Republic of the Philippines

Department of Education
National Capital Region
Division of City Schools
LAGRO HIGH SCHOOL
Brgy. Greater Lagro, Quezon City
SENIOR HIGH SCHOOL

The Correlation of Student's Anxiety and Academic Performance Towards Physics

Subject on Grade 12 STEM Students In Lagro High School

A PARTIAL FULFILLMENT OF THE COURSE REQUIREMENTS IN PRACTICAL RESEARCH 2:

QUANTITATIVE RESEARCH

PRESENTED BY:

Lanbert G. Francisco

Dan Rafael S. Sebastian

STEM 12-A

SCIENCE & TECHNOLOGY, ENGINEERING, MATHEMATICS

OCTOBER 2017

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 ACKNOWLEDGEMENT

We highly appreciate and deeply acknowledge the following that have selflessly

shared their time and attention in making this thesis possible to be conducted.

To Mrs. Gemma B. Alejandro-Cabalar, our professor in Practical Research II for the supervision

of this study

To Mr. Jose Manga, our Research Adviser for the guidance of this study

To Dr. Dennis Angeles, Lagro Senior High School Coordinator for his love and assistance in

completing this thesis.

To Dr. Carina Ortiz Luis, Lagro Senior High School Focal Person, for her encouragement to

make this thesis possible

To Dr Maria Noemi M. Moncada, Lagro High School principal, for her never ending support.

To our family, for the unwavering support that really boosted our morale. To our classmates

and friends, for their endless support to me to gather information in STEM sections. To all

Lagro High School teachers, parents, and relatives, our deepest and purest token of gratitude

for your consideration, understanding, support and being my inspiration.

And most of all, to our God Almighty who has always there to guide, look after us, and give

hope and wisdom in doing this thesis. I offer Him all our strength and efforts in doing this

thesis.

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 INTRODUCTION

BACKGROUND OF THE STUDY

Physics is a difficult subject to take. It requires logical and analytical

thinking. Many students are having a hard time dealing with this subject because

they would feel intimidated to the problems as well as answering one problem

would be time-consuming.

(Steve, 2012, May 28) concluded that for many students, Physics is

the first science course that incorporates the necessary skill of basic algebra.

This combined with all the new terms, abbreviations, units, and symbols, can

make Physics seem like some kind of complex magic meant only for the elite to

comprehend. (It's most troubling when I witness people in the teaching

profession convey this same attitude.) At the point that (teenage) students

assume this opinion, they find it easy to tune out and avoid the subject until

their first progress/grade report indicates trouble.

Science anxiety was defined as a diffuse or vague fear which arises

in science learning situations (Mallow, 1978). It is suggested that like other

negative feelings, anxiety results from intervening self-messages rather than

from the science learning itself. Such messages as “I can never solve these

problems, I just don’t have a mind of a scientist” or “If I can’t pass this physics

course, I’ll never graduate from school” produce anxiety and reduce performance

in the physics course. (Mallow & Greenburg, 1983)

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 (Mallow, 2010) Science anxiety is defined as a debilitating

interaction of emotion--fear, with cognition--science learning. It often

manifests itself as a crippling panic on examinations in science classes,

but it is distinct from general test/performance anxiety. Students suffering

from science anxiety tend to be calm and productive in their non-science

courses, including their mathematics courses.

Thus it can be deduced that "Physics Anxiety" is a psychological

status, which come forth in people when dealing with mathematical and scientific

content whether in teaching and learning situation or in solving physics problems

and assessing the mathematical, as well as, scientific behaviour (Alam al-Hoda,

2005). Science anxiety is a fear or aversion toward science concepts, scientists,

and science-related activities. (Mallow, 2008).

Physics is a subject that needs a strong background when it comes

to calculating and visualizing formulas. (Vayne et. al, 2004) emphasizes that the

concepts in physics are the Classical Mechanics (The Laws of Motion),

Electromagnetism, Relativity and Thermodynamics. It is the basic forces that

rules the universe and it explains the astronomical phenomena on more modest

scales, such as planetary orbits, as well as everyday experience: objects fall;

heavy objects act as if they were glued to the ground, and animals can only

jump so high and it one of the core subjects that every STEM Students have to

take.

The lack of sufficient background in mathematics to do

4
mathematical activities and low self-esteem in mathematics will reinforce physics

anxiety. (Sherman and Fenma, 2010) showed in their research that anxiety is

one of the most serious limitations for training, so that it could cause a fear of

working with numbers, or understanding of mathematical theories aims

(theoretical support) and solving practical problems in everyday life.(Czerniak

and Chiarelott, 1984) also indicted that science anxiety is a factor influencing

science achievement in primary school students and suggested that high science

anxiety may cause low science achievement.

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PURPOSE OR RATIONALE

Science, Technology, Engineering, and Mathematics is a strand

under the Academic track that is prescribed on the Enhanced Basic Education

Curriculum where Science and Mathematics subjects are the specialized subjects.

However, many STEM Students would feel pressured, and some

had a hard time dealing with this subject. Student’s anxiety can cause an effect

on academic performance. Researchers theorized that this feeling of anxiety on

Physics subject could have an effect on the study habits as well as the academic

performance of Grade 12 STEM Students in Lagro High School.

Therefore, the main purpose of this study is to examine in-depth

the sources of science anxiety of the students’ who fail in physics course. The

results of this study might provide insights into what factors are affecting

students’ science anxiety in the physics courses.

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REVIEW OF RELATED LITERATURE

This chapter includes the ideas, concepts, and theories of different persons who

conducted a research on this field and from different books and references which

the researchers used to provide supplementary information. It was conducted for

the achievement of the goals and completion of the study

Foreign Literature

(Mallow, 2010) in his research, “Science Anxiety: Research and Action”, he

explained that the Science anxiety is related to general anxiety and to field of

study, but not significantly to national group. He conducted interviews with

eleven groups of Danish and American students. The interview topics included

gender and national components of science education, science anxiety, and

attitudes toward science. The groups were science and non-science students at

the upper secondary and university levels, and one group of American science

teachers who were students in a science enrichment program. The interviews

revealed a variety of relationships between and among science attitudes, science

anxiety, nationality, gender, and course of study. He also probed student

attitudes toward constructivist versus traditional views of science

Aside from his findings that gender and national components of science affects

the student’s anxiety level, he also found out that the confidence scores of

subjects in different science anxiety groups were compared and the relationships

7
between their math anxiety levels and confidence levels to teach mathematics

and science were investigated. The results suggest that low math anxious

preservice teachers are more confident to teach elementary mathematics and

science than are their peers having higher levels of math anxiety. He also

emphasizes that teachers directly affects the student’s anxiety by stating that

Teachers may also provoke anxiety. Who, for example, is teaching physics, the

least populated of high school science courses? An American Institute of Physics

(AIP) study at the beginning of this millennium (AIP 2001) yielded the startling

statistic that only 47% of the people teaching physics in high school had either a

minor or more in physics or physics education; only 33% had a bachelor’s degree

with a physics or physics education major.

