Chapter I
Chapter I
Chapter I
INTRODUCTION
discomfort and inhibition feeling of a person that he / she may be the center attention and
evaluation in social context (Shields, 2004). Social anxiety disorder is also known as social
phobia. Socially anxious individuals are afraid of being watched, judged and criticized
Social anxiety causes fear of social rejection, personal distress and impairment of
early adolescence for cognitive progress and increased pressures. Socially anxious children
face extreme distress in different social situations such as reading in class, speaking publicly
in school, playing or interact with other children, they show social withdrawal and
avoidance. Social anxiety hampers student’s social interactions and relationships, attention
to study, work completion and good school performance. Generally academic achievement
student after a specific educational program or training in a specific time by the instructor. It
Social anxiety is one of the major predictors of academic performance. Students with
social anxiety disorder display a passive attitude in their studies such as lack of interest in
embarrassing one self, or showing anxiety symptoms, in social and /or performance
situations. Described social anxiety as the fear of social situations and interaction with other
people that can create the feelings of self-consciousness, judgement and inferiority in an
individual.
People having high level of social anxiety prefer to go on isolation. They seldom
have intention for seeking support from others, availing an opportunity offered to them, or
enjoy a recreational activity. Extreme levels of social anxiety in adults, causes serious
adjustment problems in daily life. People with chronically high level of social anxiety are
and opportunities. Such people are vulnerable to serious clinical problems likes, social
phobias, alcohol, and depression. Social anxiety may create a sense of negative self-
evaluation in an individual, which may lead to further increase in social anxiety level.
Within the context of the above mentioned premises, the researchers deems it
necessary to do further study on social anxiety and its effect on the academic performance.
This study will answer what is the correlation or the relationship between the social
anxiety and academic performance of Junior High School Students in Madridejos, National
High School.
Statement of the Problem
The results of this study aims to find meaning and significance to the following
beneficiaries:
Junior High School Students. Through this study, the learners will have a clearer orientation
of their social anxiety. It hoped that the learners will be able to improve on how they learn
Teachers. This study will serve as a guide for teachers in addressing the social anxiety of
their students.
Researchers. This study will also be a benchmark for further researches to be conducted
Readers. The results of this study will allow readers to widen their knowledge about the
outgoing relationship between the social anxiety and academic performance among
students.
Hypothesis
Ho1. There is no significant relationship between the social anxiety and academic
This study will examine the social anxiety of Junior High School Students in
Madridejos, National High School enrolled during the S.Y. 2022-2023 in relation to their
academic performance. The researchers randomly selected students from each grade level
Definition of Terms
To ensure better understanding of this study, the following key terms are hereunder
defined operationally:
Social Anxiety. This refers to an anxiety that occur as a result of one’s being
concerned about others perception and evaluation about oneself. It is the experience of
distress, discomfort, fear and anxiety in social situations, and as a fear of negative
Social Phobia Scale (SPS). A tool that was developed by Matrick and Clark (1998) to
measure anticipatory anxiety when actually being observed, and anxiety felt when engaging
distress when meeting and talking with others that is widely used in clinical settings and
CHAPTER II
This chapter deals with the review of related local and foreign literature and studies, which
are relevance to this study. These related literature and studies have guided the researchers
A. Related Literature
On Social Anxiety
Social anxiety is one important variable which can affect academic performance of
the students. Social anxiety has been defined as anxiety that occurs as a result of one’s
being concerned about other’s evaluation and perception about one self. It is the
experience of distress, discomfort, fear and anxiety in social situations and a fear of negative
evaluations which leads to intentional escaping from social situations. Richards (2007)
described social anxiety as the fear of social situations and interaction with other people
that can create the feelings of self-consciousness, judgement and inferiority in an individual.
After critically analyzing various definitions. It can be concluded that social anxiety is
fear of being judged and evaluated negatively by other people in real life or imaginary social
Existence of social anxiety have been reported cross-culturally with its multiple dimensions,
which signifies the fact that the experience of social anxiety is a universal phenomenon.
