FACTORS THAT CAUSE ANXIETY IN LEARNING ENGLISH SPEAKING SKILLS

AMONG COLLEGE STUDENTS IN CITY OF MALABON UNIVERSITY:

BASIS FOR 1 YEAR ACTION PLAN

INTRODUCTION

In Webster’s New World College Dictionary, speaking is the act of talking. In

effective communication, speaking is one of the most important skill to be developed

and enhanced. Being able to express ideas, opinions, and concepts through speech is

vital in communication process. It is not merely words from mouth but being able to

relate thoughts in clear, effective, and concise manner. Alongside with Listening,

Reading, and Writing, Speaking is second communication skill in language. According to

Harris (1974) there are five components of speaking skill concerned with

comprehension, grammar, vocabulary, pronunciation, fluency. Speaking is regarded as

one of the most challenging aspect of language learning.

The four language skills of listening, speaking, reading, and writing are all

interconnected. Proficiency in each skill is necessary to become a well-rounded

communicator, but the ability to speak skilfully provides the speaker with several

distinct advantages (Gerald Gillis, 2013). According to him the capacity of the speaker

to put words together in a meaningful way to reflect thoughts, opinions, and feelings

provides the speaker with these important advantages such as ability to inform,

persuade, and direct; ability to stand out from the rest; career enhancement; and
personal satisfaction. Speaking is very important in career success as also in second

language learning. In these modern times, being able to communicate using English

language is an advantage in most field of profession. Without using proper language to

communicate, people cannot achieve the goals and vision they want to achieve.

Since the late 19th century, English has been referred as a global lingua franca.

As English language is dominantly used around the globe, the challenge to the non-

native speakers in learning foreign language rises. It is right to assume that a college

student should be able to communicate in foreign language in a way that is direct, clear

and with fluidity because of the Basic English subjects taken in their previous years of

studies. The schools and teachers understand the need to provide quality education for

their students to hone their ability and develop their skills particularly in speaking skills.

Speaking in foreign language can be a challenging task for many students because it is

needs interaction. They must speak with somebody unlike the other skills that can be

done alone. Learners show lack of motivation in English classroom particularly in

participation that requires speaking skills. They need to learn Foreign language and be

able to communicate effectively but on the contrary the first step of learning the skill

cause them to experience fear and anxiety. The anxiety experienced in speaking English

language inside the classroom can limit their ability to function more and can slowdown

the process of achieving educational goals.

Several studies have investigated the issue of foreign language anxiety in

speaking performance. Firstly, study conducted by Riffat-un-Nisa Awan, et al (2010)

entitled “An Investigation of Foreign Language Classroom Anxiety and Its Relationship
with Students’ Achievement (A case study in university of Sargodha). The finding shows

that language anxiety and achievement are negatively related to each other. It is also

found that female students are less.

Anxiety is an emotion characterized by feelings of tension, worried thoughts and

physical changes like increased blood pressure. People with anxiety disorders usually

have recurring intrusive thoughts or concerns. They may avoid certain situations out of

worry. They may also have physical symptoms such as sweating, trembling, dizziness,

or a rapid heartbeat. Generalized anxiety disorder can be described as excessive fear

about a different life aspect such as work, family, relationship, or health without a

specific cause or real threat. The symptoms last for at least six months with signs such

as insomnia, restlessness, muscle tension, excessive worry, and fatigue.

Regarding Foreign Language Classroom Anxiety, a milestone research was

conducted by Horwitz through the classroom cooperation of second language learners

of the French language (Foreign Language Classroom Anxiety, E. & M. Horwitz, 1986).

In their study, 75 student were given questionnaires regarding how they feel in certain

situations related to second language learning such as: performing an oral reading,

written works, sight reading, assessing whether the instructor will give a positive

remark for their participation.

