1

CHAPTER I

INTRODUCTION

Background of the Study

Test anxiety is a combination of perceived physiological over-arousal,

feelings of worry and dread, self-depreciating thoughts, tension, and somatic

symptoms that occur during test situations. It is a physiological condition in which

people experience extreme stress, anxiety, and discomfort during and/or before

taking a test. These responses can drastically hinder an individual's ability to

perform well and negatively affects their social emotional and behavioural

development and feelings about themselves and school.Test anxiety is prevalent

amongst the student populations of the world, and has been studied formally

since the early 1950s beginning with researchers George Mandler and Seymour

Sarason. Sarason's brother, Irwin G. Sarason, then contributed to early

investigation of test anxiety, clarifying the relationship between the focused

effects of test anxiety, other focused forms of anxiety, and generalized anxiety.

Test anxiety can also be labeled as anticipatory anxiety, situational anxiety

or evaluation anxiety. Some anxiety is normal and often helpful to stay mentally

and physically alert. When one experiences too much anxiety, however, it can

result in emotional or physical distress, difficulty concentrating, and emotional

worry. Test anxiety has been shown to have a consistently negative relationship
 2

with test performance, and test-anxious students are found to perform about 12

percent below their non-anxious peers. Inferior performance arises not because

of intellectual problems or poor academic preparation, but because testing

situations create a sense of threat for those experiencing test anxiety; anxiety

resulting from the sense of threat then disrupts attention and memory function.

Researchers believe that feelings of anxiety arise to prepare a person for

threats. In humans, anxiety symptoms are distributed along a continuum and

different symptom levels of anxiety predict outcomes. Responses consist of

increased heart rate, stress hormone secretion, restlessness, vigilance, and fear

of a potentially dangerous environment. Anxiety prepares the body physically,

cognitively, and behaviorally to detect and deal with threats to survival. As a

result, a person’s body begins to hyperventilate to allow more oxygen to enter the

bloodstream, divert blood to muscles, and sweat to cool the skin. In individuals,

the degree to which an anxiety response is developed is based on the probability

of bad things happening in the environment and the individual’s ability to cope

with them. In the case of test taking, this might be a failing exam grade that

prevents the student from being accepted to a post-secondary institution. A

person's beliefs about their own competencies are a form of self-knowledge,

which plays an important role in analyzing situations that might be threatening.

When a person has feelings of low competence about their abilities they are

likely to anticipate negative outcomes such as failure, under uncertain conditions.

 3

Thus, evaluative situations including tests and exams are perceived as more

threatening by students who have low competencies.

Symptoms of test anxiety can range from moderate to severe. "Students

who exhibit moderate symptoms are still able to perform relatively well on exams.

Other students with severe anxiety will often experience panic attacks.

Common physical symptoms include: headache, upset stomach, feeling of

fear, and feeling of dread, shortness of breath, sweating, pacing or fidgeting,

crying, racing thoughts and blanking out.

During states of excitement or stress, the body releases Adrenaline is

known to cause physical symptoms that accompany test anxiety, such as

increased heart rate, sweating, and rapid breathing. In many cases having

adrenaline is a good thing. But for some people the symptoms are difficult or

impossible to handle, making it impossible to focus on tests. According to

psychologists, test anxiety consists of: Physiological Over arousal which is often

termed emotionality. Somatic signs include headaches, stomach aches, nausea,

diarrhea, excessive sweating, shortness of breath, light-headedness or fainting,

rapid heartbeat and dry mouth. Test anxiety can also lead to panic attacks, in

which the student may have a sudden intense fear, difficulty breathing, and

extreme discomfort; Worry & Dread or maladaptive cognitions. This includes

 4

catastrophic expectations of gloom and doom, fear of failure, random thoughts,

and feelings of inadequacy, self-condemnation, negative self-talk, frustration and

comparing oneself unfavorably to others.

Other forms include Cognitive/Behavioral which means poor

concentration, "going blank" or "freezing," confusion, and poor organization. The

inability to concentrate leads to impaired performance on tests. Students often

report "blanking out" even though they have studied sufficiently for the test;

Emotional refers to low self-esteem, depression, anger, and a feeling of

hopelessness.

Parents are often perceived by students as being a source of pressure,

especially when they place a strong emphasis on obtaining high achievement

scores on examinations and assessments instead of on the effort made.

Research shows that parental pressure is associated with greater worry, test

irrelevant thoughts, and stronger bodily symptoms relating to anxiety during a

test.

Other causes of test anxiety may include fear of failure, procrastination,

and previous poor test performance. As well, characteristics of the test

environment such as: nature of the task, difficulty, atmosphere, time constraints,

examiner characteristics, mode of administration and physical setting can affect

the level of anxiousness felt by the student. Researchers Putwain & Best (2011),

examined test performance among elementary children when the teacher put
 5

pressure on the students in an attempt to create a more high stress environment.

Their findings showed that students performed worse in high threat situations

and experienced more test anxiety and worrisome thoughts than when in a low

threat environment. Honor students academic performance is greatly affected by

test performance. Identifying the factors that contribute to test anxiety will

somewhat minimize the anxiety that affects the test performance of the honor

students.

Theoretical Framework

Anxiety is defined as the “psychological mechanism whereby the current

intensification of a dangerous drive results in the elicitation of defenses.”

