St. James Technical Skills College, Inc.

Hi-Ka Poblacion, Compostela, Cebu

Impact of Anxiety and Stress on the

Academic Performance of grade 12
Students in St. James Technical Skills
College Inc.
Submitted by: Jodie Jane Flores

Khrystine Bathan

Dian Pasay

Mary Ann Bituin

Princess Mae Ruizo

Kate Son

Alodia Caryl Meñoza

Trisha Jhay Vuelban

Vince Romer Hallasgo
Ashlea Vuelban

January 2023

ABSTRACT
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For the past two years, We use the learning delivery modalities which are Modular
Distance Learning, Online Distance Learning and Blended Learning due to the Pandemic.
For that reason, many students have difficulty adjusting to the new mode of learning
but eventually, they got used to it. Therefore, when they were more accustomed to the
new learning method. Some experienced breakdowns during the first month of class.

This paper aims to determine the level of Impact of Anxiety and Stress the academic
performance of Grade 12 students in St. James Technical Skills College Inc.. Information
and Data will be gathered by the use of a research-made questionnaire. This study will
identify how stress and anxiety can be avoided or solved so as not to affect a student
academic performance.

ACKNOWLEDGEMENT
We would like to thank my colleagues at compostela and our adviser, for this subject's
practical research. They reviewed and provided helpful information and comments on
this research, as well as the sources that we found on the internet for these research
examples and templates, which guided us in making our research paper. And we also
thank those of our respondents who willingly answered our questions about our
conducted research, but mostly we want to thank our parents who motivated us to
work harder on our research paper.

CHAPTER 1

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 I. INTRODUCTION

As COVID-19 caused a dramatic and unprecedented disruption in the delivery of

education and health services in the Philippines , higher education suspends face
to face classes and moved toward remote learning (UNESCO, 2020) This
unexpected change due to a health crisis forced students to adopt to new learning
modalities that can potentially affect their academic performances.

The first Learning Modality is Distance Learning. There are three types: Modular
Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based
Instruction. Among the three modalities, Students preferred MDL because they
will not have a problem regarding gadget and internet connection. Other learning
strategies or modalities are blended Learning and Homeschooling.

In the first year of class using the new learning method, many of the students
struggled because they were not accustomed to the new type of learning. The
student made a big adjustments because they got used to the teachers teaching
them face to face. They experienced anxiety and depression and the first to three
months.

of modality for the reason that they are not used to study alone and the pressure
and stress they were receiving. This increased the prevalence of psychological
stress, anxiety and depression among students.

During the pandemic two years ago, all schools were forced to close and only
modular and online Learning were available, which means most of the students
are just in their homes and had no peers to talk to, and no social interactions,
which made students used to that kind of routine.

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 After the lockdown, blended learning was applied, made the students adjust
again to the new mode learning. In the year 2022, that mode of learning was
applied to all private and public schools, where students must go to schools twice
or thrice a week to attend face to face classes During the early month of the
classes, most students were having breakdowns which leads them to have anxiety
and stress. Due to this mental and emotional breakdown, their academic
performances were affected. They been used to modular and online learning for
almost 2 years, the setup of face to face classes recently had been stressful to
students. During Modular and online classes they had been relying on online
sources such as google for answering their exam, quizzes and even assignments.
The reason why most of the students had been excellent classes. But when
blended learning was applied, most students struggled in doing so, and were
afraid not to perform well.

As the face to face classes started, learners experience stress due to the
adjustments to the sudden return of the face to face learning. Grade 12 students
are one of those experiencing stress due to pressure they feel for the they are
incoming first year college. Because of this, they are having anxiety.

From the definition of Merriam Webster (2022), anxiety is defined as

apprehensive and easiness or nervousness usually over an impending or the
anticipated ill: a state of being anxious. For those who are stressed, it is typical to
have anxiety because it is the bodies natural reaction to stress. But if you have
serve anxiety, it can be a serious problem. One of the factors that contribute to
anxiety is stress from school.