From the Horwitzes’ research, the research community continued to investigate

further on the existence of a condition which can be labelled as language learning

anxiety. A considerable problem on this topic, as pointed out by Scovel in his 1988

research which, is that there is no clear cut evidence of language learning anxiety per
se or a particular condition from which difficulty of learning language comes from,

rather language learning anxiety is just a product of a student’s fear from

underperformance of certain tasks which leads to a diminished sense of confidence thus

resulting to confirming experiencing the presented emotions in the questionnaires. This

is also the reason why there is a dearth of reliable researches in this topic. The

elusiveness of a way of confirming whether the condition of language anxiety is the

determinant of language underperformance or language learning anxiety is a result of a

student not being able to achieve the established standards set by the language

instructor in the classroom second language learning set up.

Past studies have determined some causes related to foreign language speaking

anxiety such as shyness or reticence (Friedman, 1980), attitudes of classmates and

cultural stereotypes, and foreign teacher etc. (Timina, 2015). Findings by Horwitz et al.

(1986) have been the most influential. They identified three causes of language anxiety,

that is, communication apprehension, test anxiety and fear of negative evaluation.

Other causes are: being grade conscious, fear to commit mistake especially in

grammar, difficulty in articulating foreign words and regional accent.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Respondents’ Profile Gathering of data

1 Year Action Plan
in terms of: through:
Based on the
 Age, Gender,  Survey
College Questionnaire, Findings from
department, and Language Learning
Year level  Statistical
Anxiety Research
Analysis,
 Figure 1 – Paradigm of the Study.

The Input-Process method is used in the research. Input contains the profile of the

respondents, their age, gender, college department, year level, their assessment on the

factors that cause anxiety in learning English speaking skill as to communication

apprehension, fear of negative evaluation, shyness, consciousness of grammatical

applications, fear of failing and corrections, and cultural stereotypes.

Process refers to the strategies used by the researcher to determine the outcome of the

study by means of answering the survey questionnaire to collect information for the

study. Data gathered for the study will be analysed and interpreted using statistical

tools applicable in the study. The SPSS software can also be implemented to handle the

data gathered in the research.

Output will be a one (1) year Action Plan to address the issues caused by anxiety in

language learning such as: skipping classes or absenteeism, detrimental effect on

students' confidence, self-esteem and level of participation, and even possible

emergence of bullying or forms of it arising from negative psychological compensating

mechanism caused by low academic performance (2015, Youth Risk Behavior Survey).

The proposed Action Plan will focus on recommending ways to lessen the severity of

second language learning anxiety. This was adapted from the successful experimental

research conducted in Malaysia among medical students who experience varying levels

of anxiety by Coumaravelou Saravanan and Rajiah Kingston (2013, A Randomized

Control Study of Psychological Intervention to Reduce Anxiety, Amotivation and

Psychological Distress Among Medical Students).

As performed from the study, anxiety experiencing students were clustered into groups

of 5 fostering a sense of community thus, allowing them to have a reliable support

system to allay their fears of being judged, among other reasons. Another key in their
successful research was the intervention of a psychology professional whom they were

given five (5) appointments or professional intervention.

However, another thing to be considered in this Action Program is the possible

challenge on the lack of funds of whosoever implements the product of this research.

Considering this, another viable option will be direct mitigation of causes of language

anxiety. Students can still be grouped into smaller clusters and foster a sense of

belongingness. There can also be activities which can be implemented such as before

classes, students will be given the schedule of activities to be done in a school day and

thus, alleviate the root of anxiety which irrational apprehensiveness of uncertain things

which triggers their over preparation or overthinking response.

STATEMENT OF THE PROBLEM

This study is aimed to determine the factors that cause anxiety in learning English

speaking skills among college students in City of Malabon University in order to

construct a 1-year action plan.

