THE INFLUENCE OF CLASSROOM ANXIETY AND SUBJECTIVE WELL-BEING ON

THE ACADEMIC RESILIENCE OF THE GRADE 12 STUDENTS ENROLLED IN THE

ACADEMIC TRACK

A RESEARCH PROPOSAL

Sophia B. Tuvera
Rajs Vaness B. Monares
Chloe S. Reyes
Adeline P. Kho
Irane Mae D. Simbajon
Daniela Grace M. Ramos
Christian A. Limbaro
Lawrence Edriane C. Swin
Alrico L. Pendang Jr.

FEBRUARY 2023
Gingoog City Comprehensive National High School – Senior High School Page ii

TABLE OF CONTENTS

TITLE PAGE
Title Page i

Table of Contents ii-iii

Chapter

I THE PROBLEM AND ITS SCOPE

Introduction 1-4

Theoretical Framework 5-8

Conceptual Framework 8

Statement of the Problem 8-9

Hypothesis 9

Significance of the Study 9-10

Scope and Limitation 10-11

Definition of Terms 11

II REVIEW OF RELATED STUDIES AND LITERATURE 12-18

Gingoog City Comprehensive National High School – Senior High School Page iii

III METHODOLOGY

Research Design 19

Sampling Design 19-20

Respondents of the Study 20

Research Instruments

21

Scoring Procedure 21-22

Reliability Test 22-23

Validity Test 23

Data Gathering 23-24

Statistical Treatment and Data Analysis 24-25

Research Protocol 25-26

REFERENCES 27-31

APPENDICES

A. Letter to the School Principal 32

B. Letter to the Guidance Counselor 33

Gingoog City Comprehensive National High School – Senior High School Page

C. Questionnaire 34-36

CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

The COVID-19 pandemic has altered the lives of millions of people worldwide.

The health crisis and confinement conditions have financial, social, psycho-emotional,

and educational implications. Considering education and the socio-emotional impacts of

confinement, the United Nations Educational, Scientific, and Cultural Organization

(UNESCO) warns of a potential global learning crisis at all levels of the education system

(Sarmiento et al., 2021). Many education systems in developing countries lack relevant

information on who is learning and who is not, which is a concern in the global learning

crisis. It also affects exposure to knowledge and the competencies the students acquire as

well as their emotional and mental health (World Bank, 2019).

In terms of access, quality, equality, and administration, the crisis will have long-

lasting effects on education systems and are likely to linger beyond the epidemic

(UNESCO, 2020). The transition of students' education from online learning to

customary face-to-face classes will affect them in certain specific ways, such as how

anxious they are about having their academic performance evaluated, which will affect

their resilience and subjective well-being as they begin to adjust to face-to-face classes
Gingoog City Comprehensive National High School – Senior High School Page

and methods of academic activity dissemination. It is somewhat demanding for students

from different schools or modes of learning to conquer new environments and tackle new

curriculums that can make them feel nervous (Sarmiento et al., 2021).

In other countries like Indonesia, their government is currently vigorously

supporting learning mobility which promotes participants such as curriculum developers

to provide learning that is available to all students who wish and require studying at

certain higher education institutions based on their preferences. It requires pupils to adapt

to the present academic demands of higher education. Unfortunately, due to a lack of

academic resilience in themselves, not all students can meet increasing academic

standards. Individuals with inadequate academic resilience experience delinquent

behavior performance as a result of the learning burden demands competence, and lack of

ability improvements and academic adaptations (Nguyen et al., 2016). The influence of

academic resilience on subjective well-being in 220 students in Turkey demonstrated that

resilience has a direct impact on psychological health and subjective well-being (Yildirim

and Arslan, 2020). Students with high levels of resilience typically experience better

psychological health and less stress during activities related to the COVID-19 pandemic

(Barzilay et al., 2020).

In the Philippines, Vice President Sara Duterte mandated that all functioning

public and private schools in the Philippines transition to five days face to face classes

beginning on November 2, 2022 (Casimiro, 2022). DepED checked and recorded that

about 80% of the 48,000 public schools and 12,000 private schools in the Philippines
Gingoog City Comprehensive National High School – Senior High School Page

have already met the requirements and standards for preparation in upcoming face-to-

face classes. Students’ mental health was impacted by this educational transition, and

they felt anxious as they adjusted to transitioning from online distance learning to face-

to-face. Students with high anxiety may find learning more challenging than students

with lower anxiety levels, anxiety might cause difficulties such as reading

comprehension, taking quizzes/exams, and retrieving newly stored information (Junitha

& Nalina, 2019).

Poor school performance can result from academic anxiety, such as low esteem,

depression, and other affective symptoms. Among the categories of anxiety, school

anxiety is one of the common experiences in middle childhood (Ahlen et al., 2018).

Students who experience high levels of classroom anxiety are less likely to do well

academically because it harms their physical and emotional health. Anxiety in school is a

common occurrence that affects a lot of students at all education levels (Raykov &

Martinelli, 2019).

Subjective well-being (SWB), usually referred to as self-reported well-being, is

how individuals perceive and assess various aspects of their lives. It is often used to

measure mental health and happiness and can be an important predictor of individual

health, wellness, and longevity (Cherry, 2022). In other words, when a person has a more

optimistic outlook on life, they have high subjective well-being compared to their

negative impact; they have more happiness and effect in their life (Diener et al. 2014).
Gingoog City Comprehensive National High School – Senior High School Page 4

Most studies show that there are numerous negative effects of classroom anxiety

on academic resilience. It is understood that anxiety does have a specific outcome on a

student’s academic performance. There might be a possibility that anxiety also has

benefits for a student’s academic resilience. Subjective well-being has balanced positive

and negative results toward academic resilience (Burns et al., 2010).