As a student academic performance suffers, the anxiety level related to certain

academic task increases (huberty, 2012). Academic anxiety can give not only
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 negative effects on student but also positive. According to mental health
foundation (2022), anxiety is not necessarily a bad thing. It can spur as on, help us
stay alert, make us aware of risk and motivate us to solve problems. (Mental
health foundation 2022).

The study intitled impact of anxiety and stress on the academic performance of
grade 12 students in St. James Technical Skills College Inc. can be useful to student
who have stress and anxiety. This research will be beneficial to student to help
them know how to prevent or cope with stress and anxiety.

II. STATEMENT OF THE PROBLEM

This seek to understand how the student delt with the issue and how it affected
their academic performance.

Especially, the student caught to answer the ff. questions.

1. Are you experiencing anxiety and stress?

2. Is it hard to overcome it?

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 3. Did you ever got into a thought of making misdeed?

4. Did it affect to your academic performance?

5. For you, what is the impact of anxiety and stress on your self and your study?

III. SCOPE AND DELIMITATION OF THE STUDY

The main purpose of this study is to determine the impact of anxiety and stress on
the student academic performance. The study considers the student view point on
anxiety and stress and the reason for having this issues.

The researchers limited the study to 20 grade 12 students enrolled in the school
year 2022-2023 as St. James Technical College Inc. each of the respondents was
interviewed through the messenger mobile application and a face to face
interview to get their point of view. The student selected came from the 2 section
to prevent bias and get their objectives perception.

Only the grade 12 student where chosen to participate in the study because it
was they who had the most pressure.

IV. THE SIGNIFICANCE OF THE STUDY

The following are the beneficiaries of the research:

Student: they can use this as a reference to determine wither anxiety and stress
have had a beneficial or bad effect on them and their academic performance.

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 Teachers: This can serve as a guide for teachers on how to deal with students who
have this issue as well as directions for students to follow so that they are not put
under pressure to perform well in class. They will know from this guide that not all
students can carry out a task right away. 

 Parent: the result of this study may serve as a guidance or parents who have
children who are experiencing this issue but are unsure of its cause.

Future Researcher: From this research, they will get the knowledge that will help
them with the research they are conducting on this topic. It can be their source of
information.

V. DEFINITION OF TERMS

For the better understanding of the study, the following terms are defined from
the context of this research.

Anxiety: Is an emotion characterized by feelings of intention, worried thought,

and physical changes like increase blood pressure.

Stress: Can defined as any type of change that causes physical, emotional
or psychological strain.

Academic Performance: Is the extent to which a student, teacher, or institution

has attained their short or long term educational goals.

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 Learning delivery modalities (LDM): A learning delivery modality where learning
takes place between the teacher and the learners who are geographically remote
from each other during instruction.

Modular distance learning (MDL): Is the use of module made by teachers with
different task and learning activities base from the essential competencies.

Open and distance learning (OLD): Is an approach to teaching and learning that
offers open and flexible access to learning opportunities to any one, anywhere and
at any time.

Blended learning- A learning delivery that combines face to face with

any or a mix of online distance learning, modular distance learning, and TV\radio -
based instruction.

Unprecedented: not able to predicted.

Disruption: disturbance or problems which interrupt an event, activity, tv\radio

base learning or process.

Radio base instruction (RBI): An alternative learning delivery modality that uses a
radio broadcast to offer student lessons, utilizing soft learning modules (SLM).

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 CHAPTER 2
I. REVIEW IF LITERATURE

This review pulls together statistics and academic literature relating to the
causes, symptoms and effects of assessment-related anxiety, known as test
anxiety in the literature. It is an academic piece of writing that considers
what is currently known about test anxiety, by drawing on existing evidence
and research, and may be of particular interest to specialists and
practitioners working in the field.