It seeks to answer the following questions:

1. Respondents profile as to:

1.1. Age

1.2. Gender

1.3. College department

1.4. Year level

2. Respondents’ assessment on the factors that cause anxiety in learning English

speaking skills, in terms of:

2.1. Communication apprehension

2.2. Fear of negative evaluation

2.3. Shyness

2.4. Consciousness of grammatical applications

2.5. Fear of failing and corrections

2.6. Cultural stereotypes

3.  Is there a significant difference on the four (4) groups of respondents’ assessment

on the factors that cause anxiety in learning English speaking skills of the

aforementioned variables cited above?

4. How the study helps in preparing a 1 year action plan to which particular language

anxiety causing factors are most prevalent among the respondents and thus, needs

to be addressed more thoroughly?

HYPOTHESIS

The hypothesis were tested for the acceptance or rejection at 5% level of significance.

There is no significant difference in the respondents’ assessment on the factor that

cause anxiety in learning English speaking skills.

SIGNIFICANCE OF THE STUDY

This research will benefit the following:

School Administrator – as the highest authority in a school set up,

administrators can benefit from this research as the policy makers. They can refer to

the situations experienced by the students to better be able to manage the school. This

can also serve as a basis on budget management allocations. On a wider scale, it can

also be good use to other higher policy makers.

Guidance Counsellors/School Guidance Teachers – this research serves as

additional literature for guidance personnel to base on for better grasp of the problems

students experience during learning second language. They can also prepare

interventions for students, who are considered to be on lower level of language learning

progress, from this research.

Teachers – they can refer to this research for implementing new language

teaching strategies. They can also use the materials from this research as an

assessment tool for the level of comfortability of students in second language learning

situation. They can also reconsider that poor performance by students may be result of

anxiety rather than attributing the underperformance to the lower learning capability of

students.

Other researchers – this research can serve as additional literature for those

who wish to investigate further in language learning related factors

SCOPE AND DELIMITATION OF THE STUDY

This study is to focus on determining the Factors that Cause Anxiety among the

Student of the City of Malabon University in Learning English Speaking Skill. The

respondents were City of Malabon University students’ who belong to different discipline

such as College of Arts and Science, College of Business Administration, College of

Engineering Technology, and College of Teacher Education. In total of two hundred

(200) students, fifty (50) students from each college department were randomly

selected for data gathering through Google form survey within the time frame of one

week. Furthermore, the factors given in survey questionnaires were the result of

previous research.

Definition of Terms

Anxiety - defined as apprehension, tension, or uneasiness that stems from the

anticipation of danger, which may be internal or external (Diagnostic and Statistical

Manual of Mental Disorders, 1980).

Anxiety in Learning English Speaking Skills - refers to anxiety experience under

the process of learning English Speaking Skills

Basic English Subjects - refers to elementary basics of English such as the

orthography, elementary grammar, syntax, and semantics

Communication - the process of exchanging ideas from a sender to a receiver

through a certain medium

Language Learning - the process of learning language. Used here to refer to

secondary language learning

Speaking Skills - mastery over the process of transmitting ideas and information

orally in variety of situations.

Foreign Language - refers to any language encountered by a non-native speaker

Language Anxiety - refers to feeling of apprehension caused by uncomfortability in

language learning situations

Lingua Franca - a language or mixture of languages used as a medium of

communication by people whose native languages are different

Non-native Speakers - refers to people who speak their own language other than a

studied second language, refers to English language learners as used in this paper

Second Language Learning - the process of learning a new language

CHAPTER 2

Research Related Literatures

Local Studies
From a recent study conducted among Filipino students, there was a mention that:

“numerous and varied studies have been conducted to determine the factors that affect

English proficiency, particularly the language learning of non-native English users.

Evidence has shown that language anxiety is one of the strongest predictors of

language learning success and that it has incapacitating effects on the language

learner. Whereas facilitating anxiety produces positive effects on the learners’

performance, too much anxiety may cause poor performance.