George Mandler and Seymour Sarason (1952), developed the theory that anxiety

present in testing situations is an important determinate of test performance.

Individuals that become highly anxious during tests typically perform more poorly

on tests than low-test anxious persons, especially when tests are given under

stressful evaluative conditions such as a post-secondary exam. The feelings of

forgetfulness or drawing a “blank” are developed because of anxiety-produced

interference between relevant responses and irrelevant responses generated

from the person’s anxious state. The difference in performance of a high-anxious

test taker compared to a low-anxious test taker is largely due to the difference in

their ability to focus on the tasks required. A low-anxious test taker is able to

focus greater attention on the tasks required of them while taking the test, while a
 6

high-anxious test taker is focused on their internal self, and the anxiety they are

feeling. Anxious test takers do not perform adequately on the test as their

attention is divided between themselves and the test. Therefore, students with

high test anxiety are unable to focus their full attention on the test. Anxiousness

is evoked when a student believes that the evaluative situation, such as an

assessment, exceeds his or her intellectual and motivational capabilities.

Conceptual Framework

Conceptually, this study assumed the interrelationship between the

independent and dependant variables.

Independent Variable Dependent Variable

Level
Level of
of Test
Test Anxiety
Anxiety Academic Performance

Moderator Variables

Gender
Age
Year
Course
Honor

Figure 1
Conceptual Paradigm of the Study
 7

Figure 1 shows the conceptual framework of the study. The independent

variable is the level of test anxiety of School of Allied Medicine honor students.

The dependent variable, is the academic performance of the respondents.

Moderator variables like gender, age, year, and course and honor of the

respondents were also included in the study.

Statement of the Problem

This study aimed to determine the effect of the level of test anxiety to the

academic performance of School of Allied Medicine honor students.

Specifically, it sought answers for the following questions:

1. What is the Demographic profile of the respondents in terms of?

1.1 Gender

1.2 Age

1.3. Year / Level

1.4. Course

1.5 Honor

2. What is the level of test anxiety of the respondents?

 8

3. What is the academic performance of the respondents?

4. Is there a significant relationship between the level of test anxiety and

academic performance of the respondents?

Hypothesis

There is no significant relationship between the level of test anxiety and

academic performance of School of Allied Medicine honor students.

Significance of the Study

Having in mind the effect of anxiety to the academic performance of the

students, the researchers believe that this study would be of great help to the

following:

Dean and Program Chairs

The result of this study will give the insights to the policy-making individual

on the factors affecting academic performance specifically the effects of test

anxiety. If found to have significant relationship, then probably they can formulate

measures to minimize test anxiety that might result to poor academic

performance of School of Allied Medicine Honor students.

 9

Faculty

The future success of the students rely on this academic performance,

hence improving students’ academic performance should always be the thrust.

The effects of test anxiety on the academic performance of the students will give

feedbacks to the teachers so they can create an environment geared toward

increasing academic performance of the students.

Parents

Parents play a very crucial role in nurturing and having their child ability to

succeed academically, knowledge in the effect of test anxiety due to placing too

much expectation on their child’s performance might help them in motivating and

improving their child’s academic performance.

Students

Student’s performance in examination primarily is based on the

preparation of students to take the exam. If found to have significant relationship

then probably they can find new ways on studying and balancing their time to

study to prevent any anxiety that may alter their performance.

 10

Future Researchers

They could also identify the other factors that can significantly affect the

test performance of the honor students. They can also conduct this study to

those students that are not in the honor’s list.

Scope and Limitation

The researchers limited their study to the School of Allied Medicine Honor

Students school year 2012-2013. It includes the following courses BS Pharmacy,

BS Radiologic Technology, BS Medical Technology, BS Respiratory Therapy,

and BS Nursing. The researchers did not include the honor students who are

having their internship program in the hospital.

Operational Definition of Terms

To facilitate a better understanding of the terms used in the study, the

following terms are defined operationally:

Academic Performance refers to how students deal with their studies and how

they cope with or accomplish different tasks given to them by their teachers. This

is the performance of the honor students in their major subjects.

 11

Course refers to the baccalaureate degree taken by the respondents like, BS

Medical Technology, BS Nursing, BS Pharmacy, BS Respiratory Therapy and BS

Radiologic Technology

Gender is the range of physical, biological, mental and behavioral characteristics

pertaining to, and differentiating between, masculinity and femininity.

Honors student refer to students of the School of Allied Medicine who were

ranked first to third honors during school year 2012-2013.

Test Anxiety is not considered to be a normal reaction to a perceived stressor

although many feel it occasionally.

Year refers to the number of years that a student is enrolled.

 12

CHAPTER II

METHODOLOGY

This chapter presents a detailed description of the research design, the

respondents of the study, research instruments, data gathering procedures and

statistical treatment for data analysis and interpretation.

Research Design

This study utilized the descriptive design. The descriptive method is a

design for the researchers to gather information about the present existing

condition (Sevilla, et al: 1996). The major emphasis is on determining the

demographic profile of the respondents in terms of age, gender using the

frequency. Survey – questionnaire and checklist was the main instrument in

providing data to assess if the is a significant relationship between the level of

test anxiety and academic performance of the School of Allied Medicine honor

students.