(Grases, Pérez-Castelló, 2006) emphasizes that stress and anxiety of university

science students affects the academic performance of the university students.

The relations between the data obtained and various biochemical markers were

established. Results showed that the evaluated students did not experience

stress increase as a consequence of exams but suffered a significant increase in

anxiety.

(Chapell, Blanding, et. al 2005). Conducted astudy that investigated the

relationship between test anxiety and academic performance in 4,000

undergraduate and 1,414 graduate students and found a significant but small

8
inverse relationship between test anxiety and grade point average (GPA) in both

groups Low-test-anxious female graduate students had significantly higher GPAs

than high-test-anxious female graduate students, but there were no significant

GPA differences between low- and high-test-anxious male graduate students.

Female undergraduates had significantly higher test anxiety and higher GPAs

than male undergraduates, and female graduate students had significantly

higher test anxiety and higher GPAs than male graduate

(Gungor, 2007) determined the best-fitting structural equation model between

the freshmen's physics achievement and selected affective characteristics related

to physics. The characteristics are students' situational interest in physics,

personal interest in physics, aspiring extra activities related to physics,

importance of physics, importance of electricity, physics course anxiety, physics

test anxiety, physics achievement motivation, student motivation in physics, self-

efficacy in physics, self-concept in physics, and locus of control.

Hancock (2005) investigated the effects of students’ test anxiety and teacher’s

evaluation practices on students’ achievement and motivation at post the

secondary level. He found statistically significant results which revealed that all

students, especially students with high anxiety level, performed poorly and were

less motivated to learn. Thus he concluded that that when students who are

particularly test-anxious are exposed to a highly evaluative assessment

9
environment in their educational institution, they perform poorly and are less

motivated to perform. A research study conducted by Cassady& Johnson (2002)

“to investigate the effect of cognitive test anxiety on students’ academic

performance and found that cognitive test anxiety exerts a significant stable and

negative impact on academic performance measures”. Albero, Brown, Eliason&

Wind (1997), on the basis of their research study, concluded that students

having high test anxiety had significantly lower scores. Oludipe (2009) conducted

a study to explore how test anxiety affects students’ performance levels in the

sciences, especially in Physics, and concluded that “low test-anxious students

performed better than high test-anxious students on both numerical and non-

numerical tasks in Physics”. On the other hand, Schonwetter, (1995) by relating

this phenomenon to classroom instruction, the researchers further discussed

“how high test- anxious students were unable to benefit directly from organized

instruction, which ultimately affected their performance in class”.

Local Literature

(Meneses, 2008) argued that worry may give rise to anxiety and it is more often

imaginary than real and a generalized emotional state rather than specific one.

In short, the individual is not anxious about specific things. Worry forstudents

relates primarily to cognitive concerns about the consequences of failure.

Students whothink or verbalize a negative or pessimistic expectation manifest

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worry.One of the most threatening events that may cause anxiety among the

students today is examination.When students develop an extreme fear of

performing poorly on an examination, they mayexperience anxiety. Test anxiety

is a major factor contributing to a variety of negative outcomesincluding

psychological distress, academic underachievement, academic failure, and

insecurity.

Although many students have the cognitive ability to do well on examinations,

they may not able to do so because of a high level of anxiety.

(Bermis, 2008) states that State anxiety, which was the kind of anxiety that was

experienced by most of the students, is temporary in nature and only evident in

a specific situation, while trait anxiety is an enduring characteristic of a person, a

fairly stable characteristic with pervasive effects or is evident in diverse aspects

of a person’s life. The level of stress exists and may persist for long, when it

remained uncorrected one may experience the symptoms of anxiety. Stress built

up over time until it reaches a point where coping with it seems difficult. Those

with anxiety problems have a style of coping with stressful events which

persistently aggravate the problem. They make unreasonable demands and

would go through kind of denial that the problems do not exist. However, this

persistent behavior of denial is indeed very stressful and may further aggravate

the situation. The level of stress exists and may persist for long, when it

remained uncorrected one may experience the symptoms of anxiety. Stress built

up over time until it reaches a point where coping with it seems difficult. Those

11
with anxiety problems have a style of coping with stressful events which

persistently aggravate the problem. They make unreasonable demands and

would go through a kind of denial that the problems do not exist. However, this

persistent behavior of denial is indeed very stressful and may further aggravate

the situation

(Bulatao, 2007) Defined that Anxiety is universal and everyone experiences this

feeling in varying degree. It is an emotional reaction characterized by fearful

anticipation of an unpleasant event in the future. Fear is a reaction to a real

external danger that threatens the person with possible injury and has no real

external stimulus but the individual himself. Anxiety is an unpleasant state that is

associated with feeling of uneasiness, apprehension, and heightened

physiological arousal. According to Freud, it arises when there is an unconscious

conflict between the id’s and superego’s desire regarding how to satisfy a need;

the ego, caught in the middle, reacts by creating a feeling of anxiety. Anxiety is

differentiated into (a) State Anxiety, it is a transitory emotional reaction to the

individual’s perception of a threatening or dangerous situation, and (b) Trait

Anxiety, it is a relatively stable tendency to interpret situations as a threatening

or dangerous and to react to them with anxiety. Studies have shown that the

level of anxiety of the students affect their academic performance.

