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Chapter 1

INTRODUCTION

This chapter presents the background of the study, research questions,

research hypothesis, scope and delimitation, significance of the study, and

definition of terms.

Background of the Study

Academic performance of students is the key factor for education and

success. There has been an increase in perceptible signs of anxiety among high

school students which result to frustration and decline on the academic

performance. This has great effects on the students’ learning abilities, their

mood and motivation to study, and chances in academic success that students

can attain. According to Brew, Nketiah, and Koranteng (2021), the good

academic performance of students at the Senior High School is of paramount

importance in every educational system. Meanwhile, numerous factors

influence the academic performance of students and have been researched, but

many problems persist. In a study conducted by Lamas (2015), the academic

performance involves factors such as the intellectual level, personality,

motivation, skills, interests, study habits, self-esteem or the teacher-student

relationship. When a gap between the academic performance and the student’s

expected performance occurs, it refers to a diverging performance.

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Students with anxiety disorder, according to Callahan (2001), displayed a

passive approach to their academics. This included their lack of interest in

learning and showed poor performance on discussion, exams and assignments.

Study anxiety is a particularly distinct circumstance that relates to anxiety

conditions that are encountered during the study process and may affect

academic performance, according to a prior study on anxiety in student. In

experiencing anxiety while studying is a major predictor of academic

performance and various studies have demonstrated that it has a detrimental

effect. High anxiety levels have been linked to a decline in working memory,

attention, and reasoning in pupils which has a crucial impact in student learning

and academic performance. Also, anxiety has been proven to have both

facilitating and damaging effects on academic accomplishment (Vitasari,

Wahab, Othman, & Sinnaduraie, 2010).

As reported by multiple studies, anxiety has a major effect on how well

students perform academic wise. This was because anxiety can affect their

mood and behavior while studying. Although this study is highly significant, there

have only been several available research papers that are found in regards with

the connection between anxiety experienced specifically by STEM 12 students

and their academic performance. The researchers decided to conduct this study

to discover the relationship between anxiety that is experienced and the

academic performance of STEM 12 students studying in private schools,

specifically in Valencia City, Bukidnon.

Research Questions

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Generally, this study aimed to determine the relationship between anxiety

and academic performance among STEM 12 students in Valencia City,

Bukidnon, school year 2022-2023.

Specifically, this study sought to answer the following questions:

1. What is the level of anxiety of STEM 12 students in Valencia City?

2. What is the level of academic performance of STEM 12 students in

Valencia City?

3. Is there a significant relationship existing between the anxiety and

academic performance among STEM 12 students in Valencia City.

Research Hypothesis

The hypothesis was tested at 0.05 level of significance.

Ho1: There is no significant relationship existing between the anxiety and

academic performance among STEM 12 students in Valencia City

Scope and Delimitation

The main objective of the study was to determine the relationship between

anxiety and the academic performance of the students. Hence, the variables

being studied in this study are delimited to anxiety and academic performance

only. The study was conducted among the of STEM 12 students in Valencia

City, Bukidnon. The study was conducted during the 1 st semester of the

academic year 2022 – 2023.

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Significance of the Study

This research provides significant findings which could benefit the

students, teachers, the school, family, and future researchers.

Students will gain knowledge in this study about how anxiety affects the

students’ academic performances. It will benefit the students by learnig about the

impact of the different stressors they can encounter that could affect their

academic performance.

Teachers will determine the population of students who are experiencing

anxiety that struggles with their academic performance, and can help the

students adapt effective and healthy ways to cope with their problems. It serves

as awareness on how stress affects their student’s academic.

School is about much more than just standard teaching. While good

teaching and learning are crucial, the administration that underpins them is key

to providing a well-rounded education that encompasses the whole child.

Parents is significant in this study, as it may help them to know if their

children are experiencing anxiety. If parents provide a healthy support system

and an opportunity to access professional help, more serious academic problems

related to anxiety can be avoided.

Future researchers will benefit from this study, as it will provide them

with the facts needed to compare their studies during their respective time and

usability. It will serve as their basis and their background about their research.

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Definition of Terms

The following terms are defined operationally for a better understanding

of this study.

Academic performance. As used in this study, it refers to how the STEM

12 students executes their learnings, personality, motivation, skills, interests and

study habits. The area to which the students has accomplish their educational

goals.

Anxiety. As used in this study, it refers to a wide variation of the STEM

students’ emotional behaviours; a feeling of fear, worry and malaise that reflects

on the student’s performance. A symptom of intense anxiety or panic that are

caused by unwell physical being, experiencing a lot of stress over a long period

can lead to an anxiety disorder

STEM. As used in this study, it refers to the strand of students, a

measure of learning and development that focuses on the areas of science,

technology, engineering and mathematics. Students who undergo knotty

mathematical and scientific theories that will serve as a groundwork in college

courses.

