
devices, it will lead to financial constraints.
Recommendation
The implications of our results go beyond elaborating on and clarifying the nature of
these variables. This study endeavors to provide evidence in the context of a developing
country regarding the difficulties experienced by Filipino university students. This study
hopes to draw lessons that can eventually open doors for relevant actions on this matter.
After a thorough analysis of the data gathered, the researchers formulated
recommendations for this research's future endeavors.
For the Institution
1. It is recommended to conduct students' mental assessments every semester to
evaluate their stress levels of a student and observe the Generalized Anxiety
Program (GAD).
For the Parents 50
1. Be attentive, follow up and offer support to the child, specifically for those
experiencing academic anxiety.
For the Future Researchers
1. Conduct a study with an expanded sample size that will include other year
levels in one academic year.
2. Incorporate other forms of constraints (e.g., environmental factors) and
correlate them to the students' academic performances.

3. Innovate the variables of this study, such as identifying students' adaptive
strategies when encountering stress or anxiety and the factor that stresses them
the most.
4. Modify and expand the study to another Liceo de Cagayan University
paramedical department.
51
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56
APPENDICES
APPENDIX A
LICEO DE CAGAYAN UNIVERSITY School of Medical Laboratory Science

Undergraduate Program
INFORMED CONSENT FORM FOR RESPONDENTS
Name of Principal Investigator: Luke Adrian C. Sullera

Contact Number of Investigator: (0995) – 190 – 3119
Research Title: ACADEMIC ANXIETY ON TECHNOLOGICAL AND FINANCIAL

CONSTRAINTS
PART 1: INFORMATION SHEET
INTRODUCTION
You are hereby invited to participate in a research study conducted by the abovementioned
principal investigator at Liceo de Cagayan University thru online standardized Google Form
questionnaire, your participation is voluntary. The information below will guide you on
understanding the research study before engaging, if there are further concerns, you can
contact the researchers. It is recommended to read the consent form thoroughly. You will be
asked to sign this form. You will be given a copy of this form.
PURPOSE OF THE RESEARCH

The purpose of this study is to assess the level of academic anxiety caused by technological
and financial constraints to medical laboratory science students. This study will measure the
level of academic anxiety of the students through a standardized Google Forms
questionnaire.
57
TYPES OF RESEARCH INTERVENTION
If you are able to decide on participating, The participants will be answering a (17) item
questionnaire. The questionnaire is divided into three (3) parts. Part two (1) will be the
questionnaire regarding the level of Academic Anxiety. Part three (2) will be technological
constraints as an inducers to academic anxiety. Part four (3) will be the financial constraints
of students as inducers of academic anxiety. In measuring the level of Academic Anxiety,
AAS or Academic Anxiety Scale is used, where a 4 point Likert-type items were developed
to represent a cross-section of worries and fears in academic environments and situations.
Response options were identical to the CTAR (“1 = Not At All Typical Of Me,”
“2=Somewhat Typical Of Me,” “3=Quite Typical Of Me,” and “4 = Very typical of me”).
The underlying goal of this scale was to generate a simplified broad contextual representation
for anxieties experienced within academic settings (Cassady, 2010). Psychometric properties
of the Academic Anxiety Scale were not established prior to this study, and are addressed in
the forthcoming analyses. Technological and financial constraints are constructed in short
sentences using a 5-point Likert scale with a textual response format ranging from A is equal
to Always, VO being Very Often, S being Sometimes, R being Rarely, and N being Never
PARTICIPANTS SELECTION
This study has chosen to invite participants enrolled in Medical Laboratory Science, aiming
to address the MLS students’ concerns with the learning transition during the Pandemic.
47
VOLUNTARY PARTICIPATION
Participating in this study is voluntary. The participant will not lose any benefits and will not
be affected academically or in any form if they wish not to participate. The respondents will
not be forced to part take in this study. it is in their decision to withdraw at any time.
PROCEDURES
A. This study is conducted to assess the level of academic anxiety caused by
technological and financial constraints to medical laboratory science students. This
study will measure the level of academic anxiety.
B. The participants will be answering a (17) item questionnaire. The questionnaire is
divided into three (3) parts. Part two (1) will be the questionnaire regarding the level
of Academic Anxiety. Part three (2) will be technological constraints as an inducers
to academic anxiety. Part four (3) will be the financial constraints of students as
inducers of academic anxiety. In measuring the level of Academic Anxiety, AAS or
Academic Anxiety Scale is used, where a 4 point Likert-type items were developed to
represent a cross-section of worries and fears in academic environments and
situations. Response options were identical to the CTAR (“1 = Not At All Typical Of
Me,” “2=Somewhat Typical Of Me,” “3=Quite Typical Of Me,” and “4 = Very
typical of me”). The underlying goal of this scale was to generate a simplified broad
contextual representation for anxieties experienced within academic settings
(Cassady, 2010). Psychometric properties of the Academic Anxiety Scale were not
established prior to this study, and are addressed in the forthcoming analyses.
Technological and financial constraints are constructed in short sentences using a 5-
point Likert scale with a textual response format ranging from A is equal to Always,
VO being Very Often, S being Sometimes, R being Rarely, and N being Never
Collection of data is strictly attained through an online standardized Google
Forms questionnaire only, confidentiality will be observed in accordance of Data
Privacy Act of 2012
DURATION
It will take less than 30 minutes to answer the questionnaire, which will be done in your
respective homes and comfort spaces convenient to your time.
58
RISK
47
This study does not impose any risk since the collection of data is achieved through the
standardized online Google form questionnaire only, and is examined by the Adviser and the
researchers prior to distribution, which will be appropriate enough for the participant to
answer. If there are sensitive statements that are able to trigger certain emotions, you can
withdraw from answering the questionnaire at any time. Further concerns will be addressed
appropriately. The results of the study will not affect the participant’s academic status nor
harm them in any way, the results are kept in accordance with the Data Privacy Act of 2012.
BENEFITS
The respondents' cooperation will have no guaranteed benefit or incentives. However, their
participation towards this study will help us evaluate and analyze the effect and relationship
of academic anxiety on technological and financial constraints. The data gathered and
analyzed will also aid the university/institution to imply some mitigation and assistance
towards such matters and promote a more understanding and approachable environment for
students to learn in a comfortable way.
REIMBURSEMENTS
The participants will only answer the Google Form questionnaire voluntarily. No payment is
involved in participating.
CONFIDENTIALITY
All information collected in this study will be respected of its confidentiality in accordance
with the Data Privacy Act of 2012. The data gathered for this research will be kept in paper
or electronic form in a period of ten years after the realization of the research study.
SHARING THE RESULTS