The nature of a literature review means that we are not reporting our own
research or discussing our own perspectives. Rather, we are drawing
together credible evidence that is already available and are considering
what this might tell us about test anxiety. The review does not focus on
particular assessments, but considers the issue more widely within the
context of the mental health landscape, and the context of other related
factors. Childhood and adolescence is found to be a particularly sensitive
period with regards to emotional and mental health. Amongst children and
young people, evidence shows that depression- and anxiety-like experiences
are increasing.

There is also a rise in the number of children and young people mental
health services, and Childline is reporting increased use of its counselling
service relating to emotional health and well-being obviously concerning,
these trends can be difficult to interpret. Recent campaigns have
encouraged children and young people to identify, discuss and seek help for
issues that affect their mental health. It is therefore possible that positive
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 reactions to these campaigns and help-seeking behaviors have contributed
to the increased use of services and increased detection of mental health
concerns.

stress can be positive or negative, test anxiety relates only to the adverse
experiences of stress, where perceptions of not being able to manage the
stressor are internalized negatively. Test anxiety encompasses negative
physiological, affective and cognitive responses to a test or assessment,
where symptoms such as rapid heart rate and breathing, and worry about
underperforming, occur before, during or after an assessed performance.
Although these responses can be elicited by any evaluated performance,
such as an interview, driving test, or a sports game, here we focus on
responses to educational assessments. Exams and revision are known to be
sources of concern for some students and this has likely been the case since
their inception.

Despite there being no measure systematically evaluating the degree of test

anxiety over time, there is evidence that suggests that its prevalence has
been relatively stable. However, evidence from the education sector and
perceptions in the media suggest that, more recently, children and young
people are experiencing more relation to assessments.

A recent and positive shift in attitudes towards discussing mental health

may, in part, explain this Test anxiety can be experienced by people of all
ages, and is observed in some children and young people across all stages of
education. It is difficult to determine the prevalence of test anxiety amongst
students. However, it is estimated that a small number of students per class
are likely to be highly test anxious, with females more likely to experience
test anxiety than males. When a student perceives they cannot overcome
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 academic pressures, these pressures can elicit a ‘threat response’ in which
anxiety is experienced. This tends to occur where a student does not believe
strongly in their academic competence and has ineffective regulating
emotions. However, this is not the case for everyone. Where a student
perceives they can overcome academic pressures, a ‘challenge response’
tends to be elicited.

For these students, the academic pressures can be motivating rather than
anxiety inducing. After controlling for ability, high levels of test anxiety are
generally associated with small reductions in test performance.

As such, test anxiety could have a detrimental impact on performance in

high stakes assessments, with further implications for entry to subsequent
education and employment. But, regardless of the impact on performance,
test anxiety can be significantly detrimental to a child or young person’s
mental health.

For instance, individual differences in beliefs about academic ability,

personal drives for academic behavior and coping mechanisms can mediate
the experience of test anxiety. Social interactions with teachers, parents and
peers can also increase test anxiety through fear appeals (messages that are
intended to encourage studying by warning about the consequences of
failure), the setting of high standards for achievement, and the transference
of stress.

Features of the assessment itself can also influence the degree of anxiety
experienced. For instance, responding to multiple-choice questions is
reported as being less anxiety-eliciting than writing extended responses. In

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 contrast, performance-based assessments with the social element of an
audience (such as oral language presentations and sports or performing arts
assessments) are likely to elicit a greater degree of test anxiety than
traditional pen and paper exams.

Perceptions around difficulty and stakes of the assessment can also

contribute might be able learn to respond to academic pressures differently,
so it is possible to weaken threat responses, and therefore reduce test
anxiety.

Evidence indicates that there are several interventions that are effective in
doing this, in which schools, teachers, parents, and, to some extent, peers,
can have a role. Modification to the assessment context might be an
appropriate intervention, however only where the integrity of the
assessment is not compromised.

