CHAPTER 1

INTRODUCTION

Background of the Study

Anxiety is considered as a psychological and physiological state characterized by

physical, emotional, cognitive, and behavioral components. It refers to a nervous disorder

characterized by a state of excessive uneasiness and apprehension, typically with compulsive

behavior or panic attacks. It may also be considered as a normal response to stress. It can help an

individual to cope with the demands of life but in excess it may be considered as anxiety disorder

reported that anxiety is a global problem affecting mainly the students and juveniles.

One of the factors of anxiety is Environmental Factor; it directly refers to the elements in

the environment around an individual that increases anxiety. It is a form of stress from a personal

relationship, job, school, or financial predicament which can contribute greatly to anxiety

disorders. Even low oxygen levels in high-altitude areas can add to anxiety symptoms. (Felman,

2018)

Academic-reasoned anxiety can become more detrimental over time. As a student’s

academic performance suffers, the anxiety level related to certain academic tasks increases

(Huberty, 2012). In place of the Kto12 Curriculum entering the school-life of the 21 st Century

learners of the Philippines, it creates deluge of adjustments to the students and the teachers. The

Kto12 education plan offers a great solution to the economic problem. However, it is undeniable

that there are problems arising as the government implement the program such as lack of

government budget, classrooms supplies as well as educators and the rise of anxiety rate of the

students. As the new curriculum enlists, another set of task was added and the current systems

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were changed, from Seatwork-based examination to Performance Task-based examination.

Wherein, this recently modified curriculum added on the rate of anxiety of the Filipino students.

Exposure to Performance Task is considered as one of the preparations of the students for

their soon-to-pursue courses in college, and conditioning the students to be able to develop and

grow for them to be fully ready for the future and the reality after graduating. However, with the

kind of administration most of the Junior High School have, Senior High School Students were

not exposed further and new to handling Performance Tasks, how much a Performance Task-

based curriculum like Senior High School. This becomes a basis unto why the Senior High

School Students tend to have higher chances of Anxiety rather than on the Junior High School

Students.

The researchers choose this topic due to the fact that it is deliberated as one of the most

contentious national problems that the country is essentially facing and tend to supervise. The

researchers find this research as precisely important because it targets to know the ways unto

how the students overcome this anxiety and how the students prevent anxiety from existing on

their school-lives.

Even as the researchers investigate into the core of the subject matter, plenty attention

needs to be rendered in this proposal, introducing successful coping strategies may help students

to avoid the destructive consequences of excessive anxiety. Hence, this research aims to identify

the effect of Performance Task to the anxiety levels of Senior High School Students.

Statement of the Problem

This study aims to determine the effects of Performance Task to the anxiety levels of the

Senior High School Students, identify unto how this can be ceased and figure out the educational

2
factor affecting the anxiety levels of the students through Performance Task. With this, the study

specifically aims to answer the following;

1. Respondents’ Personal Profile

1.1 Gender;

1.2 Age;

1.3 Grade Level;

1.4 Strand

2. Which is more anxious towards the Performance Tasks? In basis of;

2.1 Gender;

2.2 Age;

2.3 Grade Level;

2.4 Strand

3. Does Performance Task truly affect the anxiety levels of the students?

4. How do anxiety affects the academic mark of the students?

5. What are the other causes of anxiety?

6. Are students more likely to perform better without anxiety?

7. How do the students overcome anxiety?

Significance of the Study

This part of the study aims to give insight to the teachers and school administrators about

how Performance Task affects the Anxiety Levels of the Senior High School Students of the

Philippine Engineering and Agro-Industrial College, Inc.

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 Identifying the anxiety levels among Senior High School students will serve as basis in

coping up and improving the student’s ability that would consequently result a better academic

performance. Thus, this study is significant in various entities; (a) Students, (b) Parents, (c)

Teachers, (d) Guidance Counselors, (e) Future Researchers and (f) The Public.

Students. This study will make the students aware of their anxiety levels due to Performance

Task, and will give them relevant ideas on how to handle their anxiety level and be motivated to

do better.