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CONCEPTUAL FRAMEWORK

A. Students’ profile relative to Science Anxiety of

gender, age, JHS Program, Grade 12 STEM

Gen. Ave in Gen. Physics I Students

st
and score in 1 periodical

exam in Gen. Physics II

Improvement of Students
Performance in Physics

Figure 1 The conceptual framework on the Grade 12 STEM Students’

performance in Physics

RESEARCH PARADIGM

Figure 1 shows the paradigm of the study. For the input, the

researchers gathered the profiles of the students including age, gender, general

average for General Physics I, and their Score in first periodical exam in General

Physics II.

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STATEMENT OF THE PROBLEM:

This study aims to determine if there is a significant relationship

between the student’s anxieties to their study habits in Physics of the Grade 12

STEM students in Lagro Senior High School.

Specifically, this study sought to answer these following questions

1. What are the profiles of the respondents according to:

a. Gender

b. Junior High School Program: STE and Regular

c. Age

d. General Average in General Physics I

2. What are the manifestation of science anxiety as well as the

reasons why the respondents acquires physics anxiety

3. What is the mean score of Grade12 STEM Students in the first

Periodical exam in General Physics II

a. Average score of each sections

b. Weighted mean score of Grade 12 STEM Students

4. Is there a significant relationship and effect between physics

anxiety and the respondents study habits

5. To what extent does it affect between physics anxiety and the

respondents study habits

6. Is there a way to reduce the student's anxiety on studying Physics

Subject?

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STATEMENT OF THE HYPOTHESES

H0: There is no significant relationship between student’s anxiety towards

Physics and it does not affect his/her academic performance; the

average first grading grade in General Physics II of STEM students

above 90.

Ha: There is a significant relationship between student's anxiety towards

Physics and it affects his/her academic performance; the average first

grading grade in General Physics II of STEM students is below 90.

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SIGNIFICANCE OF THE STUDY

This research is made to fulfill the requirements in the first

semester to the subject Practical Research II to Mrs. Gemma B. Alejandro-

Cabalar

The researchers’ aim to show determine if there is a significant

relationship between the student’s anxieties to their study habits in Physics of

the Grade 12 STEM students in Lagro Senior High School. To make a reference

for the other students/researchers related to this study.

This study is very significant because it shows that each of one

have the capability to know what the problem in our society and the researchers

is found that we may solve or suggest a solution for it.

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SCOPE AND DELIMITATION OF THE STUDY

This study involves 118 Senior High School Grade 12 STEM

students in Lagro Senior High School for the school year 2017-2018. The

questionnaires will be delimited in acquiring primary and secondary annotations

about the student’s anxiety in Physics.

The 45 STEM students are the respondents. The STEM are

consisting of 38 students from STEM 12-A, 41 students from STEM 12-B, and 39

students from STEM 12-C.

This study is based from the interpretation of the researchers and

influenced by the data gathered.

This study focuses on the Student’s anxiety on Physics in Lagro

Senior High School.

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 Definition of Terms

Anxiety - defined as a painful or apprehensive uneasiness of mind usually over

an impending or anticipate ill. In this study, it refers to the feeling of strong

repugnance and constant fear in Physics subject

Study Habits - this refers to the student's way of studying. Physics - it is

defined as a science that deals with matter and energy and the way they act on

each other in heat, light, electricity, heat, and sound (Merriam-Webster

Dictionary). In this study, this refers to the specialization subject that is

required to take in STEM units.

Mean - refer to te average scores of the STEM students based on their quizzes,

activities, and tests

Gender - this refers to the behavioral, cultural, or psychological traits typically

associated with one sex (Merriam-Webster Dictionary)

STE - this refers to the high school program where students who have a high

aptitude in science and math are taking advance units prior to their curriculum

Regular refers to the students who are taking the general curriculum and

doesn't take advance units in science and mathematics.

18
 METHODS AND PROCEDURE

The primary objective of this research is to collect quantitative data

to see the how high is the Student’s Anxiety in Physics of Grade 12 students.

This chapter will cover the research design, population studied,

data collection process, mathematical formula, instrument, and the data validity

and reliability.

RESEARCH DESIGN

The study was mainly quantitative under a constructed

online questionnaire as a main data collection tool. The choice of this

design was attributed to two main reasons. First, it enabled the

researcher to use data on frequency of a phenomenon to investigate

the relationship between variable of interest among large group of

people.

SOURCES OF DATA

The researchers used existing documents and records

found on the Internet. Furthermore, used the information gathered

from the survey made to thoroughly interpret and analyze the study.

19
 The data used in this paper was primary and secondary

data. The primary data was the taken from the researcher’s survey

and assessments. The secondary data used came from the following:

a. Newspaper articles

b. Researches in the internet

c. Websites and Blog sites.

d. Google Forms

SAMPLING PROCEDURES

The researchers made their own format for this research

as what they think the research format is. They didn’t found any

related study to their research so it made them difficult to do because

they don’t have references.

The researchers used on-place survey, instead of using

online survey e.g. Google Forms, we photocopied the questionnaire

and the permit for survey for us to show formality to the respondents

They asked their friends from other section to help

them gather data from each STEM sections.

20
 They used this gathered data to be a sample for the

population to estimate rates of STEM.

RESEARCH LOCALE

The study was conducted in the Lagro Senior High

Building to students, from the STEM sections namely; STEM 12-A,

STEM 12-B, and STEM 12-C. And one-hundred eighteen students

conveniently agreed to take part in this survey.

RESEARCH INSTRUMENT

The questionnaire method was used as the primary instrument in

gathering the data that would support the study regarding to the Student’s

Anxiety in Physics in Grade 12 Lagro high school (Senior High School) students.

Survey Questionnaire (Quantitative Data) was designed so that most of the

respondents could be able to answer the question by filling up a rate on the

appropriate space provided on the questionnaire.

As advised by our research adviser, we used four scales in the

questionnaire for the respondents not choose the maybe part.

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 TREATMENT OF THE DATA

To get the Normal Distribution:

x −μ
Z=
σ

Where:

Z=standard score,

μ=population mean, and

σ=population standard deviation

To get the mean of the given values let us use:

μ=
∑x
n

Where:

μ=mean,

∑ x =∑ of t h e elements ,∧¿

n=number of elements

To get the Standard Deviation of a population

σ =√ ∑ ¿ ¿ ¿ ¿

μ=mean ,

x=eac h value of a population∧¿

n=number of elements

22
 Confidence level 90% 95% 97% 98% 99%

or (1-α )100%
zα / 2 1.64 1.96 2.17 2.33 2.58

σ σ
μ− z α
2
( )
√n
< μ< μ+ z α ( )
2 √n

Where:

µ=mean

zα
2
( √σn )= margin of error
α = alpha

σ =¿

The 5-Step Solution using critical value approach are as follows:

Step 1: Indicate the Null Hypothesis and the Alternative Hypothesis of the study.