Horwitz et al. described language anxiety as a situation-specific anxiety construct, which

is mostly independent of the other types of anxiety and is characterized as “high

feelings of self-consciousness and fear of making mistakes and a desire to be perfect

when speaking,” while Gardner and MacIntyre described language anxiety as the

apprehension that occurs when a language student learns a second or foreign

language. There are contributing factors to language anxiety of learners, such as

participating in speaking activities, inability to understand the lessons, and evaluation

among others, while inhibiting factors are peer affiliation or a feeling of communal

connectedness, classroom set-up, and teacher’s role. Language anxiety can be

manifested in the different stages of language learning, the input, processing, and

output stages, and describing how anxiety is related to these three stages can provide

insights on why second language learners and foreign language learners suffer from

linguistic difficulties and mistakes.

Although there is sufficient literature about foreign language learning anxiety, there is

still a scarcity of available and published written materials investigating the status of

foreign language learning anxiety in the Philippines. Thus, intending to address this

problem, this study investigated the attributions about the English language anxiety of

Filipino students enrolled in teacher education courses and how language anxiety

affects their English proficiency and their language learning. Specifically, the study

sought to address the following issues.

(1) What are the sources of language anxiety of Filipino teacher education learners?

(2) What are the causes of the respondents’ language anxiety?

(3) How may the English proficiency of the respondents be described?

(4) Is there a significant relationship between the language anxiety of the

respondents and their English proficiency?

(5) How does language anxiety affect the second language learning of the

respondents?

(6) How may the effects of language anxiety on the second language learning of the

respondents be described?”

The aforementioned research was led by Rhodora Jugo and published under the title

Language Anxiety in Focus: The Case of Filipino Undergraduate Teacher Education

Learners, 2020. From her work, it can be seen that there is a reason to further address
the issue of language anxiety for it is an existent learning condition and thus can impair

the smooth flow of a learning set up.

Another pertinent research is this one titled: What is So Scary about Learning English?

Investigating Language Anxiety among Filipino College Students”.

From this 2019 paper published by Gacho, he says that “Anxiety in the field of

foreign/second language learning has been studied extensively due to its adverse

influence in the language acquisition process (see Bailey, 1983; Horwitz, Horwitz &

Cope, 1986; MacIntyre & Gardner, 1994; Young, 1991; Ohata, 2005; Pappamihiel,

2002; Williams & Andrade, 2008, as cited in, Lucas, Miraflores & Go, 2011). It is defined

as “a distinct complex of self-perceptions, beliefs, feelings, and behaviours related to

classroom language learning arising from the uniqueness of the language learning

process” (Horwitz, Horwitz, & Cope, 1986, p. 128). Anxiety has been observed among

language learners in such symptoms as “freezing” in class, “going blank” before exams,

and feeling reticent about entering the classroom (Horwitz, Horwitz & Cope, 1986, p.

128). In addition, English language students, as well as those learners studying a

foreign language, experience anxiety when it comes to such classroom situations that

involve speaking in front of a group of their fellow students or taking a test in a

language other than their first language. With language anxiety, these learners tend to

develop apprehension, worry, or even fear which lead them to have difficulty

concentrating, becoming forgetful, sweating, and having palpitations.

According to MacIntyre and Gardner (1991), learners of both foreign and second

language are likely to experience language anxiety and this in turn can pose possible
problems "because it can interfere with the acquisition, retention, and production of the

new language" (p. 86). Krashen (1985a, 1985b) posits that language anxiety constrains

students’ capacity to process language inputs and hinders the course of language

acquisition. It means that when anxiety impairs mental function, students who are

anxious have the tendency to acquire less and thus may be incapable of displaying

what they have learned in the language class.

On a similar vein, studies have shown that language anxiety affects the communication

strategies learners can use in a language class. Ely (1986), for instance, reported that

anxious learners were less probable to take challenges in the language class.

