CHAPTER 2

MODULAR LEARNING AND STUDENT ANXIETY AMONG SENIOR HIGH SCHOOL

STUDENT

INTRODUCTION

Anxiety is a common emotion that usually turns into a mental disorder. Usually
teenagers are among the one who are mostly affected by this. Students usually trigger
anxiety through their school work pressuring them with their social life. But this is
different from online classes with the addition of the pandemic. This Review of Related
Literature is evidence that there is a negative correlation between anxiety and student
achievement, and there is a negative between anxiety and realization of important
cognitive and emotional outcomes in Modular learning Education.

REVIEW OF RELATED LITERATURE

Researchers in the field recognized two types of anxiety, trait anxiety and state anxiety
where trait anxiety is the tendency of each person to be relatively stable internally and
able to respond to anxiety and state anxiety as the temporary emotional state of the
individual, as well as the structure of the intensity that changes and fluctuates over time.
This is a relatively stable and permanent personality trait that is neither bound to time
nor of any specific situation. Anxiety has an adverse effect on learning and achievement
because the anxiety caused in the educational environment tends to be context specific.
Many types of academic-related anxiety have been identified, including computer
anxiety, research anxiety, statistical anxiety, writing anxiety, foreign language anxiety,
general test anxiety and math anxiety (Onwuegbuzie, Jiao, & Bostick, 2004).

Ordinary students and students with learning disabilities are not the only students with
academic anxiety. Gifted students may also suffer from anxiety disorders. Fletcher and
Speirs (2012) studied how perfectionism and achievement motivation affect gifted
students. Perfectionist students may undergo from academic anxiety because of
unrealistic expectations set by themselves or others. Perfectionism is not restricted to
gifted students. In different studies, it was found that the amount of hours worked by the
students also had a bad effect on their academic performance. However, Brint and
Cantwell (2008) argued that the results of their study showed that Academic
performance is positively affected by the time spent with family

Huberty (2009) reported that anxiety affect students' behavior, cognition and physiology.
For example, for students with anxiety, high-risk testing can be very difficult. Anxious
students may also suffer from depression. He recommends that teachers and parents
work together to help students learn to handle with anxiety. Nadeem, Ali, and Zaidi
(2012) studied the impact of anxiety on student achievement at the University of
Bahawalpur in Pakistan. An in-depth survey of the results by these analytical data
shows that anxiety has an impact on students' academic performance. The results show
that when anxiety increases, the academic performance of both male and female
students declines.

Tuncay and Uzunboylu (2010) investigated student anxiety and resistance to learning
through distance education. Precisely the study pursued answers to questions such as
why students did not choose distance learning courses, the symptoms of anxiety, if any,
the performance of distance learners for distance learning, gender and the perception of
distance learners or any relationship between these factors. 120 distance education
students from Near Eastern University were observed, 96 of whom were interviewed.
Computer anxiety, language anxiety, and social anxiety are one of the reasons why
students resist distance learning. Akinsola and Nwajei (2013) conducted a research to
explore the relationship between test anxiety, depression, and academic performance.
The results showed that test anxiety, trait anxiety and depression coexisted and were
positively correlated, and negatively correlated with academic achievement. Shakir
(2014) study focuses to explore the relationship and impact of academic anxiety and
student academic achievement. The academic performance of students with high and
low academic anxiety groups, the academic anxiety group of male and female, the
academic anxiety group of female high school students, and the high anxiety level
between male and female students have significant differences in academic
performance and also between the low academic anxiety groups of male and female
students.

A few researchers have defined the anxiety in relation to language. Haskin (2003)
defines anxiety as a feeling of uneasiness, aggravation, self- doubt, lack of confidence,
or fear; intricately entwined with self-esteem issues and natural “ego-preserving”
worries. Spielberger (in Brown, 2007) stated that anxiety is “the subjective feeling of
tension, apprehension, nervousness, and worry associated with an arousal of the
automatic nervous system.”

Simpso
(2004), reports that the experience of the UK Open University is that 35% or more of
Learners withdraw before submitting their first assignment, which suggests that a
learner’s initial experience with eLearning may well have a significant impact on a
decision to drop out. Up until now, the studies that have looked at barriers to distance
education implementation have tended to view them from the technical or the
administrative side (Mitchell, 2009). While a growing body of research is seeking to
address the issue (Parker, 1999, Frankola, 2001, Diaz, 2002, Wang, et al2003, Rossett
and Schafer, 2003, Berge and Huang, 2004), little of this research considers the
learner’s experiences or point of view (Rossett and Schafer, 2003)

Based on the study conducted by Ambayon (2020), modular instruction is more

operative in the teaching-learning method as equated to usual teaching approaches
because in this modular approach the students learn in their own stride. It is unrestricted
self-learning panache in which instantaneous reinforcement, a comment is provided to
practice exercise, which stimulates the students and builds curiosity in them. Hence,
this kind of learning modality increases the student-centered approach in learning.
However, the implementation of modular instruction fostered various challenges to
teachers, students, and parents. The study of Dangle & Sumaoang (2020) showed that
the main challenges that emerged were lack of school funding in the production and
delivery of modules, students struggle with self-studying, and parents’ lack of
knowledge to academically guide their child/children. Hence, it is evident that there are
struggles associated with the use of modular distance learning.

According to Rifareal, stress is a "normal part of life," adding that this could also be
positive in some respects. Citing cases of her patients, Rifareal said that while some
students see distance learning as a source of stress, it also enables them to be better in
their studies. "When we are stressed we are pushed to study hard, para magaling tayo
sa (so we could be better in) exams and recitations," she explained. Echoing DepEd,
Rifareal said that one cannot directly link the stress that students experience during distance
learning with the reported deaths. However, Rifareal acknowledges that some of her
student clients talk about feeling burnt out due to their classes' workload, and struggling
with the new system due to a lack of resources. Still, she said these feelings are not the
sole culprits. "It’s always an interplay of these factors. Like what’s happening in their
family, or even relationships," she stressed.

Meanwhile, the DepEd said it would continue to reach out to teachers and students to
"provide them with vital mental and psychosocial services." The Philippines currently
has a landmark mental health law which secures the rights of persons with mental
health needs, provides mental health services, and promotes mental health education to
schools, barangays, and workplaces. The DepEd shifted to distance learning for the
coming school year to comply with President Rodrigo Duterte's directive for schools to
delay face-to-face classes until a coronavirus vaccine becomes available. There was a
heated debate in the country about when and how to start classes in the middle of an
untamed crisis. Parents and students pointed out their lack of finances to acquire
gadgets needed for distance learning.

Conclusion

The main source of stress for the students is the inadequacy of right support. There is a
standard evaluation procedure which does not give enough scope to the students to
experiment and push the boundaries to excel. There are many personal and social
factors that lead to stress among students. Lack of clarity and unavailability of right
career counselors lead to directionless goals, and even after graduating, students are
clueless with their careers and are insecure regarding. The pressure of the studies in
terms of academics, extra-curricular activities, assignments etc. has increased beyond
comparison. Parents expect their children to be a part of rat race and outshine their
competitors, to enhance their own social status in the society. Running behind numbers
is the new fad in this era of cut throat competition, sad reality but true. Every child is
different hence it is important for the parents to make their children realize the
importance of identification of their strengths and encourage them to pursue a career in
the area of their ability. It is important to do what you love or love what you do.
Managing the time effectively and ensuring that at least one physical exercise is done
on daily basis can become deterrent to stress and improve the span of attention and
hence become productive with academics.

Keywords:

Anxiety, Mental Health, Academic Performance, Student’s behaviour, Student

Achievements.