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Chapter 2

REVIEW OF RELATED LITERATURE

This part contains a review of related literature that has a substantial

impact on the study’s execution. The discussion in this section is grouped around

the variables investigated in this study, which include the STEM 12 students’

academic performance and anxiety. It also presents the theoretical framework

and schematic diagram of the study

Anxiety

Huang (2012) explains anxiety as a body’s normal response as the result

of feeling worried, fearful, and stress about what is to come. Anyone, at any age,

can experience anxiety. Even though occasional anxiety is typical, it can worsen

and eventually develop into an anxiety disorder if it entails strong, constant, and

excessive fear and worry. It might result in distress syndromes as shivering,

breathlessness, headaches, mental confusion, rage, heart attacks, and many

other syndromes. According to reports, 3% of the general population suffers

from anxiety. Anxiety disorders range in severity from mild to severe and need to

be addressed since they interfere with daily life (Mohamad, Sidik, Akhtari-

Zavare, & Gani, 2021).

Anxiety is a mental and physiological reaction to a self-concept marked

by involuntary, consciously experienced tension. Students who are anxious

often have cognitive deficiencies such as information misinterpretation or

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blockage of memory and recall (Vitasari, Wahab, Othman, & Awang, 2010).

Basco and Olea (2013) stated that it is a direct or indirect acknowledgment that

the occurrence or events with which one is faced are outside the realm of

convenience of one's build system. Additionally, it is an unidentified feeling of

tension or unease. Additionally, anxiety is a negative emotional experience that

includes trepidation, worry, agitation, and panic. Untreated mental illness can

lead to distress in students and, as a result, have a negative impact on their

quality of life and academic performance. Examples include but are not limited

to: decreased academic integrity, alcohol and drug abuse, as well as a reduced

capacity for empathy, unstable relationships, low self-esteem, and suicidal

thoughts (Ip, Nguyen, Shah, Doroudgar, & Bidwal, 2016).

Disorders like general anxiety and social anxiety fall under the broad

umbrella of anxiety. It shows up as trepidation, anxiety, fear, and worry.

Additionally, it could result in bodily signs and disturbances. While modest

anxiety causes haziness and disturbances, severe anxiety can interfere with

daily activities (Felman, 2020). A high relative amount of anxiety has

occasionally been proven to increase student motivation and performance,

despite the fact that excessive levels of anxiety in students have been

demonstrated to impair academic performance (Cooper, Downing, & Brownell,

2018).

Students experience problems during their studies, and feel anxious

when taking exams or making significant life decisions. There is evidence in the

literature that there is a negative correlation between anxiety and student

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achievement. Ordinary students and students with learning disabilities are not

the only students with academic anxiety. Gifted students may also suffer from

anxiety disorders. Fletcher and Speirs (2012) studied how perfectionism and

achievement motivation affect gifted students. Perfectionist students may

undergo from academic anxiety because of unrealistic expectations set by

themselves or others. Perfectionism is not restricted to gifted students. In

different studies, it was found that the amount of hours worked by the students

also had a bad effect on their academic performance.

Another element that affects the degree of academic anxiety and how the

student manages it is the idea of being socially affected. It outlines the

candidate's academic accomplishments within the context of the class and the

Indian educational system, and it provides a sense of self-achievement

(Choudhury & Chechi, 2022).

Academic Performance of Students

A crucial component of education is student academic performance

(Rono, 2013). It is regarded as the hub around which the entire system of

education revolves. According to Abdullah and Narad (2016), the academic

failure or success of any academic institution is determined by the performance

of the students. Singh, Malik, and Singh (2016), argued student academic

achievement has a direct bearing on a nation's socioeconomic progress. The

academic success of pupils serves as a foundation for information acquisition

and the development of abilities, according to Farooq, Chaudhry, Shafiq, and

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Behanu (2011). Furthermore, they underlined that for all educators, student

academic success comes first.

Students’ academic performance will result in more jobs being available.

The pupils will graduate on schedule if they do well on their exam. By graduating

on time, individuals have plenty of time to continue their studies in preparation

for the following level. Students must therefore achieve well in their academic

work. When a student delays or extends due to subpar academic performance,

they may become too exhausted and bored to study since they believe their

study session is too long. Instead of postponing or extending their studies,

students are more likely to complete them on time. This is due to the fact that if

they arrive on time, they will feel successful and their academic performance will

be good. When parents encourage their children to study because they want to

provide them the greatest education possible and the best job opportunities after

graduation, it will have an impact on their academic performance (Razak,

Baharom, Abdullah, Aziz, & Anuar, 2019).