Foreign Studies

The vast majority of researchers cite Horwitzes as the forerunner in conducting

research about the existence of language learning anxiety in the learner of second

language. Another forerunner will Thomas Scovel who conducted similar researches

regarding second language learning or foreign language learning anxiety.

Another relevant research will be of Zheng, published in 2008 which states that:

“Anxiety is one of the most well documented psychological phenomena. The definition

of anxety ranges from an amalgam of overt behavioural characteristics that can be

studied scientifically to introspective feelings that are epistemologically inaccessible

(Casado & Dereshiwsky, 2001). Broadly speaking, anxiety is the subjective feeling of

tension, apprehension, nervousness, and worry associated with an arousal of the

automatic nervous system (Spielberger, 1983). Traditionally, the nature of anxiety has

been differentiated into trait anxiety, situational anxiety, and state anxiety. Though no

clear delineation between these three categories can be claimed, the differences can

roughly be identified on a continuum from stability to transience, with trait anxiety

related to a generally stable predisposition to be nervous in a wide range of situations

on one end, and a moment-to-moment experience of transient emotional state on the

other.

Situational anxiety falls in the middle of the continuum, representing the probability of

becoming anxious in a particular type of situation. To recognize language anxiety in a

broader context of research on anxiety, MacIntyre (1998) observed that language

anxiety is a form of situation-specific anxiety, and research on language anxiety should

employ measures of anxiety experienced in particular second/foreign language

contexts. He conceived of language anxiety as “the worry and negative emotional

reaction aroused when learning or using a second language” (p. 27). Similarly, Horwitz,

Horwitz and Cope (1991) conceptualized foreign language anxiety as a “distinct

complex of self-perceptions, beliefs, feelings, and behaviours related to classroom

language learning arising from the uniqueness of the language learning process” (p.

31).

The recent history of studies on anxiety in the language learning area is remarkably

influenced by two seminal papers. First, Scovel (1978) identified that early perspectives

of anxiety generated very inconsistent results concerning the relationship between

anxiety and second language achievement. Scovel attributed the conflicting and mixed
results to different anxiety measures and different conceptualizations of anxiety. He

claimed that ambiguous experimental results can be resolved if the distinction between

facilitating and debilitating anxiety is drawn.

Facilitating anxiety occurs when the difficulty level of the task triggers the proper

amount of anxiety. However, although a certain level of anxiety may be beneficial, too

much anxiety can lead to a debilitating effect, which may lead to avoidance of work or

inefficient work performance.

Horwitz, Horwitz and Cope’s (1986) paper is also influential. The authors clearly

articulated the concept of foreign language anxiety. Placing language anxiety in the

framework of related concepts of anxiety, the authors recognized that language anxiety

is a situation-specific anxiety construct, largely independent of the other types of

anxiety. One major contribution of their paper is it offers a Foreign Language Classroom

Anxiety Scale. This self-report instrument, eliciting responses of anxiety specific to

foreign language classroom settings, triggered an avalanche of similar studies. The

results of these studies demonstrated that language anxiety exerts a debilitating role in

the second/foreign language classroom in different contexts.

The complexity of anxiety is also reflected in the means of its measurement. There are

three major ways of measuring anxiety in research, including behavioural observation

or rating; physiological assessment such as heart rates or blood pressure tests; and

participants’ self-reports, in which internal feelings and reactions are measured (Casado

& Dereshiwsky, 2001; Daly, 1991). Participants’ self-reports are utilized most often in

examining the anxiety phenomenon in educational studies. Summarizing the above

discussions, it is recognized that language anxiety, a type of situational specific

psychological phenomenon bearing its own characteristics from

Language learning contexts, is a relatively distinctive form of anxiety. Language anxiety

is also intricately intertwined with other individual differences such as personality traits,

emotion, and motivation.

Local Literature

From Raizza P. Bello, the mental health crisis has been called by professionals “the next

pandemic.” In a 2017 World Health Organization (WHO) report, it was stated that

around 3.3 million Filipinos already suffer from depressive disorders, one of the highest

cases in Southeast Asia. Last May, the WHO also warned of an impending global mental

health crisis affecting millions due to COVID-19.

