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“A Comparative Study on Math and English Level of Anxiety of

Proposed Research Title
Grade 11 STEM and HUMSS students”

Anxiety is an emotion characterized by feelings of tension, worried

thoughts, and physical changes like increased blood pressure
(American Psychological Association, 2020), and can be characterized
as the “alarms” our body sets off when encountered with stress.
Though it is normal to experience anxiety, there are numerous cases
where the cases needed medical treatment. If left untreated, anxiety
can often induce hypertension, breathing problems, as well as lead to
various mental illnesses (Felman, 2020). Part of its major causes are
environmental stressors, ranging from relationship problems, family
situations, as well as work/school environments. Focusing on the third
kind of environmental stressors, English and Math are two subjects
that piqued the interest of the researchers.
Ever since the Commonwealth Era, both English and Math were and
still are core subjects in the education of the Philippines due to the
introduction of the 3Rs program (American Historical Association,
n.d.), and even in the numerous overhauls the present curriculum went
through, both subjects were maintained. Along with this test of time,
the anxiety felt from these subjects never went away.
According to Lucas et al. (2011), most foreign language learners in the
Introduction Philippines experience English anxiety, with most of their test takers
coping using a vocabulary strategy, by learning as much of the English
vocabulary as possible. In Cui’s (2011) study, this anxiety plays a
debilitative role in students’ studies and can decrease performance in
the related subjects. For Math Anxiety, in a study by Delgado and
Kassim (2019), 516 junior high school students experience moderate
anxiety, though no implications in terms of gender and social status
were found.
One of the causes of Math and English anxiety is self-efficacy; as both
Rozgonjuk et al. (2020) and Woodrow (2011) pointed out, self-efficacy
inversely affects anxiety. The higher the level of self-efficacy, the lower
the level of anxiety, and this is supported in the results that both studies
gathered; while Nipaz et al. (2016), claims that efficacy is a better
determinant for the level of mathematics performance, the anxiety
should not be ruled out.
Thus, this study aims to compare both the Math and English anxieties
of students from two strands: the Science, Technology, Engineering,
and Mathematics strand (STEM)and the Humanities and Social
Sciences strand (HUMSS). Along with the comparison, the
researchers also aim to determine the causes of the said anxieties for
both strands, as well as their implications.
 The study aims to determine the Math and English Anxiety of Grade
11 STEM and HUMSS students.

Specifically, it aims to answer the following questions:

1. How may the STEM and HUMSS Students’ levels of English
anxiety be described?
2. How may the STEM and HUMSS Students’ levels of
Mathematics anxiety be described?
3. Is there a significant difference between the levels of English
Statement of the Problem
anxiety of STEM and HUMSS students?
4. Is there a significant difference between the levels of
Mathematics anxiety of STEM and HUMSS students?
5. Is there a significant difference between the levels of English
anxiety and Mathematics anxiety of STEM students?
6. Is there a significant difference between the levels of English
anxiety and Mathematics anxiety of HUMSS students?
7. Based on the findings, what is the implication of the results on
the anxiety of the students to factors that may cause it?
First, the total population and sample size of the entire study must be
known prior to applying the appropriate sampling techniques. In
gathering sufficient information on this subject, it has been determined
that the entire study would have a total population of 911. After
knowing the population, the sample size can now be determined by
using Raosoft, a sample size calculator. Upon using Raosoft.com with
a 5% margin of error, it has been determined that the number of
participants that the sample size would comprise of would be 271. The
two sample techniques that are used in the study are stratified
random sampling and simple random sampling. Since the study
would involve two homogenous partitions, the researchers would first
use the stratified random sampling technique to get a proportionate
number of participants per stratum of the study namely, the students
from the strand of HUMSS and the students from the strand of STEM.
After calculating the number of participants per stratum, the
researchers would use simple random sampling technique. Upon
Sampling Design using this sampling technique, the researchers will assign a number
per student on the given two strands then randomly select participants
from the list with the use of random number generator app. This means
that the research would not lack randomization and each students has
an equal chance to be selected as members of the sample..
The researchers will give the participants the freedom to answer or
decline the questionnaires to be used as data for the results of the
entire research. Participants have the right to decline answering
questions that can negatively affect their physical, mental, or emotional
lifestyle. The researchers will give the respondents sufficient time to
accomplish the survey. It is assured that the information provided by
the respondents will be kept private and it will not be used for the
personal benefit of the researchers. The information provided would
only be used strictly in accomplishing the research and nothing else
regarding the safety of the respondents and the Republic Act No.
10173, or commonly known as “Data Privacy Act of 2012.”

The study employed the descriptive survey research design in

collecting the data to compare the Math and English anxiety of Grade
11 STEM and HUMSS students. The researchers will conduct an
online survey with the use of Google Forms which will be used as a
Data Collection and data collection tool and distributed via social media with the help of
Procedure
Grade 11 students. Respondents will be provided with a Google form
link to the prepared survey and will be instructed to input accurate
information, fill in the form and answer the questions. The survey is
multiple-choice and consists of a series of questions that will be based
 on the Likert scale and answered by respondents to serve as research
data. The researchers will choose the samples from the two strands
using stratified sampling and simple random sampling. There will be a
total of 271 respondents, 219 from STEM students and 52 from
HUMSS students. The chosen respondents have no specifications as
long as they belong to the strand. The data gathered are used as
primary sources of conclusions, while the related literature was used
as secondary references and as a guide for the researchers.
Formula:

𝑁
𝑛=
1 + 𝑁𝑒 2
911
𝑛=
1 + (911)(. 05)2
𝑛 = 278
Sample Size
Stratified Sampling:

736
𝑆𝑇𝐸𝑀 = × 278 = 225
911
175
𝐻𝑈𝑀𝑆𝑆 = × 278 = 53
911

References:

American Historical Association. (n.d.). The Three Rs. American Historical Association. Retrieved March 5, 2021, from
https://www.historians.org/about-aha-and-membership/aha-history-and-archives/gi-roundtable-series/pamphlets/em-
24-what-lies-ahead-for-the-philippines-(1945)/the-three-rs

Cui, J. (2011). Research on High School Students’ English Learning Anxiety. Journal of Language Teaching and Research,
2(4). https://doi.org/10.4304/jltr.2.4.875-880

Delgado, K. D. D., & Kassim, S. R. (2019). Mathematics Anxiety among Young Filipino Learners: Investigating the Influence
of Gender and Socio-economic Status. http://www.sci-int.com/pdf/636994729075857438.%20Delgado-ERICSON--EDU--
PHILP--20-7-19.edited.pdf

Felman, A. (2020). Anxiety: Overview, symptoms, causes, and treatments. Www.medicalnewstoday.com.

https://www.medicalnewstoday.com/articles/323454#what-is-anxiety

Lucas, R. I., Miraflores, E., & Go, D. I. (2011, July). English Language Learning Anxiety among Foreign Language Learners
in the Philippines. ResearchGate; ResearchGate.
https://www.researchgate.net/publication/256495249_English_Language_Learning_Anxiety_among_Foreign_Language
_Learners_in_the_Philippines

Nipaz, J. G. G., Belecina, R. R., & Garvida, M. D. (2016). Language of Encouragement: Effects on Mathematics Anxiety,
Self-efficacy and Mathematics Performance of College Students in the Philippines.
https://www.wjrr.org/download_data/WJRR0205006.pdf

Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & Täht, K. (2020). Mathematics anxiety among STEM and social
sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning. International
Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00246-z

Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39(4), 510–522.
https://doi.org/10.1016/j.system.2011.10.017