Social anxiety is also considered as an extreme form of shyness. Many people hide
their anxiety, feeling ashamed of their symptoms. For some, the symptoms of social anxiety
Moreover, this adversely impacts daily routine (e.g., walks most places to avoid
taking public transportation), family life (e.g., doesn’t go out with the family), social life (e.g.,
few friends), academic performance (e.g., won’t do presentation, wasn’t able to cooperate
underemployed because avoids certain jobs especially public services job) which all result to
On Academic Performance
“the specified level of attainment of proficiency in academic work designated by test scores”.
Academic performance, for the purpose of this study, refers to the students’ level of
Vitasari (2010) stated on his study entitled, “The Relationship between Study Anxiety
and Academic Performance among Engineering Students” that there was a significant
correlation of high level anxiety and low academic performance among students.
B. Related Studies
Foreign Studies
The relationship between social anxiety and academic achievement has been widely
studied by social and educational researchers. Most of them found negative relationship
between these variables. One of the major negative effects of social anxiety on academic
Ameringen, Mancini and Forvolden 2003) in their study, “The Impact of Anxiety
report measures of anxiety, depression and social adjustment to the patients meeting
Diagnostic and Statistical Manual of Mental Disorders (DSM) IV criteria for a primary anxiety
disorder and found that social phobia is major reason of early withdrawal from the school.
The study of Strahan (2000), “The Effects of Social Anxiety and Social Skills on
anxious students were at the greater risk of drop out as compared to the non-anxious
students. The performance of the students with social anxiety who kept on their studies was
also affected.
sample comprising 237 students attending the first year of Swedish upper secondary school
had impaired functioning due to social anxiety; the performance of about one half of them
was related to school performance. Social anxiety is also associated with other patterns of
maladaptive behavior like drug abuse and problematic internet use. Such problems may
have negative consequences for academic achievement of the students. These findings
indicate the possibility of an indirect relationship between social anxiety and academic
achievement.
The study of Gills, Turk and Fresco (2005) entitled “Social Anxiety, Alcohol,
Expectancies, and Self – Efficacy as Predictors of Heavy Drinking in College Students”, found
three way interactions among social anxiety, expectancies and self-efficacy when amount
and frequency of drinking was the dependent variable. The researcher further found that
students with low self- efficacy for avoiding heavy drinking in social situations and high
positive expectancies for social facilitation have more alcohol consumption than other
Loneliness, Social Anxiety and Problematic internet Use” to examine the extent to which
social anxiety explains results previously attributed to loneliness as a predictor for online
social interaction and problematic internet use. The researcher found that relationship
between loneliness and preference for online social interaction was spurious and social
anxiety was confounding variable. Group work is very useful for effective learning at school
level but the students with high level of social anxiety avoid participating in group work.
In like manner, the study of Cantwell and Andrews (2002) entitled “Cognitive and
Work” reported that secondary school students reporting a preference for group work also
indicated higher levels of sociability, lower levels of social anxiety, stronger mastery and
performance goals, and greater levels of metacognitive awareness. Students expressing a
preference for individual work environments reported lower levels of sociability and higher
levels of social anxiety, but were not differentiated on any of the cognitive measures.
Students reporting discomfort in groups similarly reported enhanced levels of social anxiety
combined with lower levels of sociability, but also indicated lower levels of metacognitive
awareness.
Strahan’s (2003) study, “The effects of Social Anxiety and Social Skills on Academic
social skills, and other academic variables affect college grade point average (GPA) and
reported emotional control (e.g. hiding emotions) were less likely to persist. For GPA over
the first 2 years of college, predictors included social skills, institutional commitment,
academic and social adjustment, high school class rank, quantitative aptitude scores, gender,
and ethnicity. Emotional control became a significant predictor of lower GPA by the third
semester. Those with higher college adjustment scores, higher class ranks, higher
quantitative aptitude scores, and female gender were more likely to earn higher GPAs.
Social anxiety did not emerge as a significant predictor of college persistence or GPA.