This is a grave concern for students like Geli who study in medical schools. Throughout

the years, Geli shares she has learned to compartmentalize stressors; mental health

issues cannot be given much space in medical education, as it may risk one’s academic

standing.

Enduring pandemic-induced anxieties as the last school year came to a close, she

began reflecting on her learning experience and discussing the LOA option with her
parents — as she ultimately felt the need to pursue self-betterment and progress on

her own terms.

Since going on a study break these past months, Geli has transitioned to healthier

personal routines, has created a podcast, and has been active in her advocacies

previously sidelined when she entered medical school. She is currently volunteering

with Healthcare Without Harm, an international organization promoting awareness and

greener practices geared towards climate health. Geli also dedicated this period to

review her first year and second year school subjects (CNN Philippines Online, 2020).

She says, “It’s not something to be ashamed of. Taking a leave of absence doesn’t

mean [that] you’re not strong enough to handle the school year ‘cause I know I could

have handled the school year if push comes to shove. Taking a LOA is really just doing

what’s best for you and giving yourself the best chance and the best pass forward even

if it’s not the most traditional sense.” (Why Some Students Chose to File a Leave of

Absence During the COVID Crisis, 2020).

Foreign Literature

According to Kingston, anxiety aggravates psychological distress and reduces the

motivation among graduate students. This study aimed to identify psychological

intervention for test anxiety, which reduces the level of psychological distress,

motivation and increases the intrinsic and extrinsic motivation among medical students

(2014).

According to Hashemi, language learners usually express anxiety, apprehension and

nervousness when learning a new language. Language anxiety can originate from

learners’ own sense of ‘self’, their self-related cognitions, language learning difficulties,

differences in learners’ and target language cultures, differences in social status of the

speakers and interlocutors, and from the fear of losing self-identity. Consideration of

language learners’ anxiety reactions by a language teacher is deemed highly important

in order to assist them to achieve the intended performance goals in the target

language (Tanveer, 2007).

Synthesis of Research Related Literature

This proof of the existence a condition called foreign language anxiety is a

definite concern for teaching and learning stakeholders. As built upon by preceding

researchers and authorities in the field, the value of understanding the phenomena

which is language learning anxiety, is shown now more than before.

English Language teachers, with students of any level, need to be aware of this

rising trend of furthering the available information regarding this topic.

 This is in respect to the surging global demand of being capable in learning

English to be able to participate in school setting, community, and the job market.

There have been strong consistent proofs that being well versed in the English

language is a positive factor in landing a job (Pandey & Pandey, 2014). Furthermore, as

backed by Harvard publications, there were also evident proofs that mastery over

English leads to higher chances of work promotion (John Beeson, June 2009).

Another thing is that since English is widely considered as the universal language

to access the information realm called the internet, a tremendous amount of loss is

suffered by an individual unable to exhibit grasp of the language. (The Role of English

as a Global Language, 2014)

This research hopes to address the issue of bettering the odds of an English as

Second Language Learner in mastery of the subject by alleviating the factors which

impede progress.
 CHAPTER 3

RESEARCH METHODOLOGY AND PROCEDURE

This chapter presents the methods used in the study. It consist of research design,

population and sample, research instrument, procedure, and data analysis.

RESEARCH DESIGN

In doing this study, descriptive research is applied as the design. This research

describes the characteristics of the population or phenomenon studied. Descriptive

Research is a purposive process of gathering, analysing, classifying, and tabulating data

about prevailing conditions, beliefs, processes, trends, and cause-effect relationship and

then adequate and accurate interpretation about such data with or without aid of

statistical treatment.