The COVID-19 pandemic is a global crisis affecting everyone, which means it is

a local problem. In the study by Barzilay (2020), academic resiliency, classroom anxiety,

and, subjective well-being are the socio-emotional consequences to be urgently analyzed

after the two-year confinement during the peak of COVID-19 (Sarmiento et al., 2021). In

the international context, researchers have studied anxiety, subjective well-being, and

academic resilience of students as an effect of COVID-19. In the national studies of

related literature, there are only limited studies that focused on the influence of classroom

anxiety and subjective well-being variables on the academic resilience of students.

The preceding literature studies are applicable to the senior high school students

of the academic track in Gingoog City Comprehensive National High School on the

global transition of learning modality, a lot of students had a difficult time adjusting and

adapting to the change from online learning back to face-to-face learning. The purpose of

this study is to conduct and determine how the students’ classroom anxiety and subjective

well-being affect their academic resilience which in turn with affect their academic

performance and achievement.

Gingoog City Comprehensive National High School – Senior High School Page

Theoretical Framework

This study is anchored on the theoretical support of the Broaden and Build Theory

of Positive Emotions developed by Barbara Fredrickson (1998) which explains how

positive emotions increase life satisfaction. This theory includes four steps: 1) experience

of positive emotion 2) broadening of thoughts and behaviors 3) building personal

resources and 4) transforming the self by increasing health, well-being, and survival. Any

positive emotion should immediately and temporarily "broaden" attention, cognitive, and

behavioral responses, according to this theory. This contrasts with negative emotions,

which focus our attention and actions on the vulnerability present in our surroundings so

that we may act to avoid or lessen it.

Fredrickson generally means that feeling good makes us more aware of our living

environment and allows us to take in more of our surroundings. Additionally, the theory

claims that our potential actions are flexible throughout this period of broadening

(Fredrickson & Cohn, 2008). The word "flexible" is used to imply that there are several

alternative activities we might do to approach positive feelings. People will develop

personal resources as a result of this process over time as individuals continue to feel

pleasant emotions that extend their attention, ideas, and behaviors. These individual

assets then directly influence better health, life satisfaction, and depression symptoms.
Gingoog City Comprehensive National High School – Senior High School Page

Therefore, according to Fredrickson, broadening and developing are adaptive processes

that enhance survival and well-being. The major concern of this study is to determine the

influence of classroom anxiety and subjective well-being on the academic resilience of

the grade 12 students enrolled in the academic track.

The variables of this study are classroom anxiety and subjective well-being which

is the supposed influencing variables to the academic resilience of the respondents. The

‘Broaden and Build Theory of Positive Emotions’ is relevant to the present study since it

determines and involves emotions and the state of subjective well-being.

Classroom Anxiety is supported by the ‘Broaden and Build Theory of Positive

Emotions’ since this variable involves certain emotions, however, it is a negative

emotion. The use of this theory is relevant to this variable since “positive emotions

broaden the scopes of attention, cognition, and action, widening the array of percepts,

thoughts, and actions presently in mind” (Fredrickson & Branigan, 2005). The term

"classroom anxiety" describes the fear, stress, or dread connected to learning

environments or tasks. Exams, assignments, subjects, societal pressure connected to

academics, or simply feeling anxious about studying or working in groups in class could

all be contributing factors. The theory adapted supports how the negative effects of

classroom anxiety impact the experience and life satisfaction of the students inside their

classroom.

Subjective Well-Being can be founded by the ‘Broaden and Build Theory of

Positive Emotions’ as well since this variable is linked to Classroom Anxiety which
Gingoog City Comprehensive National High School – Senior High School Page

involves emotion, after all, the emotional state of a person affects their physical state

which is their subjective well-being. According to the build hypothesis, fleeting and

transient experiences of pleasant emotions, by promoting a broader range of actions,

gradually create resilient personal resources (Fredrickson & Cohn, 2008). The state of

cognitive state and emotions of a person has an impact on the physical state and well-

being. It also anticipates a similar increasing cycle in which pleasant feelings and the

broadened thinking they stimulate similarly impact one another in a reciprocal manner,

resulting in considerable long-term gains in emotional well-being. Moreover, people who

practice more prosocial behaviors are less likely to engage in stereotyping and other

antisocial behaviors than their counterparts because they are better able to establish

interpersonal connections, broaden meaningful relationships, become more aware of

others, convey genuine concern, and build trust resources (Fredrickson & Cohn, 2010).
Gingoog City Comprehensive National High School – Senior High School Page

Broaden and Build Theory by Fredrickson (1998)

Figure 1. Broaden and Build Theory as proposed by Fredrickson (1998 as cited in Devine

& Plant, 2013). 8

Academic Resilience is also underpinned by the ‘Broaden and Build Theory of

Positive Emotions’; a theory that analyzes how positive emotions might help people

become more resilient. The foundation of this theory is the idea that experiencing good

feelings might help people become more resilient and develop coping mechanisms. The

Broaden and Build hypothesis claims that both types of emotions must coexist and that

positive feelings help people develop coping mechanisms for negative emotions, as

opposed to arguing that good emotions should be used in place of negative ones

(Fredrickson & Cohn, 2010).

Gingoog City Comprehensive National High School – Senior High School Page

Conceptual Framework

Statement of the Problem

The purpose of this study is to determine the influence of classroom anxiety and

Classroomon
subjective well-being Anxiety
the academic resilience of Grade 12 Senior High School (SHS)
Academic Resilience
students enrolled in the academic track of Gingoog City Comprehensive National High
Subjective Well-Being 9
School for the S.Y. 2022-2023.

