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A SHS Thesis
Presented to the Faculty of the College of
Arts and Sciences Education
University of Mindanao
In Partial Research II
SY 2017-2018
October 2017
Chapter 1
through the use of a grading system which depends on the stage of education, it
and will open a lot of opportunities for a student, however if a student have shown
performance that could either improve or distract their performance. There are
some captivating studies that relate anxiety to the academic performance of the
students, it shows anxiety as one of the factors that affects the performance of a
student negatively. In today’s society, students are more exposed to stress due
to intensive pressure from the environment and majority of those stressor come
from school. This stress develops anxiety among the student wherein a feeling of
anxiousness towards their academics is formed. This study focuses on the extent
of test anxiety and academic performance of STEM senior high school students
in University of Mindanao.
In Walberg’s theory of academic achievement, it theorized that students’
According to Heather, L. & April L., (2009) as cited by Afolayan, J.A., Donald,
B., et al (2013) anxiety occur in response to stress, it affects the learning and
memory of a students that result to poor academic performance. This was further
supported by Nelson and Harwood, (2011) and was cited by Dobson. (2012)
which stated that “Anxiety can have a negative effect on the information
In the global setting, Carrey and Devine, et.al. (2017) Individuals with high
levels of mathematics anxiety are more likely to have other forms of anxiety, such
as general anxiety and test anxiety, and tend to have some math performance
decrement compared to those with low math anxiety. (Afolayan, J. A., Donald B.,
disrupting the mind, hands getting numb and some sudden disabilities.
switch attention from one task to another - could help anxious students to achieve
In the Philippines, there is a dearth of literature on test anxiety and its effect
Anwer,2012 as cited by Espinosa et al. (2015) high test anxiety lead to poor
conversely, lower levels of test anxiety yields better attitude towards science
that female participants experience higher test anxiety; however, in the study of
Espinosa et al. (2015) results show that only a fair amount of it was reflected.
This indicated that the participants were able to overcome their test anxiety.
stress among college students enrolled in a state college in the Philippines with
the perceived stress between male and female students because female
students have also learned the time management and stress coping strategies
like male students. They enjoy their studies by adopting effective and efficient
study habits. Moreover they are much devoted, concerned and consistent in their
studies
Test anxiety is a prevalent problem that can handicap a student’s ability to
perform well academically. This problem has been said to affect nearly 35% of
high test anxiety and an additional 16% are handicapped by moderately high test
anxiety (Driscoll, Holt and Hunter, 2005). These highly anxious students scored
about 12 percentile points lower than those with low anxiety, making test anxiety
one of the most serious academic handicaps among students today (Hembree,
extrapolated from the literature and estimated that about 25% of American
lower academic performance due to test anxiety. In other studies, Khalid and
achievement have low test anxiety scores and vice versa. Additionally, the test
anxiety has been identified by many under graduate and graduate students as
measures the level of anxiety in English subject among the students, the result
shows that students who have moderate and high level of anxiety tend to fail in
English exams .Pressure from the family, incompetence and negative perception
towards the subject is the cause of anxiety (Alico, J. C. and Guimbao, W. D.,
2015).
achievement in University of Mindanao the study conclude that test anxiety have
a negative impact on the student’s academic achievement. Sapini, G. C.(2014)
divide test anxiety into two components first one is the cognitive component
anxiety which focuses on the worry component while the second which is
examination.
L.C.(2009) some students that move from primary to secondary doesn't have the
proper knowledge, understanding and self-confidence that they need. This result
eventually turn into anxiety. According to Weil (2009) students who have anxiety
has a chronic fear of being watch and judged by other as well being humiliated
effects of anxiety in a specific field and scope. Experimental studies and survey
have already been conducted, but still, anxiety is frequent among younger people
whether they perform well or not in their academics. Strategies to ease anxiety
has been developed to minimize the effects of anxiety among the learners without
reducing the work and evaluation test of an educational institution. Finally, this
will also assess the majority of the research relating to anxiety that conclude
Most of the motivated and willing students seek excellence in their academic
not only the students but also the teacher, therefore, educators apply strategies
strategies that educators use which has shown to increase stress level, hence,
several studies was conducted that shows stress as a factor that influence anxiety
which result to reduce cognitive and motivation. This study will help the institution
anxiety level of the students and eliminate the discrepancy in the assessment of
learning. In addition to that there is still no studies conducted that assess the
of:
2.2 , and
2.3 quiz?
Mindanao?
academic performance?
The study will be tested with the null hypothesis at 0.05 level of
significance:
Mindanao.
Readings and other pertinent information are presented in this section. This
under study. It is divided according to the variables, test anxiety and academic
Test Anxiety
severe anxiety, this study specifically talks about test anxiety. Mazzini L, Ducky,
involves damage in memory and cognitive function which affects the academic
performance poorly.