RESPONDENTS OF THE STUDY

The respondents of the study were the students of the City of Malabon University. Two

hundred (200) respondents composed of fifty (50) students from College of Arts and

Science (CAS), College of Business Administration (CBA), College of Engineering

Technology (CET), and College of Teacher Education (CTE) were chosen randomly.

RESEARCH INSTRUMENT
 In gathering data from the respondents, the researchers constructed survey

questionnaire to collect the data needed for the study. The research instrument is

consisted of two parts. The first part of the research covers the students profile

such as age, gender, department, and year level. The second part is their

assessment in the Factors that Cause Anxiety in Learning English Speaking Skills in

terms of communication apprehension, fear of negative evaluation, shyness, and

consciousness of grammatical applications, fear of failing and corrections, and

cultural stereotypes.

VALIDATION OF THE INSTRUMENTS

The researcher-made questionnaire was submitted to the research professor for

comments and suggestions. The trial of the survey questionnaire was also conducted by

asking 10 sample respondents to know if they understand the questionnaire and to

know if there is anything to be improved. After the dry-run, the questionnaire was again

submitted to the researchers’ adviser for further comments and suggestions. The final

copy of the questionnaire was used for the survey.

DATA GATHERING PROCEDURES

The first step before going to the testing proper is to make a request letter. The

researcher requested for the approval of the President or Vice President for Academic

Affairs and College Deans of the City of Malabon University to administer this research
study by sending the questionnaire through Google form to the students and use

existing data to get the profile of the students.

SAMPLING TECHNIQUES

Fifty (50) students from College of Arts and Science (CAS), fifty (50) students of College

of Business Administration (CBA), fifty (50) Students College of Engineering Technology

(CET), and fifty (50) Students College of Teacher Education (CTE) were chosen through

random sampling. Random sampling is one such procedure that selects a sample of

units from a population by chance, typically to facilitate generalization from the sample

to the population (Shadish, Cook, & Campbell, 2002). Random sampling ensures that

results obtained from your sample should approximate what would have been obtained

if the entire population had been measured (Shadish et al., 2002). The simplest random

sample allows all the units in the population to have an equal chance of being selected.

Often in practice we rely on more complex sampling techniques.

DISTRIBUTION AND RETRIEVAL OF THE QUESTIONNAIRE

The researcher conducted the survey of the study within one week to adjust on

students’ availability. The researchers sent a link of the Google form to the students of

the each department through social media platforms from June 21, 2021 to June 27,

2021. The researchers requested also the cooperation from the class representative of
each department. The collected questionnaires were arranged for collation of data for

the study.

STATISTICAL TREATMENT OF DATA

To determine the actual number of the respondent needed for the study, the following

formula was used:

Percentage was used as the tool for statistical test to determine the number

and profile of the respondents.

The following formula was used:

f
% = N
x 100

Where:

% - Percentage

f - Sample Size

N - Total number of respondents

Weighted Mean was used to determine the status of involves multiplying each

data point in a set by a value which is determined by some characteristic of whatever

contributed to the data point.

The following formula was used:

 Wx =
∑ fx
N

Where:

f - frequency

∑ fx - summation of frequency times score

N - number of respondents

Friedman’s Two-way Analysis of Variance (ANOVA) by Ranks was used

to determine the significant difference of the three groups of respondents.

The following formula was used:

F = ( nk (k12+1) ) ∑ R −3 n(k +1)

2
i

Where:

K - number of columns

n - number of rows

Ri - sum of the ranks

 Standard Deviation was used to measures the dispersion of a dataset relative

to its mean. The standard deviation is calculated as the square root of variance by

determining each data point's deviation relative to the mean. If the data points are

further from the mean, there is a higher deviation within the data set; thus, the more

spread out the data, the higher the standard deviation .

σ = Lower case sigma is the symbol for standard deviation

Σ = Upper case sigma is the summation symbol

X = Each individual value in the data set

x̅ = The arithmetic mean (known as “x-bar”)

n = The number of data points in the set (the number of X values)