In the study of Shibli et. al. (2015) entitled, “The Effects of Anxiety on Achievement
selected on the bases of low performance and high performance during the current year
and were asked to express their personal experiences during the recent examinations to
assess the relationship of anxiety with the academic achievements. The responses reveal no
between achievement and anxiety (Diaz et al, 2001).Given that engagement and integration
features of social anxiety, including fear of negative evaluation and distress and avoidance
of new or all social situations, may be particularly disadvantageous in the social and
Thus, the purpose of Brook & Willoughby’s (2015) study entitled, “The Social Ties
That Bind: Social Anxiety and Academic Achievement Across the University Years”, was to
examine the direct effects of social anxiety on academic achievement, as well as investigate
an indirect mechanism through which social anxiety might impact on academic achievement,
namely, the formation of new social ties in university. The participants were 942 (71.7 %
Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and
academic achievement for three consecutive years. The results from an autoregressive
cross-lag path analysis indicated that social anxiety had a significant and negative direct
relationship with academic achievement. Moreover, the negative indirect effect of social
anxiety on academic achievement through social ties was significant, as was the opposing
through social ties). These findings highlight the critical role that social ties appear to play in
successful academic outcomes and in alleviating the effects of social anxiety during
university/college.
Disorder on University Undergraduates(ISADUU). The instrument was divided into two (2)
sections to elicit response the sample. Simple percentage and chi square were used to
provide solution to the research questions and hypotheses. However, the result shows that
Social anxiety disorder had significant influence in both academic and social life of university
undergraduates.
In the study of Singh and Thukral (2009) “The Role of Anxiety in Achievement”
investigated the relationship of anxiety with achievement of high school students and also
to see the regional and gender differences on the basis of their anxiety. The study was
conducted over a sample of 400 (200 boys and200 girls) high school students studying in Xth
class in 8 different schools (4urban and 4 rural) affiliated to CBSE, New Delhi. Sharma's
general anxiety scale for children was used to measure anxiety and the aggregate score of
the selected students in the board examinations was taken to show their level of
achievement. The results reported that there exists a negative and significant relationship
between anxiety and achievement. Significant differences were observed between boys and
girls, rural and urban students on the basis of their anxiety. Similarly, many studies
conducted in this context found noticeable relationship between the construct anxiety and
academic achievements. In one such study it was found that the anxiety can be considered
as major predictor so far as academic success is concerned (Prima et al 2010). Another such
‘Under achievement’ and ‘Low performance’ of students were also related with the
construct anxiety (Rizwan & Nasir 2010) the findings of Sing & Thukra (2009) were also
similar who found that negative and significant relationship exists between anxiety and
academic achievements. Some researchers explored further analytical aspects related with
the relationship of anxiety and academic achievements. In one such study, it was found that
those who were in senior terms and were familiar with the academic tests were less
exposed to anxiety as compared with the ones who were less familiar (Farhan et al 2011).
Ahmad’s study, on “Academic Achievement and Its Relationship with Social Anxiety and Self
Esteem in Male and Female School Students’ in University of the Punjab, Lahore” (2009)
investigated the relationship of academic achievement with social anxiety and self-esteem
in male and female school students. Research findings show that persons with social anxiety
report poor employment performance reduced social interaction and difficulties in school
life. More over self-esteem has been found to be positively related with academic
with social anxiety and positively correlated with self-esteem. The sample for the study
consisted of 551 boys and 449 girls of 9thclass. The sample was taken by using stratified
random sampling technique from the high schools of city district Lahore. Academic
achievement was measured by a valid achievement test, especially developed for this
Scale was used to assess the intensity of social anxiety. Qadr- e-ZaatkaPaimana (adapted
Urdu version of Rosenberg self-esteem scale) was used to assess the self-esteem of the
students. A series of t tests, Pearson product moment correlation, regression analysis and
one way ANOVA were used for statistical analysis of the data. The results show that
academic achievement has positive relationship with self-esteem and negative relationship
with social anxiety. Self-esteem has negative relationship with social anxiety. Female
students performed better than male students on academic achievement test. However the
boys have higher level of self-esteem and lower level of social anxiety as compared to the
female students. Parents’ education and monthly income of family has positive relationship
with academic achievement and negative relationship with social anxiety. Birth order, class
size and age were found not to be related with academic achievement, self-esteem or social
anxiety. Total number of siblings was related to academic achievement but not related to
McManus, Clark and Hackmann’s study, “Specificity of Cognitive Biases in Social Phobia and
Their Role in Recovery (2000) found that social phobia is associated with a specific increase
in subjective estimates of both the probability and cost of potentially negative social events
and reductions in overestimation is related to success in cognitive and drug treatment. The
researchers further found that reductions in over estimation were closely related to the
The research conducted by Berk, Cooper, Liu, and Marazita entitled, “Social Anxiety
in Chinese Adults with oral – Facial Clefts” (2000) also supported the self- presentational
theory of social anxiety. Chinese adults, when compared with unaffected siblings and peers,
not necessarily lack social skills. The possible reason of their social anxiety may be their
social interaction. They believe that they have little control over their emotional response,
and have inadequate social skills to effectively cope with the social situation.