According to Masud, Mufarrin, Qureshi, Khan, and Khan (2019),

Academic performance is among the several components of academic success.

Many factors, including socioeconomic status, student temperament and

motivation, peer, and parental support influence academic performance.

According to a number of authors, academic performance is the end product of

learning, which is stimulated by the teacher's teaching activity and created by

the student. Factors such as motivation, intelligence, and self-efficacy may be

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substantially correlated with academic performance, including personality

(Martin, Izqueirdo, Rodrigo, & Ajenjo, 2017).

Each sector of society is still being impacted by recent developments in

information and communication technology, which also have significant effects

on education. Science and math education are very important to nations who

want to lead in the technical and scientific field. They have therefore adopted the

fundamental goal of raising people who have a conceptually strong

understanding of science and mathematics, can relate these concepts to

everyday experiences, and can solve problems in their daily lives using the

knowledge they have learned in school in order to avoid falling behind in the

technological race (Cepni, 2017)

Brew, Nketiah, and Korateng (2021) stated that consistent lower

academic performance at the Senior High School is a threat to every country’s

educational system. Therefore, it is necessary to analyze the academic

performance literature and get insight into the elements that affect students'

academic success in senior high schools. This could, in one way or another,

help reveal some gaps in the literature and other problems that publications and

research have favored. The purpose of this study's design is to review existing

research on the variables that affect senior high school students' academic

performance. According Willcox (2011), academic success is typically gauged

using the grade point average and is defined as the level of knowledge

demonstrated in a subject or area relative to the norm.

Correlation between Measures

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The most common mental health condition, anxiety, affects 33.7% of

people worldwide and has a significant negative influence on cognitive function

(Bandelow, 2015). During tests, exams, or oral presentations or assessments,

they may suddenly develop difficulties related to anxiousness. Researchers

found that anxious students had trouble avoiding distractions and needed more

time to switch their focus between tasks, which had an adverse effect on their

ability to learn, read, write, and memorize. Numerous studies have found that

anxiety can impair a person's capacity to receive, process, and recall

information. This can have a detrimental effect on learning via effects on working

memory, resulting in subpar mental performance and underachievement

(Hashempour, 2014).

Shakir (2014) study focuses to explore the relationship and impact of

academic anxiety and student academic achievement. The academic

performance of students in the high and low academic anxiety groups, the male

and female academic anxiety groups, the academic anxiety group of female high

school students, and the high anxiety level between male and female students

differ significantly from that of the low academic anxiety groups of both sexes.

Agboola and Evans (2015) investigated the link between anxiety and

academic success among foreign students enrolled in UK universities. The

study's findings revealed a strong correlation between anxiety and academic

achievement. Singh’s (2015) research looked at how anxiety affected

undergraduate students' academic performance. The research has an

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exploratory and descriptive approach. It was discovered that academic success

and levels of mild to moderate anxiety are positively associated.

Human reactions to past, present, and future events are known as

emotions, and they are a constant in academic settings (Mazer, 2017). By

encouraging behaviors or reflections that boost student motivation, learning, and

performance, these course-related feelings may be helpful (Kim & Pekrun,

2014). However, not all feelings have a beneficial effect on students' academic

progress. University students experience both positive and negative emotions,

with pleasure, interest, pride, and optimism among the former and wrath,

anxiety, boredom, and frustration among the latter (Pekrun & Stephens, 2010).

Due to the rising prevalence of anxiety among students (Bitsko et al., 2018), and

student reports of anxiety linked to active-learning pedagogies in undergraduate

science classrooms, anxiety has drawn the attention of researchers in

undergraduate education in recent (Broeckelman-Post, Johnson, & Schwebach,

2016).

However, it has been discovered that even academic performance can

cause academic anxiety (Mahato & Jangir, 2012). Failure to perform is a sign of

one's potential and demonstrates an incapacity to work within the framework of

the educational system's policies, procedures, and institutions (Suresh, 2016).

Government and private schools both experience academic-related stress (Deb,

Strodl, & Sun, 2014). However, parental participation and a clear picture of life

and career goals might help to lessen academic anxiety (Ahsan Hasumi,

Couper, Anguayo, & Jacobsen, 2012). However, it is claimed that secondary

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school kids' anxiety has been linked to the academic curriculum taught in

schools, peer pressure, and the teacher-student connection, all of which can be

improved via excellent parenting (Bakhla, Sinha, Sharan, Binay, Verma, &

Chaudhury, 2013).