Independent
Specifically, Variable
the researcher seeks to answer the followingDependent
questions: Variable

Figure 2. Paradigm showing interplay of the variables of the study.

1. How do the students assess their level of classroom anxiety?

2. How do the students evaluate their subjective well-being?

3. What factors affect the academic resilience of the students?

4. How does classroom anxiety influence the academic resilience of students?

5. Is there a relationship between subjective well-being and academic resilience?

Null Hypothesis:
Gingoog City Comprehensive National High School – Senior High School Page

Ho1: Classroom anxiety does not have a significant influence on the academic resilience

of the respondents.

Ho2: Subjective Well-Being does not have a significant influence on the academic

resilience of the respondents.

Significance of the Study 10

This study will help the students understand how senior high school students

evaluate their classroom anxiety and subjective well-being, as well as its influence on

their academic resilience. The researcher aims that by conducting this research, they will

be able to show the impact of classroom anxiety and subjective well-being on students’

academic resilience. The results of this study will become the basis for intervention

professionals to promote and encourage mental health and create interventions to increase

students’ subjective well-being and academic resiliency level and decrease the students’

classroom anxiety which affects their academic performance (Herbert & Manjula, 2022).

The study will benefit the following:

For Students: This research will assess them in dealing with their classroom

anxiety and subjective well-being to know its influence on their academic resilience.

For Teachers: This research will oblige them to provide a strategy for enhancing

the student's academic resilience since they are the ones who assign the students'

activities.
Gingoog City Comprehensive National High School – Senior High School Page

For Future Researchers: This research would be very useful for future

researchers who are planning to conduct research that is related to this study because this

can help them as a guide for their research or this can serve as a review of related

literature (RRL) for their study.

For Guidance Counselors: This research is necessary for a professional

interventionist to evaluate the results of this study to be able to create

solutions/interventions to benefit students and their academic performance.

Scope and Limitation 11

The general intent of this study is to know the influence of classroom anxiety and

the subjective well-being of students on their academic resilience. This study is limited

only to Gingoog City Comprehensive National High School during the Academic Year

2022-2023. However, this study does not include interventions with the students' daily

academic lifestyle and habits. The respondents of this study will be the Grade 12 students

from the Science, Technology, Engineering and Mathematics (STEM), Humanities and

Social Sciences (HUMMS), Accountancy, Business and Management (ABM), and the

General Academic Strand (GAS) strands. The respondents will answer a survey with

close-ended questions to determine the influence of classroom anxiety and subjective

well-being on the academic resilience of senior high school students. All information and

conclusions drawn from this study were obtained only from Grade 12 students who are

enrolled in the academic track of Gingoog City Comprehensive National High School.
Gingoog City Comprehensive National High School – Senior High School Page

Definition of Terms

The following terms were defined according to how they are being used in the study:

Classroom Anxiety. This refers to the fear of school activities inside the

classroom associated with making group activities and written works, speaking in public,

or taking tests.

Subjective Well-Being. This refers to how senior high school students experience

and evaluate their lives. It is often used as a measure of happiness.

Academic Resilience. This refers to senior high school students' capacity to

perform highly despite encounters with difficulties in achieving good academic

performance.

12

CHAPTER II

REVIEW OF RELATED STUDIES AND LITERATURE

This chapter presents a review of related literature and studies. It discusses

significant insights and substances to further support the problem being studied. Further

research has been done on the influence of anxiety, the subjective well-being of senior

high school students, and how these variables interact to affect students’ academic
Gingoog City Comprehensive National High School – Senior High School Page

resilience. The studies below gave an extensive view of the research problems under

investigation.

CLASSROOM ANXIETY

Classroom anxiety is a state of uneasiness that accompanies somatic indicators

and a focus on the anticipated future threat to achievement and/or reputation for assessed

situations in which performance is measured, judged, and compared to a particular

standard of excellence. It is also defined by the current literature as a general sense of

unease and worry related to academic contexts as a result of external responsibilities

(Götz et al., 2013), such as examinations and assignments as well as the intense pressure

to get exemplary grades (Martin, 2007). Other research studies had revealed that high

levels of academic anxiety are correlated with a variety of negative effects in the aspect

of education (Lydon et al., 2014). Students who worry and feel anxious about their

academic responsibilities are significantly more likely to have negative impacts on their

well-being (Cazan et al., 2015). 13

Recent research has revealed that individuals with high levels of anxiety as

opposed to their peers, have a tendency to have a biased perception of their emotions,

exhibit laver levels of emotional coherence and consciousness, and are more likely to

reject the continuous feelings they are experiencing (Campbell-Sills et al., 2006).

Regarding the school environment, the research shows that certain students are prone to

use negative and poor adaptive emotion regulation mechanisms, such as suppression,
Gingoog City Comprehensive National High School – Senior High School Page

while feeling particularly anxious, which lowers their capacity to cope with academic

pressures (Amstadter et al, 2007),

Öner and Le Compte (2016) believed that anxiety can be divided into state-trait

anxiety. State-trait anxiety is the subjective Fear stemming from a stressful situation.

