Study Anxiety and Scholastic Performance

STUDY ANXIETY AND SCHOLASTIC PERFORMANCE OFSENIOR
HIGH SCHOOL STUDENTS
A Research Presented to the
Senior High School Department
University of Saint Louis Tuguegarao
Tuguegarao City, Cagayan
Philippines
In Partial Fulfillment of
Practical Research 2
S.Y. 2017 - 2018
BALAO, NOELIN C.
BUSTILLO, ROWELL C.
CANAPI, ANGELIQUE A.
GAUANI, NARENCE FAYE S.
MATEO, SAMANTHA FAYE A.
PAGUNURAN, CHRISTOPHER JOHN B.
TACCAD, NICOLE B.
MAY 2018
ii
TABLE OF CONTENTS
TITLE PAGE
Title Page
Approval Sheet i
Table of Contents ii
List of Figures iii
List of Tables iv
Acknowledgement v
Dedication vi
Abstract vii
INTRODUCTION 1
Research Questions 2
Hypotheses 2
Significance of the Study 2
Review of Related Literatures 3
Research Paradigm/Simulacrum 4
METHODS 4
Research Design 4
Locale of the Study 4
Respondents of the Study 5
Instrumentation 5
Data Gathering Procedure 5
Data Analysis 5
RESULTS 6
DISCUSSION 8
CONCLUSION 10
RECOMMENDATIONS 10
REFERENCES 11
APPENDICES
Literature Matrix 14
Variable Matrix 25
Communications 26
Questionnaires 30
Data Matrix 33
Curriculum Vitae 42
ii
LIST OF FIGURES
FIGURE TITLE PAGE
1 Research Paradigm 4
iii
iii
LIST OF TABLES
TABLE TITLE PAGE
1 Profile of the Respondents 6
2 Level of Anxiety 6
3 Scholastic Performance of Students 7
4 Correlation of Study Anxiety and 7

Scholastic Performance
5.1 Test of Significant Difference in the 7

Level of Study Anxiety when Grouped
According to Strand
5.2 Test of Difference in the Level of Anxiety 8

Among Strand
iv
ACKNOWLEDGEMENT
The researchers would like to thank the people behind the fulfillment of this
research project especially the co-researchers for their individual contribution to finish
this, the research advisers, Mr. Virgilio B. Canceran, Jr. and Mr. Jamel P. Mateo for their
support and guidance, the respondents for participating in answering the questionnaire,
University of Saint Louis for letting the researchers conduct this research inside the
campus, the parents’ of the researchers who constantly motivate them in pursuing the
path they are taking and most especially the Almighty Father for enlightening their
minds.
v
DEDICATION
The researchers would like to dedicate this to the people behind their success
and the success this research paper. They would also dedicate this to the school where
it will be of great help in accessing the Study Anxiety related to the Scholastic
performance of Senior High School Students.
vi
ABSTRACT
K-12 curriculum has come to its peak of full transition. With the presence of
additional two years in secondary education or the Senior High School, adjustments
from teachers and students are also expected. Study anxiety is one of the issues
needed to be addressed. Thus, this study seeks the relationship of the level of anxiety
related to the scholastic performance of Senior High school students. Stratified random
sampling was used to identify respondents from the respondents from the different
strands of the Grade 12 Senior High School students of the University of Saint Louis,
Tuguegarao City, Cagayan. Mean was used to describe the level of study anxiety and
academic performance of respondents; ANOVA was used to test the significant
difference in the study anxiety of the respondents when a grouped according to strand;
and spearman rho is used to test the relationship between the study anxiety and
academic performance. This study shows that there is no significant relationship
between scholastic performance of students and study anxiety. Moreover, the study also
found out that there is a significant difference in the level of study anxiety among the
different strands from the academic track of the Senior High school. This means that
study anxiety varies among the specialized field of students.
Keywords: Study anxiety, Academic performance, Senior High School students.
vii
INTRODUCTION
Schooling has been a challenge to some students. Students cannot deny the fact
that as they undergo in this process, they encounter different problems and struggles
that may affect the different aspect of their being such as psychological, physical,
emotional, social and spiritual. Furthermore, these challenges may build the confidence
and competencies of students. Yet, for others, it creates fear and lack of self assurance
because expectations from parents, teachers and the students themselves are not being
met. If these situations will continue and worsen, it may result in anxiousness to oneself.
As students overdo and gain low scores, frustrations occur and eventually encountering
anxiety.
Students with anxiety disorder display a passive attitude in their studies such as
lack of interest in learning, poor performance in exams, and on assignments (Herawan
et.al., 2010). In this study, relationship of study anxiety and scholastic performance,
shows that study anxiety affects academic performances of students negatively. The
findings show significant correlation of high study anxiety and low academic
performance.
Additionally, academic anxiety can become more detrimental over time. As a

student’s academic performance suffers, the anxiety level related to certain academic
tasks increases (Huberty, 2012). With such anxiety, different aspect such as social is
also affected that may result in social anxiety (Dobson, 2013). Dobson (2013) also
discussed about the negative correlation between study anxiety and academic
performance of students.
Furthermore, Ali et al. (2012) explained the significant impact of study anxiety in
the scholastic performances of students. It shows that when student anxiety decreases
academic performance of students increases. They discussed that academic
achievements of the students are badly affected due to increase in anxiety in the society.
Henceforth, there is no denying to the fact that anxiety has increased in the society
which not only affects education but also students’ personalities which linger throughout
their lives.
Anxiety is an emotional state that included feelings of apprehension, tension,

nervousness, and worry accompanied by physiological arousal or adrenaline rush.
Anxiety was adaptive in motivating behavior that helped individuals cope with
threatening situations and that intense anxiety was prevalent in most psychiatric
disorders (Freud, 1856). According to him, anxiety has three types mainly objective,
neurotic and moral anxiety. Objective anxiety results from a real threat in the physical
world to one's well-being. Neurotic anxiety results from the ego feeling overwhelmed by
the id, which threatens to express its irrationality in thoughts and behavior meaning our
desires or imaginations are being too unrealistic that we are aiming to adapt yet
unachievable resulting to incompetence because expectations are not met. Lastly, moral
anxiety is a function of the development of the superego and is based on a feeling that
one's internalized values are about to be compromised. There is a fear of self-
punishment (e.g., guilt) for acting contrary to one's values. In relation to this, it would
predict the level and effect of anxiety that would determine the relationship between
study anxiety and scholastic performance of students.
Study Anxiety and Scholastic Performances of Senior High
School Students |1
According to the Encyclopedia of Psychology, anxiety is an emotion
characterized by feelings of tension, worried thoughts and physical changes like
increased blood pressure. People with anxiety disorders usually have recurring
distractive thoughts or concerns. They may avoid certain situations out of worry. Also,
they may have physical symptoms such as sweating, trembling, dizziness or a rapid
heartbeat.
Therefore, study anxiety is a topic that needed to be seen. This problem

becomes serious as times goes by that it may affect the personality of students in the
future. With this research we may define and identify the problem that focuses on
students and their performance in school. The researchers tend to discover the
relationship between study anxiety and the educational performances of senior high
school students. Furthermore, the researchers seeks to determine the stress, pressure
and other affecting factors for senior high school students to overcome the possibility of
study anxiety that they could encounter in present and for the future.
Research Questions
This study attempt to recognize the relationship of study anxiety to the scholastic
performances of senior high school students. Specifically it will answer the following
questions:
1. What is the level of study anxiety among respondents?

2. What is the scholastic performance of respondents?
3. Is there a significant difference in the respondent’s level of anxiety and scholastic
performance of students according to strand?
4. Is there any significant relationship between respondents’ study anxiety and
scholastic performance?
Hypotheses
With objectives given by the researchers, the following hypotheses are

postulated:
1. Study anxiety does not have a significant relationship with the scholastic
2. There is no significant difference in the level of anxiety and scholastic

performance of the students when grouped according to strand.
Significance of the Study
The presence of anxiety in schooling has been acknowledged by educators and

students. Thus, study anxiety becomes a real phenomena, the importance of study
anxiety is particularly related to the sources of anxiety and how to handle them.
Furthermore, this study is intended to present the effects of study anxiety maybe good or
bad among the said students. In such way, it would help these students, teachers and
parents to create a forensic strategy to achieve better performance.

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LITERATURE REVIEW
Underpinning Theory
This research is anchored in the theory of Alfred Adler which is the Individual
Psychology (1907).
Individual psychology pertains to the wholeness or the indivisibility of personality

that may affect the confidence or the well-being of a person. Alfred Adler discussed in
his theory, Individual Psychology, about the other factors that may affect this so called
neurosis or in common term anxiety such as social interest, birth order, pampering
(spoiling) and more. He further discussed the causes and characteristics of anxiety in
which includes the presence of inferiority. Also, he discussed the presence of inferiority
and superiority complex. He explained that inferiority is looking oneself as small and
incapable that may result to fear and worry. A person may feel that he is less than others
that as he takes he takes little steps may make him superior or see others as less (Ewen
, 2014, pp. 94-96).
The Adlerian theory (Individual Psychology) brings out the causes and effect of
anxiety, thus, it would be a foundation in discovering the relationship of anxiety with
one’s person. In specification, this theory would help us determine the correlation
between study anxiety and scholastic performance of senior high school students by
identifying the causes and effects of anxiety in their personality and well-being
particularly to the context of the academic lives.
Dominance of Anxiety
Badshah et al. (2006) and Aluoja et al. (2006) discussed that with the presence
of anxiety, depression and worry may cause a negative effect on students scholastic
performance, henceforth, when anxiety is dominated there will be an assurance lower
academic performance. Furthermore, Amanullah, Aziz, and Hashmat (2008) discussed
that there are factors that contribute to the dominance of anxiety particularly in
academics which are extensive coarse loads, lack of physical exercise and long duration
of exams. According to Mohammadi and Vansegh (2007) and Woodrow (2006), the
dominance of anxiety may be present with beliefs including religiosity and culture.Also,
the dominance of study anxiety differs from the year of learning (Bhosle, Sail & Sansgiry,
2006). Dobson (2012) discussed that students with anxiety problems tend to show lower
levels of academic achievement, self-efficacy, and self-concept. Problem based learning
is a teaching method proven to increase students’ levels of positive metacognition. For
Afolayan et al. (2013), generally students expressed anxiety during examination which is
seen as physiological, psychological and behavioural changes and abnormality.
Correlation of Anxiety and Scholastic Performance
According to Herawan, Othman, and Sinnadurai (2010), when level of anxiety

among students are high, they tend to have a low academic performance. The anxiety
had a great impact to the academic achievements of students thus student’s anxiety has
an inverse relationship to their academic achievements (Ali et al., 2012). Meanwhile,
according to Chin et al. (2017), they stated that test anxiety has a negative correlation
towards academic achievements. However, Bgdeli and Khosravi (2008) stated that there
School Students |3
is a positive correlation between test anxiety and neuroticism . Furthermore, he also
discussed about introversion and extroversion in affecting anxiety towards academic
performance. Additionally, academic environment also affects students in which students
in lower degrees are more anxious (Bahrami,Daghigni & Dehghani,2011). Jabs, Neuderth
and Schmidtke (2012) discussed that anxiety had its impact on academics meaning as
anxiety increases then the academic achievement decreases in both gender. Also,
according to Juhari, Mansor and Redzuan (2010), the same idea implies to adolescents.
For furtherance, high anxiety plays a debilitative role in high school students particularly
in language learning (Na, 2007)
Motivation and Study Anxiety
According to Khalaila (2015), the negative effect of test anxiety can be lessen
with the use of motivation and may lead to greater academic performance. Furthermore,
Jabs, Neuderth, and Schmidtke (2008), they stated that with the use of strategies,
greater chance of better scholastic performance may be achieved as test anxiety is
lessen. Working memory capacity can moderate or disturb the relationship between
study anxiety and test achievement (Hadwin, et al., 2012). Moreover, Halilu, Mohammed
and Muhammad (2017), states that creating an enabling learning environment for
students free of tension and unnecessary stress minimize anxiety.
RESEARCH PARADIGM
The figure shows the correlation between study anxiety, independent variable,
and scholastic performance of senior high school students, dependent variable. It
explains that study anxiety may have a positive or negative relationship on the
performance of students. Furthermore, as they are correlated study may affect the
scholastic performance of senior high school students that is probably either direct or
indirect.
Figure 1
Scholastic
Level of Study
performance of Senior
anxiety
High School Students
RESEARCH METHODS
Research Design
The researchers made use of descriptive and correlational research design to

explore and determine the level of relationship between the variables study anxiety and
scholastic performance of students.
Locale of the Study
This study was conducted at University of Saint Louis Tuguegarao specifically

the Senior High School Department.