Furthermore, students that are more test anxious have shown poor
performance and are less motivated ,in fact a statistical relationship reveals that
students who are more exposed to high level assessment environment have
their performance in their education and the fear of the consequences of failure
2012) that teaching students self-regulation in their childhood will lessen and
reduce the anxiety that they feel towards their academics. Nelson and Harwood,
(2011) stated that the capacity of students to retrieve and store information at
school has been reduced due to anxiety. Evaluation in the academic performance
like academic test has been developed which could serve as a stimuli in the
Mazzone, Ducci, Scoto, Passaniti, D'Arrigo, and Vitiello, (2007) and was cited by
into three: basic (ages 8-10yrs) - N=131, center (ages11-13yrs) – N= 267, and
secondary school (ages 14-16 yrs.) - N= 80 with the end goal of the investigation.
The kids finished the Multidimensional Anxiety Scale for Children (MASC). T-
and anxiety. This score was above typical anxiety side effects that were generally
basic among kids and young people this could serve as a distraction in their usual
level of anxiety expanded as age increases and was adversely connected with
academic performance.
aversive inner state that people seek to avoid or escape which leads human to
human being. Freud theory identify anxiety in 3 types; reality anxiety, neurotic
anxiety and moral anxiety. Reality anxiety refers to anxiety or fear that occurs in
reality, Neurotic anxiety refers to the unconscious fear and is driven by the fear
of punishment and the moral anxiety refers to fear of violating the norms or the
fear of shame.
that was conducted by Kinga, M., Busdragi, C., et al (2014) that uses CRT
performance in mathematics, the results shows that the math anxiety and math
In conclusion there are several studies that relates test anxiety and academic
performance. Majority of those studies proposed that anxiety and test anxiety has
individual towards a stimuli (Corsin, 1984 as cited by Hasan & Kalid, 2014).This
more grounded enthusiastic feeling that something terrible will happen, in result
the increase in nervousness and physiological arousal is formed (Cox & Stone,
2006).
define emotional anxiety as a feeling that involves emotion, namely this involves
Some studies have shown that test anxiety could cause panic attacks
trusts that it is self-concern and not emotionality that adversely associates with
relates to cognitive which focuses to the result of failure. This was further
supported by Sharma & Sud, (1990) and Mathews, Zeidner & Roberts, (2009) as
cited by Barabag, 2015) that cognitive component disrupts the attention and
anxiety is the component that mostly affects the academic performance (Ingugiro,
1999; Robb, 2005; Vitasari et al., 2010). This anxiety interfere the students’
mere cognitive interference from fears and worries due to negative self-
expectation and negative expectation (Vitasari et al., 2011). Moreover, the study
of Sena et al. in 2007 have identify students with higher level of anxiety have
problems with reduced memory span, lose concentration, and lack confidence,
and poor reasoning power. Sansgiry and Sail (2006) study have shown that
Houston.
most common type of worries among the students, the result shows that 80%
the study of Rana and Mahmood (2010) were Oludipe (2009) investigated how
the test anxiety affects the students’ performance, specifically in Physics, and
found that high test-anxious students performed worse than the low-test anxious
both on numerical and non-numerical task in Physics which requires the use
anxiety and said to be major cause at different level. Cassady & Johnson (2002)
as cited by Rana and Mahmood (2010) shows that cognitive test anxiety
state and trait (STAI) instrument, which means that high scores of state and trait
scale wherein it evaluate the worry and the inclination to irrelevant thoughts
due to anxiety this is based on several research that focuses on a specific subject
or skill. A little level of anxiety is typical, however, extreme anxiety can be a major
issue. Academic anxiety can turn out to be more adverse over time. As a student
academic performance endures, the nervousness and anxiety level identified with
learning the secondary language this anxiety may expand from several stimuli.
incite anxiety., An American Institute of Physics (AIP) learn toward the start of
this thousand years (AIP 2001) yielded the startling measurement that exclusive
47% of the general population showing material science in secondary school had
either a minor or more in physical science or material science training; just 33%
had a four year college education with a physical science or physical science
instruction major
Math anxiety is anxiety formed towards math this anxiety usually composed
of thoughts and worries to the subject affecting the Working memory(short term
anxiety in the classroom is a problem for the field of education, as math anxiety
students, in result, student’s tend to avoid math related courses and subject
by Ramirez,2013).
Academic Performance
To the students, Ali et al., (2009) defined the Academic Performance as the
vital role in creating the first quality alumnae who will become leader and
performance of the students have gained significant attention. There are some
factors that strongly influence the performance of the students but these factors
different from country to country and person to person. These factors are
Darling (2005) and Galiher (2006) used GPA (grade point average) to evaluate
performance of the students. GPA is the average result of all the grades achieved
performance (Applegate and Daly, 2006; Hedjazi and Omidi, 2008; Ramdan and
Quraan, 1994; Alforo 2010; Torki 1988; Hijaz and Naqvi, 2006; Naser and Peel,
1998; Aldullah, 2005). All these studies engaged the Grade Point Average (GPA)
students depends on these factors like, learning facilities, age and gender
is the most significant factor that gives a positive result on the student
performance and also, having good communication skill will develop the
the students of their adapting strategies and background qualities were indirectly
secondary school. Example of this are family pay, direction from parents, and
number of negative circumstances in the house and parents and their level of
education. Opposite of this are the students who are properly guided by their
guardians who done well in the exams because the guidance from the guardians
and the students directly influence the students’ performance (Hussain, 2006).