The respondents will be informed of the results of this study. At the end of the study, the
researchers will provide copies of results to all the participants. This is to provide them their
benefit in participating in this study.
RIGHT TO REFUSE OF WITHDRAW
Your participation is voluntary. Your participation should NOT be influenced by the

researchers and should NOT be threatened in any way, if you wish to withdraw from
participating, you may do so freely, given again that it is voluntary.
WHO TO CONTACT?
The Researchers’ E-mail addresses are listed below if you wish to raise a concern or have
any inquiries regarding the study:
Sereno, Phoebe Faith [email protected]

Sierra, Sheena Lyn [email protected]

Sullera, Luke Adrian [email protected]
Sy, Patricia Nicole [email protected]
PART II. CERTIFICATE OF CONSENT
By signing this form of consent, I confirm that I have read thoroughly and understood the
provided information. I have had the opportunity to ask questions about it and any questions I
have been asked have been answered to my satisfaction. I understand that my participation is
voluntary, and that I can withdraw from participating in this study at any time. I consent
voluntarily to be a participant in this study.
Print Name of Participant: _______________________

Signature of Participant:_________________________
Date: [MM/DD/YYYY]: ________________________
STATEMENT BY THE RESEARCHER OR PERSON TAKING CONSENT
I have accurately read out the information sheet to the potential participant, and to the
best of my ability made sure that the participant understands that the following will be done:
1. Answering the online Google Form questionnaire as a participant of this study.
2. The privacy and confidentiality of the collected data will be respected in accordance
with the Data Privacy Act of 2012.
3. Keeping and destroying of data responses, recording and transcript as specified in the
study protocol.
I confirm that the participant was given an opportunity to ask questions about the
study, and all the questions asked by the participant have been answered correctly and to the
best of my ability. I confirm that the individual has not been coerced into giving consent, and
the consent has been given freely and voluntarily.
Signature of Researcher/person taking the consent _______________________________
Date [MM/DD/YYYY]: ___________