School Students |4
Respondents of the Study
The respondents of study were consisted of the students from the Senior High
School Department of the University of Saint Louis-Tuguegarao City. Using the stratified
sampling technique, the results showed that 278 students from the said department will
be chosen out from the 912 students. Among all the respondents, ABM strand will
consist of 104 respondents, 85 respondents for STEM-NHS, 66 respondents for STEM-
HS and 23 chosen respondents for the HumSS strand.
Instrumentation
The study made use of a questionnaire developed by the researchers in

gathering quantitative data. The questionnaire consists of two parts. The first part of the
questionnaire is composed of the demographic profile of the respondents. Part two of
the tool corresponds to a numerical value to assess the level of study anxiety of the
respondents.
The second part of the said questionnaire was adapted from Study Attitudes and
Methods Survey or commonly known as SAMS (Michael, Michael, & Zimmerman, 1973).
The adaptation tool is a psychology survey questionnaire intended to identify the level of
study anxiety of students and academic learning methods
The adapted questionnaire has a reliability coefficient diversified between 0.76

and 0.90 with internal-consistency along with approximate values for the standard error
of measurement. It has a median value approximately 0.87. The standard of errors of
measurement is between 25 and 3.6 with the median value near to 3.0 on scales.
Therefore, the reliability and the standard of error measurement is extremely close to
those that had been obtained for the initial form.
Data Gathering Procedure
The collection of data was made through the use of Google forms so that it would
be more organized, thriftier and environmental friendly as mass production of
questionnaire through paper is not needed. As Google forms is an online application, the
researchers tends to provide internet connection to all the respondents.
The researchers seek the permission of the respondent in order to observe data
collection standards. When approval was set from the latter, survey was conducted.
After the survey was conducted, verifications took place. Researchers verified if the
number of the sample population is acquired and double check if required questions is
missed or unanswered in observance of the credibility of the study. Furthermore, when
data were already complete, the researchers organized the data gathered ready for final
tabulation and data analysis.
Data Analysis
The researcher made use of SPSS to tabulate the data that was gathered. SPSS
is a computer-application intended to tabulate, organize and measure numerical data
under a given functions or criteria that had been inputted in the application within the set
of standard needed for the study.

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The data that was gathered was analyzed thru the use of Spearman rho
correlation analysis. The Descriptive aspect of the data was used to analyze using
frequency count arithmetic mean. Furthermore, the Analysis of Variance Test (ANOVA)
was used for the test of difference.
RESULTS
This section presents and discusses the results of the data analysis on the level
of anxiety and scholastic performance of Senior High School students. This includes the
correlation between study anxiety and scholastic performance of Senior High School
students. Furthermore, the level of anxiety among the different strand is also presented
in this section.
Table 1: Profile of the Respondents
Variable Categories Frequency Percent
ABM 104 37.41%

STEM-NHS 85 30.58%
Strand
STEM-HS 66 23.74%
HumSS 23 8.27%
Total 278 100%
The respondents of the study were classified into four strands namely the ABM,
STEM-NHS, STEM-HS, and HumSS. Majority of the respondents were the ABM
students because they are the largest number of population compared to the other
strands. Furthermore, the STEM-NHS was next followed by the STEM-HS and lastly the
HumSS with the least number of respondents.
Table 2: Level of Anxiety

Variable Strand Median Description Interpretation
ABM 16.78 16.78<22.5 Low

STEM-NHS 18.00 18.00<22.5 Low
Study STEM-HS 20.45 20.45<22.5 Low
22.5
anxiety
HumSS 19.30 19.30<22.5 Low
OVERALL 18.23 18.23<22.5 Low
The Table 2 presents that the level of study anxiety among the respondents,
even classified among strands, has a low level of study anxiety. All the strand fall under
the low level of anxiety label. In the table, it shows also shows that the ABM has the
lowest level of anxiety, next is the STEM-NHS, followed by HumSS and the highest
among the strand is the STEM-HS.
To further explain the table, there are only two classification in interpreting the
level of study anxiety- low level of study anxiety and high level of study anxiety. In order
to identify it the mean score should be greater than the median in order to classify it as

School Students |6
high level of study anxiety. However, if the mean score is lesser than the median it will
be considered as low level of study anxiety. As to this study, the highest possible score
is 45, basing from the instrument used, and the median of it 22.5. Therefore, if the mean
is greater than 22.5 then the study anxiety is high and when the mean score is lesser
than 22.5 then it is considered low. For comparison, the actual mean score is less than
the median of the highest score.
Table 3: Scholastic Performance of Students

Variable Strand GWA Description
ABM 87.22 Very Satisfactory
STEM-NHS 86.16 Very Satisfactory
Scholastic
Very Satisfactory
performance STEM-HS 87.11
HumSS 88.52 Very Satisfactory
OVERALL 86.98 Very Satisfactory
The table shows that the mean of the General Weighted Average (GWA) or
scholastic performance of Senior High School students in group according to strand. The
result implies that the respondents, in any strand, have a very satisfactory grade during
the first semester on the S.Y. 2017-2018. This was based and interpreted using the
K+12 curriculum grade indicator (90 and above-outstanding, 85 to 89- very satisfactory,
75 to 84-satisfactory, & 74 and below- below satisfactory). In which the mean of the
GWA, in totality and when grouped according to strand, is under the 85 to 89- very
satisfactory category.
Table 4: Correlation of Study Anxiety and Scholastic Performance

Variables Correlation Coefficient p-value Decision
-.107 .076 Accept Ho
Study Anxiety
The data was analyzed using spearman’s rho coefficient to identify the
relationship of scholastic performance and study anxiety. It shows that the variables do
not have any significant relationship as P>.05. Thus, the null hypothesis is accepted.
Henceforth, study anxiety does not have a significant relationship with the scholastic
Table 5.1: Test of Significant Difference in the Level of Study Anxiety when Grouped
according to Strand
Variables F-value p-value Decision
Level of Anxiety
3.308 .021 Reject Ho
The results show that there is a significant difference among the different strands
in terms of the level of anxiety and scholastic performance of the respondents. In order
to accept the null hypothesis the p- value should be lesser than 0.05. However, the table
present that the p-value id greater than 0.05, which is 0.021<0.05 respectively. Thus, the

School Students |7
null hypothesis was failed to be accepted. Therefore, there is a significant difference in
the level of anxiety and scholastic performance in group according to strand.
Table 5.2: Test of difference in Level of Anxiety among Strands

STRAND MEAN ABM STEM-NHS STEM-HS HumSS
ABM 16.78 1
STEM-NHS 18.00 .274 1
STEM-HS 20.45 .002* .051 1
HumSS 19.30 .152 .467 .534 1
Table 5.2 specifies the differences among the strands between each other. It
presents that ABM to STEM-NHS and HumSS has no significant difference to each
other, however, between ABM and STEM-HS has highly significant difference among
each other in terms of the level of anxiety. This difference is shown by their p-value or
significance value which is 0.002.
DISCUSSION
This study presents that the anxiety level of senior high school students is low. It
implies that students are less anxious in terms of academics or scholastic activities that
are being given to them. The senior high school students have a very satisfactory
academic performance basing from the findings of the study. In general, it shows that
the students are doing well in their scholastic achievement.
Significant Difference of Level of Anxiety Among Strands

As the K-12 curriculum demands specialization in senior high school it is likely
that stratification is needed. As with such, study anxiety would be expected to be varied
from this different specialization as different approach and techniques from each strand
is being applied.
This is proven as the result of this study reveals that there is significant
difference in the level of anxiety among students when grouped according to strand
(Amanullah, Aziz, & Hashmat, 2008). This would show that the level of anxiety would
vary from one strand to another strand. In specification, there is a big difference between
the ABM and STEM-HS strands. It shows that the STEM-HS has the highest level of
anxiety and ABM has the lowest. According to Holland’s theory of career choice there
are six significant characteristics among choosing a career, which are
realistic, investigative, artistic, social, enterprising, and conventional (RIASEC), in which
also goes with the perspective of senior high school students as they are in their
respective strands and specialization. This may explain the difference among the level of
study anxiety of senior high school students in group according to strand. In furtherance,
it shows that students with an investigative personality in general, which are the STEM-
HS students, are prone to anxiety than students who has an enterprising personality or
the ABM students. Furthermore, the STEM-NHS has the realistic and artistic personality
and the HumSS students have a social and conventional personality. This implies that
the strands having different personalities which affect different habits and engage with
different environment. It implies that from the variation of strands comes with variation of
personality and perspective. Factors such as habit may affect the anxiety among
students (Alouja et al., 2006). Furthermore, the environment may have also affected the
School Students |8
results of the study. According to Halilu, Mohammed and Muhammad (2017), learning
environment affects students. If the classroom has an enabling learning environment,
anxiety may be minimized as tension and unnecessary stress will be lessen in the class.
This may also be applied oppositely. In contrary, each strand has different specialized
subjects having different educators. This could indicate that different strands having
different sets of environment may have affected the results of the study. Moreover,
socialization pattern and coping styles also affect study anxiety (Bono, Pellicioni, &
Pena, 2016). Basically, having different strands means different peers and different
coping mechanism. Therefore, these factors could have affected the respondents in
terms of dealing with anxiety. Thus, this may have affected the result of this study.
Relationship of Study Anxiety and Scholastic Performance

