STUDY SKILLS AND TEST ANXIETY AMONG GRADE 10

STUDENTS

A Senior High School Research Proposal Submitted to

BRYAN EPHRAEM E. MIGUEL
Faculty of the Senior High School Department
Cateel Vocational High School

In Partial Fulfillment of the Requirements of the Subject

PRACTICAL RESEARCH 2
S.Y. 2022-2023

BADANG, Victoriano D.
CAM, Vincent P.
MANAOPANAO, Ailen A.
QUIMPO, Christine F.
SACAON, Cristy Joy M.

JANUARY 2023
 Chapter 1

INTRODUCTION

Rationale

Among the different reports on change processes in new university

students, it was found that for most of them, changes represent a

positive effect on stress, as they perceive them as stimulating and

motivating; however, stress puts some of them in a vulnerable situation

both physically and mentally (Arco Tirado, López, Heilborn Díaz, y

Fernández Martín, 2005). The challenge of dealing with change and

adaptation causes academic performance issues in some students,

leading in many cases to learning difficulties or even forcing some to

drop out of university. In 2018, Mexico was the number one country in

university dropout rates amongst 21 countries. The report stated that

five out of ten young people were at risk of dropping out of school

(Organization for Economic Co-operation and Development, 2019).

Anxiety can change and increase inside the school, since students may

perceive an evaluation of their level of competence as threatening,

especially if they expect negative consequences in case of poor

performance. It is estimated that 25% of university students in other

countries register high levels of test anxiety with a high tendency to fail

(Esacalona y Miguel-Tobal, 2006; Ramos y Pérez, 2009).

Students start learning some key skills at the beginning of their

degree which will help them later in their professional life, career and
opportunities. Students will have more confidence, motivation,

engagement and achieve goals. Therefore, using a skill-based approach

can help students grasp concepts faster and strengthen what they

already know. Skills are necessary for every aspect of human life. These

skills allow us to do something right and well. Skills are learned and

developed in academia and work practices. Simply, if a student develops

skills well in a particular field they can become an expert in it. Skills are

necessary for every aspect of human life. These skills allow us to do

something right and well. Skills are learned and developed in academia

and work practices. Simply, if a student develops skills well in a

particular field they can become an expert in it. (Podareducation, 2021.)

Generally, most of the study’s results mainly indicate a negative

relationship between test anxiety and academic achievement (Dodeen,

2014; Syokwaa, 2014; Shishigu, 2018; Oluoch, 2018). These research

findings imply that increase in test anxiety lowers academic achievement

of students. However, the findings in studies carried out by Ndirangu.

(2008) and Kavakci. (2014) found no relationship between test anxiety

and academic achievement of students. Several researchers explored

gender differences with respect to test anxiety and found that females

have higher levels of overall test anxiety than males (Syokwaa et al.,

2014).

The researcher conducts the study to know the cause of test

anxiety on students and how to improve their study skills. Furthermore,

there is no study yet have conducted in Cateel Vocational High School

after the pandemic, specially concerning their significant relationship of

study skills and test anxiety.

Statement of the Problem

The main goal of the study is to determine a significant

relationship between the perceived level of study skills and level of test

anxiety among grade 10 students specifically, it will seek to answer the

following questions:

1. What is the perceived level of study skills among grade 10 students

in terms of:

1.1 reading comprehension;

1.2 memorization;

1.3 test taking; and

1.4 concentration management?

2. What is the level of test anxiety among grade 10 students in terms

of:

2.1 emotionality;

2.2 worry;

2.3 general anxiety; and

2.4 nervousness?

3. Is there a significant relationship between the perceived level of

study skills and level of test anxiety among grade 10 students?

Hypothesis of the study

The study will test the null hypothesis at 0.05 level of significance

which states that there is no significant relationship between the

perceived level of study skill and level of test anxiety among Grade 10

students.

Theoretical Framework

Skills-deficit model proposed that ineffective study habits of

students cause them to experience study habits of students cause them

to experience high level of test anxiety and results in poor test

performance. Test anxious students lack the ability performance. Test

anxious students lack the ability to learn and encode material

adequately; as a consequence, they are unable to retrieve poorly

consequence, they are unable to retrieve poorly learned material while

attempting the test (Culler & Holahan, 1980; Desiderato & Koskinen,

1969; Wittmaier, 1972). According to Desiderato and Koskinen (1969)

test anxiety is caused by inappropriate study-related behaviors of

students. It has been reported that high test anxious individuals are

deficient in effective study skills and habits as are deficient in effective

study skills and habits as compared to less test anxious individuals.

Ergene (2011) found that the study habits and test anxiety are negatively

related to each other.

Conceptual Framework
 First paragraph, most present the conceptual framework. The

independent variable is Study Skills with the following indicators: are

reading comprehension. Memorization, test taking, and concentration

management. The dependent variable is Test Anxiety with the following

indicators are Emotionality and Worry.

The Independent Variable is Study Skills with the following

indicators: are reading comprehension, memorization, test taking and

concentration management. Reading Comprehension, the students are

deeply involved the material they are studying. Memorization, the

students are trying to find personal meaning in the technical material to

help you remember it. Test Taking, the students usually read the test

directions very carefully. Concentration Management, the students have

ability to deal destructions that occur while they studying.

The Dependent Variable is Test Anxiety with the following

indicators: are Emotionality and Worry. Emotionality is when students

felt jittery when they are taking the test. While worry happens when

students are frozen up on the test.

Significance of the study

The result of the study are deemed beneficial to the following:

Administrators. The result of this study will aid administrators in

planning and crafting seminar or orientation to the teachers on how to

guide the students on their anxiety.

 Teachers. Through the result of the study teachers will be aware if

their student’s level of study skills and test anxiety is significantly

correlate

Independent Variable Dependent Variable

STUDY SKILLS TEST ANXIETY

Reading Emotionality
Comprehension
Worry
Memorization
Test Taking
Concentration
Management

Figure 1. conceptual Framework of the study.

their student’s level of study skills and test anxiety is significantly

correlate with. If proven, teachers may from incorporate their lessons

with motivations as way to teach and motivate students to not give up on

things easily like stress-related academic performance which is one of

the academic problems the students are facing.

Students. The students would benefit in this study. They will

know how to control their emotional problems and give their time to

concentrate their study.

Future researcher. This study can serve as the guide to the future

researcher to see how study skills adhere to test anxiety. They can get

ideas which they can use and apply for their research.

Scope and Delimitations

This study is a Quantitative Descriptive-Correlational Research. It

aims to find a significant relationship between Study Skills and Test

Anxiety among Grade 10 Students of Cateel Vocational High School,

Cateel, Davao Oriental. This will involve 211 respondents. This will be

conducted on September 2022-January 2023. The researchers will be

using an adapted survey questionnaire.

Definition of Terms
 The following terms are defined operationally to have the same

manner of reference:

Study Skills. In this study, study skills pertains to reading

comprehension, memorization, test taking, and concentration

management. This is the independent variable of the study.

Test Anxiety. In this study, test anxiety pertains to emotionality

and worry. This is the independent variable of the study.