APPENDIX B
LETTER OF APPROVAL
April 2, 2022
ENGR. DOMINIC T. POLANCOS

Research Ethics Board Committee
This University
Dear Ma’am/Sir,
Sincere Greetings!
As part of our requirements for the subject Medical Laboratory Science Research Paper
Writing and Presentation, we, the 3rd year students from the College of Medical Laboratory
Science are presently conducting our research study entitled “Academic Anxiety on
Technological and Financial Constraints”. The study aims to determine any significant
relationship between variables such as Academic Anxiety, Technological Constraints,
Financial Constraint Medical Laboratory Science students of Liceo de Cagayan University.
The target participants of this study are the Medical Laboratory Science students of Liceo
de Cagayan University who are currently enrolled in the college of the Academic Year
2021-2022.
In this connection, we humbly request your permission to allow the undersigned to

randomly distribute survey questionnaires to the respondents through their academic email
addresses during their vacant time. Rest assured that the data gathered will be treated with
the utmost confidentiality and will be utilized for academic purposes only.
An approved copy of this letter will be scanned and attached to the survey questionnaire.
Your approval to conduct this study would be greatly appreciated. Thank you for your
favorable response.
Sincerely,
Luke Adrian C. Sullera

Noted by:
Mary Abigail Paulan, MSMLS, RMT
63
APPENDIX C
LETTER OF INTENT
Dear Participants,
Greetings!
We are students from Liceo de Cagayan University and we are conducting a study entitled "
CONSTRAINTS ". This study aims to address if there is any significant relationship
between the academic anxiety, technological constraints, financial constraints of medical
laboratory science students at Liceo de Cagayan University.
In this connection, we ask for your cooperation in answering the attached questionnaire. We
guarantee you that the information gathered for the duration of the study will remain
confidential and will be used only for the study.
Your participation is voluntary; therefore, you are free to refuse your participation in this
study.
If you have any questions about the study, please be comfortable contacting this number,
0995-190-3119
Hoping for your cooperation! Thank you very much!
Sincerely,
Sullera, Luke Adrian C.

Research Team Leader
Noted By:
Mary Abigail Paulan, MSMLS, RMT
Research Adviser
64
APPENDIX D
SURVEY QUESTIONNAIRES
Research Survey Questionnaire
Dear participants,
Thank you for your willingness to participate in this questionnaire. This instrument is
part of the study that seeks to gather information on ACADEMIC ANXIETY ON
TECHNOLOGICAL AND FINANCIAL CONSTRAINTS. The research questionnaire
contains four (3) parts, mainly Part 1. Academic Anxiety, Part 2. Technological
Constraints, and Part 3. Financial Constraints, Each question is provided with choices
that will suit your preference. Please take your time to fill out this survey. It is not necessary
for you to write or sign your name on the form. In addition, please try to be as accurate as
possible, but avoid thinking too much about your answer. Your first instinct is usually the
best. Thank you!
PART I. ACADEMIC ANXIETY

Instruction: Read the following survey questions below and kindly place a check (/) that best
corresponds to your response. Please refer to the following scale with its conforming
adjectival description
Responses:
1- A little of the time 2- Some of the time 3- Good part of the time 4- Most of the
time
ACADEMIC ANXIETY IS THE FEELING OF GETTING STRESSED, UNEASY,
TIRED, AND PROBLEMATIC DUE TO SCHOOL RELATED PROBLEMS, SUCH AS
GRADES AND OTHER FACTORS.
INDICATORS 1 2 3 4
1. I often worry that my best is not as
good as expected in school.
2. I tend to put off doing school work
because it stresses me.
3. I am less confident about school than
my classmates.
4. I tend to find my instructors
intimidating.
5. I spend much of my time at school
worrying about what is next..
6. I have a hard time handling school
responsibilities.
7. I am concerned about what my
classmates think about my abilities.
65
8. I often feel sick when I need to work on

a major class assignment. .
Questions adapted from Academic Anxiety Scale (AAS-SSSM)
Source: Sharma, Sonal. (2019). Academic Anxiety Scale (AAS-SSSM). 10.13140/RG.2.2.12262.37445).
PART II. TECHNOLOGICAL CONSTRAINTS

adjectival description.
Responses:
A – Always VO – Very Often S – Sometimes R – Rarely N – Never
TECHNOLOGICAL CONSTRAINTS REFERS TO ANY TECHNOLOGICAL