Local Studies
Achievement of Junior pre–Service Teacher Education students” found out the correlation
Problem Solving in the second semester of SY 2012-2013. It also tried to determine the
difference in the level of mathematics anxiety and academic achievement among the male
and female respondents. Using a 24-item Mathematics Anxiety Inventory, majority of the
respondents have Moderate to High anxiety levels. Females have higher level of
mathematics anxiety. There was a significant difference in the math anxiety levels of male
and female students. The respondents had the top five highest levels of anxiety in items
relating to tests, homework and the rudiments of mathematics, particularly algebra Majority
of the respondents have Average to Low academic achievement There was no significant
difference in the math achievement of the two groups. A significant negative relationship
The reviewed related studies are essential in framing up the data gathering
instrument and the basis of measuring the effects of the variables. The foregoing related
studies show the relationship of social anxiety and academic variables such as achievement,
social skills, professional adjustment, and other patterns of behavior. However, in the
present study, the researcher will only focus on social anxiety in relation with the academic
performance of the students and will not look into the interactions among social anxiety,
CHAPTER III
METHODOLOGY
This chapter presents the discussions of research design, sample population, research
Research Design
method. This method according to Fraenkel (2003) determine the relationship among two
variables and seeks to investigate the latent to which one or more relationship of type exists.
Sample Population
There are 568 junior high school students enrolled in Madridejos National High
School for the S.Y. 2022-2023. The researchers used simple random probability sampling in
which every member of the population has an equal chance of being selected. The
researchers gathered 30 Junior High School Students to be part of the sample; 15 of them
are males and 15 of them are females from different grade level.
Research Instrument
The researchers used a three-sectioned survey questionnaire. The first section of the
survey questionnaire is intended for the profile of the respondents. The second section of
the survey questionnaire is intended for the two self-rating scale namely; Social Interaction
Anxiety Scale (SIAS) and Social Phobia Anxiety (SPS) developed by Mattick and Clark (1998)
and the last part of the questionnaire is for the estimated Generated Point Average (GPA) of
the students.
The researchers first tested the validity of the research instrument. After the
validation of the instrument the researchers secured a written permit to the school head of
Madridejos National High School. As soon as the permit stating that the researchers wants
to conduct a study and choose the JHS students from Madridejos National High School as
the population got approve the researchers immediately distributed the survey
questionnaire in the respective grade levels. In every grade level we randomly selected 3
males and 3 females in every 5 sections (Grade 9). After the respondents have answered the
needed information; the papers were collected, tallied, interpreted and analyzed.