Different researches had shown that there is a significant relationship between
study anxiety and scholastic performance. Furthermore, study anxiety significantly
affects scholastic performance inversely proportional. According to Ali, Maqbool,
Nadeem, and Zaidi (2012) and Jabs, Neuderth, and Schmidtke (2008), anxiety has an
impact towards the academic achievement of students. Moreover, the studies revealed
that there is more impact of anxiety on female students as compared to male students.
Furthermore, Herawan, Othman, & Sinnadurai (2010) found that there was a significant
correlation of high level of study anxiety and low academic performance particularly
among engineering students. Amanullah, Aziz and Hashmat (2008) also stated that
females relatively experience greater anxiety than females. This could have been
affected by different factors such as extensive course loads, lack of physical exercise
and long duration of exams. Additionally, neuroticism-a mental and emotional disorder
that affects personality accompanied by less distorted perception of reality and various
physical, physiological and mental disturbances- has a positive correlation with test
anxiety (Bgdeli, & Khosravi, 2008). Moreover, students with anxiety problems tend to
show lower levels of academic achievement, self-efficacy, and self-concept (Dobson,
2012). Also, anxiety directly impairs test performance. According to Chin, Harvey, and
Taylor et al (2017) test anxiety has a negative effect on test performance. In his study,
Spielberger (2012) stated that there is a significant negative relationship was found
between test anxiety and academic performance particularly medical students.
However, this study reveals that there is no significant relationship between study
anxiety and scholastic performance among senior high school students. It shows that
even if the respondents have a low level of study anxiety it doesn’t affect their scholastic
performances as it is also true even the respondents have a high level of anxiety.
Furthermore, the result disproved the concept of the related researches that study
anxiety is related with the scholastic performances of students. It present that there is no
inversely and positively proportional relationship between the two variables. Thus, there
is no significant effect of anxiety towards the academic performances of students
(Kithuka, Muola, Nassiuma & Ndirangu, 2008). Additionally, Kithuka et al (2008)
explained in their study that factors such as intelligence, school facilities and discipline
may have affected study anxiety wherein test anxiety to be particular. The results reveal
that respondents have a very satisfactory grade. This may have affected the findings of
the study having intelligence as one of the factors that affects the relationship of study
anxiety and scholastic performance of the respondents. Furthermore, results show that
the respondents have low study anxiety that is limited in the setting of the school. This
implies that study anxiety varies not only in strand but may also be implied with the
institutions students are studying in. The school facilities and teaching methods of
educators, which are some of the perceived factors, may have affected the findings in
School Students |9
the study. In addition, these findings proved that the effect shows a positive outlook
towards and among the students as to the respondents and to the variables. This means
that students who experience greater level of anxiety have no significant impact in
accordance with scholastic performance, same is true with students who go through
lesser level of study anxiety. However, it can’t generally be stated that study anxiety
affects the performances of the students and results implies to study anxiety alone as
one of the aspect that affects scholastic performance.
CONCLUSION
The study examined the correlation between study anxiety and scholastic
performance of senior high school students. The findings of this study show that the
level of study anxiety and the scholastic performance of the students have no significant
relationship. In contrary, other study shows that there is a significant relationship
between anxiety and scholastic performance. This study disproved the results of other
studies as the finding showed opposite from the latter statement. Moreover, findings also
state that the level of anxiety is significantly different in group according to strand. It
reveals that study anxiety varies from one strand to another.
IMPLICATIONS
As to the significant difference in study anxiety among strands, educators and

parents should help the students by encouraging and supporting them in order to lessen
the study anxiety among the strand particularly the STEM-HS having the highest level of
study anxiety. With such, study anxiety awareness will also help students in plotting their
academic strategies to improve their scholastic performances.
The results also show that there is no significant relationship between study
anxiety and scholastic performance. However, the presence of study anxiety is still
present and has an inverse relationship with scholastic performance. Thus, it motivating
activities for the schools should be implemented by educators and parents in order to
help students in improving and managing their performances in academics.
RECOMMENDATIONS
As to other researchers who would like to replicate and further study the
relationship of study anxiety and scholastic performance of senior high school students,
the researchers of this study suggests that:
(1) Further look on the different aspects and dimensions of study anxiety
including the environment, peer influence, and specialization of the respondent to
thoroughly comprehend the nature and factors of study anxiety related to academic
performance.
(2) Future researches must also look on the difference of the level of study
anxiety and scholastic performance when grouped according to gender.

School Students |10
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Bhosle, M., Sail, K.,Sansgiry, S..(2006).“Factors That Affect Academic Performance

Among Pharmacy Students”. Retrieved from:
https://www.researchgate.net/publication/6650623_Factors_That_Affect_Academ
ic_Performance_Among_Pharmacy_Students
Bono, R., Pellicioni, M., & Pena, M.. (2016). “Gender Differences in Test Anxiety and
Their Impact on Higher Education Students’ Academic Achievement”. Retrieved
from: http://www.sciencedirect.com/science/article/pii/S1877042816309491
Cabauatan, R., De Castro, B., Grajo J., et al. (2016). “Practical Research 2”. Philippines:
Vibal Pubishing Inc.

School Students |11
Chin, E., Harvey,S., Taylor, J., et al..(2017). ”The influence of negative affect on test
anxiety and academic performance: An examination of the tripartite model of
emotions”.Retrieved from:
https://www.researchgate.net/publication/312385090_The_influence_of_negative
_affect_on_test_anxiety_and_academic_performance_An_examination_of_the_t
ripartite_model_of_emotions
Dobson, C.,(2012). “Effects Of Academic Anxiety On The Performance Of Students With

And Without Learning Disablities And How Students Can Cope With Anxiety At
School”. Retrieved from:
https://www.nmu.edu/education/sites/DrupalEducation/files/UserFiles/Dobson_C
assie_MP.pdf
Ewen, R.. (2014). “An Introduction to the Theories of Personality”. 7th edition. pp.94-96.
Farooqi, Y., Ghani, R., Spielberger, C.. (2012). ”Gender Differences in Test Anxiety and
AcademicPerformance of Medical Students”. Retrieved from:
http://www.oalib.com/paper/1362017#.Wdr6DWiCzIU
Hadwin, J., Norgate, R., Owens, M., et al.. (2012). “Anxiety and depression in academic
performance: An exploration of the mediating factors of worry and working
memory”. Retrieved from:
http://journals.sagepub.com/doi/abs/10.1177/0143034311427433
Halilu, S., Mohammed, S., & Muhammad, A.. (2017). “Effects Of Examination Anxiety
On University Students’ Academic Performance In Northwest University, Kano,
Nigeria”. Retrieved from: https://oapub.org/edu/index.php/ejes/article/view/733
Herawan, T., Othman, A., Sinnadurai,S.. (2010). “The Relationship between Study
Anxiety and Academic Performance among Engineering Students”. Retrieved
from: http://www.sciencedirect.com/science/article/pii/S1877042810021725
Jabs, B., Neuderth, S., &Schmidtke, A..(2012). “Impact of Anxiety on the Academic
Achievement of Students Having Different Mental Abilities at University level in
Bahawalpur (Southern Punjab) Pakistan “. Retrieved from:
https://link.springer.com/article/10.1007/s00702-008-0123-7
Jabs, B., Neuderth, S., Schmidtke, A.. (2008). “Strategies for reducing test anxiety and
optimizing exam preparation in German university students: a prevention-
oriented pilot project of the University of Würzburg”. Retrieved from:
https://link.springer.com/article/10.1007/s00702-008-0123-7
Juhari, R., Mansor, M., &Redzuan, M.. (2010). “The Relationship Between Test-Anxiety
and Academic Achievement among Iranian Adolescents”. Retrieved from:
http://ccsenet.org/journal/index.php/ass/article/viewFile/5979/4783
Khalaila, R.. (2015).“The relationship between academic self-concept, intrinsic

motivation, test anxiety, and academic achievement among nursing students:
Mediating and moderating effects”. Retrieved from:
http://www.sciencedirect.com/science/article/pii/S0260691714003487
School Students |12
Kithuka, M., Muola, J., Nassiuma, D., Ndirangu, G.. (2008). “ An investigation of the
relationship betweenTest anxiety and academic performance inSecondary
schools in Nyeri District, Kenya ”. Retrieved from:
http://dx.doi.org/10.4314/gjedr.v8i1-2.53761
Mohammadi, M. &Vansegh, S.. (2007). “Religiosity, Anxiety, and Depression among a

Sample of Iranian Medical Students”. Retrieved from:
http://journals.sagepub.com/doi/abs/10.2190/J3V5-L316-0U13-7000
Na, Z..( 2007). “A Study of High School Students’ English Learning Anxiety”. Retrieved
from: http://connection.ebscohost.com/c/articles/37325104/study-high-school-
students-english-learning-anxiety
Woodrow, L.. (2006). “Anxiety and Speaking English as a Second Language”. Retrieved
from: https://eric.ed.gov/?id=EJ805896

School Students |13
LITERATURE MATRIX
Delineating Factors/
Bibliography Objective Variables Methods Major Findings
Afolayan, J. A., Donald, The aim of this IV: Anxiety Descriptive Result indicated that generally
B., Onasoga, O., study was therefore to DV: academic survey, Chi students expressed anxiety during
Babafemi, A., & Juan, determine the performance of square examination which is
A..(2013). “Relationship relationship between nursing students, seen as physiological,
between anxiety and and academic Niger Delta psychological and behavioural
academic performance of performance of students University, Bayelsa changes and abnormality.There
nursing students, in the faculty of State, Nigeria was no statistical difference
Niger Delta University, Nursing, Niger Delta between gender and academic
Bayelsa State, Nigeria” University, Wilberforce performance of students. The
Retrieved Island, Bayelsa State. need for students to be counselled
from:www.pelagiaresearc to maintain optimal thought
hlibrary.com process and health
during examination was therefore
emphasized.
Alci, B., Bademcioglu, M., Identify whether the IV: English Foreign According to T-test results, it was
Ergin, A., et al.. (2016). students foreign Language Language seen that female students score is
“An Investigation into language speaking DV: University Speaking higher than male students. Also, it
University Students’ anxiety demonstrate Students’ Foreign Anxiety could be reported anxiety of
Foreign Language significant differences in Language Speaking Questionnaire students who have received
Speaking Anxiety”. terms of their gender, Anxiety T-test and English preparatory training are
Retrieved from: language level, Locale: Istanbul one-way lower based on T-test results.
http://www.sciencedirect.c receiving English Technical ANOVA. Moreover, ANOVA results
om/science/article/pii/S18 preparatory training, University indicated the students language
7704281631285X and the kind of high level and the kind of high school
school they graduated do not affect their speaking
from. anxiety. In a nutshell, the foreign
language speaking anxiety is
affected by gender and receiving

School Students |14
English preparatory training.
Ali, A., Maqbool, S., To review the symptoms IV: Anxiety Data reveals that anxiety had its
Nadeem, M., & Zaidi, of anxiety in students; DV: Academic Survey impact on academic achievement
S.U.,(2012).“Impact of To evaluate the impacts Achievement of method, of students. The results show that
Anxiety on the Academic of anxiety on the Students Having formula of co- when anxiety increases, academic
Achievement of Students academic achievements Different Mental relation,formu achievement decreases both in
Having Different Mental of students; To Abilities at la of male and female students. It is
Abilities at University level differentiate the impacts University level in also noteworthy in the results that
in Bahawalpur (Southern of anxiety on the Bahawalpur regression there is more impact of anxiety on
Punjab) Pakistan academic achievements (Southern Punjab) female students as compared to
”. Retrieved from: of male and female Pakistan male students.
www.iojes. students; To give
net suggestions to
overcome anxiety and
increase academic
achievements
Aluoja, A., Eller, T., To assess the IV: anxiety and Emotional From the study group, 21.9%
Vasar, V., Veldi, M.. prevalence of symptoms depression State students had symptoms of anxiety,
(2006). of anxiety and DV: sleep problems Questionnaire and 30.6% had symptoms of
“Symptoms of anxiety and depression among of Estonian medical (EST-Q) and depression. The frequency of
depression in Estonian Estonian medical students Questionnaire anxiety and depressive symptoms
medical students with students and to find Locale: University on Sleep and was higher in females. In women,
sleep problems”. relationships between of Tartu Daytime anxiety remained significantly
Retrieved from: sleep complaints and Habits related to waking up because of
http://onlinelibrary.wiley.c emotional symptoms. nightmares and feeling tired in the
om/doi/10.1002/da.20166 morning; depressive symptoms
/abstract were related to difficulties in
getting to sleep at night, waking up
because of nightmares and
nocturnal eating habits, daytime
sleepiness, and sleepiness during
school lessons. In men, significant