Morales, Barragan, Ortiz, Medrano, Urrutia, & Guevara-Guzman (2013)

stated it is more difficult to determine how anxiety affects academic

achievement. According to several cross-sectional studies, students who are

more worried perform worse. However, given that continuous studies have not

revealed a correlation between high anxiety and subsequently inferior academic

achievement, the linkage may just reflect students' worries about their studies.

In fact, several research have indicated that greater anxiety may be linked to

improved performance (Quisy, 2011).

Theoretical Framework

This theory is anchored on the Control-Value Theory of Achievement

Emotions (Pekrun, 2006; Pekrun et al., 2007) and the biology of Fear- and

Anxiety-related Behaviors.

In this study, the framework for the analysis was the Control-Value theory

of achievement emotions (Pekrun, 2006; Pekrun et al., 2007). According to this

theory, students' assessments of the worth of their accomplishments and their

sense of control over those accomplishments serve as the precursors to the

emotions they experience in the classroom. Emotional feelings can be

prospective (in anticipation of an activity or outcome) or retrospective (after the

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activity or outcome occurred) or can be related to activities currently occurring in

the class. The feelings are known as "achievement emotions" because they are

a result of how the students feel they are being evaluated based on how well

they perform in class. As applied in this study, in order to understand the

relationship of Anxiety on Academic Performance, CVT suggests that emotions

relating to achievement activities are assumed to depend on the perceived

controllability of the activity and on its value.

This is also anchored on the Biological Perspective, which was according

to the study, there are three basic conditions which could elicit anxiety on a

person such as: overstimulation, cognitive incongruity, and response

unavailability. Overstimulation refers to when a person is flooded with

information. Cognitive incongruity on the other hand, is when a person has

difficulty reconciling with some event they face, for example, the loss of a loved

one. And finally, response unavailability refers to a situation when a person does

not fully know how to handle a difficult situation well. Although anxiety is a

natural adaptive reaction of people, it can become pathological and interfere

with their ability to cope effectively with various challenges of stressful events,

and even alter body condition. As applied to this study, learning these factors

that could trigger or possibly cause anxiety can help people understand similar

situation of experiencing anxiety which may relate, or later on affect the

academic performance of students.

Schematic Diagram

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Independent Variable Dependent Variable

Anxiety
Academic Performance

Figure 1. Schematic Diagram showing the relationship between the

independent and dependent variables of the study

Chapter 3

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METHODS

This chapter presents the research design, research locale, population

and sample, research instrument, scoring procedure, data collection, and

statistical treatment.

Research Design

This research employed a quantitative research procedure using

descriptive-correlational design that aims to discover the relationship that

coincides between anxiety and academic performance. In order to gather more

information, more research is vital to know the connection between anxiety and

academic performance. Quantitative research relies on data that are observed or

measured to examine questions about the sample population (Allen, 2017), and it

helps by giving techniques and conjecture through investigating numeric

samples.

Descriptive correlational design is used in research studies that aim to

provide static pictures of situations as well as establish the relationship between

different variables (McBurney & White, 2009), this design helps uncover the

relationship connecting anxiety and academic performance that is currently

unknown. Descriptive correlational views people and can predict human

behaviours by sampling which is important in delivering facts. The objective of

this design is to view current conceptions, feelings, or habits in STEM students.

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Research Locale

This study was conducted in the two (2) private schools in Valencia City,

Bukidnon, namely: San Agustin Institute of Technology and Central Bukidnon

Institute. These two schools offer and caters STEM academic track for Senior

Highschool in Valencia City Bukidnon. Thus, San Agustin Institute of Technology

and Central Bukidnon Institute are suitable locations to conduct a survey that will

enable the researchers to obtain ample amount of information and distinct

opinion from real experiences of anxiety and academic performance of Grade 12

STEM students that are necessary for the study.

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Figure 2. The Map of the Locale of the Study

Population and Sample

The chosen respondents of the study were the students under STEM

academic strand was drawn through simple random sampling. This method is

used when the whole population is accessible and the investigators possess a

list of all subjects in this target population (Elfil et al., 2017). The researchers

intended to choose them as the respondents due to the reason that they are the

best representatives to express their opinions and feelings about anxiety and

how it affects their academic performance. The sample size was calculated

using Raosoft as follows:

Schools N n
San Agustin Institute of Technology 120 65
Central Bukidnon Institute 52 38
Total 172 103

Research Instrument

The researchers used questionnaires in collecting discernable data for

the study which composes of two (2) separate parts. The first part focuses on

indications of anxiety towards STEM students which was adapted from the study

of Gichohi (2020). The second part is a questionnaire in regards with the

academic performance of STEM students which was patterned again from the

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work of Gichohi (2020). These questionnaires were scored using a 5-point Likert

system and was subjected to a reliability test.