Step 2: Indicate a specific level of significance and the achieved critical value.

Step 3: Computation

Step 4: Decision Rule

 If Zcomputed ≥Zcritical REJECT H0

 If Zcomputed ¿Zcritical DO NOT REJECT H0

23
Step 5: Draw a conclusion out of the process.

24
 RESULTS AND DISCUSSION

This chapter presents the analysis and interpretation of data gathered

sequentially. The data presented in tabular forms with the corresponding textual

presentation and interpretation.

The study involved the 118 randomly selected students from three section

of Grade 12 STEM in Lagro High School (SHS). They were given a 15-item

questionnaire that characterized asks about their self test about their anxiety on

Physics and how does it affects their performance towards Physics. Presented in

the following table gave presentations on the gathered data and distribution of

responses about their Physics anxiety and grades and scores to General Physics

II.

SECTION

33% 32%

STEM 12-A
STEM 12-B
STEM 12-C
35%

Figure 2: This chart represents the percentage of the number of the respondents according to

their sections

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Table 1: Frequency and Percent Distribution according to their sections

Three selected sections

Total
Rate STEM 12-A STEM 12-B STEM 12-C
F % F % F % F %
Total of respondents 20 31.746 22 34.9206 21 33.3333 63 100%

The table presents that the respondents of the study were from three

sections of STEM. Most of the respondents of the study were from STEM 12-B

with a percentage of 34.92% and a frequency of 22, STEM 12-C has a

percentage of 33.33% and frequency of 21 and STEM 12-A has a percentage of

31.75% and frequency of 20.

AGE

16
14
12
10
16
8
17
6
18
4
2
0

STEM 12-A STEM 12-B STEM 12-C

Figure 3: This chart represents the frequency of ages of the respondents

This chart represents the percentage of the ages of the respondents. The

3.17% of the respondents answered that they are 16 years old, 60.31%

26
answered 17 years old, and 36.52% answered they are 18 years old. It can be

deduced that the respondents are either 17 or 18 years old and are capable of

answering the survey questions that was given to them in a more independent

manner.

GENDER

18
16
14
12
10
MALE
8
FEMALE
6
4
2
0
STEM 12-A STEM 12-B STEM 12-C

Figure 4: This chart represents the frequency of genders of the respondents

This chart represents the percentage of the genders of the respondents.

The 65.08% of the respondents are males; while 34.92% are females. In STEM

12-A, 65% of the respondents are males and 35% are females. And, In STEM

12-B, 72.73% of the respondents are males and 27.27% are females. While, In

STEM 12-C, 57.14% of the respondents are males and 42.86% are females.

It can be implied that the STEM Section, the only section in the Senior

High School that has specialized on science, are dominated by male. We can

implied that: First, since that STEM, the strand that is specialized in science, are

dominated by male, it can be inferred that women are far more anxious to take

27
up science subjects. This supports the idea that: “Female students are more

anxious in science than males, their career choices, driven by avoidance of

science, still preclude them from assuming their rightful place in technological

society” (Udo, Mallow et. al, 2010) Second, the

anxiety in female will determine how the future generation will learn science as

most of the female students will take up General Education

course in college based on the results of the research of Udo, Mallow et. al,

2010.

JUNIOR HIGH SCHOOL PROGRAM

25

20

15
STE
10 REGULAR

0
STEM 12-A STEM 12-B STEM 12-C

Figure 5: Junior High School Program of the STEM Students

This chart represents the percentage of the Junior High School Programs

of the respondents. The 19.05% of the respondents are STE; while 80.95% are

took Regular JHS Program. In STEM 12-A, 30% are STE and 70% are regular

28
students. And, In STEM 12-B, 22.73% are STE and 77.27% are regular students.

While, In STEM 12-C, 4.76% are STE and 95.24% are regular students.

STE, as discussed in the definition of terms, refers to the Junior High

School Program of Lagro High School specialized in science during their high

school days while the regular students, on the other hand, refers to the program

wherein the students would take up the standard curriculum prescribed by the

Department of Education (DepEd). Based on the data given above, most of the

STEM students in Lagro High School came from the Regular sections/program,

which means that their knowledge in science were not as broad or they don’t

possess the extensive knowledge in science as most of the STE students do

possess.

Therefore we can infer that one of the main reasons why most of the

STEM students in Lagro High School are having a hard time and anxious towards

physics is because most of them don’t possess the extensive knowledge required

to compete in the challenging environment of STEM strand.

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Table 2: Frequency and Percent Distribution of their grade in First grading of General Physics

II

Three selected sections Total

GRADE STEM 12-A STEM 12-B STEM 12-C
F % F % F % F %
76-80 0 0 0 0 3 4.54545 3 4.545455
81-85 0 0 12 18.1818 5 7.57576 17 25.75758
86-90 3 4.54545 8 12.1212 6 9.09091 17 25.75758
91-95 12 18.1818 0 0 0 0 12 18.18182
96-100 5 7.57576 0 0 0 0 5 7.575758
Total of responds 20 30.303 20 30.303 14 21.2121 54 81.81818

Total of respondents 20 30.303 22 33.3333 24 36.3636 66 100

The 25.76% of respondents answered that their grade in first grading of

General Physics II are ranging from 81 to 90. The 18.18% of respondents

answered that their grade is ranging from 91 to 95. The 7.58% of respondents

answered that their grade is ranging from 96 to 100. However, the 4.55% of

respondents answered that their grade in first grading of General Physics II are

ranging from 76 to 80.

From this data, we can infer that from sections B and C are far more

anxious when it comes to studying physics rather than the learners from Section

A.