While state-trait anxiety increases under high-stress situations, it decreases when stress is

removed. While the fear and uneasiness based on dangerous situations are accepted as

temporary and normal anxiety, state-trait anxiety, which is not directly linked to the

existing situation, describes a personality characteristic. Because state-trait anxiety is the

tendency of the individual to lead a troubled life, these individuals might experience

state-trait anxiety more frequently and intensely than other individuals (Aslan, 2021). 14

Studies in the literature showed a negative relationship between subjective well-

being and state and trait anxiety (Öztürk, 2013; Tangör & Curun, 2016). Although these

two concepts are often used together, they express different Characteristics. While "state

anxiety" is defined as a temporary reaction adverse events, "trait anxiety is a more

detailed personality trait in a one-person order related to the tendency to respond to

various situations with anxiety, distress, and question (Saviola et al., 2020). It is possible

to say that as the level of negative emotions, such as anxiety, decreases, an individuals’

subjective well-being increases.

SUBJECTIVE WELL-BEING
Gingoog City Comprehensive National High School – Senior High School Page

Well-being has long been considered key to the creation and maintenance of

healthy, productive societies (Diener, 2015). To this end, many countries utilize objective

proxies of well-being, such as income, literacy, and life expectancy, as well as subjective

measures, such as how life is perceived and experienced by individuals (Durand, 2016).

This approach to measuring perceptions and life experiences has been characterized as

subjective well- being (SWB). Self-evaluation of people's emotional experiences creates

a representation of their subjective well-being state. More negative assessments show that

students subjective well-being is low. Self-assessments of one's personal conduct

(thoughts and feelings) and public behavior (verbal and physical acts) that are judged

personally or socially desirable might be operationalized as subjective well-being

(Renshaw, 2015). 15

It has been determined by prior studies (Sahu, 2020; Daniel, 2020; Chi Beker,

Yu, Willeit, Jiao, Huang, 3 Veronese, 2020) that modifications in teaching strategies have

an effect on students' psychological well-being during a pandemic According to Sahu

(2020), the sharp rises in the number of Students in China are experiencing worry and a

sense of uncertainty due to positive COVID-19 instances. Students who have this issue

may feel more stressed. Daniel (2020). later verified that the COVID-19 pandemic's

novel teaching strategies, and uncertainty about tests, graduation, and learning results

caused pupils to feel anxious. Even inside the educational system itself, the idea that

students were struggling in the dark, which is the topic of the first segment of their

voyage, is marked by uncertainty (Bozkurt 13 Sharma 2010). This is true because the

Philippine educational system is set up For Face-to-Face instruction. Less support system
Gingoog City Comprehensive National High School – Senior High School Page

was created for online courses and other types of learning. As a result, although the

participants' Feelings of uncertainty. Fear and Frustration differ from those reported in

earlier studies (e.g., Aristovnik et al., 2020: kedraka kaltsidis, 2020), this difference may

be explained by the fact that the majority of the students in this study have never

participated in online learning because. their homes have poor net access. In addition,

prior to the pandemic, the institution itself had not investigated online learning platforms

as the primary learning medium (Sahu et al., 2020).

Finding solutions to problems people encounter and developing coping

mechanisms are additional factors that affect subjective well-being. The ability of the

individual to solve problems could play an important role in regulating emotions,

improving subjective well-being is the subject of studies in this area. Erylmaz (2014)

conducted a model study with adolescents for the purpose of evaluating the mediating

effect of coping mechanisms on subjective well-being and personal traits. According to

the findings of the study, emotional instability, extrovertism, and problem and emotion-

focused coping all had an impact on adolescent’s subjective well-being (Erylmaz, 2014). 16

Maddux (2018) discovered that students subjective well-being is a psychological

condition that describes how students feel and think about what happens to them in life.

Students are said to have a high level of subjective well-being if they feel satisfied with

life and show positive emotional reactions or responses to each of their life experiences

and rarely feel unpleasant emotions such as sadness or anger (Diener, 1999). Tian, Zhao,

and Huebner (2015) explained that subjective well-being in students is when students
Gingoog City Comprehensive National High School – Senior High School Page

evaluate positive or negative emotions that are experienced specifically during the

learning process, for example exciting, happy, relaxed, tired, annoyed, bored, and sad. In

this study, researchers Focused on student’s subjective well-being on the effective aspects

as researchers wanted to identify emotional experiences felt by students. During this

pandemic, ideally, students complain a little, have the confidence to complete academic

demands, and remain enthusiastic about learning.

ACADEMIC RESILIENCE 17

Academic resilience among students has also received a considerable amount of

research. It is regarded as an improved chance of success (academically) in the face of

environmental challenges. A supportive social and living environment, especially in

schools, as well as creative approaches, can affect and help improve an individual's

resilience, according to recent developments in the study of resilience (Salvacion et al.,

2018). According to Wang and Gordon (2012), academic resilience is the ability to

accomplish one's greatest potential despite tough circumstances and environmental

challenges. Abiola and Udofia (2011) claim that less resilient medical students would

experience stress, anxiety, and sadness after passing a significant professional

examination. According to Waxman et al. (2003), resilience variables should be

considered in resilience research in order to identify procedures that might support

preventative measures. Martin and Marsh (2006) showed that self-efficacy might predict

academic resilience in this regard. They found that students who were resilient had high

self-efficacy and low anxiety.

Gingoog City Comprehensive National High School – Senior High School Page

Recent studies have highlighted the positive role that resilience has in assisting

students to adapt when faced with challenging Circumstances (Theron & Theron, 2013;

Werner, 2012; Yates 3 Grey, 2012). According to Khadem, Motevali Haghi, Ranjbari,

and Mohammadi (2017), resilience lowers anxiety and depression and helps people cope

with stressors more successfully.