Research Locale

This study was conducted at School of Allied Medicine, Universidad De

Zamboanga Main Campus located at Don Toribio Tetuan, Zamboanga City. It is

a school that provides access to the learning needs of the students. The school
 13

has five departments namely: BS Pharmacy, BS Radiologic Technology, BS

Medical Technology, BS Respiratory Therapy and BS Nursing.

Population and Sampling Design

The respondents of the study were the fifty seven (57) honor students of

School of Allied Medicine - Universidad De Zamboanga who were enrolled during

the second semester, school year 2013-2014.

The purposive sampling method using total enumeration was utilized in

this research. In purposive sampling, the respondents were chosen on the basis

of their knowledge of the desired or needed information (Sanchez, 1997). Total

enumeration constitutes the whole counting, thus all Honor Students were

involved.

Research Instrument

This study adapted the tool of Nist and Diehl and the researchers modified

questions through the guidance of their validators to suit the needs of the

respondents. Nist and Diehl (1990) developed a short questionnaire for

determining if a student experiences a mild or severe case of test anxiety.In

order to complete the evaluation, the respondents must read through each

statement and reflect upon their past testing experiences and indicate how often
 14

each statement describes them by choosing a number from one to five. The

scales and their equivalent responses used in the study are: 1-never, 2-rarely, 3-

sometimes, 4-often and 5-always.

Validity and Reliability

To ensure validity and reliability of the instrument used, the modified

questionnaire on test anxiety was validated by panel of experts. The panel

consists of the guidance counselor and faculty members who have sufficient

knowledge on this field of study.

Ethical Considerations

The researchers adhered to basic ethical principles in research during the

conduct of the study since human subjects were included as respondents. The

researchers assured utmost confidentiality in handling all information of the

subjects. No physical and/or psychological harm was inflicted to the respondents.

The assumption of keeping the identity and findings of the study under the

conditions of anonymity was properly observed. The respondents were

requested to sign the consent form to ensure that their participation in the study

was completely voluntary. The researchers understood that the subjects have the

right to make choices based on their values and beliefs; hence, full autonomy

was afforded to them. To further ensure that the mentioned ethical guidelines are
 15

adequately considered, a member of the Ethics Review Committee was included

as a member of the panel during the research defense.

Data Gathering Procedure

Permission to conduct the study was sought from the dean of the School of

Allied Medicine. Upon approval of the conduct of the study, permission was also

sought from the faculty members where the honor students were enrolled. The

researchers also sought for the permission of the honor students to answer the

questionnaires. When the permission was granted, the researchers distributed

questionnaires to the respondents of the study. The data gathered were tallied,

computed, analyzed and interpreted.

Statistical Treatment

The following statistical tools were employed in treating the data:

To determine the demographic profile of the respondents, frequency

distribution and percentage were used.

 16

To determine the level of test anxiety of School of Allied Medicine Honor

students, weighted mean was used.

To determine the Academic Performance of School of Allied Medicine

Honor Students, frequency, mean and standard deviation were used.

To determine if there is a significant relationship between the level of test

anxiety and academic performance of School of Allied Medicine honor students,

Pearson product moment correlation was used

 17

CHAPTER III

RESULT AND DISCUSSION

This chapter presents the analysis and interpretation of the data gathered

from the study. The flow of the discussion follows the sequence of the problems

posited in this study.

The first question answered in this study is: What is the demographic

profile of the respondents?

Table 1
The Demographic profile of the respondents in terms of Gender

GENDER FREQUENCY (f) PERCENT (%)

Male 17 29.8
Female 40 70.2
TOTAL 57 100%

Table 1 presents the demographic profile of the respondents in terms of

gender. From the table, it can be gleaned that out of fifty-seven (57) respondents,

forty (40) or 70.2 per cent are female and seventeen (17) or 29.8 per cent are

male.

This means that majority of the respondents are female. This result

implies that the School of Allied Medicine honor students are mostly females.

This further implies that females are more serious and diligent in their studies

than males.
 18

Table 2
The Demographic Profile of the Respondents in Terms of Age

AGE FREQUENCY (f) PERCENT (%)

16 – 17 36 63.2
18 – 19 21 36.8
TOTAL 57 100%

Table 2 presents the demographic profile of the respondents in terms of

age. From the table, the data show that out of fifty-seven (57) respondents thirty-

six (36) or 63.2% are 16 – 17 years old and twenty-one (21) or 36.8% are 18 –

19 years old.

This means that majority of the respondents are aged 16-17. The result

implies that the age of the respondents fit the usual age of tertiary level students.

Table 3
The Demographic Profile of the Respondents in Terms of Year Level

YEAR LEVEL FREQUENCY (f) PERCENT (%)

2 36 63.2
3 15 26.3
4 6 10.5
TOTAL 57 100%

Table 3 presents the demographic profile of the respondents in terms of

year level. From the table, the data show that out of fifty-seven (57) respondents

thirty-six (36) or 63.2% were second year, fifteen (15) or 26.3% were third year

and six (6) or 10.5% were fourth year.

 19

This means that majority of the respondents were second year. This result

implies that the School of Allied Medicine honor students are dominated by

second year students.