used. To find out if there is a significant difference between the scores of the of the
respondents in Social Interaction Anxiety Scale (SIAS) and Social Phobia Anxiety (SPS), the
researchers will use t-test an inferential statistic used to determine if there is a significant
difference between the means of two groups. To find out if there is a positive or a negative
correlation between the level of social anxiety and academic performance of the students,
the researchers will use Pearson-r correlation and t test for correlation to find out if there is
All the statistical calculations will be carried out using MS Excel and Social Science
This chapter contains detailed presentation, interpretation and analysis of data. The findings
are presented under the following major headings: Table 1. Demographic profiles of the
respondents; Table 2 Descriptive statistics of SIASS and SPS Scale; Table 3 t test result
Gender
FEMALE 15 50
MALE 15 50
Total 30 100
Age
12 2 6.6
13 5 16.6
14 5 16.6
15 10 33.3
16 8 26.6
GPA
3.8-4.0 97-100% 0 0
2.8-3.2 89-92% 12 40
Table 1:
I am tense mixing in a
group Numbers of answers Total percentage
YES NO TOTAL
GENDER
FEMALE 15(50%) 4(13.33%) 63.33%
In Table 1: shows the result of the study indicated that in a total percentage of 80%
experience of Social Anxiety and it’s Relationship with the Academic Achievement of
Junior High School Student in Madridejos National High School and 20 respondents
who answered NO in total of 100%.
Table 2:
I feel self-conscious if I have to enter
a room where others are already seated. Number of answer Total Percentage
YES NO TOTAL
GENDER
FEMALE 14(46.67) 5(16.67) 36.66%
TOTAL 80 20 100%
In Table 2: shows the result of the study indicated that in a total percentage of 80%
experience of Social Anxiety and it’s Relationship with the Academic Achievement of
Junior High School Student in Madridejos National High School and 20 respondents
who answered NO in total of 100%.
Table3:
I find it easy to make friends Number of answers Total Percentage
at my own age.
In Table 3: shows the result of the study indicated that in a total percentage of 60%
experience of Social Anxiety and it’s Relationship with the Academic Achievement of
Junior High School Student in Madridejos National High School and 40 respondents
who answered NO in total of 100%.
Table 4:
I find myself worrying that
I won’t know what to say in Number of answers Total of Percentage
Social situations.
In Table 3: shows the result of the study indicated that in a total percentage of
63.33% experience of Social Anxiety and it’s Relationship with the Academic
Achievement of Junior High School Student in Madridejos National High School and
36.67% respondents who answered NO in total of 100%.
Table 5:
In Table 5:
shows the result of the study indicated that in a total percentage of 53.33%
experience of Social Anxiety and it’s Relationship with the Academic Achievement of
Junior High School Student in Madridejos National High School and 46.67%
respondents who answered NO in total of 100%.
CHAPTER V
This chapter presents the summary of findings, the conclusion drawn and the
Summary of findings:
In this study there is a total of 30 respondents 15 or 50% of them are females
and 15 or 50% of them are males.
Majority of the respondents are in the age of 15 which is 10 or 33.3% of the
respondents.
In the Grade Point Average (GPA) of the students the researchers found out that
out of the 30 respondents 14 or 46.6% of them got a grade ranging from 2.3-2.7
It was found out by the researchers that there is a total mean of 2.93 in the
respondents’ response in Social Interaction Anxiety Scale (SIAS) and a total mean
The result between the correlation of Social Anxiety and Academic Achievement
showed r= -.087.
Conclusions:
As the result in the Pearson r correlation, the researchers conclude that there is a
the Junior High School student respondents from Madridejos, National High
School.
the Social Anxiety and Academic Achievement of the respondents because the
null hypothesis one of this study is true, with the p value of .674 tested with a
The null hypothesis two of this study is not rejected because it is proven through
the t test result with a .05 level of significance that there is no significant
difference between the scores of the respondents in both social anxiety scales.
Recommendations:
Give students proper questionnaire to know the accuracy of their social anxiety
scores result.
Making the sample wider to the point that it will cover almost half the
Use other inferential statistics to compare other variables such as gender, age
and grade level if it has a significant relationship with their social anxiety and
academic achievement.
Using a mix research design would be effective for the researchers to know the
Make sure students are socially inclined so that it will not affect their
APPROVAL SHEET
Principal
Good day!