More appropriate means of reducing test anxiety rely on students, parents

and teachers creating a positive environment concerning assessments in
which students’ academic self-beliefs are nurtured. For parents and
teachers, this might include setting only reasonable expectations for
achievement and avoiding trying to motivate students using fear appeals.

Educative and therapeutic interventions can also help to alleviate anxiety

around assessments, with a combination of approaches being most
effective. Educative interventions aim to inform students about the causes
and symptoms of test anxiety, and build academic study and test-taking
skills that increase students’ preparedness to take the assessment.
Therapeutic interventions aim to challenge negative thoughts about the
assessment and the student’s ability to perform, and encourage relaxation
strategies and mindfulness.
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 These interventions have flexibility in their delivery, with evidence
suggesting that highly test anxious students can benefit from both school-
based and self-administered management of test anxiety. Importantly, these
interventions should rely on a shared responsibility of teachers and parents
to.

II. REVIEW OF THEORIES

Theories of anxiety divided into five categories, namely:

psychoanalytic, learning/behavioral, physiological,

phenomenological/existential, and cognitive.

a. Psychoanalytic

This theory firstly developed by Freud (1917, 1926), he had two theories of
anxiety and he saw that anxiety as an everyday phenomenon and as a way
of explaining neuroses. The realistic anxiety that referred by real objects is
everyday anxiety; this has often been referred to as fear rather than anxiety.

Although, neurotic anxiety as an unconscious conflict within the individuals

since the conflict was unconscious, the person was not aware of the reason
for his or her anxiety involve in a panic attack.

b. Learning/ behavioral

Hans Eysenck develop the theory of anxiety that rests on more fundamental
personality theory, this theory depends on two major dimensions,
extroversion/introversion and neuroticism.
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 In this context, the neurotic individual is particularly sensitive to anxiety -
provoking stimuli, this sensitivity being based on the automatic nervous
system.

So, from this perspective, anxiety-proneness is inherited. However, anxiety

can also be learned. Traumatic events lead to unconditioned fear, but can
then become conditioned resulting in new stimuli producing the original
anxiety responses, anxiety is viewed as conditioned fear Anxiety not only
inhibits their achievement but also hinder their speaking ability in
presentation performance.

Feeling of stress is considered as the cognitive part of anxiety and can have a
negative effect on performance. For example failing to answer the question
will only hinder the future performances of the learner, and makes student
less and less efficient in the classroom. Therefore, motivation and big effort
to do the best in each performance are needed By students to reduce their
feeling of fail, anxious, nervous, unconfident and feeling of shy with their
ability.

III. CONCEPTUAL/THEORITICAL FRAMEWORK

Anxiety disorders are highly prevalent across the lifespan and, if left
untreated, are associated with negative outcomes in many domains of
functioning.

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 Nine sub types have been identified, with social anxiety disorder (SAD) being
one of the most common. Not only does SAD impact social functioning,
there are also negative implications for functioning in the work and school
domains. Despite this impact, little research has explored how to promote
positive career outcomes for young adults with SAD. In order to identify
ways to promote career development for youth with SAD, a theoretical
framework to help conceptualize SAD in the context of career development
is imperative. This paper presents, in detail, how the social cognitive career
theory can provide such a framework. Implications for practice will also be
discussed.

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 CHAPTER 3
I. OVERVIEW OF THE STUDY

This study was conducted in order to assess the impact of anxiety and stress on
the academic performance of the grade 12 students at St. James Technical Skills
College, Inc. To be able to gather the necessary data, the researcher utilized the
descriptive method, using both qualitative and quantitative approaches. Herein,
the chosen respondents were randomly selected from both the grade 12 and 13
sections of St. James Technical Skills College, Inc. The survey methods were the
research instruments used for the data collection.

The students who have been chosen for this study completed a survey
questionnaire to evaluate challenges such as anxiety and stress. The results of the
survey were then processed by computing the weighted mean of each survey
item. The computed values were compared to the Likert scale for data
interpretation. Relevant literature was also used to support the gathered findings.