School Students |15
relations were clear only for
depression: difficulties in falling
asleep at night before an exam
and subjective sleep quality.
Amanullah, F., Aziz, To assess examination IV: Factors Cross There was a high percentage of
S.,Hashmat, M..(2008). related anxiety among (extensive course sectional students who filled in the
”Factors causing exam final professional load, lack of study using questionnaire. Female students
anxiety in medical medical students by exercise and long structured relatively experience a greater
students”. Retrieved VAS (Visual duration self- impact of exam anxiety than male
from: Analogue Scale) and to of exams) administered students do. Among different
http://jpma.org.pk/full_arti determine the factors DV:anxiety in questionnaire factors
cle_text.php?article_id=1 contributing to exam medical students contributing to exam anxiety,
364 anxiety among final Locale:Dow extensive course loads, lack of
professional medical Medical College physical exercise and long
Students duration of exams were the most
important factors reported by the
students
Badshah, A., Jamal, Y., To estimate the IV: prevalence of A cross The mean (SD) age of the
Khan, M., et al. (2006). prevalence of anxiety, anxiety and sectional students was 21.3 (1.88) years.
“Prevalence of depression and their depression study utilizing Majority of the students were
Depression, Anxiety and associated risk factors DV:risk factors(age self- females. A very high prevalence of
their associated factors among students sex, etc.) among administered anxiety and depression (70%) was
among medical students of a public medical medical students questionnaire found among students. Students
in Karachi, Pakistan”. college in Karachi, Locale:Karachi, using substance abuse, having
Retrieved from: Pakistan. Pakistan family history of depression and
http://jpma.org.pk/full_arti anxiety and those who had lost a
cle_text.php?article_id=9 relative in last 1 year were 2.66,
59 2.35, 3.4 times more likely to be
depressed and suffered from
anxiety, respectively.
Bahrami, N., Daghigni, S., To investigate the IV: Test Anxiety Spearman Results show that students
&Dehghani, M.. (2011). relationship between DV: Academic methods studying in lower degrees are

School Students |16
“On the Relationship test anxiety and Performance Man Whitney more anxious than those who are
Between Test Anxiety academic performance Locale: Iran and more familiar with the test taking
and Academic of Iranian University Medical University correlation process in academic environment.
Performance”. Retrieved students in a Medical
from: University.
http://www.sciencedirect.c
om/science/article/pii/S18
77042811009189
Bgdeli, I., Khosravi,, To find out the IV:Personality Correlation

Results showed that test anxiety
M.(2008). relationship between test factors (introversion study, random
has significant positive correlation
“The relationship between anxiety and introversion / and extroversion) selection,Test
with neuroticism. But there was no
personality factors and test extroversion and DV: test anxiety anxiety scale
significant correlation between
anxiety among university neuroticism. among university and Eyzenck
introversion and extroversion with
students”. Retrieved from: students personality
test anxiety. Introversion and
http://journals.bmsu.ac.ir/jb Locale:Semnan scale,test, and
extroversion had significant
s/index.php/jbs/article/view University regression
correlation with neuroticism. But
/120 was used for
between girls and boys there were
the data
no significant differences on test
analysis
anxiety, neuroticism and
extroversion / introversion. Only
neuroticism could predict test
anxiety.
Bhosle, M., Sail, To examine the factors IV: academic and Cross- Academic performance was
K.,&Sansgiry, such as academic test competence, sectional significantly associated with
S..(2006).“Factors That competence, test time management, study design factors such as academic
Affect Academic competence, time strategic studying, utilizing competence and test competence.
Performance Among management, strategic test anxiety questionnaire Students with a cumulative GPA of
Pharmacy Students”. studying, and test DV: Academic s 3.0 or greater significantly differed
Retrieved from: anxiety, and identify Performance of in their level of test competence
https://www.researchgate. whether these factors Pharmacy Students than those with a GPA of less than
net/publication/6650623_ could distinguish Locale:University of 3.0. Students enrolled in their
Factors_That_Affect_Aca differences among Houston experiential year differed from

School Students |17
demic_Performance_Amo students, based on students enrolled in their second
ng_Pharmacy_Students academic performance year of curriculum on factors such
and enrollment in the as test anxiety, academic
experiential program competence, test competence,
and time management skills.
Bono, R., Pellicioni, M., & To examine gender IV: Gender Specific test Compared with their male
Pena, M.. (2016). differences in test, trait, Differences in Test situations: counterparts, female students
“Gender Differences in and math anxiety Anxiety multiple- reported higher levels of test,
Test Anxiety and Their among university DV: Students’ choice, open- math, and trait anxiety, as well as
Impact on Higher students, as well as Academic question, oral greater expected anxiety in three
Education Students’ differences in their Achievement presentation, of the four test situations
Academic Achievement”. academic achievement. Locale: University and an exam considered. However, females did
Retrieved from: of Barcelona involving not show lower academic
http://www.sciencedirect.c calculations achievement than male students in
om/science/article/pii/S18 either the open-question or the
77042816309491 multiple-choice exams. These
results are discussed in terms of
gender differences in socialization
patterns and coping styles.
Chin, E., Harvey,S., To explore whether the IV: test anxiety Structural The findings were partly consistent
Taylor, J., et al..(2017). ” broadly defined DV: academic equation with the TME, in particular,
The influence of negative dimensions of the performance modeling negative affect contributed to
affect on test anxiety and tripartite model are Locale: School of greater levels of test-specific
academic performance: useful for predicting Psychology, worries, such as the personal and
An examination of the educational outcomes. Massey University, social consequences of failing.
tripartite model of New Zealand Such worries, in turn, directly
emotions”. Retrieved impaired test performance, while
from: the influence of negative affect on
https://www.researchgate. test performance was mediated by
net/publication/31238509 test anxiety.
0_The_influence_of_nega

School Students |18
tive_affect_on_test_anxie
ty_and_academic_perfor
mance_An_examination_
of_the_tripartite_model_o
f_emotions
Dobson, C.,(2012). “ To explore the IV: Academic ANOVA Students with anxiety problems
Effects Of Academic relationship between Anxiety tend to show lower levels of
Anxiety On The anxiety, student DV: Performance academic achievement, self-
Performance Of Students achievement, self- Of Students With efficacy, and self-concept Problem
With And Without concept, and self- And Without based learning is a teaching
Learning Disablities And efficacy for students Learning Disablities method proven to increase
How Students Can Cope with and without students’ levels of positive
With Anxiety At School”. disabilities. metacognition. Ideas for further
Retrieved from: research involving anxiety and
https://www.nmu.edu/edu students with learning disabilities
cation/sites/DrupalEducati are explored.
on/files/UserFiles/Dobson
_Cassie_MP.pdf
Farooqi, Y., Ghani, R., To investigate gender IV: Gender Purposive male medical students achieved
Spielberger, C.. (2012). differences in test Differences sampling statistically significant higher
”Gender Differences in anxiety level and DV:and Academic technique GPAS as compared to the female
Test Anxiety and academic performance Performance of was used. medical students. Furthermore,
Academic of medical Medical Students significant negative relationship
Performance of Medical students Locale:Services was found between test
Students”. Retrieved Institute of Medical anxiety and academic
from: Sciences (SIMS) performance of medical students

School Students |19
http://www.oalib.com/pap
er/1362017#.Wdr6DWiCz
IU
Hadwin, J., Norgate, R., To test an interaction IV: Anxiety and Anxiety-WMC The results of this study suggest
Owens, M., et al.. (2012). hypothesis to determine depression interaction that WMC moderates the
“Anxiety and depression whether a combination DV: academic relationship between anxiety and
in academic performance: of high anxiety and low performance cognitive test performance and
An exploration of the working memory Locale: Matthew may be a determinant factor in
mediating factors of worry capacity (WMC) would Owens, explaining some discrepancies
and working memory”. predict variance in Developmental found in the literature. Further
Retrieved from: demanding cognitive Psychiatry, research is needed to fully
http://journals.sagepub.co test scores. University of understand the mechanisms
m/doi/abs/10.1177/01430 Cambridge, involved.
34311427433 Douglas House18b
Trumpington Road,
Cambridge CB2
8AH, UK
Halilu, S., Mohammed, To examine the effects IV:Examination Purposive Results obtained revealed that
S., & Muhammad, A.. of examination anxiety Anxiety sampling there is no significant difference
(2017). on university students’ DV:University techniques, between male and female
“Effects Of Examination academic performance Students’ Academic Effects of students on causes as well as
Anxiety On University in Northwest University, Performance Examination effects of examination anxiety
Students’ Academic Kano State, Nigeria. Locale:Northwest Anxiety regarding their academic
Performance In University, Kano, Questionnaire performance. Based on the
Northwest University, Nigeria (EEAQ) findings, the study recommended
Kano, Nigeria”. Retrieved that counsellors as well as other
from: educators should create enabling
https://oapub.org/edu/ind learning environment for students
ex.php/ejes/article/view/7 free of tension and unnecessary
33 stress to minimize anxiety and
amongst others.

School Students |20
Herawan, T., Othman, A., To observe the IV: Study Anxiety State Trait Students’ academic performance
Sinnadurai,S.. (2010). relationship between DV: Academic Anxiety was measured using Grade Point
“The Relationship study anxiety level and Performance Inventory Average (GPA). The results
between Study Anxiety students’ academic among Engineering (STAI) showed that there was a
and Academic performance. Students significant correlation of high level
Performance among Locale:Universiti anxiety and low academic
Engineering Students”. Malaysia Pahang performance among engineering
Retrieved from: (UMP) students, with significant
http://www.sciencedirect.c correlation (p = 0.000) and the
om/science/article/pii/S18 correlation coefficient is small with
77042810021725 r = -.264. Large of sample size
required to strengthen the
coefficient correlation was
suggested for further research.
Jabs, B., Neuderth, S., To reduce the test IV: (strategies) randomized A variety of intervention
Schmidtke, A.. (2008).” anxiety among behavioral methods controlled techniques for the treatment of test
Strategies for reducing university students DV: exam trials anxiety was detected, from which
test anxiety and which is frequently preparation in cognitive behavioral methods were
optimizing exam accompanied by a German University found to be most effective for the
preparation in German decline in performance students treatment of test anxiety.
university students: a and severe Locale:University of University students should be
prevention-oriented pilot psychological problems. Würzburg, taught strategies to cope with the
project of the University of Germany demands and organization of their
Würzburg”. Retrieved studies at a very early stage to
from: prevent test anxiety and its
https://link.springer.com/a concomitants.
rticle/10.1007/s00702-
008-0123-7
Jabs, B., Neuderth, S., & To study the "Impact of IV: Anxiety Stratified The in depth investigation of the
Schmidtke, A..(2012). Anxiety on the DV:Academic sampling findings obtained through this
“Impact of Anxiety on the Academic Achievement Achievement of Questionnaire analyzed data reveals that anxiety

School Students |21
Academic Achievement of of Students at University Students (Otis self- had its impact on academic
Students Having Different level in Bahawalpur, Locale: Bahawalpur administering achievement of students. The
Mental Abilities at Pakistan." (Southern Punjab) test of mental results show that when anxiety
University level in Pakistan ability) increases, academic achievement
Bahawalpur (Southern Anxiety decreases both in male and
Punjab) Pakistan “. measurement female students. It is also
Retrieved from: scale noteworthy in the results that there
https://link.springer.com/a is more impact of anxiety on
rticle/10.1007/s00702- female students as compared to
008-0123-7 male students.
Juhari, R., Mansor, M., & To determine the IV: Test-Anxiety Self- Result shows that there is a
Redzuan, M.. (2010). relationship between DV: Academic administered significant correlation (r= -0.23,
“The Relationship test-anxiety and Achievement of questionnaire p=.000) between test anxiety and
Between Test-Anxiety academic achievement Iranian Adolescents Test Anxiety academic achievement among
and Academic among adolescents in Locale: High Inventory adolescents. In addition, there is a
Achievement among Sanandaj, Iran. schools in (TAI) significant difference (t= 5.47,
Iranian Adolescents”. Sanandaj, Iran Grade Point p=.000) of academic achievement
Retrieved from: Average between male and female
http://ccsenet.org/journal/i (GPA) score adolescents whereby female score
ndex.php/ass/article/view higher in their academic
File/5979/4783 achievement.

