Study Anxiety and Scholastic Performances of Senior High School

REVIEW OF RELATED LITERATURE

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.

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

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.
Data Collection

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.

Major Findings

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.

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.

Senior High School Students.

REVIEW OF RELATED LITERATURE

According to James Zeitzer 2016, having inadequate of sleep can affect the

students’ performance the next day, having two following nights of having less than six

hours could lead a student inactive and can cause dizziness for the rest of the week .

Researchers also found that staying up more hours before going to bed, even if it’s

followed by a full night’s sleep the next day, are more related with slower performance

of the students. But going to bed an hour earlier than normal time of sleep has a minor

effect. The web-scale study are responsible for the perception of the impact of sleep

deprivation in the real world especially in students who are prone to this kind of

situation, where people compensate for lost sleep with extra coffee and naps, and

otherwise adapt to life circumstances that limit sleep. (Zeitzer, J. (2016).

Someone can be bad-tempered or irritable, but difficulty in sleeping may

contribute to anxiety and depression. Weakening of the frontal lobe of the brain may

also hinder with higher level cognitive processes called executive functions. This can

undermine judgment, critical thinking, relationships, problem solving, planning, and

organization. People who sleep less than seven hours per night has reaction times that
are similar to those who are completely sleep deprived for one or even two nights. This

leads to errors, accidents, and impaired work performance. (Peters, B. MD. (2013).

Sleep is critical for memory consolidation, learning, decision making, and critical

thinking. Sleep is thus necessary for the optimal operation of key cognitive functions

related to academic and perhaps social success in higher education. Because of the

activities the students do, their sleep habits are often one of their first daily routines to

change and not usually for the better. Both sleep deprivation and poor sleep quality are

particularly prominent in young adult and college student populations. Indeed, based on

research within other academic fields such as medicine and biology, we know that

night’s rest is essential for helping maintain mood, motivation, memory and cognitive

performance. While asleep, the brain integrates new knowledge and forms new

associations. (El, D. et. al. (2015).

Students having sleep deprivation can instantly involve the reaction and

interaction about their performance, which gives to less anxiety, dizziness and

unproductiveness that can improve their academic performance. Finally it is known that

sleep deprivation and decreased academic performance is identified with a range of

behavioral, psychological, cognitive and emotional concerns. (Nathan. (2015).

One aspect of preparing for success is formulating a plan and working

strategically to execute the plan. However, distractions originate in all forms, shapes,

and noises within the online student’s environment. Outward distractions include noise,

people speaking, TV, music, and alarms, which sidetrack individuals from staying

focused to complete a task. Inner distractions like hunger, tiredness, ailments, anxiety,

uncertainties, or other disturbing thoughts can interfere with thinking. Inner distractions
can be as effective in diverting an individual’s attention as external distractions.

(Andersson. et. at. (2014).

We examined the effect of sleep deprivation on self-motion perception (vection).

We measured the strength of section, its latency, and its duration in two conditions:

Sleep-Deprivation and Normal-Sleep (by using the between subject design). For the

Sleep-Deprivation condition, participants did not sleep for about 20 hours. We also

recorded subjective sleepiness with a subjective rating scale that was filled out by the

participants. Results showed that vection strength did not differ between the two

conditions. Sleep deprivation did not have any clear effect on vection. As expected,

subjective sleepiness significantly increased following sleep deprivation. Further,

subjective sleepiness significantly correlated with vection latency and duration only in

the Normal Sleep condition. Vection was immune to sleep deprivation. We conclude

that when people are not deprived of sleep, sleepiness can enhance the perceived

strength of vection. (Masaki, O. et. al. (2015).

The harmful effects of technological devices, including smart phones have been

increasingly suspected among university students; bedtimes have become increasingly

later at night, and leisure activities often extend through the night. Likewise, availability

and need of increasing part-time job hours have been considered. The purpose of this

research was to determine the relationship among lifestyles, quality of sleep, and

daytime drowsiness of nursing students of University A. The research was conducted in

June 2015, When student life rhythms were considered stable after two months of

lectures. Responses with missing values or with inappropriate answers were excluded.

Of the data collected from 96 respondents, only 71 were acceptable. The survey
focused on lifestyle, daytime sleepiness (using ESS: Epworth Sleepiness Scale) and

quality of subjective sleep (Miki, S. et. al. (2017).

There are a lot of reasons why kids aren't getting enough sleep these days --

staying up late to watch TV or play video games, being on social media till all hours of

the night, needing to stay up to finish homework or do extracurricular activities. This isn't

a good thing though. For one, not getting enough sleep can actually affect a child's

immune system by decreasing the cells which help us fight infections and increasing the

cells that create inflammation. (Gellener C. (2018).

Sleep deprivation occurs when an individual gets less sleep than they need to

feel awake and alert. People vary in how little sleep is needed to be considered sleep-

deprived. Some people such as older adults seem to be more resistant to the effects of

sleep deprivation, while others, especially children and young adults, are more

vulnerable. Although occasional sleep interruptions are generally no more than a

nuisance, ongoing lack of sleep can lead to excessive daytime sleepiness, emotional

difficulties, poor job performance, obesity and a lowered perception of quality of life.

There is no questioning the importance of restorative sleep, and a certain amount of

attention is necessary to both manage and prevent sleep deprivation. (Kathleen, D.

FNP. (2018).

Data Collection

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

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.

Major Findings

Sleep deprivation is related with some health issues. Students having sleep

deprivation have their adjustments in their daily life some of them can do their

performance successfully, while the majority of the students who sleep deprived has the

difficulty when it comes to learning. Students should also know their time when it comes

to school works, they must know how being sleep deprived does affect their

performance in school. Sleep is an important biological necessity that all people need to

maintain a healthy lifestyle. It helps people work at an optimum level and is critical for

brain functioning and helping with all the cognitive functions such as memory, learning,

decision making, and critical thinking also.

Recommendations
 Students should have enough sleep for them to have better performance in

school. Students should know their limitations, and do not put themselves into the limit,

and be educated about the disadvantages of being sleep deprived. Teachers should

conduct some seminar to all of the students not only in senior high but also the school

staffs and the parents. They should also check their limits on having the right amount of

time having the leisure agendas, or by doing their Daily Lesson Log.