Scoring Procedure

The respondents answered the instruments on indication of anxiety

towards STEM students using the scale, description, and interpretation.

Scale Limits Description Interpretation

5 4.21 – 5.00 Strongly Agree Extremely High

4 3.41 – 4.20 Agree High

3 2.61 – 3.40 Moderately Agree Moderate

2 1.81 – 2.60 Disagree Low

1 1.00 – 1.80 Strongly Disagree Extremely Low

The respondents answered the instrument on the academic performance

of STEM students using a five-point Likert scale. Below is a tabular

representation of the scale, description, and interpretation.

Scale Limits Description Interpretation

5 4.21 – 5.00 Strongly Agree Extremely High

4 3.41 – 4.20 Agree High

3 2.61 – 3.40 Moderately Agree Moderate

2 1.81 – 2.60 Disagree Low

1 1.00 –1.80 Strongly Disagree Extremely low

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Data Collection

In order to conduct this study, the researchers asked permission from the

High school department and the Research Adviser. After obtaining the approval,

the researchers immediately sought consent of the Principal for the conduct of

the study. Upon given the consent, the researchers asked the respondents to

answer the questionnaires. After collecting the answered questionnaires, the

researchers tabulated the answers of the respondents. After tabulating the

answers, the researchers then sent the tabulation to the statistician for the

analysis of the data. After receiving the result of the result, the researchers

finally analyzed and interpreted the result.

Statistical Treatment

The following statistical tools were used to treat the data in order to

answer the problems posed in Chapter 1:

To determine the level of anxiety and the academic performance of

STEM 12 students in Valencia City, mean and standard deviation were used. To

find out the significant relationship existing between the anxiety and academic

performance among STEM 12 students, Pearson product-moment correlation

was employed.

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Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the statistical results of the study, its interpretation,

and analysis derived from the data gathered on the relationship between anxiety

and academic performance of Grade 12 STEM students in Valencia City,

Bukidnon.

Anxiety of STEM 12 Student

Table 1 illustrates the level of anxiety among STEM 12 students with an

overall mean score of 3.43 (SD=0.76), described as “agree,” and interpreted as

“high.” This suggests that students are highly subjected to anxiety and shows

indications of it in class. It commonly begins as an internal or emotional struggle

that manifests itself into physically observable symptoms. Students have the

tendency to develop high anxiety levels because of having difficulties in

understanding and completing tasks aligned with their academic endeavor. They

could develop negative response and increase their anxiety due to reasons such

as nervousness, fear of failing, and self-doubt. Anxiety, according to Ip et. al

(2016), is a distressing emotional state that involves trepidation, worry, agitation,

and panic. Student anxiety caused by untreated mental illness have a significant

effect on their academic performance and life. Examples include, but are not

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limited to, impaired academic integrity, substance misuse, as well as a reduced

capacity for empathy, unstable relationships, poor self, and suicidal thoughts.

Table 1

Level of Anxiety of STEM 12 Students

1 Mean SD Description Interpretation
1. I experience panic during 3.87 1.11 Agree High
difficult academic
endeavour.
2. I have a fear of failure when 3.78 Agree High
challenging academic 1.0
activity approaches. 4
3. I am preoccupied with the 3.68 0.97 Agree High
possible consequences of
doing poorly when learning.
4. During learning, I’m 3.56 0.97 Agree High
confronted with predictions
of failure.
5. I experience self-degrading 3.52 0.97 Agree High
thoughts while learning.
6. Nervousness grips me 3.42 1.01 Agree High
during demanding learning
activities
7. I experience sweaty palms 3.41 1.19 Agree High
during challenging learning
events.
8. I constantly feel accelerated 3.40 1.02 Agree High
heartbeat during
demanding learning
activities.
9. I experience irritability when 3.40 1.10 Moderately Moderate
handling severe class Agree
activity.
10. I often experience nausea 3.05 1.22 Moderately Moderate
in class when confronted Agree
with difficult situation.
11. I get an upset stomach 2.62 1.31 Moderately Moderate
when handling problematic Agree
subject.
Overall Mean 3.43 0.76 Agree High
LEGEND:
4.21-5.00 Strongly Agree 2.61-3.40 Moderately Agree 1.00 -1.80 Strongly Disagree
3.41-4.20 Agree 1.81-2.60 Disagree

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The indicator, “students experiencing panic during difficult academic

endeavor,” obtained the highest mean score of 3.87 (SD=3.11), described as

“agree,” and interpreted as “high.” This shows that when students come across

what they consider to be difficult academic activities, they will most likely feel

panic. A student may experience some restrictions and challenges while

learning. Their ability to learn effectively is limited by how quickly they

can comprehend the lesson, their proficiency, and the learning resources they

have access to or lack thereof. Students encounter difficulties that impede their

ability to study, including poor communication with teachers, additional

responsibilities, and personal struggles. Given such circumstances, it may

incite panic and a loss of control, which has a severe impact on their academic

performance. Basco and Olea (2013) stated that anxiety could be a direct or

indirect awareness that the occurrence they face are outside their convenience.