School Students |22
Khalaila, R.. (2015). To explore the direct IV: academic self- Bootstrapping A higher self-concept was found to
“The relationship between and/or indirect effects of concept, intrinsic with be directly related to greater
academic self-concept, academic self-concept motivation, test resampling academic achievement. Test
intrinsic motivation, test on academic anxiety strategies anxiety and intrinsic motivation
anxiety, and academic achievement, and DV: academic Academic were found to be significant
achievement among examine whether achievement motivation, mediators in the relationship
nursing students: intrinsic motivation among nursing academic between self-concept and
Mediating and moderating moderates the negative students self-concept academic achievement. In
effects”. Retrieved from: effect of test anxiety on Locale: Academic and test addition, intrinsic motivation
http://www.sciencedirect.c academic achievement. College in Northern anxiety scales significantly moderated the
om/science/article/pii/S02 Israel negative effect of test anxiety on
60691714003487 academic achievement.
Kithuka, M., Muola, J., To determine the IV: test anxiety The The results showed that
Nassiuma, D., Ndirangu, relationship between correlational there is a statistically significant
G.. (2008). “ An test anxiety and DV: academic study design difference (P < 0.01, t = -3.736)
investigation of the academic performance was used. between test anxiety levels before
relationship between performance among Students’ and after examinations. High
Test anxiety and students in Nyeri Questionnaire anxiety is experienced before the
academic performance in district, Kenya. , a Teachers’ examination in all subjects. It was
Secondary schools in and a also established that both girls and
Nyeri District, Kenya ”. Students’ boys are equally affected by test
Retrieved from: Interview anxiety. The results showed that
http://dx.doi.org/10.4314/ Schedules teachers do not adequately help
gjedr.v8i1-2.53761 students cope with test anxiety.
There was no significant
relationship (r= 0.06) between test
anxiety and academic
performance.
Mohammadi, M. & To preliminary assesses IV: Anxiety, and Cross- All the three religious subscales
Vansegh, S.. (2007). the associations Depression sectional were negatively associated with
“Religiosity, Anxiety, and between religious DV: Religiosity study and and negatively predicted

School Students |23
Depression among a variables, anxiety, and Locale: of Iranian questionnaire depression and anxiety; but only
Sample of Iranian Medical depression in a sample Medical Students prediction of anxiety by the
Students”. Retrieved of Muslim students. religious beliefs score was
from: statistically significant.
http://journals.sagepub.co
m/doi/abs/10.2190/J3V5-
L316-0U13-7000
Na, Z..(2007).”A Study of To explore high school IV:Personality Questionnaire Students indeed had comparatively
High School Students’ students’ English factors (introversion highanxiety in English learning.
English Learning Anxiety”. learning anxiety in and extroversion) Males have higher anxiety of
Retrieved from: Chinese EFL (English as DV: test anxiety English classes than females. And
http://connection.ebscohos a Foreign among university itwas also found that high anxiety
t.com/c/articles/37325104/ Language) students plays a somewhat debilitative role
study-high-school- Locale:high school in in high school students’
students-english-learning- Shandong Province language learning.
anxiety
Woodrow, L.. (2006). To determine the IV:Second Interview The results indicate that the most
“Anxiety and Speaking conceptualization of language anxiety frequent source of anxiety was
English as a Second second language DV: oral interacting with native speakers.
Language”. Retrieved speaking anxiety, the performance of Evidence for two types of anxious
from: relationship between speakers of English language learner emerged;
https://eric.ed.gov/?id=EJ anxiety and second as a second retrieval interference and skills
805896 language performance, language deficit. There was an indication
and the major reported Locale:Australian from the study that English
causes of second universities language learners from Confucian
language anxiety. Heritage Cultures (CHCs), China,
Korea and Japan were more
anxious language learners than
other ethnic groups.

School Students |24
VARIABLE MATRIX
VARIABLES TYPE OF VARIABLE OPERATIONAL BEHAVIOR

OR (Independent/Exogenous, DEFINITION OF THE OF THE
CONCEPTUAL Mediating/Moderator, VARIABLES VARIABLES
TAGS Dependent/Endogenous)
Study Anxiety Independent An intense feeling of Positive
unease, worries, and Negative
fear that a students
may experience in
studying.
Scholastic Dependent The General Positive
Performances Weighted Average of Negative
respondents in the
first semester SY
2017-2018.

School Students |25
COMMUNICATIONS
Letter to the respondents
Dear Respondents:
We, Grade-12 Accountancy and Business Management (ABM) Saint Juliana of

Nicomedia of University of Saint Louis Tuguegarao is presently undertaking a study
“Study Anxiety Related to the Scholastic Performance of Senior High School Students”
as a requirement for our Practical Research II. Our target respondents are Grade 12-
ABM students in the University of Saint Louis-Tuguegarao City. The purpose of the
study is to determine the relationship between study anxiety and scholastic
performance.
In line with this, we humbly seek for your permission to conduct a survey and
answer a simple questionnaire. We assure you that your answers will be personally
confidential for our research study.
Thank you and God bless!
Very Respectfully Yours,
ROWELL BUSTILLO
SAMANTHA MATEO
ANGELIQUE CANAPI
CHRISTOPHER JOHN PAGUNURAN
NOELIN BALAO
NICOLE TACCAD
NARENCE GAUANI
Noted by:
Research Adviser
CLAIRE T. GUMARANG, MAEd.

SHS Assistant Principal
MARY ANN A. BAQUIRAN, MAEd.

HS Principal

School Students | 26
Letter for approval
February 20, 2017
MARY ANN A. BAQUIRAN, MAEd.

High School Principal
University of Saint Louis
Tuguegarao City
Thru: CLAIRE T. GUMARANG, MAEd.
SHS Assistant Principal
Ma’am:
Christian greeting!
We, the Grade 12-ABM students of St. Juliana of Nicomedia, are currently conducting
our research study entitled “Study Anxiety Related to the Scholastic Performance
Senior High School Students”. With correlation and descriptive research design, this
aims to identify the relationship between study anxiety and scholastic performance. The
study involves the Grade 12-ABM students in the University of Saint Louis-Tuguegarao
City as respondents of the study.
The correlational aspect of the research involves questionnaire to gather data which is
already done. However, the descriptive aspect requires the General Weighted Average
(GWA) of the participants in order to complete the data analysis.
In connection to this, may we request to have a copy of the list of the General Weighted
Average (GWA) of Grade 12- ABM students for us to finalize the data gathering
procedure of our research.
We assure you that the list General Weighted Average (GWA) will be kept confidential
and secured for research purposes only as noted by our research adviser, Mr. Jamel P.
Mateo, and approved by the University Research Center (URC).
Looking forward for your approval. Thank you and God bless!
Very Respectfully Yours,

ROWELL BUSTILLO NARENCE GAUANI
CHRISTOPHER JOHN PAGUNURAN SAMANTHA MATEO
NOELIN BALAO NICOLE TACCAD
ANGELIQUE CANAPI
Noted by:
JAMEL P. MATEO, MOS, LPT

Research Adviser

February 6, 2018
EMMANUEL JAMES P. PATTAGUAN, Ph.D.

Vice President for Academic Affairs
University of Saint Louis
Tuguegarao City, Cagayan
Dear Sir:
Greetings of Peace!
We, the Grade 12 ABM students of this university will be conducting a study entitled
“Study Anxiety Related to the Scholastic Performance of Senior High School
Students” as a final requirement for our subject, Research Project.
The said research study tends to seek the relationship between study anxiety and SHS
students of their academic performances, therefore, it would help to inform and build
awareness among students, educators, and parents in how to handle study anxiety and
lessen the possible negative effects to students.
In this regard, we would like to respectfully ask your permission to allow us to conduct
our study through administering questionnaires to the randomly selected senior high
school students, specifically, the Grade 12 students of this university for us to obtain an
accurate data needed for the completion of our research. Rest assured that the data
gathered will be strictly for research purposes only and will be kept with utmost
confidentiality.
For inquiries and clarifications, we can be reached through a mobile number,

(+63)9051834749 or via e-mail @ bustillorowell10@gmail.com. We are very willing to
answer any queries that you may have regarding our research.
Attached herewith are copies of our research questionnaire, research questions and
informed consent form for your perusal. Your approval regarding this request is highly
appreciated.
Thank you and Godspeed!
Respectfully yours,
ROWELL BUSTILLO CHRISTOPHER JOHN PAGUNURAN
NOELIN BALAO ANGELIQUE CANAPI
NARENCE FAYE GAUANI SAMANTHA FAYE MATEO
NICOLE TACCAD
Researchers

Noted by:
JAMEL P. MATEO, MOS, LPT

Research Adviser
JENNIFER C. BANGI, MARS

Research Area Head
Recommended by:
CLAIRE T. GUMARANG, MAEd

Senior High School Assistant Principal
MARY ANN A. BAQUIRAN, MAEd

High School Principal

QUESTIONNAIRE
Study Anxiety Related to the Scholastic Performance of Senior High School

Students
NAME (Please indicate):______________________________
GENDER (Mark only one oval):

฀ Female
฀ Male
SECTION:______________________________
Please answer the following questions. Put a checkmark to indicate you answer.
LEGEND
0-never
1-sometimes
2-often
3-always
1. Examinations make me so nervous that I do not do nearly so well on

them as I should.
0 1 2 3
2.I have trouble keeping my mind from wandering as I study.
0 1 2 3
3.My fears or failures is stronger than my hope for success in a difficult

and challenging course.
0 1 2 3
4.I become so anxious over small point I encounter in studying and

reading that I miss the really important points and main trends.
0 1 2 3

5.I can read and reread an assigned passage in a book and still not
understand what the author is saying.
0 1 2 3
6.I dread taking examinations even when I'm reasonably prepared.
0 1 2 3
7.I am afraid to speak up or correct a teacher in class even when he/she

makes a rather obvious mistake.
0 1 2 3
8.The very act of studying makes me so nervous that I feel as though I am

coming apart.
0 1 2 3
9.I have difficulty in figuring out what is expected from me on an

examination or an written assignment.
0 1 2 3
10.After reading several pages of a chapter for an assignment, I have a

trouble remembering what I have read.
0 1 2 3
11.I become anxious or tense when i try to express my real feelings in

speech or in writing.
0 1 2 3
12.I feel so low and depressed at times that I cannot concentrate on my

school work.
0 1 2 3

13.I panic just before an examination
0 1 2 3
14.I am anxious before an examination even when I have studied for it
0 1 2 3
15.I am so nervous when I must make a class presentation that my mind