Table 4
The Demographic Profile of the Respondents in Terms of Course

COURSE FREQUENCY (f) PERCENT (%)

BSPH 17 29.8
BSRAD 6 10.5
BSMT 28 49.1
BSRT 1 1.8
BSN 5 8.8
TOTAL 57 100%

Table 4 presents the demographic profile of the respondents in terms of

course. From the table, the data show that out of fifty-seven (57) respondents

seventeen (17) or 29.8% are taking BS Pharmacy , six (6) or 10.5% are taking

BS Radiologic Technology, twenty-eight (28) or 49.1% were BS Medical

Technology, one (1) or 1.8% is taking BS Respiratory Therapy and five (5) or

8.8% are taking BS Nursing.

This means that majority of the respondents were BS Medical Technology

students. It can be deduced further that most of the scholars are Medical

Technology students. This result implies that the School of Allied Medicine honor

students have future plans of becoming physicians since they are taking the best

preparatory course for Medicine which is Medical Technology.

 20

Table 5
The Demographic Profile of the Respondents in Terms of Honor

HONOR FREQUENCY (f) PERCENT (%)

First 6 10.5
Second 41 71.9
Third 10 17.5
TOTAL 57 100%

Table 5 presents the demographic profile of the respondents in terms of

honor. From the table, the data reveal that out of fifty-seven (57) respondents six

forty-one (41) or 71.9% were second honors (6) or 10/5% were first honors, and

ten (10) or 17.5% were third honors.

This means that majority of the respondents were ranked second in terms

of their academic performance. The result implies that the School of Allied

Medicine honor students are doing well in their academics.

The second problem that this study answered is: What is the level of test

anxiety of the respondents?

 21

Table 6
The Level of Test Anxiety of the Respondents

Mean
Statements Response Interpretation

I get upset and do less well when most exams are 3.16 Moderately
given on the same date. High
I suddenly know the answer to the items that I miss Moderately
3.07
when I go out of the testing room. High

I cannot work effectively under pressure during Moderately

2.93
examination. High

I read through the test and it seems l hasn’t got any Moderately
of the answer. 2.70 High
I make mistakes on easy questions or putting Moderately
2.68
answers in the wrong places. High

I have trouble choosing answers during a multiple Moderately

2.65
choice question. High

I have trouble sleeping before a test. 2.42 Low

I have visible signs of nervousness such as sweaty

2.39 Low
palms, shaky hands, and so on right before a test.

My mind goes blank during a test. 2.30 Low

I panic before and during a test. 2.21 Low

The more important the examination the less well I

2.16 Low
seem to do

I have (feeling of discomfort) in my stomach before

2.12 Low
a test.

I feel nauseated before a test. 1.50 Very Low

Grand Mean 2.49 Low

Legend: 1.00 – 1.50 = Never = Very Low

1.51 – 2.50 = Rarely = Low
2.51 – 3.50 = Sometimes = Moderately High
3.51 – 4.50 = Often = High
4.51 – 5.00 = Always = Very High
 22

Table 6 presents the level of test anxiety of the respondents. The table

shows that the respondents never or (very low) feel nauseated before a test. The

respondents rarely or (Low) had visible signs of nervousness such as sweaty

palms, shaky hands, and so on right before a test, had (feeling of discomfort) in

my stomach before a test, panic before and during a test, their mind went blank

during a test, had trouble sleeping before a test and the most important the

examination the less well they seem to do.

Furthermore, the respondents sometimes (moderately high) read through

the test and it seems they hadn’t gotten any of the answer, they suddenly knew

the answer to the items that they missed when they went out of the testing room,

they made mistakes on easy questions or put answers in the wrong places, they

had trouble choosing answers during a multiple choice question, they cannot

work effectively under pressure during examination and got upset and do less

well when most exams were given on the same date. Overall, the respondents

had low test anxiety.

This means that the respondents had a low test anxiety for they were

always prepared and ready to take examinations. This result implies that most of

the respondents are used to the kind of tests given by their teacher.

Furthermore, it can be inferred that since they are scholars and are honor

students, they expect that examinations are just parts of their lives in college.
 23

The third question that the study answered is: What is the academic

performance of the respondents?

Table 7
The Academic Performance of the Respondents

Academic Verbal Lowest Highest Mean

F % SD
Performance Description Grade Grade Grade
95 – 100 Outstanding 6 10.53
90 – 94 Excellent 7 12.28
85 – 89 Good 26 45.61
80 – 84 Fair 14 24.56 72 98 Good 5.313
75 – 79 Poor 3 5.26
74 - below Failed 1 1.75
TOTAL 57 100%

Table 7 presents the academic performance of the respondents. The table

shows that there were six (6) or 10.53% of the respondents who got a grade of

95-100 which is interpreted as outstanding, seven (7) or 12.28% got excellent

grade of 90-94, twenty-six (26) or 45.61% who got good grade of 85-89, fourteen

(14) or 24.56% who got a fair grade of 80-84, three (3) or 5.26% who got a poor

grade of 75-79 and only one (1) failed.

Furthermore, the table shows that the highest grade was 98; the lowest

grade was 72,with a standard deviation of 5.313.This means that majority of the

respondentspassed and got good grades. This result implies thatmost of the

respondents obtained a grade as high as 98.

 24

Furthermore, the result implies that since the respondents are honors,

they are surely expected to perform well and that they employ their time

management skills in order to cope with the demands in their different subjects.

The forth problem that this study answered is: Is there a significant
relationship between the level of test anxiety and academic performance of
the respondents?