Lujan and DiCarlo (2006) also found out the through peer interaction, the students
extent to which a person has accomplished specifies goals that were the focus of
comeback after nearly disappearing from the state and national scene around the
turn of this century (Stecher, 2010). In 2014, the Virginia General Assembly
gave local school boards the option to use authentic performance assessments
and integrated assessments to ensure students are learning the content in these
which stimulus materials and a request for information or action are presented to
an individual, who generates a response that can be rated for quality using explicit
standards” (p. 3). This definition is suitable for the performance tasks that are the
topic of the present article. This more detailed view on students’ performance,
would argue for the use of performance-based assessment criteria. Following the
results of Fastré et al. (2009), it can be concluded that the use of performance-
based criteria is especially beneficial for novice students because of their task-
specific character. In addition, providing these students with performance-based
assessment criteria would give them redundant information on the task which
may hamper their learning. This is called the expertise reversal effect
(Kalyuga 2007). This more detailed view on students’ performance, would argue
al. (2009), for novice students it is important to know the relevant criteria in every
task. For example, when a nurse has to conduct stoma care, some of the relevant
criteria are to remove the old stoma bag and apply a new one. In order to attract
literature about something they recognize as not being relevant. Along these
design framework that stands for Goal, Role, Audience, Situation, Product or
Performance, and Standards. (See the appendix for the GRASPS frameworks
measure of controversy. On the one hand, the advocates of quizzes trust that
quizzes have obvious points of interest; frequent quizzes helps the students to
be ready and prepared for long test and remember the lessons in longer time.
uncovered that the all the more frequently students were presented to tests, the
classroom participation. He added that taking a quiz has round impact in that
Johanson (2009), on the impact of different quizzes on the students learning and
exam performance. To this end, authors create utilization among 78 studies. The
studies classified in to three frequency level: high, medium, and low frequency.
The results of met analysis uncovered that in spite of the fact that there were no
measurably difference among the three groups but frequent testing still beneficial
students in four geometry classes were the participants and there are dependent
variables such as two experimental group that took every day short quizzes and
control group that took weekly quizzes. His study objects if there were a
result, the researcher concluded that both dependent variables are significantly
A similar study by Dineen, Taylor and Stephens (2010) tested the impact
mathematic courses. In this examination one group of the students took daily
quizzes and the other gathering week by week quizzes. The students with daily
prompt productive and lifelong learning since educators put their emphasis just
on the tests and instruct to the test, giving their students only with the amount of
information they need to do well on the tests. Because teachers instruct to the
test and students read to the test, learning does not keep going for a long time.
Exam. According to Saima and Bukhsh (2011) exams are important to the
And also van Bergen and Lane (2014) stated that exams sometimes promote
“deep”, “rich”, and “authentic assessment tasks. These are project based tasks
that bases on students’ creativity and interest. Example, students on history class
These tasks do improve some crucial high-order thinking skills, and also
different tasks to maximize students’ opportunities to show what they know and
can do. Research also tells us that learning is strong when students learn by
students. They can achieve this in two ways. Firstly, they use of a different of
strategies and tasks. This gives students chances, to expose what they know and
can do. It also enables teacher to be confident of the accuracy of their teaching.
Second task must be “fit for purpose”. Assumed that a subject has a number of
goals, each task should be suitable for the fixed goal. This means that a task
attribute accounting for individual contrast into a degree which people find exams
Anxiety and test anxiety has been shown to have negative impact to the
with impairment of memory and cognitive functions and can contribute to poor
school performance and academic failure”. In order to support this claim, theories
are given and explained to support this idea and to highlight the idea used in this
research.
defensive mechanisms for a human being. Freud theory divide anxiety in three
types (1) reality anxiety, (2) neurotic anxiety and (3) moral anxiety. Reality anxiety
refers to anxiety or fear that occurs in reality, Neurotic anxiety refers to the
unconscious fear and is driven by the fear of punishment and the moral anxiety
support the theory of Freud .This theory states anxiety to be related to changes
scope of errands including spatial and verbal thinking. Attention control theory
was formed into two assumption first assumption the goal-directed attentional
control theory, anxiety causes imbalance to this two assumption making stimulus-
driven attentional system more dominant which results to irrelevant thoughts and
This study uses the state and trait anxiety theory, state anxiety divides anxiety
com into two components cognitive and emotional component. Trait anxiety in
the other hand refers to response with state anxiety (Speilberg, 1983 as cited by
MacArthur, n.d) this theory was further use in our study to serve as an indicator
academic anxiety, the basis of this indicator was from the theory of state and trait
M.,2009).Test anxiety also refers to anxiety that occurs before and during an
individual.
Independent Variable Dependent Variable