Additionally, anxiety is a negative emotional experience that includes trepidation,

worry, agitation, and panic.

On the other hand, the indicator, “I get an upset stomach when handling

problematic subject,” received the lowest mean of 2.62 (SD=1.31), described as

“moderately agree,” and interpreted as “moderate.” This suggests that while

stomachaches are one of the known symptoms of anxiety, it is not the least

experienced by STEM students. An upset stomach could be, and oftentimes,

caused by other ailments or problems. Abraham (2022) asserts, however, that

stomach pain frequently results from contracting a virus or from ingesting

something unpalatable. However, stomach pain may still be caused by anxiety,

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particularly if that anxiety results in a lot of stress or tension. Severe anxiety is

more likely to cause stomachache.

Academic Performance of STEM 12 Students

Table 2 presents the level of academic performance of STEM 12 students

with the overall mean score of 3.42 (SD=0.59), described as “agree,” and

interpreted as “high.” The result suggests that students highly experience

struggles in their academic performance as there are multiple subjects they

have to joggle with so much demand in academic-related activities given the

limited time and resources to perform and comply. According to Martin,

Izqueirdo, Rodrigo, and Ajenjo (2017), academic performance is the product of

learning, which is stimulated by the teacher's teaching activity and created by

the student. Academic achievement could be significantly connected with traits

like personality, intelligence, and self-efficacy.

Meanwhile, the indicator, “Over demanding curriculum affects my learning

especially hard subjects,” got the highest mean score of 3.78 (SD=0.96)

described as “agree,” and interpreted as “high.” This implies that most

respondents find their given curriculum to be over demanding. Multiple

requirements from several subjects are required of students, often

instantaneously, which make it challenging for them to complete tasks on time

and well executed. Depending on the difficulty of the tasks and the time frame

allotted to complete them, the curriculum for all subjects could be over

demanding. The attitude and behavior that students will display in performing

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their school activities are influenced by a variety of other factors, including their

intelligence, willingness, motivation, and wellbeing. Abdullah and Narad (2016)

concluded that academic failure or success of any academic institution is

determined by the performance of the students. And if their performance is less

than satisfactory, it will affect their attitude and their chance to display good

academic performance.

Table 2

Level of Academic Performance of STEM 12 Students

Indicators Mean SD Description Interpretation
1. Over demanding curriculum 3.78 0.96 Agree High
affects my learning
especially hard subjects.
2. I procrastinate difficult 3.74 0.90 Agree High
learning activities.
3. I have little motivation and 3.68 1.02 Agree High
negative attitude towards
hard subjects.
4. Sometimes I make minimal 3.64 0.90 Agree High
effort to get things right.
5. Expectation and demands 3.63 0.80 Agree High
impede my studying skills.
6. Organizing and processing 3.57 0.99 Agree High
information proves to be
challenging to me.
7. There is inadequate 3.45 0.88 Agree High
instruction time for most
lessons.
8. Faulty learning material 3.38 0.86 Moderately Moderate
undermines my learning. Agree
9. Sometimes I prioritize non- 3.28 1.12 Moderately Moderate
academic activities. Agree
10. I miss lessons sometimes 3.16 1.14 Moderately Moderate
due to other engagements. Agree
11. I don’t feel the need to 3.11 1.04 Moderately Moderate
participate on difficult Agree
academic activities.
12. Sometimes I report to class 3.05 1.17 Moderately Moderate
late due to unavoidable Agree
circumstances.
13. I give up quickly on difficult 3.00 1.14 Moderately Moderate

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learning tasks. Agree

Overall Mean 3.42 0.59 Agree High
LEGEND:
4.21-5.00 Strongly Agree 2.61-3.40 Moderately Agree 1.00 -1.80 Strongly Disagree
3.41-4.20 Agree 1.81-2.60 Disagree

The indicator, “I give up quickly on difficult learning tasks,” obtained the

lowest mean score of 3.00 (SD= 3.14), described as “moderately agree” and

interpreted as “moderate”. This implies that STEM students do not quickly give

up on completing challenging activities. Nevertheless, despite the challenges the

students face, they continue to work hard to complete their schoolwork.