Table 8
The Result of the Significant Relationship between the Level of Test
Anxiety and Academic Performance of the Respondents

r- Verbal p- Alpha Decision

Variables N Remarks
value Description value value on Ho
level of test anxiety
and academic Weak Not
57 0.018 0.894 0.05 Accept Ho
performance of the Correlation Significant
respondents

Table 8 presents the result of the significant relationship between the level

of test anxiety and academic performance of the respondents. The table shows a

computed P-value of 0.894 which greater than 0.05 level of significance; hence,

the posited null hypothesis is accepted. This means that there is no significant

relationship in the level of test anxiety and academic performance of the

respondents. It can be deduced that there is no strong evidence showing that the

level of test anxiety is significantly related to academic performance.

This implies that level of test anxiety does not predict academic

performance.
 25

CHAPTER IV

CONCLUSION AND RECOMMENDATION

This chapter presents the conclusions derived from the results of the study

and recommendations to address the problems and issues identified.

Conclusions

In view of the findings, it is concluded that:

1. Majority of the respondents are female. Most of them belong to the age

bracket 16-17 years. Many of them are in their second level in Bachelor of

Science in Medical Technology who garnered second honors.

2. Most of the honor students have low test anxiety for they are always

prepared and ready to take examinations.

3. Majority of the respondents passed and got good grades.

4. There is no significant difference in the level of test anxiety and academic

performance of the respondents. The honor student’s level of test anxiety

does not predict academic performance.

 26

Recommendations

On the basis of the above findings and conclusions, the researchers

hereby recommend the following:

For Dean and Program Chairs

Consider the other factors that might affect the test performance of honor

students other than the anxiety. Formulate new policies on test construction that

can significantly lower or even eliminate the chances of experiencing anxiety

during examination.

For Faculty

Go beyond the conventional type of examination and improve their ways

of formulating test examination in order to improve more the academic

performance of the honor students.

For Parents

Try new ways of motivating their child’s morale and be more vigilant in

their child’s health in order to minimize the risk of experiencing anxiety during or

before examination.
 27

For students

Find new ways on studying and balancing their time between studying and

extra-curricular activities. To be more passionate in studying their lessons before

examination to lower the risk of experiencing test anxiety.

For the future researchers

Conduct similar study with different respondents.

Find the other factors that significantly affect the test performance of the

students.
 28

BIBLIOGRAPHY

A. BOOK

ADAA. "Test Anxiety". Anxiety Disorder Association of America. Retrieved 26

April 2012.

Cassady, J. & Johnson, R. (2001). Cognitive test anxiety and academic

performance. Contemporary Educational Psychology, 27, 270–295.

Cherry, Kendra. "Test Anxiety Symptoms". About.com. Retrieved 24 April 2012.

Counseling and Wellness Services / Achievement anxiety Test

DePhil, M.B., Brilot, B., Nettle, D. (2011). Anxiety: An Evolutionary Approach.

Canadian Journal of Psychiatry, 56(12):707-715

Hembree, R. (1988). Correlates, Causes, Effects and Treatment of Test

Anxiety.Review of Educational Research. 58, 1, 47–77

J.C.(2010). Test anxiety: Contemporary theories and implications for learning.

(Ed.), Anxiety in schools: The causes, consequences, and solutions for
academic anxieties (pp. 7-26). New York, NY

Lyness, D'Arcy. "Test Anxiety". The Nemours Foundation. Retrieved 4 April

2012.
 29

ParvizBirjandi and MinooAlemi (October 2010). "The Impact of Test Anxiety on

Test Performance among Iranian EFL Learners". BRAIN. Broad Research
in Artificial Intelligence and Neuroscience 1 (4): 45.

Putwain D.W., Best, N. (2011). Fear appeals in the primary classroom: effects on
test anxiety and test grade. Learning and Individual Differences, 21 580-
584

Rosenwald, G.C (1961). The assessment of anxiety in psychological

experimentation: a theoretical reformulation and test. Journal of Abnormal
and Social Psychology, 62(3): 666-673

Sady, J.C. (2010). Test anxiety: Contemporary theories and implications for
learning.(Ed.), Anxiety in schools: The causes, consequences, and
solutions for academic anxieties (pp. 7-26). New York, NY.

Salend, S. J. (2012). Teaching students not to sweat the test. Phi Delta Kappan,
93(6), 20-25.

Sarason, I.G. Sarason, B.G. Pierce, G.R. (1995). Cognitive interference: At the
intelligence–personality crossroads.In D.H. Saklofske& M. Zeidner,
(Eds.) International handbook of personality and intelligence (pp. 285-
296). New York: Plenum Press.

Wine, J. (1971). Test anxiety and direction of attention. Psychological Bulletin,

76(2): 92-104
 30

B. JOURNALS

Mandler, G., &Sarason, S. B. (1952).A study of anxiety and learning. Journal of

Abnormal and Social Psychology, 47, 166-173.

Sarason, I.G. (1957). Test anxiety, general anxiety, and intellectual

performance. Journal of Consulting Psychology, 21, 485-490.

Putwain, D.W., Woods, K.A., Symes, W. (2010). Personal and situational

predictors of test anxiety of students in post-compulsory education. British
Journal of Educational Psychology, 80, 137-160

C. ELECTONIC SOURCES

Assessments. Retrieved November 15 2013, from

http://www.wright.edu/counseling/checklists/TestAnxietyAssessment.html

Cherry, Kendra. "Test Anxiety Symptoms". The New York Times Company.
Retrieved 26 April 2012.

Sarason, I.G. (1960). Empirical findings and theoretical problems in the use of
anxiety scales. Psychological Bulletin, 57, 403-415.

C. UNPUBLISHED THESIS

Nur-aiza S.A, Alsadi K.A, Mary queen L.B, Nurhamida I.H and Nadzwa J.K.
(2013) Multimedia Presentation and Academic Performance among the
Radiologic Technology Students.Universidad de Zamboanga, Zamboanga
City, Philippines.
 31

APPENDICES
 32

School of Allied Medicine

Universidad De Zamboanga
Zamboanga City

December 12, 2013

Mrs. Nenita S. Eustaquio

Director, School of Allied Medicine
Universidad De Zamboanga

Dear Mrs. Eustaquio:

Greetings!

We are currently conducting a research entitled “LEVEL OF TEST ANXIETY

AND ACADEMIC PERFORMANCE OF SCHOOL OF ALLIED MEDICINE
HONOR STUDENTS” as one of the requirements in RT 321-Research Writing for
this second semester, S.Y. 2013-2014.

In this regard, we would like to seek your approval for the conduct of our study at
the School of Allied Medicine.

Thank you very much and more power

Respectfully yours,

RALF L. PATALINGHUG (Sgd)

Research Representative

Noted:

WARDA D. HASSAN, RRT, MAED (Sgd)

Research Adviser

Approved

_________________
 33

School of Allied Medicine

Universidad De Zamboanga
Zamboanga City

December 12, 2013

Dr. Mary Belen T. Mogol

Chairperson, Pharmacy Department
School of Allied Medicine

Dear Dr. Mogol:

Greetings!

We are currently conducting a research entitled “LEVEL OF TEST ANXIETY

AND ACADEMIC PERFORMANCE OF SCHOOL OF ALLIED MEDICINE
HONOR STUDENTS” as one of the requirements in RT 321-Research Writing for
this second semester, S.Y. 2013-2014.

In this regard, we would like to seek your approval for the conduct of our study in
your department.

Thank you very much and more power

Respectfully yours,

RALF L. PATALINGHUG (Sgd)

Research Representative

Noted:

WARDA D. HASSAN, RRT, MAED (Sgd)

Research Adviser

Approved:

________________
 34

School of Allied Medicine

Universidad De Zamboanga
Zamboanga City

December 12, 2013

Warda D. Hassan, RRT, MAED

Chairperson, Radiologic Technology Department
School of Allied Medicine

Dear Ms. Hassan:

Greetings!

We are currently conducting a research entitled “LEVEL OF TEST ANXIETY

AND ACADEMIC PERFORMANCE OF SCHOOL OF ALLIED MEDICINE
HONOR STUDENTS” as one of the requirements in RT 321-Research Writing for
this second semester, S.Y. 2013-2014.

In this regard, we would like to seek your approval for the conduct of our study in
your department.

Thank you very much and more power

Respectfully yours,

RALF L. PATALINGHUG (Sgd)

Research Representative

Noted:

WARDA D. HASSAN, RRT, MAED (Sgd)

Research Adviser

Approved:

_________________
 35

School of Allied Medicine

Universidad De Zamboanga
Zamboanga City

December 12, 2013

Dr. Arlene A. Danda

Chairperson, Medical Technology Department
School of Allied Medicine

Dear Dr. Danda:

Greetings!

We are currently conducting a research entitled “LEVEL OF TEST ANXIETY

AND ACADEMIC PERFORMANCE OF SCHOOL OF ALLIED MEDICINE
HONOR STUDENTS” as one of the requirements in RT 321-Research Writing for
this second semester, S.Y. 2013-2014.

In this regard, we would like to seek your approval for the conduct of our study in
your department.

Thank you very much and more power

Respectfully yours,

RALF L. PATALINGHUG (Sgd)

Research Representative

Noted:

WARDA D. HASSAN, RRT, MAED (Sgd)

Research Adviser

Approved:

_________________
 36

School of Allied Medicine

Universidad De Zamboanga
Zamboanga City

December 12, 2013

Professor Vanessa Yvette Y. Kamlon

Chairperson, Respiratory Department
School of Allied Medicine

Dear Professor Kamlon:

Greetings!

We are currently conducting a research entitled “LEVEL OF TEST ANXIETY

AND ACADEMIC PERFORMANCE OF SCHOOL OF ALLIED MEDICINE
HONOR STUDENTS” as one of the requirements in RT 321-Research Writing for
this second semester, S.Y. 2013-2014.

In this regard, we would like to seek your approval for the conduct of our study in
your department.

Thank you very much and more power

Respectfully yours,

RALF L. PATALINGHUG (Sgd)

Research Representative

Noted:

WARDA D. HASSAN, RRT, MAED (Sgd)

Research Adviser

Approved:

_________________
 37

School of Allied Medicine

Universidad De Zamboanga
Zamboanga City

December 12, 2013

Dr. Haidee T. Pacheco

Chairperson, Nursing Department
School of Allied Medicine

Dear Dr. Pacheco:

Greetings!

We are currently conducting a research entitled “LEVEL OF TEST ANXIETY

AND ACADEMIC PERFORMANCE OF SCHOOL OF ALLIED MEDICINE
HONOR STUDENTS” as one of the requirements in RT 321-Research Writing for
this second semester, S.Y. 2013-2014.