According to existing theories, resilience is a multi-dimensional construct made

up of constitutional trails like temperament and personality as well as specialized

abilities, like active problem-solving that enable individuals to successfully deal with

challenges in life (Compbell-Sills et al, 2006). Academic resilience is influenced by both

external protective factors and internal protective factors, such as social supports and

opportunities offered by the family, school, community, and peers (e.g., personality traits,

skills, attitudes, beliefs, and coping strategies). The current study, which focuses on

internal protective factors, aims to better understand how coping mechanisms and

personality characteristics contribute to academic resilience. 18

Regardless of the significance of resilience in academic contexts has been

generally acknowledged (Doll et al, 2000), it is rare to apply a resilience-based strategy in

educational research (Martin & Marsh, 2006). As a result, there is a lack of previous

research evaluating the correlation between resilience and academic engagement

(Lafreniere, 2014) but with the development of positive psychology, several studies have

related resilience to other educational characteristics and variables, including the

existence of a motivating classroom environment (Alonso-Tapa et al., 2013), the use of

Gingoog City Comprehensive National High School – Senior High School Page

various motivational and emotion control strategies, and adolescence academic success

(Gaixola et al., 2013).

A significant positive relationship between the two variables may therefore be

theorized, with students who perceive and respond to school environment inflicted.

stressors in a more resilient way being more prone to behave in an adaptive manner to the

school and their academic work, even if it has not been completely shown yet that

resilience is definitely a consistent predictor of a greater extent of school involvement. In

comparison to their less resilient peers, they are also inclined to take part more in school

activities and spend more time on academic work (Rodriguez-femández, 2018).

19

CHAPTER III
Gingoog City Comprehensive National High School – Senior High School Page

METHODOLOGY

This chapter discusses and explains the research design used in the study, the

population and sampling design, and determines the respondents of the study. It will also

include an overview of the details of the instrument that will be used, the scoring and the

data gathering procedure, and the reliability test.

Research Design

This study uses a correlational research design. Correlational research design is a

type of non-experimental research that predicts and explains the relationship between

different variables (Seeram, 2022).

The current study determines how the two variables namely classroom anxiety

and subjective well-being may affect the academic resilience of students in the academic

track. Researchers look for a specific relationship between these variables. Hence, the

correlational research design is the best approach used for this study. The study uses

quantitative data when gaining data from chosen participants from these academic tracks.

Sampling Design 20

This study used Stratified Random Sampling to determine the respondents of the

study. Stratified random sampling is a method that involves the division of a population

into smaller sub-groups (e.g., strand and section) (Hayes 2021). The study used the

formula, (sample size/population size) x stratum size and utilized Sloven’s Formula:
Gingoog City Comprehensive National High School – Senior High School Page

N
Where: n= 2
1+ N e

n- Number of sample size N- Population size

Respondents of the study

The respondents for the study are Grade 12 senior high school students from

Gingoog City Comprehensive National High School's Academic Track. The strands

under this track are Science, Technology, Engineering, and Mathematics (STEM),

Accountancy, Business, and Management (ABM), Humanity and Social Sciences

(HUMSS), and the General Academic Strand (GAS). The total population of respondents

will be divided into strata, which will be the academic track of senior high school, and

used random sampling to each stratum to represent the groups to ensure that each group

is adequately represented.

STRAND POPULATION (N) SAMPLE (n)

ABM 62 28

STEM 114 52

HUMMS 242 109

GAS 64 29

TOTAL 482 218

Table 1. Distribution of Respondents 21

Research Instruments
Gingoog City Comprehensive National High School – Senior High School Page

The instruments used were modified questionnaires from related studies. Part I:

Classroom Anxiety Questionnaire (Raykov and Martinelli, 2019). Part II: Subjective

Well-being total scale score ( Renshaw, 2022) and Part III: Academic Resilience

Questionnaire (Nicholson, 2010).

Scoring Procedure

This following procedures guided the organization of data in the study.

Part I. Classroom Anxiety Questionnaire

Range Point Value Description

1.00 – 1.75 1 Strongly Disagree

1.76 – 2.50 2 Disagree

2.51 – 3.25 3 Agree

3.26 – 4.00 4 Strongly Agree

Part II. Subjective Well-being total scale score

Range Point Value Description

1.00 – 1.75 1 Strongly Disagree 22

1.76 – 2.50 2 Disagree

Gingoog City Comprehensive National High School – Senior High School Page

2.51 – 3.25 3 Agree

3.26 – 4.00 4 Strongly Agree

Part III. Academic Resilience Questionnaire

Range Point Value Description

1.00 – 1.75 1 Strongly Disagree

1.76 – 2.50 2 Disagree

2.51 – 3.25 3 Agree

3.26 – 4.00 4 Strongly Agree

Reliability Test

Since the researchers modified the questionnaire, pilot testing will be

administered to 20 respondents and use statistical software to solve for Cronbach’s Alpha

for both scales. Although, the original version of the scales from the related studies

provides reliability test scores based on the testing of their respective studies.

Instrument Title of Test N of Statistics

Result Description
No. Questionnaire Items Used

I Student Perception of 12 Cronbach's 0.76 Acceptable

 23

Gingoog City Comprehensive National High School – Senior High School Page

Classroom Anxiety Alpha

Subjective Well-Being Cronbach's

II 16 0.90 Good
Scale Alpha

Academic Resilience Cronbach's

III 11 0.92 Excellent
Questionnaire Alpha

Table 2. Reliability Statistics for Questionnaires

Gliem and Gliem (2003) provided the following rules of thumb: “_ > .9 –

Excellent, _ > .8 – Good, _ > .7 – Acceptable, _ > .6 – Questionable, _ > .5 – Poor, and _

< .5 – Unacceptable” in evaluating the consistency of the questionnaire. The analysis

showed the excellent, good, and acceptable status of the study’s questionnaire.