just refuses to function well
0 1 2 3

DATA MATRIX
LVL
RES # SEX STRAND GWA Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 OF
ANX
1 M ABM 90.70 1 0 1 1 0 1 1 0 0 1 1 0 0 1 1 9
2 M ABM 85.25 1 1 0 1 0 0 1 0 0 0 0 1 0 1 0 6
3 M ABM 86.65 2 1 0 0 1 1 2 0 1 1 0 0 0 1 1 11
4 F ABM 87.85 1 3 1 1 1 1 1 1 1 1 3 3 1 1 2 22
5 F ABM 84.15 2 2 1 0 1 1 1 0 1 1 2 2 1 1 1 17
6 F ABM 85.65 1 2 1 1 2 1 2 0 1 1 3 1 2 2 2 22
7 F ABM 85.25 1 1 0 1 1 0 1 1 2 1 3 1 1 0 1 15
8 F ABM 86.55 3 3 2 2 2 1 1 0 1 1 2 2 1 2 2 25
9 F ABM 86.45 1 1 1 1 2 1 2 1 2 2 1 2 2 2 2 23
10 F ABM 85.55 1 0 1 1 1 1 2 1 1 1 2 1 1 1 1 16
11 F ABM 88.90 1 1 1 1 1 1 2 1 1 1 2 1 0 1 1 16
12 F ABM 88.75 1 3 1 1 1 1 2 0 2 1 1 2 1 1 1 19
13 F ABM 88.50 1 1 1 2 1 1 2 1 1 1 2 1 0 0 2 17
14 F ABM 82.90 1 3 0 0 1 1 1 1 1 1 1 1 1 1 1 15
15 M ABM 88.25 1 3 1 0 1 0 2 0 2 2 2 1 0 0 1 16
16 F ABM 88.65 1 1 1 2 2 0 2 0 1 1 2 2 1 0 3 19
17 F ABM 84.40 1 1 2 2 2 1 0 0 2 2 3 1 0 1 1 19
18 M ABM 91.35 1 3 0 2 1 1 3 1 2 2 0 1 0 1 1 19
19 F ABM 85.30 0 2 0 1 0 0 0 1 0 0 0 0 0 1 1 6
20 F ABM 84.65 0 1 0 0 0 0 0 0 1 0 0 1 0 0 0 3
21 F ABM 83.00 1 2 1 2 1 2 2 1 2 1 2 2 1 1 2 23
22 M ABM 88.10 2 3 1 1 2 1 1 1 2 3 2 2 1 1 1 24
23 F ABM 91.75 1 1 0 0 1 1 1 1 0 1 0 1 0 1 0 9
24 F ABM 91.30 1 1 0 1 1 0 1 0 1 1 1 1 1 1 1 12
25 M ABM 89.35 2 2 0 2 1 1 1 0 1 1 1 2 0 0 1 15
26 F ABM 88.70 2 3 1 0 0 1 0 0 1 1 1 1 0 1 1 13
27 M ABM 87.35 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 16

School Students |33
28 F ABM 89.90 1 1 0 1 0 0 2 0 0 0 1 1 0 1 0 8
29 F ABM 84.50 2 3 2 2 2 1 1 0 3 1 1 1 1 2 1 23
30 F ABM 91.85 1 2 0 1 1 1 2 0 1 1 0 1 1 1 1 14
31 F ABM 83.40 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
32 F ABM 88.15 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 14
33 F ABM 87.35 1 1 1 0 1 1 1 0 1 1 2 1 1 2 1 15
34 M ABM 85.30 1 1 1 1 1 1 2 0 1 1 1 0 1 1 1 14
35 F ABM 88.70 2 3 2 3 1 1 3 1 2 1 3 3 2 2 3 32
36 F ABM 87.40 3 3 3 3 2 3 3 2 3 3 3 1 1 3 3 39
37 F ABM 83.05 1 2 1 1 2 1 2 1 1 2 1 1 1 1 1 19
38 F ABM 85.50 2 2 3 2 2 3 3 1 3 3 3 3 2 3 3 38
39 F ABM 82.45 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
40 M ABM 86.85 1 1 2 1 1 2 2 2 2 3 1 3 2 1 2 26
41 F ABM 90.25 2 2 2 1 1 1 1 1 1 1 0 0 1 1 1 16
42 F ABM 87.05 1 1 1 0 1 1 2 1 1 0 1 0 1 0 1 12
43 F ABM 86.95 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 12
44 M ABM 90.90 1 2 1 1 1 3 1 2 1 1 1 3 2 1 1 22
45 F ABM 87.35 1 2 0 0 1 1 2 1 1 1 2 1 1 2 1 17
46 F ABM 88.95 1 3 1 1 3 1 1 1 1 1 1 1 1 1 1 19
47 F ABM 86.45 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 13
48 F ABM 87.70 1 1 2 2 1 1 1 1 1 1 1 1 1 1 0 16
49 F ABM 85.55 1 1 1 1 1 1 1 2 1 1 2 2 1 1 1 18
50 F ABM 85.65 2 1 2 1 1 1 2 1 1 1 1 2 2 2 1 21
51 M ABM 90.20 2 2 2 1 2 2 3 2 2 3 2 1 2 2 2 30
52 M ABM 89.25 2 1 2 1 0 1 1 3 3 1 2 2 2 2 2 25
53 M ABM 85.75 0 2 0 1 2 3 0 1 2 3 0 1 2 0 1 18
54 F ABM 86.10 1 1 3 2 0 0 3 0 2 1 2 1 1 1 1 19
55 M ABM 89.25 3 2 2 1 1 2 1 0 3 3 1 2 3 2 1 27
56 M ABM 86.95 0 1 0 0 1 0 1 0 1 1 0 0 0 0 0 5
57 F ABM 90.80 1 1 0 1 1 2 2 1 2 1 1 1 2 1 2 19
58 F ABM 87.20 2 2 3 2 1 2 1 1 1 2 2 2 2 2 2 27
59 F ABM 93.65 0 3 1 1 1 1 3 0 1 2 1 2 2 2 1 21

School Students |34
60 M ABM 90.45 1 2 1 1 1 2 2 1 2 1 1 0 0 1 1 17
61 F ABM 88.75 0 1 0 0 1 0 1 0 1 1 1 1 0 0 0 7
62 F ABM 87.58 1 0 1 1 1 1 2 1 1 2 1 2 2 2 3 21
63 F ABM 86.50 1 2 1 2 0 0 0 0 1 1 0 0 2 1 2 13
64 F ABM 87.70 1 0 1 1 1 1 2 1 1 2 1 2 2 2 3 21
65 F ABM 90.25 1 0 1 1 1 1 2 1 1 2 1 2 2 2 3 21
66 F ABM 85.15 2 1 1 1 1 1 2 1 1 2 1 1 1 1 2 19
67 F ABM 83.75 2 1 0 1 1 0 2 1 2 1 1 0 1 1 2 16
68 F ABM 89.30 1 1 1 0 2 0 3 2 2 0 3 0 1 1 2 19
69 F ABM 84.70 1 1 0 1 1 1 1 1 0 1 0 0 1 1 0 10
70 M ABM 90.15 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 3
71 F ABM 84.40 2 1 1 1 1 1 1 1 1 1 1 1 0 1 1 15
72 F ABM 84.75 2 1 0 1 1 1 2 0 0 1 2 1 0 0 1 13
73 F ABM 86.70 1 1 1 1 2 0 3 0 1 1 1 1 1 0 2 16
74 F ABM 90.15 1 0 0 0 0 0 1 1 1 1 0 0 1 0 1 7
75 F ABM 82.25 1 2 1 1 1 1 3 1 3 1 3 1 1 1 1 22
76 M ABM 89.35 1 3 1 3 1 1 0 0 1 0 0 3 1 2 1 18
77 F ABM 80.05 2 1 2 2 1 2 1 1 2 2 2 2 2 2 3 27
78 F ABM 86.60 1 1 0 0 1 2 0 0 3 1 2 2 0 1 2 16
79 F ABM 89.15 1 1 1 1 0 1 2 0 1 0 1 0 1 1 1 12
80 M ABM 85.45 3 3 2 2 1 2 1 1 2 3 3 2 1 1 1 28
81 F ABM 86.75 0 0 0 2 1 1 0 0 0 2 1 0 0 0 0 7
82 M ABM 89.55 0 0 0 0 0 0 3 1 0 0 3 0 0 0 0 7
83 M ABM 88.25 1 1 0 0 1 0 0 0 0 2 0 0 0 0 0 5
84 M ABM 84.95 2 3 0 0 3 1 3 0 0 2 3 0 1 1 1 20
85 M ABM 86.00 0 1 0 1 2 0 2 0 0 0 0 0 1 1 0 8
86 M ABM 85.30 1 2 0 1 3 0 3 0 0 2 2 0 0 0 0 14
87 F ABM 90.50 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1
88 F ABM 86.10 2 3 0 0 1 1 3 0 0 2 3 0 2 1 1 19
89 M ABM 87.50 1 2 0 0 2 2 3 1 1 2 0 0 1 1 1 17
90 M ABM 86.05 2 2 1 1 3 1 1 1 1 3 0 0 2 2 1 21
91 F ABM 85.10 2 1 1 0 0 1 1 0 0 1 3 2 0 0 1 13

School Students |35
92 M ABM 88.85 1 2 1 2 1 1 1 0 1 1 0 2 1 1 1 16
93 F ABM 91.20 0 1 0 0 0 0 1 0 0 1 1 1 0 0 0 5
94 F ABM 85.85 1 1 0 1 0 1 1 0 0 1 0 0 1 0 0 7
95 M ABM 85.35 1 1 1 2 2 2 1 1 1 1 1 2 1 1 1 19
96 F ABM 86.10 3 2 1 2 1 3 2 2 2 1 1 2 2 2 2 28
97 F ABM 85.65 1 2 2 1 2 1 1 1 1 2 3 1 2 1 3 24
98 F ABM 87.30 0 2 1 1 0 1 1 0 1 0 1 1 0 1 1 11
99 F ABM 85.70 1 2 2 2 2 2 1 3 2 2 2 3 3 2 2 31
100 F ABM 88.55 2 1 1 1 1 1 2 1 1 0 0 0 0 1 1 13
101 F ABM 86.45 1 2 2 2 1 1 2 1 2 2 1 2 1 1 1 22
102 F ABM 85.20 1 1 0 1 1 0 2 1 1 1 1 1 1 1 1 14
103 F ABM 90.00 0 1 1 1 0 1 1 2 0 1 1 1 1 1 1 13
104 F ABM 89.60 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 13
105 M STEM-NHS 84.60 1 0 0 1 0 0 1 1 0 1 0 0 1 0 0 6
106 F STEM-NHS 88.20 1 1 0 1 1 1 1 1 1 1 1 1 0 1 0 12
107 M STEM-NHS 83.05 1 1 2 1 1 2 0 0 1 1 0 0 0 0 1 11
108 F STEM-NHS 85.95 1 1 3 1 1 1 0 0 1 1 1 1 0 1 1 14
109 M STEM-NHS 86.00 1 1 2 2 1 0 2 1 1 1 0 0 0 1 2 15
110 M STEM-NHS 84.95 2 2 1 2 2 2 3 1 2 2 3 2 2 2 2 30
111 F STEM-NHS 85.70 1 2 1 2 2 1 1 1 2 1 2 2 1 2 1 22
112 F STEM-NHS 82.20 2 2 3 3 1 2 1 2 3 1 1 3 1 1 3 29
113 M STEM-NHS 84.60 1 3 0 1 2 1 1 0 1 2 1 0 1 1 0 15
114 F STEM-NHS 84.40 2 2 3 2 1 2 0 2 0 2 2 1 2 3 3 27
115 F STEM-NHS 84.80 0 1 0 0 0 0 3 0 0 0 1 0 1 1 1 8
116 F STEM-NHS 85.30 1 1 0 1 1 0 3 0 1 1 2 1 2 2 3 19
117 M STEM-NHS 86.45 1 1 1 1 0 2 3 2 2 2 1 3 1 2 1 23
118 M STEM-NHS 81.55 2 1 3 2 2 1 3 2 0 1 3 2 1 1 2 26
119 F STEM-NHS 87.15 2 3 1 1 1 3 2 1 2 2 1 2 2 3 2 28
120 M STEM-NHS 83.55 1 1 1 2 1 2 1 1 2 1 2 1 1 2 2 21
121 F STEM-NHS 86.50 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 12
122 M STEM-NHS 82.10 2 1 0 2 1 2 1 1 1 2 1 1 1 1 1 18
123 M STEM-NHS 85.20 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15