We undersigned Senior High School Students from Madridejos National High School would
like to conduct a study entitled, “Social Anxiety and Its Relationship with the Academic
Achievements of the Junior High School Students in Madridejos National high School” as
part of our final output in Practical Research II.
In this regard, this letter would like to request the approval of your good office to conduct
data gathering and collection on May 20, 2022.
We are hoping for your whole-hearted cooperation. Thank you and God bless!
APPENDICES B
INFORMED CONSENT
The study in which you are asked to participate is designed to examine if there is a relationship
between Social Anxiety and Academic Performance of the Junior High School Students in Madridejos
National High School. The study is being conducted by Jessa Mae Escalicas, Jerose Amoroso,Nicole
James P. Quiamco , Mhonel Jumaiguin, and Reymar Alolod,Kent Jhun Lirasan, Jonathan Rico. The
study has been approved by your school head Mrs.FELISA D, BATUIGAS.
PURPOSE. The purpose of this study is to examine if there is any relationship between the
Social Anxiety and Academic Achievement of the Junior High School Students in Madridejos
and social anxiety. The questionnaire will include a 15-item Social Interaction Anxiety Scale
PARTICIPATION. Your participation in this study is totally voluntary. You can refuse to
participate in the study or discontinue your participation at any time without any
consequences.
CONFIDENTIALITY. Your response will remain confidential. The data that will be collected in
QUESTIONNAIRE
Demographic Profile
Gender: ___________________________
Age: ______________________________
YES
NO
1. I get nervous if I have to speak with someone in authority (teacher, boss, etc.)
YES
NO
YES
NO
YES
NO
5. I tense up if I am alone with just one other person.
YES
NO
YES
NO
9. I find it difficult to disagree with someone’s point of view.
YES
NO
10. I have difficulty talking to attractive persons of the opposite sex.
YES
NO
11. I find myself worrying that I won’t know what to say in social situations.
YES
NO
12. I am nervous mixing with people I don’t know well.
YES
NO
13. I feel I’ll say something embarrassing while talking.
YES
NO
14. When mixing in a group I find myself worrying I will be ignored.
YES
NO
Personal Information
Academic Background
Senior High School: Madridejos National High School
Strand: Humanities and Social Sciences (HUMSS)
Address: Poblacion, Madridejos, Cebu
Junior High School: Madridejos National high School
Address: Talangnan, Madridejos, Cebu
Year Graduated: 2020-2021
Elementary: Talangnan Elementary School
Address: Talangnan, Madridejos, Cebu
Year Graduated: 2015-2016
Personal Information
Age: 18
Sex: Male
Status: Single
Academic Background
Age: 21
Sex: Male
Status: Single
Academic Background
Age: 19
Sex: Male
Status: Single
Academic Background
Age: 18
Sex: Female
Address: Purok
Status: Single
Academic Background
Age: 18
Sex: Male
Status: Single
Academic Background
Age: 17
Sex: Male
Status: Single
Academic Background
and guidance of our Practical Research teacher Mr. Justiniano Salicio in the making of the
Research. Whom he never failed to help and hand out advice in succeeding our study.
To the members of the group; achieving this Research would be incomplete without
We'd like to thank as well our classmates, whom we influence and also been
To God who gave us the opportunity the making and achieve this Study as a team
Most importantly, thank our own selves for making this a remarkable experience
throughout the making of the study and for consuming our precious time in placing our
It is said that social anxiety is one of the factors that affects students’ achievement
or performance in school. This research project desired to find if there is really an existing
relationship between social anxiety and academic achievement of the Junior High School
Students in Madridejos National High School. This study utilized a quantitative design by
providing existing social anxiety scales to the respondents. Within the design, three analyses
were used: descriptive statistics, t test, and pearson r correlation coefficient. The findings
agreed with the null hypotheses of this study (p>.05) meaning it is true that there is no
significant relationship between social anxiety and academic achievements of the student
respondents from Madridejos National High Schoo because the p value is greater than
(p=.674) the level of significance. Through the findings of pearson r, it was found out that
there is a negative correlation between the two variables (r= -.087), meaning there is a weak