Validity Test

The questionnaire was validated by Mrs. Connie M. Obedencio, educational

research instructor. Moreover, the questionnaires’ vocabulary was subjected to scrutiny

on its difficulty level by twenty (20) grade 12 students. This ensured that the

questionnaires could be understood clearly by the 218 grade 12 student-respondents.

Data Gathering 24

Researchers will first prepare the different research instruments along with the

formal letters of approval that shall be given to the office of the school principal. The

researchers of the study will have to acquire necessary permission and letter of consent

from the office of the school principal. The necessary data for the student population in
Gingoog City Comprehensive National High School – Senior High School Page

each class is acquired by manually asking each section for the number of students they

have.

Upon the approval of the school for the continuation of the study, the researchers

will start handing out survey questionnaires to the students under the academic strand.

Each questionnaire is given a number on the upper right corner of the paper as the

identification of the student when it comes to compiling the data acquired. As the

researchers enter each section designated to them, giving the students chosen to

participate a brief overview and instructions shall be established. 

Respondents will be told about the study's methodology and that all information

they submit will be treated with absolute confidentiality and used exclusively for

research. The respondents will have plenty of time to complete the survey forms, and

they are welcome to ask questions for clarification. When all the necessary data is already

acquired with the aid of the SPSS 14.0 Software, the data will be interpreted and

analyzed

Statistical Treatment and Data Analysis

This study used the following statistical tools to facilitate the analysis and

interpretation of data: 25

For problem number 1, the researchers used descriptive statistics analysis such as

the mean, frequency, and percentage distribution to determine the respondents’ classroom

anxiety level.
Gingoog City Comprehensive National High School – Senior High School Page

For problem number 2, the researchers used descriptive statistics analysis such as

the mean, frequency, and percentage distribution to determine the respondents’ subjective

well-being.

For problem number 3, the researchers utilized the simple linear regression to

determine whether classroom anxiety and subjective well-being has an influence on

students’ academic resilience. All statistical treatments were carried out through the

program SPSS 14.

Research Protocol

To ensure the quality and reliability of the research findings, the researchers will

observe the following research protocol:

1. The researchers will seek approval from the research adviser after careful

assessment and review of the manuscript for the paper.

2. The adviser will set the schedule of the proposal defense after the thorough

evaluation and review of the final manuscript.

3. After the proposal defense, the researchers will secure the necessary permission
26
from the office of the principal for the conduct of the research.

4. The researchers will prepare the research instruments for validation of experts and

reliability testing. Letters of Approval to the validators will be prepared as well as

the certification from the Data Analyst for the results of the pilot-testing.
Gingoog City Comprehensive National High School – Senior High School Page

5. The researchers will also secure the respondents’ consent to participate in the

study. Moreover, the respondents will be assured that all their responses will be

treated with utmost confidentiality.

6. Provision of the final manuscript. The researchers will provide the research

advisor a copy of the manuscript for assessment and review of the quality and

relevance of the paper before the scheduling of the final research presentation.

7. Once the adviser approves the paper, the research will be presented before a panel

for the final research defense.

8. After the defense, the researchers will incorporate all the corrections and

suggestions of the research panel. The adviser and the panel will review and then

approve the final paper.

9. After the approval of the paper by the panel, the researchers will then submit the

manuscript for Plagiarism and Quillbot Tests.

10. The researchers will forward the final paper to their select editor. After

incorporating all the corrections, the researchers will then submit the paper to the

adviser and research panel for signature and approval for binding.

27

REFERENCES

Abiola, T., and Udofia, O. (2011). Psychometric assessment of the Wagnild and Young's
Gingoog City Comprehensive National High School – Senior High School Page

resilience scale in Kano, Nigeria. BMC Res. Notes 4:509. doi: 10.1186/1756-

0500-4-509

Ahlen, J., Hursti, T., Tanner, L., Tokay, Z., & Ghaderi, A. (2018). Prevention of Anxiety

and Depression in Swedish School Children: a Cluster-Randomized Effectiveness

Study. Springerlink. (2):147-158. doi: 10.1007/s11121-017-0821-1.

Barzilay, R., Greenberg, M. D., DiDomenico, G., Brown, L., Lauren, K., Gur, W. R., &

Gur, R., (2020). Resilience, COVID-19-related stress, anxiety, and depression

during the pandemic in a large population enriched for healthcare providers.

Translational Psychiatry 10:291. https://doi.org/10.1038/s41398-020-00982-4

Burns, R. A., Windsor, T., & Anstey, K. (2010). Subjective Well-Being Mediates the

Effects of Resilience and Mastery on Depression and Anxiety in a Large

Community Sample of Young and MiddleAged Adults. Australian and New

Zealand Journal of Psychiatry. DOI: 10.3109/00048674.2010.

Casimiro (2022). DepEd: All schools should shift to face-to-face classes on November 2.

Rapler. https://www.rappler.com/nation/deped-says-all-schools-should-shift-face-

to-face-classes-november-2-2022/

Cherry, K. (2022). DepEd: All schools should shift to face-to-face classes on November

2. Very Well Mind. https://www.verywellmind.com/what-is-subjective-well-

28
being-5221255

Durand, M. (2016). The OECD Better Life Initiative: How's Life? and the Measurement

of Well-Being. Wiley Online Library. https://doi.org/10.1111/roiw.12156

Fredrickson, B. L. (1998). What good are positive emotions? Review of General

Gingoog City Comprehensive National High School – Senior High School Page

Psychology, 2(3), 300-319.

Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of

attention and thought‐action repertoires. Cognition & Emotion, 19(3), 313-

332.doi:10.1080/02699930441000238

Fredrickson, B. L., & Cohn, M. (2010). Positive emotions. In M. Lewis, J. M. Haviland-

Jones, & L. F. Barrett (Eds.), Handbook of emotions (3rd ed., pp. 548-573). New

York, NY: Guildford Press. https://digitalcommons.fiu.edu

Gliem J.A. and Gliem R.R. (2003) Calculating, Interpreting, and Reporting Cronbach’s

Alpha Reliability Coefficient for Likert-Type Scales. 2003 Midwest Research to

Practice Conference in Adult, Continuing, and Community Education, Columbus,

82-88.

Goetz, T., & Hall, N. C. (2013). Emotion and achievement in the classroom. In J. Hattie

& E. M. Anderman (Eds.), International guide to student achievement (pp. 192–

195). https://d-nb.info/1099291089/34

Herbert, H., & Manjula, M. (2022). Resilience based intervention to promote mental

health ofcollege students: A preliminary feasibility study from India. Mental

Health and Prevention 26(6):200239. DOI:10.1016/j.mhp.2022.200239

Junitha, A. & Nalina, B. (2019). Academic Anxiety among the Junior Secondary School
29
Students. Internat. J. Appl. Soc. Sci., 6 (2) : 280-284.

Martin, M. O., Mullis, I. V. S., Hooper, M., Yin, L., Foy, P., Fishbein, B., & Liu, J.

(2017). Creating and interpreting the PIRLS 2016 context questionnaire scales. In

M. O. Martin, I. V. S. Mullis & M. Hooper (Eds.), Methods and Procedures in

Gingoog City Comprehensive National High School – Senior High School Page

PIRLS 2016 (pp. 14.1 – 14.106).

Nguyen, D. T., Wright, E. P., Dedding, C., Thi Pham, T., & Bunders, J. (2019).Low

Self-Esteem and Its Association With Anxiety, Depression, and Suicidal Ideation

in Vietnamese Secondary School Students: A Cross-Sectional Study. Front

Psychiatry. 10:698.doi: 10.3389/f—psyt.2019.00698

Nguyen, Q., Kuntz, J. R. C., Näswall, K., & Malinen, S. (2016). Employee resilience and

leadership styles: The moderating role of proactive personality and optimism.

Psycnet. https://psycnet.apa.org/ record/2017-06974-002

Öner, N., & Le Compte, A. (2016). Handbook of the Trait State/Trait Anxiety Inventory

(2 edition). Istanbul: Bogazici University Press.

https://doi.org/10.5296/jei.v6i2.17600

Öztürk, A. (2013) . Subjective well-being levels of Uludag University education faculty

students and the relationship between spirituality, optimism, anxiety and negative

emotion. https://doi.org/10.5296/jei.v372392.17600

Pilafas, G., Strongylaki, N.P., Papaioannou, D., Menti, D., Lyrakos, G.(2020).

Adaptation of ‘Nicholson McBride Resilience Questionnaire’ (NMRQ) in

Greek. A Reliability and Validity study in an Epidemiological

Greek sample. Health and Research

30
Journal,6(4),123-131.https://ejournals.epublishing.ekt.gr/index.php/HealthResJ

Plant, E. A., & Devine, P. G. (1998). Internal and external motivation to respond without

prejudice. Journal of Personality and Social Psychology, 75(3), 811–832.

https://doi.org/10.1037/0022-3514.75.3.811
Gingoog City Comprehensive National High School – Senior High School Page

Raykov, M. & Martinelli, V. (2019). Evaluation of a Classroom Anxiety Scale for

Secondary-School Students. Forum Oświatowe.

https://doi.org/10.34862/fo.2019.2.3

Renshaw, T. L., Long, A. C. J., & Cook, C. R. (2015). Assessing teachers’ positive

psychological functioning at work: Development and validation of the Teacher

Subjective Wellbeing Questionnaire. School Psychology Quarterly, 30(2), 289–

306. https://doi.org/10.1037/spq0000112

Salvacion, M. L. D., Sana, E., & Yanilla, N. (2018). Academic Resilience Among

Selected Students of the School of Health SciencesBaler, Philippines. Philippine

Journal of Health Research and Development, 4, 28-36.

http://scinet.science.ph/union/Downloads/250-577-1-SM_367703.pdf

Sarmiento, A.S., Ponce, R.S, & Bertolin, A.G. (2021). Resilience and COVID-19. An

Analysis in University Students during Confinement. Educ. Sci. 11, 533.

https://doi.org/10.3390/educsci11090533

Saviola, F., Pappaianni, E., Monti, A., Grecucci, A., Jovicich, J., & Pisapia, N. D. (2020).

Trait and state anxiety are mapped differently in the human brain. Scientific

Reports,10,11112.https://doi.org/10.1038/s41598-020-68008-z

Seeram, E. (2022). An Overview of Correlational Research. Radiologic Technology,

31
91(2), 176–179.

Tangör, B. B., & Curun, F. (2016). Individuals as predictors of psychological well-being

differences: originality, self-esteem, and trait anxiety. Education and Training

Research magazine, 5(4), 1-13. https://doi.org/10.16991/INESJOURNAL.1508

Gingoog City Comprehensive National High School – Senior High School Page

UNESCO (2020). UNESCO COVID-19 Education issue notes: Supporting teachers and

education personnel during times of crisis. UNESCO Digital Library.

https://unesdoc.unesco.org/ark:/48223/pf0000373338/

Wang, M., Haertel, G., & Walberg, H. (1994). Educational resilience in inner cities. In

M.C. Wang & E.W. Gordon (Eds), Educational resilience in inner-city America:

challenges and prosects, 45-72.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4235534/

World Bank (2019). The Education Crisis: Being in School Is Not the Same as Learning.