School Students |36
124 M STEM-NHS 87.65 0 2 0 1 3 0 2 3 2 2 0 0 1 1 0 17
125 F STEM-NHS 88.20 1 2 2 1 1 1 1 0 2 1 0 2 0 1 0 15
126 M STEM-NHS 87.35 1 1 2 3 1 2 3 0 3 3 0 3 3 3 3 31
127 F STEM-NHS 88.00 1 3 3 2 0 1 3 0 1 0 2 1 1 2 3 23
128 M STEM-NHS 82.10 1 0 0 1 1 1 0 1 1 1 1 0 1 0 0 9
129 M STEM-NHS 82.20 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
130 M STEM-NHS 83.40 1 2 2 2 1 2 0 1 1 1 2 0 0 0 1 16
131 M STEM-NHS 84.90 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 17
132 M STEM-NHS 82.10 3 2 1 1 1 1 1 1 1 1 1 1 1 1 1 18
133 M STEM-NHS 84.00 1 2 2 2 1 2 1 2 1 2 1 2 2 1 1 23
134 M STEM-NHS 90.75 2 2 2 3 1 1 1 2 2 1 3 1 3 3 3 30
135 M STEM-NHS 84.15 2 1 1 1 1 1 2 1 1 1 1 1 1 2 1 18
136 M STEM-NHS 86.25 1 2 0 0 1 1 0 1 1 0 0 0 1 1 0 9
137 F STEM-NHS 88.55 3 2 1 1 1 1 1 1 1 1 2 1 0 1 1 18
138 M STEM-NHS 90.45 2 2 1 2 2 1 2 1 2 2 1 2 1 2 1 24
139 F STEM-NHS 83.90 1 1 0 1 1 1 1 1 1 1 2 1 1 1 1 15
140 F STEM-NHS 86.05 0 1 0 1 1 1 2 0 1 1 3 1 1 1 2 16
141 F STEM-NHS 89.00 1 1 0 1 1 1 3 1 1 1 1 1 0 1 2 16
142 F STEM-NHS 92.70 1 2 1 1 1 1 1 1 1 1 1 2 1 1 1 17
143 M STEM-NHS 89.35 0 0 0 0 1 1 1 0 1 0 1 1 0 1 1 8
144 F STEM-NHS 87.20 1 1 0 1 1 1 1 1 1 1 2 2 1 1 1 16
145 F STEM-NHS 87.55 2 1 1 2 0 0 1 1 1 2 2 2 1 1 1 18
146 M STEM-NHS 84.20 2 2 1 2 1 2 1 2 2 2 2 1 2 1 2 25
147 M STEM-NHS 86.10 2 2 1 0 1 1 0 1 0 1 2 1 1 1 2 16
148 F STEM-NHS 90.15 1 3 1 2 1 2 3 1 2 2 2 2 2 3 3 30
149 M STEM-NHS 82.25 1 2 1 1 0 1 2 1 1 2 0 3 0 0 3 18
150 F STEM-NHS 86.40 1 3 1 2 0 1 1 0 0 1 0 1 2 0 1 14
151 F STEM-NHS 90.15 2 2 1 1 2 1 2 1 1 1 1 2 1 0 1 19
152 M STEM-NHS 81.25 2 1 2 2 2 2 2 2 2 1 2 2 3 2 2 29
153 F STEM-NHS 89.45 0 1 1 1 0 1 3 0 1 1 1 1 0 1 1 13
154 F STEM-NHS 86.60 1 1 3 1 1 1 1 1 1 0 1 1 0 1 1 15
155 F STEM-NHS 90.85 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 2

School Students |37
156 F STEM-NHS 89.60 1 1 1 1 1 1 2 0 1 2 2 1 0 1 2 17
157 M STEM-NHS 84.95 1 1 1 1 1 2 1 1 1 2 1 0 1 0 1 15
158 M STEM-NHS 83.60 1 3 2 3 2 2 3 2 3 2 2 3 1 2 3 34
159 M STEM-NHS 79.85 0 0 0 1 3 3 2 3 1 2 2 3 2 1 3 26
160 M STEM-NHS 89.25 3 3 2 1 2 2 1 3 1 1 3 2 0 1 1 26
161 F STEM-NHS 86.30 1 1 1 1 1 0 2 0 0 1 0 2 0 1 2 13
162 F STEM-NHS 83.40 1 1 2 2 2 1 1 1 2 1 1 3 2 2 3 25
163 F STEM-NHS 88.60 1 1 1 1 1 1 2 0 1 1 1 1 1 1 2 16
164 F STEM-NHS 88.55 1 1 0 1 1 1 1 1 1 1 1 1 1 2 1 15
165 F STEM-NHS 88.50 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 13
166 M STEM-NHS 86.50 1 0 0 1 2 0 0 0 0 1 2 2 0 0 0 9
167 M STEM-NHS 83.50 2 3 2 1 2 1 1 1 1 1 1 2 1 1 1 21
168 M STEM-NHS 82.65 1 1 1 1 1 1 2 1 2 0 1 2 1 1 1 17
169 M STEM-NHS 86.75 1 1 0 1 0 1 2 1 1 1 1 1 1 1 1 14
170 M STEM-NHS 83.65 3 1 1 2 1 1 1 1 2 1 3 2 1 2 2 24
171 M STEM-NHS 84.95 2 1 2 1 2 1 1 2 2 2 2 1 2 1 1 23
172 F STEM-NHS 91.40 1 1 0 0 0 0 1 1 1 0 0 0 0 1 1 7
173 F STEM-NHS 85.95 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
174 M STEM-NHS 83.60 1 0 0 1 0 0 0 0 1 1 2 1 0 0 1 8
175 M STEM-NHS 85.20 2 2 1 0 1 2 1 2 2 1 1 0 3 2 1 21
176 M STEM-NHS 83.55 2 1 0 0 0 0 0 0 2 0 0 0 0 0 0 5
177 F STEM-NHS 87.00 1 1 1 2 1 0 1 0 0 0 0 1 1 1 1 11
178 M STEM-NHS 85.80 0 1 1 1 2 3 3 0 0 1 1 0 0 2 1 16
179 F STEM-NHS 88.60 1 2 2 2 2 1 3 1 1 1 3 1 1 1 3 25
180 F STEM-NHS 90.80 1 1 1 1 0 1 2 0 1 0 1 0 1 1 1 12
181 F STEM-NHS 88.95 1 2 2 1 2 1 2 1 0 1 2 1 0 1 1 18
182 M STEM-NHS 88.65 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 16
183 M STEM-NHS 86.95 3 2 3 2 3 2 0 2 1 2 1 2 2 2 1 28
184 M STEM-NHS 88.00 1 2 2 0 2 2 3 2 2 0 2 2 1 0 0 21
185 M STEM-NHS 86.85 0 3 0 3 2 2 1 2 2 3 1 3 1 2 2 27
186 M STEM-NHS 87.50 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
187 F STEM-NHS 87.95 2 2 1 2 1 1 1 2 1 1 1 0 1 2 2 20

School Students |38
188 M STEM-NHS 85.50 2 2 2 2 1 1 2 1 1 1 0 1 1 2 1 20
189 M STEM-NHS 85.25 2 1 0 1 1 1 2 1 1 1 1 1 1 1 1 16
190 M STEM-HS 85.40 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
191 F STEM-HS 84.50 1 1 2 1 1 1 0 1 1 1 3 2 1 1 1 18
192 F STEM-HS 85.85 1 2 1 1 1 1 2 1 1 1 1 1 1 1 1 17
193 F STEM-HS 89.95 0 1 1 1 0 0 1 0 1 0 1 0 0 0 1 7
194 F STEM-HS 86.95 1 1 0 1 1 1 3 1 1 1 1 1 1 1 3 18
195 M STEM-HS 85.60 1 1 0 0 0 0 1 0 0 1 1 1 0 0 1 7
196 F STEM-HS 81.80 3 3 1 2 1 2 2 1 2 1 1 1 2 1 1 24
197 F STEM-HS 85.35 2 2 1 1 1 2 3 2 1 1 1 3 2 1 1 24
198 F STEM-HS 86.30 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 7
199 M STEM-HS 86.65 2 1 0 1 1 1 2 1 1 1 1 0 1 1 1 15
200 F STEM-HS 88.25 1 2 1 3 1 1 1 0 3 1 0 2 1 1 3 21
201 M STEM-HS 87.65 1 0 0 1 0 1 0 1 1 0 0 0 0 0 0 5
202 M STEM-HS 85.10 2 2 1 1 1 1 2 2 1 1 1 1 1 1 1 19
203 M STEM-HS 87.65 1 2 2 1 1 1 2 1 1 2 1 1 2 2 2 22
204 F STEM-HS 88.65 2 2 3 2 1 2 3 2 3 2 2 1 3 3 3 34
205 F STEM-HS 86.25 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 12
206 F STEM-HS 88.00 3 2 2 2 0 2 2 0 2 1 2 2 1 2 3 26
207 F STEM-HS 90.35 1 1 0 1 1 0 3 1 1 1 1 2 0 1 2 16
208 F STEM-HS 89.15 3 3 3 2 2 3 3 1 3 3 2 3 3 3 3 40
209 F STEM-HS 86.75 3 3 2 3 2 3 1 2 2 3 3 3 3 3 3 39
210 M STEM-HS 87.65 2 2 0 2 1 2 3 2 1 1 2 2 2 2 3 27
211 F STEM-HS 87.10 2 3 3 2 1 3 3 3 3 3 3 3 3 3 3 41
212 F STEM-HS 86.60 1 1 0 1 1 0 2 0 1 1 1 2 0 0 2 13
213 F STEM-HS 86.15 1 2 3 1 0 1 0 0 1 1 1 2 0 0 2 15
214 F STEM-HS 90.10 0 1 2 1 2 2 3 0 2 2 2 2 3 3 2 27
215 F STEM-HS 86.95 1 2 1 1 1 2 2 2 2 2 1 2 3 3 2 27
216 F STEM-HS 83.95 1 1 2 2 1 2 1 1 3 2 2 3 3 3 3 30
217 F STEM-HS 85.70 1 3 0 1 1 2 2 0 1 3 0 1 2 2 3 22
218 F STEM-HS 86.45 1 1 0 1 0 1 0 1 1 1 0 1 1 2 1 12
219 F STEM-HS 84.40 2 2 2 1 3 1 3 2 1 1 2 1 2 2 1 26