RESTRICTION, LIMITATION AND ABSENCE OF CERTAIN DEVICES OR STABLE
INTERNET CONNECTION THAT ARE HELPFUL FOR VIRTUAL LEARNING.
INDICATORS A VO S R N
1. I have difficulty accessing and processing course
materials because of technology devices.
2. The use of technology is difficult for learning
purposes.
3. It is hard for me to participate in an online-based
learning platform due to the lack of devices.
4. I have limited internet access.
5. I often get technical issues like sudden shutdown of
my computer and need to restart the device.
Questions adapted from Adaptation and Perception of Online Learning during COVID-19 Pandemic by Albanian
University Students
Source: Adaptation and perception of online learning during COVID-19 pandemic by Albanian University students. (n.d.).
ResearchGate.https://www.researchgate.net/publication/342658111_Adaptation_and_Perception_of_Online_Learning_dur
ing_COVID-19_Pandemic_by_Albanian_University_Students
PART III. FINANCIAL CONSTRAINTS

adjectival description.
Responses:
A – Always VO – Very Often S – Sometimes R – Rarely N – Never
FINANCIAL CONSTRAINTS REFERS TO ANY FINANCIAL RESTRICTION,

LIMITATION OR CAPABILITY THAT A STUDENT EXPERIENCES IN TERMS OF
PROCURING DEVICES, HAVING A STABLE INTERNET CONNECTION, SCHOOL
FEES AND OTHER NECESSITIES THAT ARE NEEDED IN VIRTUAL EDUCATION
INDICATORS A V S R N
O
1. I am struggling to procure my own devices that are
needed in virtual learning.
2. I have difficulty purchasing mobile data connections.
3. I have difficulty purchasing a stable internet
connection.
4. I always worry about financial resources and other
necessities that are needed in virtual learning.
Questions based on Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during COVID-19 Pandemic
(Baloran, 2020).
67
APPENDIX E
Gantt Chart
Activities Month
January February March April May
Planning
Socialization
Pilot Testing
Testing
Data Collection
Collection
Data Processing
Collection
Data Analysis
Writing of Final Paper

Research Output
68
APPENDIX F
Validity and Reliability Test Report
69
70
Reliability Test Results
Name of Researchers: 1. Sereno, Phoebe Faith May 3, 2022

2. Sierra, Sheena Lyn
3. Sullera, Luke Adrian C.
4. Sy, Patricia Nicole
Research Title Academic Anxiety on Technological and Financial Constraints
I. Reliability Statistics
Variable Cronbach’s Cronbach’s Number of Internal
Alpha Alpha Based Items Consistency
on
Standardized
Items
Academic .829 .827 8 Good
Anxiety
Constraints
Financial .848 .853 4 Good
Constraints
II. Recommendation
● Proceed to administer the questionnaire
Prepared by:
75
APPENDIX G
STATISTICAL RESULTS
1. What is the participants' level of academic anxiety among BSMLS students?
Descriptive Statistics
N Mean Std. Deviation
A1 121 3.20 .891
A2 121 2.33 .831
A3 121 2.47 .949
A4 121 2.47 1.017
A5 121 2.76 1.009
A6 121 2.36 .930
A7 121 2.49 1.050
A8 121 2.27 1.008
aveAA 121 2.54339 .688202
Valid N (listwise) 121
2. What is the participants' level of technological constraints among the BSMLS

students?
T1 121 3.55 .922
T2 121 3.58 1.039
T3 121 3.79 1.097
T4 121 3.50 1.177
T5 121 3.17 1.098
aveTC 121 3.516 .8632
3. What is the participants’ level of financial constraints among the BSMLS students?
F1 121 3.60 1.012
F2 121 3.76 .931
F3 121 3.78 1.045
F4 121 2.88 1.130
aveFC 121 3.5041 .83228
4. Is there any significant relationship between the academic anxiety and the technological
and financial constraints?
Correlations
TECH FINAN ANXIETY
TECH Pearson Correlation 1 .702 **
-.172
Sig. (2-tailed) .000 .059
N 121 121 121
FINAN Pearson Correlation .702** 1 -.081
Sig. (2-tailed) .000 .376
N 121 121 121
ANXIET Pearson Correlation -.172 -.081 1
Y Sig. (2-tailed) .059 .376
N 121 121 121
**. Correlation is significant at the 0.01 level (2-tailed).
APPENDIX H
CURRICULUM VITAE
Name: Phoebe Faith R. Sereño
Address: Casinglot, Tagoloan, Misamis Oriental
Email Address: [email protected]
ORCID no.
Name of Father: Roel M. Sereño
Name of Mother: Merlina R. Sereño
School Graduated:
Elementary: Casinglot Elementary School
High School: Casinglot National Highschool
College:
Membership:
CURRICULUM VITAE
Name: Sheena Lyn G. Sierra
Address: Alangilan, Sagay, Camiguin
Email Address: Alangilan, Sagay, Camiguin
ORCID no.
Name of Father: Ric. D. Sierra
Name of Mother: Lina G. Sierra
School Graduated:
Elementary: Sagay Central School
High School: Holy Rosary Academy of Camiguin
College:
Membership:
CURRICULUM VITAE
Name: Luke Adrian C. Sullera
Address: P-5, Lumbo, Valencia City, Bukidnon
ORCID no.
Name of Father: Reymlani P. Sullera
Name of Mother: Dynah C. Sullerea
School Graduated:
Elementary: San Agustin Institute of Technology
High School: San Agustin Institute of Technology
College:
Membership:
CURRICULUM VITAE
Name: Patricia Nicole M. Sy
Address: #067, Zone 5, Patag, Cagayan de Oro City,