In this regard, we would like to seek your approval for the conduct of our study in
your department.

Thank you very much and more power

Respectfully yours,

RALF L. PATALINGHUG (Sgd)

Research Representative

Noted:

WARDA D. HASSAN, RRT, MAED (Sgd)

Research Adviser

Approved:

_________________
 38

School of Allied Medicine

Universidad De Zamboanga
Zamboanga City

December 12, 2013

Dr. Lourdes D. Dayot

Professor, School of Allied Medicine
Universidad De Zamboanga

Dear Dr. Dayot:

Greetings!

We are currently conducting a research entitled “LEVEL OF TEST ANXIETY

AND ACADEMIC PERFORMANCE OF SCHOOL OF ALLIED MEDICINE
HONOR STUDENTS” as one of the requirements in RT 321-Research Writing for
this second semester, S.Y. 2013-2014.

In this regard, we would like to seek your professional assistance to validate our
instrument.

Thank you very much and more power

Respectfully yours,

RALF L. PATALINGHUG (Sgd)

Research Representative

Noted:

WARDA D. HASSAN, RRT, MAED (Sgd)

Research Adviser
 39

School of Allied Medicine

Universidad De Zamboanga
Zamboanga City

December 12, 2013

Mr. Enber Pacheco

Guidance Counselor
Universidad De Zamboanga

Dear Mr. Pacheco:

Greetings!

We are currently conducting a research entitled “LEVEL OF TEST ANXIETY

AND ACADEMIC PERFORMANCE OF SCHOOL OF ALLIED MEDICINE
HONOR STUDENTS” as one of the requirements in RT 321-Research Writing for
this second semester, S.Y. 2013-2014.

In this regard, we would like to seek your professional assistance to validate our
instrument.

Thank you very much and more power

Respectfully yours,

RALF L. PATALINGHUG (Sgd)

Research Representative

Noted:

WARDA D. HASSAN, RRT, MAED (Sgd)

Research Adviser
 40

School of Allied Medicine

Universidad De Zamboanga
Zamboanga City

December 12, 2013

Dr. Haidee Pacheco

Chairperson, Nursing Department
School of Allied Medicine

Dear Dr. Pacheco:

Greetings!

We are currently conducting a research entitled “LEVEL OF TEST ANXIETY

AND ACADEMIC PERFORMANCE OF SCHOOL OF ALLIED MEDICINE
HONOR STUDENTS” as one of the requirements in RT 321-Research Writing for
this second semester, S.Y. 2013-2014.

In this regard, we would like to seek your professional assistance to validate our
instrument.

Thank you very much and more power

Respectfully yours,

RALF L. PATALINGHUG (Sgd)

Research Representative

Noted:

WARDA D. HASSAN, RRT, MAED (Sgd)

Research Adviser
 41

SCHOOL OF ALLIED MEDICINE

Universidad de Zamboanga
Zamboanga City

February 17, 2014

_____________________________
Faculty, School of Allied Medicine
Universidad de Zamboanga

Dear Sir/Ma’am:
Greetings!
We would like to inform you that our group is conducting a research entitled
Level of Test Anxiety and Academic Performance of School of Allied
Medicine Honor Students. This is one of the requirements in RT 321 –
Research Writing in our curriculum.
In view of this, we would like to request for Pre-mid grades for Major Subjects for
this 2ndsemester S.Y 2013-2014.
We highly anticipate for your positive response.
Thank you very much for your accommodation and support.
Respectfully yours,

RALF L. PATALINGHUG (Sgd)

Group Representative

Noted:

WARDA D. HASSAN, RRT, MAED (Sgd)

Research Adviser
 42

Department of Radiologic Technology

School of Allied Medicine
Universidad de Zamboanga

INFORMED CONSENT FORM

Title of Study:
____________________________________________________________________
________________________________________________________________
____________________________________________________________

Researchers:
________________________________________________________________
________________________________________________________________
________________________________________________________________

Background:

You are being invited to take part in a research study. Before you decide to
participate in this study, it is important that you understand why the research is being
done and what it will involve. Please take time to read the following information carefully.
Please ask the researcher if there is anything that is not clear to you.

The purpose of this study is to determine the anxiety level and academic
performance of the honor students. It is our hope that this study will benefit the students,
faculty, program chairs, dean of the college and other staff in the institution. There are
no identified risks from participating in this research. There are no costs to you and there
is also no monetary compensation to you for your participation in this study.

Participation in this research is completely voluntary and you may refuse to participate
without consequence. The survey will take approximately ten minutes to complete.
Responses to the survey will only be reported in aggregated form to protect the identity
of respondents. The data collected from this study will be treated with utmost
confidentiality.

Consent:

By signing this consent form, I confirm that I have read and understood the
information and have had the opportunity to ask questions. I understand that my
participation is voluntary and that I am free to withdraw at any time, without giving a
reason and without cost. I understand that I will be given a copy of this consent form. I
voluntarily agree to take part in this study.