The credibility of findings and conclusions extensively depends on the quality of

the research design, data collection, data management, and data analysis.

This chapter will be dedicated to the description of the methods and procedures
used to obtain the data, how they will be analyzed and interpreted, and how the
conclusion will be reached.

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 This section is to justify the means by which the study was obtained and will help
give it purpose and strength as it will then be truthful and analytical. All these will
help in the processing of the data and the formulation of conclusions.

Specifically, this research will cover the following: the research design and
method, the research instrument, the research procedure, and statistical
treatment. This will be presented below.

II. RESEARCH METHOD

This research uses survey and analysis. A sample of 20 respondents was chosen
using the stratified random sampling method. A questionnaire was utilized to
obtain the data. Statistics that are both descriptive and analytical were used to
analyze the data.

The purpose of employing the descriptive method is to describe the nature of a

condition, as it takes place during the time of the study and to explore the cause
or causes of a particular condition. The researcher opted to use this kind of
research considering the desire to acquire first hand data from the respondents so
as to formulate rational and sound conclusions and recommendations for the
study. According to Creswell (1994), the descriptive method of research is to
gather information about the present existing condition.  Since this study is
focused on the perception or evaluation of the consultancy firm’s effective human
resource management, the descriptive method is the most appropriate method to
use.

III. RESEARCH INSTRUMENT

We create a survey for them to respond to some of our questions that are
relevant to our topic and use the descriptive and analytical approach. The focus of
the descriptive questions was the content of the message. In order to find the
answers to the questions that the investigator brings to the search, the method

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 involved looking through one or more communications. The interviews were
analyzed and interpreted using content analysis.

IV. STATISTICAL TREATMENT

The data to be gathered but in this study will be subjected to the following
statistical treatment. Responses to the questionnaire by grade 12 students were
statistically analyzed with the data requirements of the study. Students were
statistically analyzed with the data instrument of the study. Descriptive statistics
such as frequency count, mean, percent and rank are considered.

FOR SPECIFIC QUESTIONS:

The frequency of the each response will be determined on the number of

the respondents who will check in the particular item. The demographic
profile of the respondents who will determined by using the formula of
percentage.

Where:
P= F × 100 P = Percentage
N F = Frequency
N = Total number of respondents

P= F × 100
N
= 20 × 100
20
= 2000
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P= 100%
100% of our respondents response to our quick survey. More on them
choose to answer yes of those questions on our made questionnaires

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 REFERENCE
UNESCO, 2020
Huberty, 2012
Mental health foundation 2022
Creswell, 1994
https://www.google.com/url?sa=t&source=web&rct=j&url=https://
www.globalpeace.org/news/radio-based-instruction-transforms-education-
children-
philippines&ved=2ahUKEwjU5tqX0M78AhXPzDgGHcR4DjYQFnoECAoQBQ&
usg=AOvVaw0ic-RqcXkIqQ5yqxXRivZR
https://www.google.com/url?sa=t&source=web&rct=j&url=https://
www.apa.org/topics/anxiety%23:~:text%3DAnxiety%2520is%2520an
%2520emotion%2520characterized,recurring%2520intrusive%2520thoughts
%2520or%2520concerns.&ved=2ahUKEwjtytKT0c78AhV-
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%2520overall%2520well
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&usg=AOvVaw3fSV8yxVyYO8uzN_cP0h7m
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%2520and%2520Distance%2520Learning,opportunities%2520where
%2520they%2520are
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TcW-k

References of Review of Literature Author Howard Ofqual

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 References of Review of Theories Author Adalah Arsip Milik
References of conceptual framework Wong, Q. J. J., & Rapee, R. M. (2016).
The aetiology and maintenance of social anxiety disorder: A synthesis of
complementary theoretical models and formulation of a new integrated
model. Journal of Affective Disorders, 203, 84–100.
https://doi.org/10.3389/fpsyg.2016.01963

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