THE RELATIONSHIP OF ACADEMIC ANXIETY,

SELF ESTEEM AND SELF- EFFECACY OF

MAT-I (NAAWAN) NATIONAL HIGH SCHOOL IN
GRADE 12 STUDENT’S

A Research Proposal Submitted to the Faculty of the Mat-I (Naawan) National

High School, Mat-I Naawan Misamis Oriental 9023
In Fulfillment of the Requirements for the Subject.

BY:
CASSY J. FRAGATA
KELGEN A. JAGONAL
JESELY ABALOS
JAYNIEL EYANA
 INTRODUCTION

It is during high school years that students learn techniques they can apply

whenever they are stressed about a given task or just about anything that is related

to school. Techniques like last minutes cramming, negotiating, and even cheating.

What causes these acts of desperation is something that is a common response in

all students whether or not they excel in class. This response is called academic

anxiety.

Anxiety affect cognitive, behavioural, and psychological states due to

complicated psychological situations (Putnam, 2010). It is common mental condition

regardless of age and gender. Today, it greatly affects students through the

manifestation of uncontrollable nervousness, stress, and fear. In the academic field,

pressure and tension along with the aforementioned factors lead to academic

anxiety. These academic anxieties somehow affect the self-esteem and self-efficacy

of the students, which ultimately impact the student’s academic performance. This

study is further aims to establish a link between academic anxiety and self-efficacy

recommend intervention activities that will somehow

Reduce the anxiety experiences of M(N)NHS.

 Objectives of the Study

General Objective

This study aims to determine the impacts of academic anxiety on the level of self-
esteem and self-efficacy of the Grade 12 students, and further how these factors
influence their academic performance.

Specific Objective

Specifically, this study aims:

1. To determine the academic anxiety of selected SHS of M(N)NHS.

2. To determine the level of self-esteem of the respondents

3. To determine the level of self-efficacy of the students

4. To determine the relationship between the student’s academic anxiety and

self-esteem.

Significance of the Study

This study aims to give to information and benefits to the following stakeholders:

1. Teachers: To help them understand better the self-esteem and self-efficacy

skills of their students and provide intervention activities inside the classroom

in order to enhance the student’s self-esteem, resulting to a better academic

 performance and learning process.

2. Parents: To understand the effect of academic anxiety, therefore, assist the

students in managing their emotions.

3. School Institutions: To make adjustments on the education system so that the

4. students learning will be more effective and efficient and to provide academic

policies that enhances the academic performance and emotional stability of

the students.

Scope and Limitations of the Study

The study only focused on studying three variables: academic anxiety, self-esteem,
and self-efficacy.
academic performance of the students. The respondents of the study selected from
Grade 12 General Academic Strand. All of the three variables are perceive as
contributory to the overall

Definition of Terms

Academic Anxiety is refers to the anxiety related to the academic task.

Anxiety is a painful or apprehensive uneasiness of mind usually over an impending

or anticipated ill.

Self-efficacy is the ability to modulate one’s behavior to achieve one goal or task.

Self- esteem is a sense of how a person perceives his overall value of himself. It is
Also, how one rates or appraises himself.
Academic Performance, is the level of skill in academic performance or the attained
knowledge in school subjects that is derived through a grading system.

Self- confidence is the belief in one self to succeed in any academic tasks given.
 CHAPTER II

REVIEW OF RELATED LITERATURE

The following related studies and researchers will be used as basis in

understanding better principles and variables included in this study.

Understanding Academic Anxiety

An article published by Cornell University Learning Strategies Center

explained how having too low and too high anxiety have the same impact on a

student’s academic performance. They further elaborated that academic

anxiety significantly affects the student’s academic performance and the

correlation between the two variables is considered as negative; thus, the

higher the anxiety level, the lower is the expected academic performance. This

impact therefore is considered as adverse.

A study in academic anxiety and coping with anxiety was conducted by

Casie Dobson in which she concluded that teachers and parents can help

students to control their anxiety should they learn its signs and thus serious

academic problem can be avoided. It was also stated that there is a negative

effect of social anxiety which is commonly related to academic anxiety on a

student’s academic performance.

 A case study of Samit Kumar Das, Ujjwal Kumar Halder, and Bapi Mishra

where they recognize academic anxiety as a anxiety as hindrance factor of

academic performance and it also reduces the students self-efficacy .Both are

negatively correlated but not in all cases.

Theory of Self-efficacy

Albert Bandur,m a psychologist, first coined this word which referes ton

the individual’s belief towards his innate abilities on rorder to achieve ones’s

person goal.

Individual who have high self-efficacy will exert sufficient effort that, if

well executed, leads to successful outcomes, whereas those with low self-

efficacy are likely to cease effort early and fail. Psychologist have studied self-

efficacy from several perspectives, nothing various paths in the development

of self-efficacy; the dynamics of self-efficacy, and lack thereof, in many

different settings; interactions between self-efficacy and self-concept and

habits of attribute.
 CHAPTER III

METHODOLOGY

This research conducted in the municipality of Naawan, specifically at M(N)NHS.