Respondent’s Name: __________________ Researcher’s Name: _____________

Signature:____________________________ Signature:_____________________

Date: ___________________ Date: ________________________

 43

Universidad De Zamboanga
School of Allied Medicine
Bachelor of Science in Radiologic Technology

Dear Respondents,

We are conducting a research entitled “Level of Test Anxiety and

Academic Performance”. The purpose of this survey is to determine the level of
test anxiety and academic Performance of School of Allied Medicine honor
students. Your cooperation will make the study truthful and reliable. Please
answer honestly as possible. Rest assured that all information from you will be
treated with utmost confidentiality.
Thank you very much.

Researchers

PART I-RESPONDENT’S PROFILE

Directions: Kindly supply the necessary information asked by writing the

appropriate profile on the blanks.
Name: _________________________________

Age: _________________________________

Gender: __________

Course: __________

Level/Year: __________

PART II-TEST ANXIETY QUESTIONNAIRE

Directions: Indicate how often each statement describes you by putting a check
mark in the box provided using the scale below:

1- Never 2- Rarely 3- Sometimes 4- Often 5- Always

 44

Statements 1 2 3 4 5

1. I have visible signs of nervousness such

as sweaty palms, shaky hands, and so on
right before a test.

2. I have (feeling of discomfort) in my

stomach before a test.

3. I feel nauseated before a test.

4. I read through the test and it seems l

hasn’t got any of the answer.

5. I panic before and during a test.

6. My mind goes blank during a test.

7. I suddenly know the answer to the items

that I miss when I go out of the testing
room.

8. I have trouble sleeping before a test.

9. I make mistakes on easy questions or

putting answers in the wrong places.

10. I have trouble choosing answers

during a multiple choice question.

11. I cannot work effectively under

pressure during examination.

12. I get upset and do less well when most

exams are given on the same date.

13. The more important the examination

the less well I seem to do.
 45

CURRICULUM VITAE
 46

PERSONAL INFORMATION

Name: Nur-aina A. Abubakar

Nickname: Nhur, Aina

Address: Kristina HomesTalon-talon,

Zamboanga City

Age: 19

Birth of date: June 8, 1994

Birth of place: PoblacionPayao, ZamboangaSibugay

Gender: Female

Status: Single

Citizenship: Filipino

Religion: Islam

Father’s name: Alih H. Abubakar

Occupation: Seaweeds famer

Mother’s name: Sarah A. Abubakar

Occupation: Housewife

EDUCATIONAL BACKGROUND

Elementary: Payao Central Elementary School

Secondary: Payao National High School

Tertiary: Universidad de Zamboanga

Course: Bachelor of Science in Radiologic Technology

 47

PERSONAL INFORMATION

Name: Rawan H. Halil

Nickname: Baby, whan

Address: Tetuan, Zamboanga City

Age: 19

Birth of date: January 5, 1995

Birth of place: Lamitan District Hospital, Lamitan City, Basilan

Gender: Female

Status: Single

Citizenship: Filipino

Religion: Islam

Father’s name: AbdurahimHalil

Occupation: Government Employee

Mother’s name: Delma H. Halil

Occupation: Nurse

EDUCATIONAL BACKGROUND

Elementary: Lamitan Central Elementary School

Secondary: Claret School of Lamitan

Tertiary: Universidad de Zamboanga

Course: Bachelor of Science in Radiologic Technology

 48

PERSONAL INFORMATION

Name: Nor-Jane A. Lim

Nickname: Nhor, nhorj, Jane

Address: Tetuan, Zamboanga City

Age: 19

Birth of date: July 31, 1994

Birth of place: Isabela City, Basilan

Gender: Female

Status: Single

Citizenship: Filipino

Religion: Islam

Father’s name: Nasser I. Lim

Occupation: Businessman

Mother’s name: Mariam A. Lim

Occupation: Midwife

EDUCATIONAL BACKGROUND

Elementary: Isabela Central Elementary Pilot School

Secondary: Basilan National High School

Tertiary: Universidad de Zamboanga

Course: Bachelor of Science in Radiologic Technology

 49

PERSONAL INFORMATION

Name: Ralf L. Patalinghug

Nickname: Ralf, Pat

Address: Gov. Ramos Sta. maria,

Zamboanga City

Age: 19

Birth of date: October 15, 1994

Birth of place: Zamboanga City

Gender: Male

Status: Single

Citizenship: Filipino

Religion: Catholic

Father’s name: Edwin L. Patalinghug

Occupation: Businessman, welder

Mother’s name: Anabel L. Patalinghug

Occupation: Businessman

EDUCATIONAL BACKGROUND

Elementary: Sta. maria Central School

Secondary: Don Pablo Lorenzo Memorial High School

Tertiary: Universidad de Zamboanga

Course: Bachelor of Science in Radiologic Technology

 50

PERSONAL INFORMATION

Name: Namrah M. Sattar

Nickname: Nhamx, Nam, NgangNga, Kangnga

Address: Tetuan, Zamboanga City

Age: 18

Birth of date: July 27, 1995

Birth of place: Lamitan District Hospital, Lamitan City, Basilan

Gender: Female

Status: Single

Citizenship: Filipino

Religion: Islam

Father’s name: Hj. Muneer I. Sattar

Occupation: Businessman

Mother’s name: Munara M. Sattar (Hj. Arzima)

Occupation: Teacher 3

EDUCATIONAL BACKGROUND

Elementary: Lamitan Central Elementary School

Secondary: Claret School of Lamitan

Tertiary: Universidad de Zamboanga

Course: Bachelor of Science in Radiologic Technology

51