30
 Table 3: Tally of the grade in First grading of General Physics II

X f(x) P(x) x·p(x) x-µ (x-µ)² (x-µ)²·p(x)

78 3 0.055556 4.333333333 -9.9074074 98.15672154 5.453151196
83 17 0.314815 26.12962963 -4.9074074 24.08264746 7.581574201
88 17 0.314815 27.7037037 0.09259259 0.008573388 0.00269903
93 12 0.222222 20.66666667 5.09259259 25.93449931 5.76322207
98 5 0.092593 9.074074074 10.0925926 101.8604252 9.431520856
µ= 87.9 f(x)= 54 p(x)= 1 ΣX·p(x)= 87.91 Σx-µ= 0.463 Σ(x-µ)²= 250 Σ(x-µ)²·p(x)= 28.23
Mean (µ) = 87.91

Variance = 28.23

Standard deviation = 5.31

The average of their grade in first grading of General Physics II is 87.91

with a variance of 28.23 and standard deviation of 5.31. Subsequently, Table 3

shows the mean percentage of the chosen STEM students, which is 87.91. This

data shows that, since most of the STEM students of Lagro High School came

from regular section, it can be inferred that they’re anxious as Table 2 and 3

shows that it affects their academic performance as they gathered a mere 87.91

average, a grade that falls in the classification of “B” rank (Tanhueco-Tumapon,

2016) in the grading systems here in the country. The researchers concluded

that anxiety in physics hinders the advancement of STEM student’s knowledge as

they are afraid of dealing with this subject.

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Table 4: Frequency and Percent Distribution of their scale if they can solve Physics problems

on their own

Three selected sections

Total
SCALE STEM 12-A STEM 12-B STEM 12-C
F % F % F % F %
1 1 1.5873 0 0 0 0 1 1.5873
2 4 6.3492 4 6.3492 1 1.5873 9 14.286
3 9 14.286 17 26.984 18 28.571 44 69.841
4 6 9.5238 1 1.5873 2 3.1746 9 14.286
Total of responds 20 31.746 22 34.921 21 33.333 63 100

Total of respondents 20 31.746 22 34.921 21 33.333 63 100

The 69.84% of respondents answered that they can solve physics

problems on they own categorized as a fair amount. The 14.29% of respondents

answered that they can solve physics problems on they own categorized as a

very much and a little. However, the 1.59% of respondents answered that they

can solve physics problems on they own categorized as a not at all.

From this data, we can conclude that several students in the STEM section

are frightened to answer or solve physics problems on their own as there are

significantly amount of students, who are supposedly to excel in every science

unit as a STEM student, are having a hard time on dealing and solving the

everyday questions that this subject demands. Subsequently, this data affirms

that revealed that all students, especially students with high anxiety level,

performed poorly and were less motivated to learn (Hancock, 2005)

32
Table 5: Frequency and Percent Distribution of their scale if their teachers are very

approachable and discuss the lessons thoroughly

Three selected sections

Total
SCALE STEM 12-A STEM 12-B STEM 12-C
F % F % F % F %
1 1 1.5873 0 0 0 0 1 1.5873
2 6 9.5238 1 1.5873 1 1.5873 8 12.698
3 3 4.7619 12 19.048 11 17.46 26 41.27
4 10 15.873 9 14.286 9 14.286 28 44.444
Total of responds 20 31.746 22 34.921 21 33.333 63 100

Total of respondents 20 31.746 22 34.921 21 33.333 63 100

The 44.44% of respondents answered that their teachers are very

approachable and discuss the lessons thoroughly categorized as very much. The

41.27% of respondents answered that their teachers are very approachable and

discuss the lessons thoroughly categorized as a fair amount. The 12.70% of

respondents answered that their teachers are very approachable and discuss the

lessons thoroughly categorized as a little. However, the 1.59% of respondents

answered that their teachers are very approachable and discuss the lessons

thoroughly categorized as a not at all.

33
 Table 6: Student's tendency to ask questions during Physics discussion

X f(x) P(x) x·p(x) x-µ (x-µ)² (x-µ)²·p(x)

1 10 0.1587 0.1587302 -1.30159 1.6941295 0.268909445
2 32 0.5079 1.015873 -0.30159 0.0909549 0.046199315
3 13 0.2063 0.6190476 0.69841 0.4877803 0.100653077
4 8 0.127 0.5079365 1.69841 2.8846057 0.366299136
µ= 2.30(x)= 63(x)= 1 X·p(x)= 2.3x-µ= 0.8 (x-µ)²= 5.2(x-µ)²·p(x)= 0.78

Mean (µ) = 2.30

Variance = 0.78

Standard deviation = 0.88

The average of their scale asking a question during Physics class

discussion is with 2.30, categorized as a "Little". This data has variance of 0.78

and standard deviation of 0.88.

From this data we cannot directly infer that the students are not

frightened enough or confident in their learning but rather, it gives us two

assumptions; First is that the students understand the lesson prior to the

discussion of their physics teacher but they couldn't express or apply their

knowledge using mathematical statements., Second is they're anxious to the

point that they cannot bring themselves to ask some questions to clarify the

ideas that was not clear to them.

34
 STEM 12-C
NOT AT
ALL
A LITTLE
STEM 12-B
A FAIR
AMOUNT
VERY
STEM 12-A
MUCH

0 2 4 6 8 10 12 14 16

Figure 6: Frequency of students who are afraid to answer a physics problem.

This chart represents the frequency respondents afraid to answer a

physics problem. The 49.21% of the respondents are a fair amount frightened to

answer physics problem, Can you calculate the magnitude of the electric field?

While 20.64% are very much frightened. However, 19.05% and 11.11% of the

respondents are a little and not at all frightened, respectively, to answer that

physics problem.

From this data, we can infer that different sections has a very different

opinions and approaches when it comes to anxiety in answering a physics

problem. As the figure 6 shows that STEM 12-C are very anxious when it comes

to solving a physics questions, STEM 12-B shows the same frequency of

anxiousness but it can be noticed that a number of respondents are confident in

answering a physics problem compared to STEM 12-C. Generally, we can

conclude that even though Grade 12 STEM students of Lagro High School are

35
 anxious when it comes to physics subject, they don't use this as an excuse of not

trying to solve a physics problem.

25

20

15 NOT AT ALL
A LITTLE
A FAIR AMOUNT
10
VERY MUCH

0
STEM 12-A STEM 12-B STEM 12-C

Figure 6: This chart represents the frequency of respondents studied before the first quarter
exam in General Physics 2

This chart represents the frequency respondents studied before the first

quarter exam in General Physics 2. The 44.44% of the respondents reviewed a

little before the examination. And, 33.33% are reviewed a fair amount for the

periodical exam. However, 11.11% of the respondents didn’t review before the

exam. These conclude that the study habits really affect the physics anxiety.