School Students |39
220 F STEM-HS 90.80 1 1 0 2 1 1 1 1 1 1 1 1 0 1 1 14
221 F STEM-HS 88.00 1 1 2 1 0 1 2 1 1 1 1 1 1 1 1 16
222 F STEM-HS 88.10 1 2 0 1 2 2 1 1 1 1 3 0 2 1 3 21
223 F STEM-HS 88.00 0 3 1 1 1 1 3 1 1 1 2 2 1 2 2 22
224 F STEM-HS 87.05 3 3 2 1 0 2 3 1 2 1 3 2 3 3 2 31
225 M STEM-HS 89.85 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
226 F STEM-HS 89.65 1 1 0 1 1 0 0 0 0 1 0 1 0 1 0 7
227 F STEM-HS 85.80 1 2 1 1 0 2 1 2 1 2 2 1 1 1 2 20
228 F STEM-HS 85.45 2 2 1 1 0 1 3 2 2 1 1 3 3 3 3 28
229 F STEM-HS 85.85 1 2 1 1 1 1 3 1 1 1 2 1 1 1 1 19
230 M STEM-HS 88.40 2 1 0 1 1 2 1 1 1 2 2 1 0 1 1 17
231 F STEM-HS 86.45 1 3 1 2 1 0 1 0 0 0 0 0 0 2 2 13
232 F STEM-HS 87.45 0 3 2 2 1 2 3 1 2 1 1 1 1 2 2 24
233 F STEM-HS 87.35 0 1 1 0 0 0 1 0 0 0 0 1 1 1 0 6
234 F STEM-HS 86.40 1 2 1 2 3 2 2 2 2 1 1 1 1 3 2 26
235 F STEM-HS 87.75 1 1 0 0 1 0 1 0 0 0 0 1 0 0 0 5
236 F STEM-HS 84.50 2 3 0 1 0 1 3 0 3 1 0 3 2 3 3 25
237 F STEM-HS 89.90 1 3 2 2 1 1 3 1 1 1 2 1 1 1 2 23
238 F STEM-HS 91.35 3 3 3 3 2 3 2 1 1 3 3 3 3 3 3 39
239 F STEM-HS 89.10 3 3 2 2 2 2 3 2 2 2 3 3 3 3 3 38
240 F STEM-HS 90.00 1 2 1 1 1 1 2 2 0 1 0 1 1 1 0 15
241 M STEM-HS 92.10 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
242 F STEM-HS 86.15 1 1 0 1 0 0 3 0 1 0 1 3 3 3 3 20
243 M STEM-HS 83.95 2 2 3 2 1 2 1 1 2 1 2 2 2 2 3 28
244 F STEM-HS 85.00 2 2 3 3 3 2 3 2 2 3 3 3 3 3 3 40
245 F STEM-HS 86.85 0 3 1 1 1 0 1 0 1 3 1 3 1 1 0 17
246 M STEM-HS 83.30 1 2 2 2 1 1 1 0 1 1 3 1 1 1 1 19
247 F STEM-HS 90.60 1 1 2 1 1 2 2 1 2 1 2 2 2 2 3 25
248 F STEM-HS 90.95 1 3 2 2 2 2 1 1 0 1 2 3 2 2 2 26
249 F STEM-HS 85.75 1 2 0 1 1 0 0 1 0 1 1 2 0 1 0 11
250 M STEM-HS 86.75 1 1 1 2 1 1 1 1 1 0 1 1 0 1 1 14
251 F STEM-HS 84.35 1 1 1 1 1 1 0 0 2 3 1 3 1 1 1 18

School Students |40
252 F STEM-HS 86.10 1 1 0 1 1 1 0 1 2 2 3 1 1 1 1 17
252 M STEM-HS 89.90 0 1 0 0 0 0 0 0 0 0 1 0 0 0 1 3
253 F STEM-HS 84.20 2 1 3 2 0 0 2 1 0 3 0 3 3 3 3 26
255 F STEM-HS 85.00 3 2 1 2 1 1 0 0 0 1 2 2 2 1 3 21
256 F HumSS 92.90 0 1 1 0 0 0 1 0 1 0 1 1 1 0 0 7
257 F HumSS 87.75 1 2 2 1 1 2 2 1 2 0 2 1 1 1 2 21
258 F HumSS 90.65 1 2 0 1 1 2 2 1 1 0 2 1 1 2 2 19
259 F HumSS 86.00 0 0 0 1 1 1 1 1 0 1 1 1 1 0 0 9
260 F HumSS 89.20 1 3 2 3 2 2 3 1 3 1 3 1 2 3 3 33
261 M HumSS 87.75 1 2 2 0 0 0 3 1 2 1 1 3 0 0 1 17
262 F HumSS 85.85 1 3 0 1 1 2 3 0 1 0 1 2 1 3 3 22
263 F HumSS 85.15 2 2 3 3 1 3 2 2 1 2 0 3 2 2 2 30
264 M HumSS 86.75 1 2 1 1 2 2 3 2 2 2 3 2 1 1 3 28
265 F HumSS 92.20 2 2 2 2 1 3 2 2 1 1 1 1 2 2 3 27
266 M HumSS 91.00 1 1 1 0 1 1 0 0 1 1 1 2 1 1 1 13
267 F HumSS 84.55 0 0 1 1 0 0 1 1 0 1 1 0 0 0 1 7
268 F HumSS 88.90 2 1 2 1 0 3 1 1 1 1 1 2 3 3 1 23
269 F HumSS 89.20 2 2 3 2 1 2 2 1 2 1 2 1 2 2 2 27
270 F HumSS 88.80 1 2 1 1 1 0 2 1 1 2 2 2 0 1 1 18
271 F HumSS 86.45 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
272 F HumSS 88.65 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
273 F HumSS 87.20 1 2 3 1 1 3 2 1 2 2 3 3 3 3 3 33
274 M HumSS 90.85 1 1 0 0 1 1 1 0 0 1 1 0 0 1 0 8
275 F HumSS 89.00 1 1 1 1 1 0 2 0 2 1 1 1 1 1 1 15
276 F HumSS 88.80 1 2 1 1 1 1 2 1 1 1 1 1 1 1 1 17
277 F HumSS 88.60 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
278 F HumSS 89.85 1 2 2 2 2 1 3 2 2 1 2 2 1 1 1 25

School Students |41
CURRICULUM VITAE
Name: Noelin D. Balao
Birthday: November 6, 1999
Birthplace: Tuguegarao City, Cagayan
Age: 18
Religion: Roman Catholic
Nationality: Filipino
Permanent Address: City Homes, San Gabriel, Tuguegarao City, Cagayan
Educational Attainment
Senior High School: University of Saint Louis Tuguegarao

Accountancy, Business, and Management
(2016-present)
Junior High school: University of Saint Louis Tuguegarao

(2011-2016)
Elementary: Tuguegarao East Central School

(2005-2011)

School Students |43
CURRICULUM VITAE
Name: Rowell C. Bustillo
Birthday: September 25, 1999
Birthplace: Bulanao, Tabuk City
Age: 18
Religion: Born-again Christian
Permanent Address: Bulanao Norte Tabuk City, Kalinga

(2016-present)
Junior High school: Saint William’s Academy

(2011-2016)
Elementary: New Age Montessori School

(2005-2011)

School Students |44
CURRICULUM VITAE
Name: Angelique A. Canapi
Birthday: October 9, 1999
Birthplace: Cento Solana, Cagayan
Age: 18
Permanent Address: Centro Solana, Cagayan

(2016-present)

(2011-2016)
Elementary: University of Saint Louis Tuguegarao

(2005-2011)

School Students |45
CURRICULUM VITAE
Name: Narence S. Gauani
Birthday: August 2, 2000
Birthplace: Cagayan Valley Medical Center, Carig, Tuguegarao City
Age: 17
Permanent Address: Iguig, Cagayan

(2016-present)
Junior High school: Cagayan National High School

(2011-2016)
Elementary: Tuguerao East Elementary School

(2005-2011)

School Students |46
CURRICULUM VITAE
Name: Samantha Faye A. Mateo
Birthday: April 15, 2000
Birthplace: Tuguegarao City
Age: 17
Permanent Address: Pengue-Ruyu, Tuguegarao City, Cagayan

(2016-present)

(2011-2016)
Elementary: Matucay Elementary School

(2005-2011)

School Students |47
CURRICULUM VITAE
Name: Christopher John Bitanga Pagunuran
Birthday: August 8, 1999
Birthplace: Tuguegarao City, Cagayan
Age: 18
Permanent Address: Libag, Tuguegarao City, Cagayan

(2016-present)
Junior High school: Cagayan National High school

(2011-2016)
Elementary: Libag Elementary School

(2005-2011)

School Students |48
CURRICULUM VITAE
Name: Nicole B. Taccad
Birthday: April 13, 2000
Birthplace: Tuguegaro City
Age: 17
Permanent Address: Caggay, Tuguegarao City, Cagayan

(2016-present)

(2011-2016)
Elementary: Tuguegaro Northeast Central School

(2005-2011)

School Students |49

Study Anxiety and Scholastic Performance

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Study Anxiety and Scholastic Performance

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STUDY ANXIETY AND SCHOLASTIC PERFORMANCE OFSENIOR

HIGH SCHOOL STUDENTS

A Research Presented to the

Senior High School Department

University of Saint Louis Tuguegarao

Tuguegarao City, Cagayan

S.Y. 2017 - 2018

GAUANI, NARENCE FAYE S.

MATEO, SAMANTHA FAYE A.

PAGUNURAN, CHRISTOPHER JOHN B.

FIGURE TITLE PAGE

TABLE TITLE PAGE

1 Profile of the Respondents 6

3 Scholastic Performance of Students 7

4 Correlation of Study Anxiety and 7

5.1 Test of Significant Difference in the 7

5.2 Test of Difference in the Level of Anxiety 8

Keywords: Study anxiety, Academic performance, Senior High School students.

Additionally, academic anxiety can become more detrimental over time. As a

Anxiety is an emotional state that included feelings of apprehension, tension,

Therefore, study anxiety is a topic that needed to be seen. This problem

1. What is the level of study anxiety among respondents?

With objectives given by the researchers, the following hypotheses are

2. There is no significant difference in the level of anxiety and scholastic

Significance of the Study

The presence of anxiety in schooling has been acknowledged by educators and

Study Anxiety and Scholastic Performances of Senior High

Individual psychology pertains to the wholeness or the indivisibility of personality

Correlation of Anxiety and Scholastic Performance

According to Herawan, Othman, and Sinnadurai (2010), when level of anxiety

Motivation and Study Anxiety

The researchers made use of descriptive and correlational research design to

Locale of the Study

This study was conducted at University of Saint Louis Tuguegarao specifically

Study Anxiety and Scholastic Performances of Senior High

The study made use of a questionnaire developed by the researchers in

The adapted questionnaire has a reliability coefficient diversified between 0.76

Data Gathering Procedure

Study Anxiety and Scholastic Performances of Senior High

Table 1: Profile of the Respondents

Variable Categories Frequency Percent

ABM 104 37.41%

Table 2: Level of Anxiety

ABM 16.78 16.78<22.5 Low

Study Anxiety and Scholastic Performances of Senior High

Table 3: Scholastic Performance of Students

Table 4: Correlation of Study Anxiety and Scholastic Performance

Study Anxiety and Scholastic Performances of Senior High

Table 5.2: Test of difference in Level of Anxiety among Strands

Significant Difference of Level of Anxiety Among Strands

Relationship of Study Anxiety and Scholastic Performance

As to the significant difference in study anxiety among strands, educators and

Study Anxiety and Scholastic Performances of Senior High

Bhosle, M., Sail, K.,Sansgiry, S..(2006).“Factors That Affect Academic Performance

Study Anxiety and Scholastic Performances of Senior High

Dobson, C.,(2012). “Effects Of Academic Anxiety On The Performance Of Students With

Khalaila, R.. (2015).“The relationship between academic self-concept, intrinsic

Mohammadi, M. &Vansegh, S.. (2007). “Religiosity, Anxiety, and Depression among a

Study Anxiety and Scholastic Performances of Senior High

Study Anxiety and Scholastic Performances of Senior High

Study Anxiety and Scholastic Performances of Senior High

Study Anxiety and Scholastic Performances of Senior High