Completing these tasks are crucial to their success, especially in STEM students

whose learning activities are specifically designed for their intended academic

endeavor. This leads them to urge themselves to perform despite encountering

difficulties. According to Razak, Baharom, Abdullah, Aziz, and Anuar (2019),

instead of postponing or extending their studies, students are more likely want to

complete them on time. This is due to the fact that if they arrive on time, they will

feel successful and their academic performance will be good.

Correlations between Anxiety and Academic

Performance of STEM Students

Results revealed that there was an inverse, significant relationship between

anxiety and academic performance variables as indicated: (r=-0.459, p<0.01);

thus, nullifying the hypothesis that states, there is no significant relationship

existing between the anxiety and academic performance among STEM 12

students in Valencia City, is rejected. The result illustrates that the more the

students feel anxiety will result to their academic performance to decrease.

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However, when students experience high anxiety due to academic stressors,

their capability to function is affected and so as their performance in school

activities.

Table 3

Correlation Analysis between the Anxiety and Academic Performance among

STEM 12 Students
Dependent Variable:
Academic Performance
Independent Variables
Correlation
p-value Interpretation
Coefficient

Anxiety -0.459** 0.000 Highly Significant

Also, when multiple factors and different stressors trigger anxiety among

STEM students, it most certainly will affect their attitude and behavior towards

education. Anxiety on the students result to a decline in their academic

performance as it interferes with their normal function. So, when students have a

better academic performance, it translates to them experiencing less anxiety.

According to Bandelow (2015), Anxiety, the most common mental condition, and

significantly impairs cognitive performance during examinations, oral

presentations, or assessments. They could suddenly begin to develop problems

related with anxiety. Students who experienced anxiety has a harder time

avoiding distractions and require more time to move their attention between

tasks. In a study conducted by Hashempour (2014), it was discovered that

anxiety can impair a person's capacity to receive, process, and recall

information. This can have a detrimental effect on learning via effects on working

memory, resulting in subpar mental performance and underachievement.

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Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions, and

recommendation delineated in chapter 1.

Summary of Findings

The main purpose of the study was to determine the relationship between

anxiety and academic performance of STEM 12 students in San Agustin

Institute of Technology, Valencia City, Bukidnon. Specifically, it aimed to

ascertain the level of anxiety experienced by STEM 12 students; assess the

level of academic performance of the students in terms of proficiency and

motivation; and find out the significant relationship between anxiety and

academic performance. Simple random sampling was applied in the process of

selection of one hundred three (103) STEM 12 respondents from private schools

in Valencia City, Bukidnon. A quantitative approach using the descriptive-

correlational method was used by the researchers to address the problems. To

gather sufficient data to fulfill this study, indications of anxiety towards STEM

students was adapted from the study of Gichohi (2020) and questionnaire on the

academic performance of students towards STEM students is patterned from

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the work of Gichohi (2020). Mean, standard deviation, and Pearson product-

moment correlation were used to treat the data.

The study generated the following major findings:

Students demonstrated high level of anxiety indicating that they are more likely

to experience anxiety when doing academic works or school related activities.

Their anxiety stemmed from multiple sources that affected their studies.

On the other hand, academic performance of STEM 12 students resulted

to high chances of performing poorly. Students’ academic performance declined

when faced with certain struggles such as loaded curriculum, faulty learning

material, and students’ poor efficiency, low motivation, and fear of failure.

Correlation analysis revealed inverse, significant relationship existing

between anxiety and academic performance, implying that the higher the anxiety

level experienced by the students, will result to decline in their academic

performance.

Conclusions

The following conclusions are drawn based on the findings of the study:

It is understood that anxiety can be triggered by multiple stressors from

inside and outside a school environment. The symptoms of anxiety could

ultimately affect the students’ learning, their attitude, outlook, behavior, and

performance in school.

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Students have faced some troubles in their academics resulting from

inefficient learning materials, low morale, poor academic competence, and lack

of studying skills which lead to detriment academic performance.

Anxiety can occur as a result of stress, affecting academic performance

negatively. An optimal level of stress can hamper learning ability and display

passive attitude towards academic performance.

This conclusion was affirmed Kelvens (1997) that stated the three basic

conditions which could elicit anxiety such as; overstimulation, cognitive

incongruity, and response unavailability are factors that can later on affect the

students' wellness and how they function. In a similar way, this was also

supported by the study of Pekrun (2006) and Pekrun et al., (2007), the Control-

Value theory of achievement emotions, which implied that students' perception

of the worth and their sense of control over a task or accomplishment

determines their emotions and participation in class. So when they perceive it

challenging or difficult, the more likely they are to perform less satisfactorily.