This study employs the descriptive-correlational research design. Descriptive

correlation studies seek to find if there is a significant relationship between two

variables, such as establishing the level of self-esteem and self-efficacy of the

student and its relationship in academic anxiety.

Research Design

The researcher used the Quantitative Correlational research attempts to

determine the extent of a relationship between two or more variables using

numerical data to identify statistical relationship. In this type of design, relationships

between and among a number of facts are sought and interpreted. This type of

research will recognize trends and patterns in data, but it does not go so far in its

analysis to prove causes for these observed patterns. Cause and effect is not the

basis of this type of observational research. The data, relationships, and distributions

of variables.

Research Respondents
The respondents of this study which are the Grade 12 General Academic Strand

students in M(N)NHS.

Research Instrument

The researcher gives a research questionnaire to the respondents of M(N)NHS. The

researcher followed the health protocols upon doing a survey to the respondents.
 CHAPTER IV

Result

The results of this findings are presented in this chapter: THE RELATIONSHIP OF

ACADEMIC ANXIETY, SELF ESTEEM AND SELF- EFFECACY OF

MAT(NAAWAN)NATIONAL HIGH SCHOOL IN GRADE 12 STUDENTS. The number

checked at the above is what does the answer of the respondents or the majority.

GENDER NO. OF DISTRIBUTION

MALE 19

FEMALE 18

OVERALL 37
Data Gathering Instruments

Directions: Mark check (/) the rating of your choice, depending on the following
scale.
Likert Scale Scoring System:
5-always true to me
4-almost always true to me
3-sometimes true to me
2-rarely true to me
1-Never true to me

LEVEL OF 1 2 3 4 5
ACADEMIC
1. I feel anxious 1 6 5 10 15
about school.
2. The school 5 9 7 8 8
tasks
assigned to
us are very
overwhelming
.
3. I don’t feel 0 7 10 13 7
good while I’m
at school.
4. I cry because 5 10 7 9 8
I feel
pressured at
school.
5. It’s hard to 0 15 10 9 3
cope with
requirements
at school.
6. I am worried 2 6 7 9 14
about my
academic
performance.
7. I am afraid 2 4 4 11 16
that will fail in
 some of my
subjects.
8. I think I will 0 7 12 8 10
not be an
honor
students
because
lessons are
difficult.
9. I am not 6 5 13 6 7
happy at
school.
10. I worry about 0 3 9 7 18
many things
such as my
grades.
LEVEL OF SELF- 1 2 3 4 5
ESTEEM
1. I feel good 0 0 4 15 18
about
myself.
2. I believe in 4 6 7 9 10
my skills
and
abilities.
3. I don’t get 3 10 4 12 8
insecure
because
somebody
is better
than me.
4. I believe 1 3 8 5 20
that I am a
unique
individual.
5. I don’t 2 7 15 8 5
compare
myself to
other
people.
6. I love 0 2 2 5 28
myself just
as I am.
7. I value 4 5 8 20 0
myself and
do things
to develop
my
personality
.
8. I believe 0 0 4 25 8
that I am
worthy to
be
respected.
9. I respect 0 0 1 26 10
others as I
 respect
myself.
10. I don’t do 9 5 5 10 8
things that
harm
myself.

LEVEL OF SELF- 1 2 3 4 5
EFFICACY
1. I submit my 12 14 10 1 0
projects on
time.
2. I produce or 4 8 9 10 6
make my own
project/schedul
e requirement.
3. I try to do my 7 8 8 9 5
school
responsibilities
with little help
from others.
4. I know my 0 3 7 2 25
duties as a
student.
5. I am self-reliant. 4 7 10 7 9
6. I can be trusted 3 6 15 7 6
with work
assignment.
7. I am goal 0 5 6 1 24
oriented.
8. I can manage 0 7 7 13 10
my time.
9. I can easily 2 6 10 10 9
cope with
school.
10. I approach my 0 5 7 3 22
teacher
whenever I
have questions.
 CHAPTER V

Summary, Conclusion and Recommendations

The researcher study starts with the formulation of the research concept, research

objects and determining the importance of the research in the academic community.

The researches will also gather additional relevant data related to this research from

other similar research studies. After retrieving all responded questionnaires, the

responses of each subject will be tallied/tabulated and organized for presentation

and analysis.
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 BIOGRAPHICAL DATA

NAME: FRAGATA CASSY JAGONAL

ADDRESS: Purok 1, Tagbalogo Naawan Misamis Oriental

BIRTHDATE: May 27, 2002

AGE: 18 YEARS OLD

BIRTHPLACE: Tagbalogo Naawan Misamis Oriental

PARENTS: Golda Fragata

SAYING/MOTTO IN LIFE:
Name: Jesely A. Balos

Address: Porok 2 Punta, Silum, Maticao

Birthdate: September 21 2001

Age: 19 years old

Birthplace: Lubilan Naawan Mis. Or.

Motto in Life: Hard work in silence, let the success Make the noise
Name: Jayniel Eyana

Address:

Birthday:

Birthplace:

Age:

Motto in life:
Name: Kelgen Jagonal

Address:

Birthday:

Birthplace:

Age:

Motto in life: