ACADEMIC ANXIETY AND ACADEMIC PERFORMANCE OF

SENIOR HIGH SCHOOL STUDENTS IN CATARMAN

NATIONAL HIGH SCHOOL

A RESEARCH PAPER

Researchers:
Pelito, Paula D.
Tenedero, Jovelyn G.
Lim, Rovellane L.
Tan, Cristito O.
Gallo, Analie A.
Bedeo, Jelyn D.
Hermonisio, Caren G.
Diaz, Kharen Mae U.
Pagadora, Irene A.
Achacoso, Vivian Mae A.
Esparto, Fernando N.
Rosales, Christine Joy S.

ACCOUNTANCY BUSINESS AND MANAGEMENT

Catarman National High School
Catarman Northern Samar
CHAPTER I
 INTRODUCTION

Background of the Study

Academic anxiety is an issue that could occur from elementary school through

junior high, senior high, and college. Students who have academic anxiety may

experience symptoms including distracted focus, increased worries, unfounded fear of

not accomplishing things, in combination with procrastination and avoidance

behavior, may contribute to students developing problems in participating actively in

learning and study situations which can negatively impact academic progress.

According to Cecilia, E. (2023), several sources an annual average of 500

Japanese students below age 20 kill themselves. The U.S. ranks first as the country

with the most stressed students. 45% of students in high school admit to being

stressed almost every day in school. (Zauderer S., 2023)

According to Ramos M. (2023) In 2021-2022, there are 2,551 Filipino

students tried to commit suicide, and 404 succeeded or died.

There are few local studies relating to academic anxiety’s relation to academic

performance, also researcher noticed the increasing rate of academic anxiety which

lead the researchers to further study and justify whether there is correlation between

academic anxiety and the academic performance.

In the study of McCurdy et al., (2022) Excessive worry, intrusive thoughts,

and impaired focus accompanied by anxiety leave youth at risk of lower academic

scores. Children may engage in anxious-avoidant behaviors during school tasks that

affect overall performance. According to the study of Mirawdali et al., (2018) high

level of academic anxiety among the MPharm undergraduates study sample and

identified some influential sources that need to be addressed to improve students’

experience. This study wants to develop strategies to facilitate students coping

strategies and skills in academic life to improve future performance.

Objectives of the Study

This study aims to determine the relationship between academic anxiety and

academic performance of grade 11 and grade 12 students in Catarman National High

School.

Specifically, this aims to:

1. Determine the demographic profile of the respondents in terms of;

1.1 Age

1.2 Sex

1.3 Grade level

1.4 Family income

1.5 Family structure

2. Determine the level of academic anxiety of the respondents in terms of;

2.1 Physiological

2.2 Cognitive

2.3 Behavioral

2.4 Social

3. Determine the academic performance of the respondents.

4. To find out if there is a significant relationship between the profile of the

respondents and the level of academic anxiety of the respondents.

 5. To find out if there is a relationship between the level of anxiety and academic

performance of the respondents.

Scope and Limitation

This study will show the relationship of academic anxiety and academic

performance of the students. The collection of data will be conducted on the grade 11

and grade 12 male and female senior high school students enrolled in the first

semester, of the school year 2023-2024 in Catarman National High School. The study

will be done through distribution of questionnaires.

This study has potential limitations, it is only for Grade 11 and grade 12 senior

high students as well as the proposed questionnaire. The researchers cannot assure the

answers of every respondent towards the questionnaire, if these are valid and reliable.

Another weakness of this study is that it will not cover up any problems that are not

considered or related as one of the factors affecting the academic performance of the

students.

Significance of the Study

The main purpose of this study is to determine the level of academic anxiety to

the academic performance of grade 11 and grade 12 senior high students.

The results of the study will benefit the following:

Senior high school students. The students will be aware if they have academic

anxiety, they will understand the reason behind their academic anxiety and what type

of academic anxiety they experienced. This information will lead them to build a

coping strategy to surpass their anxiety.

 School head. The school head can benefit in this study for he/she will be able

to identify the academic anxiety and by this he/she can plan and conduct various

activities that would help students to combat their academic anxiety.

Guidance Counselor at school. The guidance counselor at the school will gain

more knowledge of the struggles’ students face in their academic specific. This study

will enable them to create a strategy for the students' intervention.

Senior high school teachers. The senior high school teachers will be able to

gain a clear insight about academic anxieties of their students and by that, they can

likely support them in managing their academic performance through a variety of

school activities. Also, senior high school teachers will be able to use various teaching

methods they believe will help students manage their anxieties at school.

Parents. Parents will be able to see that this is a significant issue that needs to

be handled on the part of the students. They can also motivate and guide their children

to combat their academic anxiety.

Secretary of Department of Education. Department of education can use the

study as the basis to develop a program that might help students to surpassed their

academic anxiety.

Future Researchers. This study will serve as foundation, reference, guide for

future researchers who wants to investigate the relationship of academic anxiety and

academic performance of senior high school students.

Conceptual Framework

The study involves the correlation of the independent variables and dependent

variables, where independent variables include the following; profile, and academic
anxiety. Independent variables in profile subordinates the age, sex, grade level, family

income, and family structure. While, academic anxiety includes physiological anxiety,

cognitive anxiety, behavioral anxiety and social anxiety. Where, dependent variable is

academic performance, specifically the general average of the students.

It assumes that there is a relationship between profile and academic anxiety to

the academic performance among grade 11 and grade 12 senior high students. Lastly,

this study infers that there is a relationship between the academic anxiety and

academic performance of every grade 11 and grade 12 students in Catarman National

High School.

Paradigm

INDEPENDENT VARIABLE DEPENDENT VARIABLE

PROFILE
 Age
 Sex
 Grade level
 Family income
 Family structure

ACADEMIC
PERFORMANCE

ACADEMIC ANXIETY
 Physiological anxiety
 Cognitive anxiety
 Behavioral anxiety
 Social anxiety

Figure 1.1 Schematic Diagram of the Study

Hypothesis

1. There is no significant relationship between the profile of the respondent

and the level of academic anxiety.

2. There is no significant relationship between academic anxiety and academic

performance of the respondents.

Definition of Terms

Academic Anxiety. This is defined conceptually that academic anxiety as the

emotional state marked by stress, worry, and fear directly linked to academic

responsibilities and expectations (Sharma, Sonal & Shakir, Mohd. 2020). This is

defined operationally as the issue that have arisen in the lives of senior high school

students in Catarman National High School.

Academic Performance. This is conceptually defined as to how students

manage their studies and handle assignments from instructors. It encompasses both

the strategies and behaviors students employ in their pursuit of knowledge, as well as

the final outcomes such as grades and achievements. (Alova, Chard Aye, and Alova,

Iana 2022). This is operationally defined as a holistic understanding of senior high

school students in Catarman National High School learning journey.

Behavioral Symptoms. This is conceptually defined as an action or reaction to

the environment or to internal thoughts and emotions (Loyd C.,2021). This is

operationally defined as how the senior high school students act during their quizzes,

test, recitation and other academic activities.

Cognitive Symptoms. This is conceptually defined as when a person has

trouble remembering, learning new things, concentrating, or making decisions that

affect their everyday life. This is operationally defined as a mental condition that

deals with emotions of senior high school students in Catarman National High School.

Emotional Symptoms. This is conceptually defined as daily presence of at

least one of four symptoms: feeling low, irritable or bad tempered, nervous and

having difficulties falling asleep, mental suffering as an emotional response to an

experience that arises from the effect or memory of a particular event, occurrence,

pattern of events or condition (C. Meilstrup 2018, LII 2022). Emotional symptoms is

operationally defined as the daily presence of at least one of four symptoms: feeling

low, irritable or bad tempered, nervous and having difficulties falling asleep of senior

high school students in Catarman National High School.

Physiological Symptoms. This is conceptually defined as the physical

symptoms that occur when you feel anxious or under display. (Richards A.2023)

Physiological symptoms operationally defined as the physical condition of the senior

high school students while performing academic activities.

Social Anxiety. This is conceptually defined as an intense, persistent fear of

being watched and judged by others. This fear can affect work, school, and other daily

activities. It can even make it hard to make and keep friends (NIH, 2022). Social

anxiety is operationally defined as the feeling of anxiousness when a student is put in

a social setting out of their comfort zone.

Test Anxiety. This is conceptually defined Test anxiety is a situation-specific

form of anxiety that occurs immediately prior to and during exams (Miller A, et al.,

2023). This is operationally defined as extreme distress and anxiety in testing

situations of senior high school students in Catarman National High School.

 CHAPTER II

REVIEW OF LITERATURE

Sex

A study conducted by Masjedi, et al., (2019) implies that girls are more

anxious than boys, while boys are much more depressed than girls. It was concluded

that there is an urgent need to pay more attention to the anxiety and depression of

adolescents in Iran. Likewise, in the study conducted by Pelch (2018), female students

are more likely to experience negative issues than males because they are may be

more susceptible to becoming trapped in a self-deprecating cycle. Also, in the study

of Rubach et al., (2022) the explained variance for mental health impairment, was

59% for female students and 37% for male students. A study conducted by Yawa, et

al., (2021), shows the insignificant difference between Male and Female students in

their test anxiety. In study of Hafeez et al., (2022) There was no difference evident on

gender to students’ academic stress whereas parental anxiety level was observed

higher in boys’ parents as compared to girls.

Family Income and Academic Anxiety

The empirical results show that the level of mental health is significantly

positively correlated with the level of family income (Gu, 2022). Likewise, Wen,

(2022) we found that absolute income seemed to be more consistently and more

strongly linked to our outcomes than relative income. The findings of study by Paic,

(2019) indicate that students from low-income or non-existent families are probably

not allowed to express specific emotions in their homes. Students from ordinary or

above-average income homes, on the other hand, view family resilience as greatly

influenced by the ability for everyone to "vent" without upsetting the others and to
discuss issues until a solution is found. Iqbal, (2022) indicate that there is significant

and negative relationship between financial stress and student’s positivity and their

academic achievement.

Family Structure to Academic Anxiety

According to study Deng et al., (2022) shows that Academic and family stress

predict teenage depression, leading to low academic performance, and they have

practical implications for prevention and intervention programs to protect adolescents'

mental health in the school context. Study by Park et al., (2020) shows that non-intact

families were substantially associated with lower reported academic achievement as

compared to intact families. The findings of the study by Azumah et al., (2018) family

structure indicated no significant effects on academic performance of children. Liao et

al., (2021) the parent-child relationship negatively predicts the academic pressure and

affects its academic pressure, the better the parent-child relationship, the lower the

academic pressure level. Study by Saira, (2022) concluded that a parents whose

equipped with a high level of anxiety their children also reported with high academic

stress, there was a relationship between parental anxiety and students’ academic

stress. School climate was positively and significantly associated with both general

family functioning and family process. Rayan et al., (2022)

Cognitive Anxiety to Academic Performance

A study published in Journal of Medical Research and Health Sciences found

that 75 participants present an examination of the connection between cognitive and

mood changes in connection to academic performance, grade anxiety, test anxiety,

stress, and communication apprehension (Marcus and Tomasi, 2020). Additionally,

according to test anxiety's cognitive and emotional components had negative

significant but weak relationships with test performance in only the high-achiever

group (Kültür and Özcan, 2022). This finding was supported by Review of Education,

Administr6and Law, which found that the magnitude of relationship between student's

cognitive test anxiety and examination total point scores do not change much for the

moderating variables of student's gender and their school sector (Ali et al.,2021).

Social Anxiety to Academic Performance

A study published in Rajshahi University journal of life & earth and

agricultural sciences found out that the results indicate that academic achievement of

medium social anxiety group is also significantly higher than that of higher social

anxiety group. So, it can be argued that social anxiety is inversely related to children’s

academic achievement. (Sultana et al., 2017). Additionally, the result shows that more

students have had no chance of having problems with social anxiety. Although there

were higher numbers of students who have no problems with social anxiety. There

were very close numbers of those who showed very little chance of having problems

with social anxiety (Tayag et al., 2021). Likewise, the study conducted by Brook et

al., (2015), found as high as a 33% rate but no lower than 10% rate of social anxiety

in college students compared to 7-13% in the general population. Several studies

investigated the relationship between social anxiety and academic performance. The

findings suggest a negative correlation, indicating that higher levels of social anxiety

are associated with lower academic achievement. According to the study of Zukerman

et al. (2019), Social anxiety was negatively associated with academic engagement and

achievement among Chinese college students. Additionally, in the study conducted by

Zhang et al. (2022), Social anxiety was found to have a negative direct effect on

academic engagement, and also indirectly impacted it through factors like social

media addiction and poor sleep quality. In a study of Gutiérrez-Cobo et al., (2023)
which, aims to investigate the impact of COVID-19 on social anxiety and academic

performance in schoolchildren, the results revealed that children with high social

anxiety experienced a decrease in academic performance specifically in physical

education, highlighting the potential for specific academic areas to be impacted by

social anxiety. Also, according to the study of Open Science Framework, 2022 which

explored the experiences of university students with social anxiety, focusing on its

impact on learning and well-being, the results indicated that social anxiety negatively

affected students' learning experience, hindering their ability to participate fully in

classes and group activities. Additionally, these students reported lower levels of

well-being, highlighting the broader impact of social anxiety on their overall

academic experience

Level of Academic Anxiety

A study published in the Journal of Educational Psychology found that

students with higher levels of academic anxiety reported lower levels of motivation

and engagement in academic tasks, which in turn led to lower academic performance

(Raman and Kaur, 2015). Additionally, a meta-analysis of 42 studies on academic

anxiety and performance found a strong negative correlation between the two

variables (Hong et al., 2017). This finding was supported by a study published in the

Journal of Educational Psychology, which found that students with higher levels of

academic anxiety had lower grade point averages and were more likely to drop out of

college (Rodriguez et al., 2017). A study conducted in 2015 by Hembree examined

the relationship between test anxiety and academic performance. The findings

suggested that high levels of test anxiety were associated with lower academic

performance, particularly in situations where tests were the primary method of

assessment. This study highlighted the detrimental impact of anxiety on academic

achievement and emphasized the need for interventions to address test anxiety among

students. Another study by Putwain et al. (2015) focused on the role of fear of failure

in predicting academic performance. The researchers found that fear of failure was a

significant predictor of lower academic achievement, particularly in subjects where

performance goals were emphasized over learning goals. This study underscored the

importance of addressing students’ fear of failure to improve their academic

performance.
 CHAPTER III

METHODOLOGY

Locale of the Study

This study will be conducted at Catarman National High School following the

K to 12 Curriculum covering over 2.8 hectares situated near the Tamburosan Beach.

The school is located at Brgy Dalakit, Rizal Street Extension, Catarman Northern

Samar. CNHS could be found easily using the specific boundaries as; North Pacific

Ocean, South-National Road, East-Provincial Capitol and West Tara Subdivision. The

school was built on June 10, 1983, and was established under the Batas Pambansa

Bilang (National Law Number).

Ruble Rubenecia was the first Principal in the school. CNHS as popularized

by the community people was first housed in the old Gabaldon building, now the

Bulwagan ng mga Guro, in the Division Office. Way back 1983 CNHS has a total

number of three hundred (300) first year students. Until school year 1996 it has a

gradual increase in population. Currently the number of students in Catarman

National High school exceed Thousands of students specifically there are over two

thousand sixthy-nine (2069) enrolled Senior High school in the first semester in the

school year 2023-2024. Catarman National High School is one of the biggest and

outstanding schools of Catarman Northern Samar which offers and caters junior and

senior high school. Catarman National High School is a public institution and thus

school has the K to 12 Curriculum in Senior High School they offer 5 strands that the

students can freely choose. Such as, HUMSS stand for Humanities and Social
Sciences, STEM stand for Science Technology Engineering and Mathematics, ABM

stands for Accountancy Business Management, TVL stand for Technical Vocational

Learning, and GA which is commonly known as General Academic.

Source: Google Map

Figure 2. Location map of Catarman National High School

Research Design

Quantitative method will be employed in this study hence the objective is to

get the answers to the aforementioned problems and to justify and satisfy the

objectives of the study.

Descriptive correlational design will be utilized in this study. The term

descriptive will be use in demographic profile including age, sex, grade level, family

income and family structure. While correlational will be used to determine the

relationship between academic anxiety and academic performance, the relationship

between profile of the respondents and academic anxiety to the academic

performance.

The Variables
 The variables of this study will be classified into independent and dependent

variables. The independent variables in demographic profile includes the age, sex,

grade level, family income, and family structure. And academic anxiety includes

physiological anxiety, cognitive anxiety, behavioral anxiety and social anxiety.

Dependent variable of this study is the academic performance.

Population and Sampling

Catarman National High School has a total of Two Thousand Sixty-Nine

(2,069) senior high school students, divided into five academic strands: Humanities

and Social Sciences (HUMSS), Accountancy and Business Management (ABM),

General Activities (GA), Technological Vocational Livelihood (TVL), and Science

Technology Engineering, and Mathematics (STEM).

To get an accurate sample size, Stratified Random Sampling will be used,

giving an equal chance to the population to be chosen. Slovin’s formula will be used

to determine the number of respondents needed from the total population.

The total population of Grade 11 in Catarman National High School is 979,

with Science Technology Engineering and Mathematics (STEM) having 87 students,

Technology Vocational and Livelihood (TVL) having 92 students, Accountancy

Business and Management (ABM) having 139 students, General Academic (GA)

having 216 students, and lastly, Humanities and Social Science (HUMSS) having 445

students. The computed sample size for each strand is 14, 15, 23, 35, and 72,

respectively, resulting in a total sample size of 159 students.

Meanwhile, the Grade 12 population is 1,090, with Technology Vocational

Livelihood (TVL) having 81 students, Science Technology Engineering and

Mathematics (STEM) having 82 students, Accountancy Business Management

(ABM) having 138 students, General Academic (GA) having 271 students, and lastly,

Humanities and Social Science (HUMSS) having 581 students. The computed sample

size for each strand is 13, 13, 22, 47, and 84, respectively, resulting in a total sample

size of 176 students.

GRADE 11 POPULATION SAMPLE SIZE

Science Technology Engineering and 87 14

Mathematics (STEM).

Technological Vocational Livelihood 92 15

(TVL)

Accountancy and Business 139 23

Management (ABM)

General Academics (GA) 216 35

Humanities and Social Sciences 445 72

(HUMSS)

TOTAL 979 159

GRADE 12 POPULATION SAMPLE SIZE

Technological Vocational Livelihood 81 13

(TVL)

Science Technology Engineering and 82 13

Mathematics (STEM)

Accountancy and Business 138 22

Management (ABM)

General Academics (GA) 271 44

Humanities and Social Sciences 518 84

 (HUMSS)

TOTAL 1090 176

(Source: Catarman National High School, Registrar Office)

Table 1. Stratified Random Sampling

The Respondents

The respondents of this study are Grade 11 and Grade 12 senior high school

students who are officially enrolled in Catarman National High School. The students

belong to different strands, namely Humanities and Social Science (HUMSS),

Accountancy and Business Management (ABM), Science Technology Engineering

and Mathematics (STEM), Technological Vocational and Livelihood (TVL), and

General Academics (GA). The research will focus on the Senior High School students

of Catarman National High School.

Research Instrument

Questionnaire will be used to collect data. This will be used to gather data

faster than any other methods. This study will utilize standardized instrument from

previous related study. The Academic Anxiety Scale by Jerell Cassady. A recently

developed and empirically validated instrument for evaluating academic worry. The

scale has been found to be valid and reliable in assessing the perceived stressors

associated with academic anxiety among university students.

Academic anxiety scale consists of 11 items of sentences that participants will

relate to themselves. This research instrument used likert scale with four-point scale

which categorized: one (1) – not all typical me; two (2) – somewhat typical me; three

(3) quite typical of me; and four (4) very typical me. The student’s participation in the

survey questionnaire supports the effectiveness of the scale.

Scoring and Interpretation of Data

The following classifications will be use to score and interpret the data as the

basis for further analysis and evaluation of the study's results as well as for analysis

and measurement of the level of academic anxiety and academic performance of the

respondents.

Level of Academic Anxiety Scores

Not Anxious 11 - 14

Mild Academic Anxiety 15 - 20

Moderate Academic Anxiety 21 - 29

High Academic Anxiety 30 - 44

Scoring of the level of the academic anxiety will simply add each item

responds. Then identify the results based on Academic Anxiety Scale scoring.

Data Gathering Procedures

The study will be conducted through survey. After randomly selecting the

respondents from every academic strand of grade 11 and 12 senior high school

students at Catarman National High School to be surveyed. A letter of request to

conduct the study will be prepared and will be submitted to principal office. After

approval was given by the school principal, a consent form will be given to each of

the respondent before they answer the questionnaire to serve as a proof of their

participation.

The researcher will explain to the respondents the importance of their response

to the study. The terms used in the study will be explained to the respondents so that

the respondents can answer the questionnaire with full knowledge of their
responsibility as the subject of the study. The researcher will ask for the full

cooperation of the respondents to answer the test with all honesty and not leave any

question blank.

After the respondents answered the questionnaire, the researcher will collect

and tally the data for interpretation. The researcher will determine the appropriate

statistical tools to be used in interpreting the data. Based on the data the researcher

will come up with conclusion and recommendations.

Statistical Treatment of Data

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