14 8
12 6
10 4

36
 2

0
VERY MUCH A FAIR AMOUNT A LITTLE NOT AT ALL

STEM 12-A

STEM 12-B

STEM 12-C

Figure 7: This chart represents the frequency of respondents that help their fellow student in
answering physics problem

This chart represents the frequency respondents that help their fellow

student in answering physics problem. The 42.86% of the respondents answered

that they help a fair amount to their friends on answering physics problem. The

30.16% answered they help a little their friends. While, 20.64% help their

friends very much on answering physics problems. However, 6.35% not at all

help their friends on answering physics problems. (See Table 7)

Table 7: Tally of the scale that the students help their fellow student in answering physics
problem

37
 Three selected sections
Total
SCALE STEM 12-A STEM 12-B STEM 12-C
F % F % F % F %
1 1 1.5873 0 0 0 0 1 1.5873
1.587
2 6 9.5238 1 1.5873 1 3 8 12.698
3 3 4.7619 12 19.048 11 17.46 26 41.27

14.28
4 10 15.873 9 14.286 9 6 28 44.444

33.33
Total of responds 20 31.746 22 34.921 21 3 63 100

33.33
Total of respondents 20 31.746 22 34.921 21 3 63 100

Table 8: Tally of the scale that the students help their fellow student in
answering physics problem

X f(x) P(x) x·p(x) x-µ (x-µ)² (x-µ)²·p(x)

1 4 0.063492 0.063492063 -1.7777778 3.160493827 0.200666275
2 19 0.301587 0.603174603 -0.7777778 0.604938272 0.182441701
3 27 0.428571 1.285714286 0.22222222 0.049382716 0.021164021
4 13 0.206349 0.825396825 1.22222222 1.49382716 0.308250049
µ= 2.78 f(x)= 63p(x)= 1 ΣX·p(x)= 2.778Σx-µ= -1.11 Σ(x-µ)²= 5.309 Σ(x-µ)²·p(x)= 0.713

Mean (µ) = 2.78

Variance = 0.71

Standard deviation = 0.84

The average of their scale of the students that help their fellow student in

answering physics problem is with 2.78, categorized as a fair amount. It shows

38
that the STEM students help their friends a fair amount in answering physics

problems. It has variance of 0.71 and standard deviation of 0.84.

39
 This research claims that the STEM students’ average grade in General

Physics II of STEM students is 90.

Using the five-step hypothesis testing procedure:

1. Null Hypothesis (H0) and Alternative Hypothesis

(Ha). H0: µ=90

HA:µ≠90

2. Statistical Test = z-test (two-tailed)

(Since the confidence level is 95%)

Zcritical=1.96 (see appendix C)

3. Computation
⁄√ ⁄√

(NEGATIVE SIGN could be disregarded since the test is

two-tailed)

4. Decision (reject or not to reject H0)

Since the computed z (disregarding negative sign) is greater than

the critical value of z, H0 is REJECTED.

40
5. Conclusion

There is sufficient evidence to deny the research’s claim. The

selected STEM student's general average in physics for the 1st

grading period is below 90, a grade that would be the "A" rank.

This grade falls between 90% - 95 % in the grading systems in the

Philippines(Tanhueco-Tumapon,2016)

41
 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This study was made to determine and analyze the correlation of

Student's Anxiety and Academic Performance towards Physics Subject on Grade

12 STEM Students in Lagro High School

The randomly selected students answered the questionnaire. The

questionnaire, which was derived and modified survey questionnaire from

"Science Anxiety Questionnaire (SAQ) from the study of (Mallow, Udo, et. al,

2005) has randomly type of questions.

The first objective of the study was to examine the Student's Anxiety and

Academic Performance towards Physics Subject on Grade 12 STEM Students in

Lagro High School, after the data collection and analysis the major findings of

the this question follows: the result of the survey indicated the Student's Anxiety

and Academic Performance towards Physics Subject on Grade 12 STEM Students.

From the z-score formula, we get the z-score of the mode from computing

the mean, variance and standard deviation; the researchers got a negative value

of z and near to the 0. It means that it is closer to the mean and thus, the data

is more reliable.

42
Summary of Findings:

From the information and facts that were collected and tabulated in the

previous chapter of this study. It aims to answer the questions presented by the

researcher and are summarized as follows:

1. What are the profiles of the respondents according to: Gender,

Junior High School Program: STE and Regular, Age, General Average in

General Physics II?

In the questionnaire, the researchers gave the respondents

freedom whether to state their First Grading Grade in General Physics II and

other needed information. Most of the respondents of the study were from STEM

12-B with a percentage of 34.92% and a frequency of 22, STEM 12-C has a

percentage of 33.33% and frequency of 21 and STEM 12-A has a percentage of

31.75% and frequency of 20. Based on the percentage of Age of the

respondents. The 3.17% of the respondents answered that they are 16 years

old, 60.31% answered 17 years old, and 36.52% answered they are 18 years

old. It can be deduced that the respondents are either 17 or 18 years old and

are capable of answering the survey questions that was given to them in a more

independent manner. The percentage of the Junior High School Programs of the

respondents. The 19.05% of the respondents are STE; while 80.95% are took

43
Regular JHS Program. In STEM 12-A, 30% are STE and 70% are regular

students. And, In STEM 12-B, 22.73% are STE and 77.27% are regular students.

While, In STEM 12-C, 4.76% are STE and 95.24% are regular students. The

average of their grade in first grading of General Physics II is 87.91 with a

variance of 28.23 and standard deviation of 5.31.

2. What are the manifestation of science anxiety as well as the reasons

why the respondents acquires physics anxiety?

The 44.44% of respondents answered that their teachers are very

approachable and discuss the lessons thoroughly categorized as very much. The

41.27% of respondents answered that their teachers are very approachable and

discuss the lessons thoroughly categorized as a fair amount. The 12.70% of

respondents answered that their teachers are very approachable and discuss the

lessons thoroughly categorized as a little. However, the 1.59% of respondents

answered that their teachers are very approachable and discuss the lessons

thoroughly categorized as a not at all. The average of their grade in first grading

of General Physics II is 87.91 with a variance of 28.23 and standard deviation of

5.31. Subsequently, Table 3 shows the mean percentage of the chosen STEM

students, which is 87.91.

44
3. What is the mean score of Grade12 STEM Students in the first

Periodical exam in General Physics II? Average score of each sections?

Weighted mean score of Grade 12 STEM Students?

The average of their grade in first grading of General Physics II is 87.91

with a variance of 28.23 and standard deviation of 5.31. Subsequently, Table 3

shows the mean percentage of the chosen STEM students, which is 87.91. The

25.76% of respondents answered that their grade in first grading of General

Physics II are ranging from 81 to 90. The 18.18% of respondents answered that

their grade is ranging from 91 to 95. The 7.58% of respondents answered that

their grade is ranging from 96 to 100. However, the 4.55% of respondents

answered that their grade in first grading of General Physics II are ranging from

76 to 80. From this data, we can infer that from sections B and C are far more

anxious when it comes to studying physics rather than the learners from Section

A.

4. Is there a significant relationship and effect between physics anxiety

and the respondents study habits

The 69.84% of respondents answered that they can solve physics

problems on they own categorized as a fair amount. The 14.29% of respondents

answered that they can solve physics problems on they own categorized as a

very much and a little. However, the 1.59% of respondents answered that they

can solve physics problems on they own categorized as a not at all.

From this data, we can conclude that several students in the STEM section

45
are frightened to answer or solve physics problems on their own as there are

significantly amount of students, who are supposedly to excel in every science

unit as a STEM student, are having a hard time on dealing and solving the

everyday questions that this subject demands.

CONCLUSION

Accept the alternative hypothesis (Hα), reject the null hypothesis (HO). The

st
results from the first periodical Exam and their grades for the 1 Grading Period

shows that fear that arises from not wanting to solve physics problem directly

affects their academic performance in the physics subject.

From the data that were given above, it is more evident that students who

did not took advance science courses or even have an extensive knowledge

about science are more prone to have an anxiety when they take up STEM

strand in the Senior High School (SHS)

46
 RECOMMENDATIONS

1. Teachers should use effective, revolutionary, and creative way to teach and

introduce to the STEM Students in Lagro High School the physics subject

2. The teachers should be more considerate to the students when it comes to

subject requirements for example, in a lesson, the teacher should be more

patient by elaborating the key points of the lesson

3. Teachers should encourage the students to overcome their fear by giving them

a lift in the lessons. They should elaborate some points which are complicated

in nature,

4. Teachers should give more time to the students when answering or solving

physics questions because anxiety arises from the fear of failure of not meeting

the deadline.

5. School should improve its Learning Resources Center (LRC) for the students to

persuade to learn more about physics subject.

47
 APPENDIX A

Republic of the Philippines

Department of Education
National Capital Region
Division of City Schools
LAGRO HIGH SCHOOL
Brgy. Greater Lagro, Quezon City
SENIOR HIGH SCHOOL

PHYSICS ANXIETY QUESTIONNAIRE

Name (Optional): ________________________Date: __________________

Section: _______________________Age: _______ Gender: ___________

JHS PROGRAM:

STE REGULAR
Predicted 1ST Grading Grade in General Physics
2:__________________

Score on 1ST periodical exam in General Physics

2:__________________

The items in the questionnaire refer to things and experiences that may
cause fear or apprehension. For each item, place a check mark on the line
under the column that describes how much YOU ARE FRIGHTENED BY IT
NOWADAYS.

4: Very much 3: A fair amount 2: Not at all 1: A

little

1. Can you solve Physics problems on your own?

4 3

48
 2 1

2. In a Physics class discussion, teachers are very approachable and discusses the
lessons thoroughly

4 2
3 1
3. Asking a question during Physics class discussion.

4 2
3 1
4. Can you calculate the magnitude of the electric field?

4 2
3 1
5. Studying for a first quarter exam in General Physics 2.

4 2
3 1
6. Planning to compute for electric potential differences.

4 2
3 1
7. Deriving formula for electric potential differences.

4 2
3 1
8. Getting the Electrostatics or the excess electrons of a battery.

4 2
3 1

49
9. Planning the electrical circuit or pathway for a simple “light bulb” experiment.

4 2
3 1
10. Answering what does electric potential differences applied in CRT: TV.

4 2
3 1
11. Computing for Joules, Coulombs, and Volts.

4 2
3 1
12. Relates electric charge and electric field.

4 2
3 1
13. Answering “Does the electric flux through the surface change?”

4 2
3 1
14. Draw a dozen electric field lines and two equipotential lines.

4 2
3 1
15. Helping your fellow student in answering his/her physics problem

4
3
2
1

50
 APPENDIX B

GANTT CHART

Research Processes Start Duration End

Research Proposal 31-Jul 12 11-Aug

Identifying the problem 10-Aug 2 11-Aug

Deciding The Research Method 10-Aug 3 12-Aug

RRL (Read Articles & Studies) 10-Aug 6 15-Aug

Writing The Introduction 10-Aug 2 11-Aug

Hypothesis and Significance of the Study 10-Aug 6 15-Aug

Scopes and Delimitations; Definition of terms 10-Aug 8 17-Aug

Developing a Questionnaire 11-Aug 2 12-Aug

Theoretical and Conceptual Framework 12-Aug 5 16-Aug

Pre-testing a Questionnaire 13-Aug 7 19-Aug

Data Collection 20-Aug 9 28-Aug

Proofreading and Revising Of Paper 21-Aug 3 23-Aug

Data Transcription and Coding 27-Aug 7 2-Sep

Interpreting the Results 31-Aug 9 8-Sep

Conclusions and Recommendations 2-Sep 6 7-Sep

Proofreading and Revising Of Paper 8-Sep 8 12-Sep

Abstract and Acknowledgements 13-Sep 2 14-Sep

51
Thesis Approval /Defense 15-Sep 2 16-Sep

AUGUST
TASK DURATION 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
M T W TH F S SU M T W TH F S SU M T W TH F S SU M T W TH F

RESEARCH PROPOSAL 12 days

IDENTIFYING THE PROBLEM 2 days

THEORETICAL AND CONCEPTUAL FRAMEWORK 5 days

DECIDING THE RESEARCH METHOD 3 days

RRL (READ ARTICLES & STUDIES) 6 days

WRITING THE INTRODUCTION 2 days

HYPOTHESIS AND SIGNIFICANCE OF THE STUDY 6 days

SCOPES AND DELIMITATIONS;DEFINITION OF
8 days
TERMS
DEVELOPING A QUESTIONNAIRE 2 days

PRE-TESTING A QUESTIONNAIRE 7 days

DATA COLLECTION 9 days

DATA TRANSCRIPTION AND CODING 7 days

INTERPRETING THE RESULTS 9 days

CONCLUSIONS AND RECOMMENDATIONS 6 days

PROOFREADING AND REVISING OF PAPER 11 days

ABSTRACT AND ACKNOWLEDGEMENTS 2 days

THESIS APPROVAL /DEFENSE 2 days

SEPTEMBER
TASK DURATION 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
S SU M T W TH F S SU M T W TH F S SU M T W TH F S SU M T W

RESEARCH PROPOSAL 12 days

IDENTIFYING THE PROBLEM 2 days

THEORETICAL AND CONCEPTUAL FRAMEWORK 5 days

DECIDING THE RESEARCH METHOD 3 days

RRL (READ ARTICLES & STUDIES) 6 days

WRITING THE INTRODUCTION 2 days

HYPOTHESIS AND SIGNIFICANCE OF THE STUDY 6 days

SCOPES AND DELIMITATIONS;DEFINITION OF
8 days
TERMS
DEVELOPING A QUESTIONNAIRE 2 days

PRE-TESTING A QUESTIONNAIRE 7 days

DATA COLLECTION 9 days

DATA TRANSCRIPTION AND CODING 7 days

INTERPRETING THE RESULTS 9 days

CONCLUSIONS AND RECOMMENDATIONS 6 days

PROOFREADING AND REVISING OF PAPER 11 days

ABSTRACT AND ACKNOWLEDGEMENTS 2 days

THESIS APPROVAL /DEFENSE 2 days

52
 REFERENCES

Abbasi, Samadzadeh, et al.(2013). Study of Mathematics Anxiety in

High School Students and Its Relationship with Self-Esteem and Teacher’s

Personality Characteristics. Retrieved from https://www.sciencedirect.com/

Kaya and Yildirim (2014). Science Anxiety among Failing Students.

Retrieved from http://ilkogretim-online.org.tr

Mallow, Jeffry V. (2010, October 01). Gender, Science Anxiety, and

Science Attitudes: A Multinational Perspective. Retrieved from

http://www.un.org/womenwatch/daw/egm/gst_2010/Mallow-EP.5-EGM-ST.pdf

Steve P. (2012, October 28). Physics Anxiety. Retrieved from

https://www.wyzant.com/resources/blogs/8721/physics_anxiety

Wikipedia.org (2017, August11).https://en.wikipedia.org/wiki/

Fundamental_interaction

Wilbert, Max (2017, May 26). 4 Physics Concepts Everyone Should

Know. Retrieved from https://brainscape.com/blog/2015/06/basic-physics-

concepts/
 LAGRO HIGH SCHOOL
Senior High School
5TH District, Quezon City, Metro Manila

September 5, 2017

CARINA A. ORTIZ LUIS, Ph. D.

ASTP Senior High School
Head Teacher VI TLE Department
Lagro High School (SHS)
Quezon City

Madam:
We, the undersigned, are currently conducting our research paper entitled “The
Correlation of Student's Anxiety and Academic Performance towards Physics Subject on Grade 12
STEM Students in Lagro High School” as our requirement in our Practical Research 2 subject.
In this connection, we would like to ask permission to your good office to float our
questionnaire to the selected STEM 12-A, STEM 12-B and STEM 12-C students.
Hoping for your kind consideration and approval,
Thank you.
Sincerely yours,
DAN RAFAEL S. SEBASTIAN
LANBERT G. FRANCISCO
THE RESEARCHERS
Noted by:
MRS. GEMMA B. ALEJANDRO-CABALAR
Practical Research II Instructor
Approved by:
CARINA A. ORTIZ LUIS, Ph. D.
ASTP Senior High School
Head Teacher VI TLE Department

54
 Dan Rafael Serrado Sebastian
Blk. 10 Lot 3 Haccci Homes St., Brgy. 177, Zone 15
Calamansian, Camarin, Caloocan City, NCR, 1400
Mobile: 09216198553 Email: sebastiandanrafael12@gmail.com

PERSONAL PROFILE Assigned to submit and obey the

A unique, disciplined, and well-organized school’s rules and regulations.
student who loves to share his Never ends to help fellow students to
knowledge and full potential in bringing increase the expertise and experience
others in the greatest it can be. towards to leadership.
Rafael has explored wide and different VOLUNTARY EXPERIENCE
kinds of events that challenge the School Based Management Team
strength of his heart, as he keeps (HELPING HAND)
moving forward in an innovative and SBM Adviser encourages some
modern world. students to be the helping hands of
the SBM Senior High School.
ACADEMIC QUALIFICATIONS
Secondary- Graduating Duties:
STEM Lay outing,
Senior High School Grade 12 Designing in the needed documents,
-2012-2016 Labeling documents,
Junior High School Fixing pertinent files,
Completer Arranging documents of the SBM, and
Primary- 2006-2012 Creative writing.
Elementary Completer
PERSONAL SKILLS
WORK EXPERIENCE
 Hardworking
VICE PRESIDENT  Responsible
Research Club  Passionate and Driven
A.Y. 2017-2018  Well-organized
 Confident
HEAD COMMITTEE  Flexible
Special Program and Projects  Sympathetic
Committee(Seniors)  Critical Thinking
A.Y. 2017-2018  Goal-oriented
 Attention to details
ACTIVE MEMBER  Problem Solving
Foreign Language, Debate, Red Cross  Open minded
Youth, Wow math, and S.A.S. club.  Punctual
A.Y. 2017-2018  Enjoys in a competitive
environment
Duties: REFERENCES
Responsible to support fellow Available upon request
students to build an empire to achieve PERSONAL
their dreams without having Driving License: No
competencies to each other. Nationality: Filipino
Youth are helped to build unique Language: Filipino and
leadership that reaches everyone with English
no inequality and discrimination.

55