Mis. Or.
ORCID no.
Name of Father: Peter Rey P. Sy
Name of Mother: Emy Paz M. Sy
School Graduated:
Elementary: Camp Evangelista Elementary School
High School: Angelicum Learning Centre Incorporated
College:
Membership:

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ACADEMIC ANXIETY ON TECHNOLOGICAL AND FINANCIAL

SEREÑO, PHOEBE FAITH.

JUNE 10, 2022

ACADEMIC ANXIETY ON TECHNOLOGICAL AND FINANCIAL

A Thesis Presented to the

SEREÑO, PHOEBE FAITH.

JUNE 10, 2022

This thesis entitled “ACADEMIC ANXIETY ON TECHNOLOGICAL AND

MARY ABIGAIL C. PAULAN, RMT

______________ in partial fulfillment of the requirements for the degree Bachelor of

Dr. Amelda C. Libres, RMT, MA, DODT

Dr. Amelda C. Libres, RMT, MA, DODT

Liceo de Cagayan University spearheaded by Dr. Alain Marc P. Golez, the

despite the global pandemic on COVID-19.

researchers, and for simply being their inspiration.

relevant to the study.

Ms. Marilou O. Honculada, RMT, MAEd, MSMT, the College Research

the limitations and uncertainties.

by checking the progress and listening to the different concerns.

Keywords: Academic Anxiety, Technological Constraints, Financial Constraints

APPROVAL SHEET iii

TABLE OF CONTENTS vii

1 THE PROBLEM AND ITS SCOPE 1

2 REVIEW OF RELATED LITERATURE AND STUDIES 11 viii

5 SUMMARY, CONCLUSION AND

A. Informed Consent Form for Respondents 56

F. Validity and Reliability Test Report 68

TABLE TITLE PAGE

1 Descriptive statistics of participant’s level of of technological 34

2 Descriptive statistics of participant’s level of of financial 38

3 Descriptive statistics of participant’s level of academic anxiety 41

4 The relationship among technological constraints and 44

FIGURE TITLE PAGE

1 The interplay of the independent variables and dependent 6

THE PROBLEM AND ITS SCOPE

platform as another problem that may lead to anxiety. 2

particular condition. In a study conducted by researchers at Cornell University (n.d.), anxiety

hormones such as adrenaline, an inducer of tachycardia, increase and dopamine, a hormone

focused on the first component of academic anxiety, worrying. 3

Concerning this study, technological and financial constraints are inducers of

Theoretical and Conceptual Framework

For a study to have a strong foundation, a framework must serve as a structure to

involved. This research is anchored on the following theories:

Spielberger's Theory of Anxiety

emotional state reflective of one's interpretation of a particularly stressful situation. In this

academic anxiety, from mild to severe. (Spielberger, 1983).

Discussion of Concepts and variables 6

Concerning the theories of this study, Spielberger's Theory of Anxiety implies that a

person's transitory emotional state is reflective of one's interpretation of a particularly

device, they need money to buy that device.

Independent Variable Dependent variable

Statement of the Problem

Specifically, it seeks to answer the following questions:

1. What is the participants' level of technological constraints among the BSMLS

3. What is the participants' level of academic anxiety among BSMLS students?

Ho: There is no significant relationship between academic anxiety and technological

and financial constraints of the respondents.

Scope and Delimitations of the Study

involved in the study. 8