Retrieved from

https://www.worldbank.org/en/news/immersive-story/2019/01/22/pass-or-fail-

how-can-the-world-do-its-homework

Yildrim , M., & Arslan, G. (2020). Exploring the associations between resilience,

dispositional hope, preventive behaviors, subjective well-being, and psychological

health among adults during the early stage of covid-19. doi:

10.31234/osf.io/vpu5q

32
Gingoog City Comprehensive National High School – Senior High School Page

APPENDICES

APPENDIX A 33
Letter to the School Principal

APPENDIX B
Gingoog City Comprehensive National High School – Senior High School Page

Letter to the Guidance Counselor

January 07, 2023

MRS. JHONABELLE B. BIADO, RGC.

Guidance Councilor Senior High School Department
GCCNHS

Dear Ma’am,

Greetings of Peace and Prosperity!

The undersigned researchers from Grade 12 Cepheus of Senior High School

Department, under the subject of advisory of Mrs. Connie M. Obedencio are currently
conducting a study entitled “The Influence of Classroom Anxiety and Subjective
Well-Being on the Academic Resilience of the Grade 12 Students Enrolled in the
Academic Track.”

With your expertise, we are humbly asking your permission to validate the
attached modified questionnaires.

We are looking forward that our request would merit your positive response.
Thank you and more power!

Respectfully yours,

Sophia B. Tuvera
Rajs Vaness B. Monares
Noted by:
Chloe S. Reyes
MRS. CONNIE M. OBEDENCIO
Adeline P. Kho Research Teacher
Irane Mae D. Simbajon
Daniela Grace M. Ramos Approved by:

Christian A. Limbaro MRS. JHONABELLE B. BIADO, RGC

Validator
Lawrence Edriane C. Swin
Alrico L. Pendang Jr. 34
Researchers
APPENDIX C
Gingoog City Comprehensive National High School – Senior High School Page

Questionnaire
This questionnaire is part of this study that aims to determine the influence of
classroom anxiety and subjective well-being on the academic resilience of grade 12 senior
high school students enrolled in the academic track.

Your participation is VOLUNTARY. If you decide to participate, you will fill out
the Student Perception on Classroom Anxiety Questionnaire, Subjective Well-Being Scale,
and Academic Resilience Questionnaire and return them to the researchers after filling up
your honest answers.

Please be assured that your responses will be dealt with utmost confidentiality and
will be solely used as a part of the data needed to realize the objective of this study.

Thank you very much and God Bless.

- Researchers

PART I: Student Perception of Classroom Anxiety (Raykov & Martinelli, 2019)

Direction: The following items may be answered using the following responses:

4 – Strongly Agree, 3 – Agree, 2 – Disagree, 1 – Strongly Disagree

No Item 4 3 2 1
.
A. Test/Exam Anxiety
1 I feel anxious whenever I need to sit for a test or exam.
2 I worry I will “go blank” when I start a test or exam.
3 In general, sitting for a test or exam makes me tense and
uneasy.
B. Writing Anxiety
1 I feel anxious whenever I need to submit written work.
2 I worry that my spelling and writing are not good enough.
3 I worry about the accuracy/correctness of the answers that
I’ve written.
C. Public Speaking Anxiety
1 I feel anxious whenever I am asked to make a short
speech in class.
2 I worry that I will forget information during my speech.
Gingoog City Comprehensive National High School – Senior High School Page
35
3 Speaking in public makes me panic
D. Group Work Anxiety
1 I feel anxious whenever I need to work on a group
project.
2 I worry that my classmates will not work well on group
projects.
3 Submitting a group assignment makes me feel tense and
nervous.

PART II: Subjective Well-Being Scale (Renshaw, 2022)

Direction: The following items may be answered using the following responses:

4 – Strongly Agree, 3 – Agree, 2 – Disagree, 1 – Strongly Disagree

No Item 4 3 2 1
.
1 I get excited about learning new things in class.
2 I feel like I belong at my school.
3 I feel like the things I do at school are important.
4 I am a successful student.
5 I am really interested in the things I am doing at school.
6 I can rely by myself at school.
7 I think school matters and should be taken seriously.
8 I do good work at school.
9 I enjoy working on class projects and assignments.
10 I feel like people at my school care about me.
11 I feel it is important to do well in my classes.
12 I do well on my class assignments.
13 I feel happy when I am working and learning at school.
14 I am treated with respect at my school.
15 I believe the things I learn in school will help me in my
life.
Gingoog City Comprehensive National High School – Senior High School Page

16 I get good grades in my classes.

36

PART III: Academic Resilience (Nicholson, 2010)

Direction: The following items may be answered using the following responses:

4 – Strongly Agree, 3 – Agree, 2 – Disagree, 1 – Strongly Disagree

No Item 4 3 2 1
.
1 In a difficult situation, I keep myself calm and think of
ways to make things right.
2 I make sure to stay optimistic/positive and to do from the
best of my abilities rather than forcimg.
3 I accept constructive criticisms without thinking bad.
4 I generally manage to keep a positive point of view on
things.
5 I am am calm in a crisis.
6 I am good at finding solutions to problems.
7 I consider myself an optimistic person.
8 I face the conflicts that I encounter. *To face the troubles
that have appeared unexpectedly*
9 I try to make sure to manage unexpected events properly
rather than letting the situation affect me negatively.
10 I trust the decisions I make through my own gut feeling
or my instincts. *A feeling that guides a person to act a
certain way without fully understanding why*
11 I manage my stress levels well.