Recommendations

Based on the conclusions drawn, the following recommendations are

offered:

Teachers and parents need to address anxiety experienced by students

and acknowledge its negative effects on the students, and how it can result to

unfavorable outcomes in their academic performance.

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Schools may provide the students counseling, create a reliable

community, and a healthy support system that would be beneficial for the

improvement of the students’ well-being.

Parents may provide their children professional help to teach them the

possible ways to effectively cope with anxiety so that they could gradually apply

helpful coping techniques to handle anxiety and better their academic

performance.

School needs to promote a healthy learning environment and encourage

competence on students without imposing expectations and pressure, to lessen

students’ fear of failure. Educators may use this study to source valuable

information for considering the type of activities they require and their approach

in educating the students in the pursuit of continuous development of the

education they provide.

Finally, future researchers that aim to examine the relationship between

anxiety and academic performance may refer to the methods applied in this

study and the results showed.

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APPENDICES

Appendix 1. Communication Letter

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October 31, 2022

CLAIRE H. LACERNA, LPT PhD

High School Principal
San Agustin Institute of Technology

Dear Ma’am:

We, the Science Technology Engineering and Mathematics 12 St. Maria Goretti,
would like to request permission to conduct a survey with the grade 12 STEM
students about our study entitled, “The Relationship between Anxiety and
Academic Performance of STEM 12 Students in Valencia City, Bukidnon”.

Please be assured that the information acquired will be used for scholarly
reason. We hope that our plea will be granted.

Thank you very much.

Respectfully yours,

BALASICO, SHEINE ELIZABETH A.

CADAVOS, ELDREGE ALBERT G.
FABILLAR, GENAIRA ROSE B.
PARAGUYA, KIM RUSSELL P.
LUCERO, GLAIZA MAY H.
LABAJO, SKYLA JEAN P.
ESPESO, MANUEL S. III
KISTERIA, LUISA S.

Noted by:

GART SOLATORIO, LPT, PhD

Practical Research Teacher

Approved by:

CLAIRE H. LACERNA, LPT, PhD

High School Principal
Appendix 2. Research Questionnaire

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THE RELATIONSHIP BETWEEN ANXIETY AND ACADEMIC

PERFORMANCE OF STEM 12 STUDENTS IN VALENCIA CITY, BUKIDNON

QUESTIONNAIRE

Part I. Indication of Anxiety

Directions: Below are statements that you may agree or disagree with. Indicate
your agreement with each item by placing check on the line preceding that item
using the scale below.

5 Strongly Agree 4 Agree 5 Moderately Agree 2 Disagree 1 Strongly

Disagree

Indicators 5 4 3 2 1
1. I constantly feel accelerated heartbeat during
demanding learning activities
2. I often experience nausea in class when
confronted with difficult situation
3. I experience sweaty palms during challenging
learning events
4. I experience irritability when handling severe
class activity
5. Nervousness grips me during demanding
learning activities
6. I experience panic during difficult academic
endeavor
7. I get an upset stomach when handling
problematic subject
8. I have a fear of failure when challenging
academic activity approaches
9. During learning, I’m confronted with predictions
of failure
10. I experience self-degrading thoughts while
learning
11. I’m preoccupied with the possible consequences
of doing poorly when learning
Adapted from the study Gichohi (2020). Influence of Anxiety on Academic Performance among
Students at the Technical University of Kenya. Retrieved from: https://www.ijsrp.org/research-
paper-0519.php?rp=P898631

Part II. Academic Performance of Students

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5 Strongly Agree 4 Agree 5 Moderately Agree 2 Disagree 1 Strongly

Disagree
Indicator 5 4 3 2 1
s
1. Expectation and demands impede my studying
skills
2. I procrastinate difficult learning activities
3. Organizing and processing information proves to
be challenging to me
4. I have little motivation and negative attitude
towards hard subjects
5. There is inadequate instruction time for most
lessons
6. Faulty learning material undermine my learning
7. Over demanding curriculum affects my learning
especially hard subjects
8. Sometimes I make minimal effort to get things
right
9. I give up quickly on difficult learning tasks
10. I don’t feel the need to participate on difficult
academic activities
11. Sometimes I prioritize non-academic activities
12. I miss lessons sometimes due to other
engagements
13. Sometimes I report to class late due to
unavoidable circumstances
Adapted from the study Gichohi (2020). Influence of Anxiety on Academic Performance among
Students at the Technical University of Kenya. Retrieved from: https://www.ijsrp.org/research-
paper-0519.php?rp=P898631

San Agustin Institute of Technology

Valencia City, Bukidnon