Parents. This study will give awareness to the parents about Performance Task-based

anxiety that their child might experience or currently experiencing. This will give the parents’ an

avenue to understand their children better and will provide assistance in the learning process of

their children particularly in coping up in their degree of anxiety.

Teachers. Through this study, they will be more knowledgeable on handling the students and

directing students in doing their Performance Task much easier.

Guidance Counselors. This study will give them to look forward about Anxiety Level

towards Performance Task that may exist, which hinders the students’ progress in learning. With

this research, they will be motivated to conduct counseling on the students with higher rate of

anxiety.

Future Researchers. This study will help them in conducting to their study related to this

present research paper.

The Public. This study will raise awareness to the public on the anxiety level due to

Performance Task.

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Scope and Delimitation of the Study

The researchers aim to study the effect of Performance Task to the anxiety level within 100

Senior High School Students from the Philippine Engineering and Agro-Industrial College, Inc.

50% from Grade 11 Students both STEM and HUMSS, and 50% from Grade 12 Students both

STEM and HUMSS. The researchers will provide survey questionnaires that will serve as the

main instrument to be used in the data gathering. The results of the questionnaire will be

gathered and analyzed by the researchers.

This study excludes the ABM and TVL Strands Students due to the fact that the Philippine

Engineering and Agro-Industrial College, Inc. does not devour the abovementioned strands.

Definition of Terms

For better understanding on unfamiliar terminology that were used in this study, the

following are defined conceptually and operationally:

Anxiety refers to the painful apprehensive easiness of mind over an impending or anticipated

event or situation. It is abnormal and overwhelming sense of apprehension and fear often marked

by physiological sign such as sweating, tension and increase of pulse (Encyclopedia Britannica

Dictionaries, 2010). In this study, it signifies as the state of experiencing a blend of uncertain and

the emotional reaction among the students toward Performance Tasks.

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 Level refers to a position or rank as an achievement, significance or value (Merriam-

Webster’s Dictionary, 2013). In this study, it considered as the respondents’ degree or an existent

of Performance Task Anxiety.

Performance Task refers to an activity or assignment given to perform either by a reason to

expose an individual to perform his or her skills or to make an individual excels in the field or

courses he or she is taking or to take. In this study, it is the activity done by students for

educational purposes.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This part includes the related literature and studies which are significant and have bearing

on the problems presented in the studies. The researchers gained insight from the reviewed

materials which guided them in the conduct of this research.

RELATED LITERATURE

Student anxiety has long been a topic of discussion amongst researchers. Some research

from the 1950s indicates a negative correlation between anxiety and academic performance and

other research that did not support that correlation. The researcher worked with students at

Brigham Young University to test the hypothesis that honors students with high academic ability

have less anxiety than honors students with lower academic ability (Robinson, 1966).

Anxiety is considered as the process by which an individual or a person react when

disclosed to external or internal difficulties and challenges. According to (Wheeler 2007),

anxiety is the physics word that refers to the amount of force casted on an object and then relates

in real life as to how a certain issue were carried in force by a human person. Sample cases are

financial troubles, health-related issues, brawls with peers, all carry force or pressure on person's

body, mind and spirit. Some of the pressure or force originate from the environment but most

often comes from within a person's head in the form of worry, anxiousness, regret,

discouragement and low confidence. Therefore, anxiety is basically force applied to a person and

may result in a strain which is as a result of an unmanaged anxiety that is when a person is not

able to handle a challenge or problem encountered strain result. To some people, the effect is

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minimal which means they are able to endure pressure whiles in others the effect is enormous

and have an adverse effect.

Anxiety is explained by (Pargman 2006) as “An uncertain reaction to external and

internal factors” that means a negative or positive reaction to environmental spurs. In this regard,

it is how the actual amount of one’s body relate to changes and unfamiliar situations that present

itself in the course of time. In relation, during such period, students were more likely to not

perform in the terms of Performance Task because of the classified aspects of Anxiety which are

considered as stress, burnout, fear and worry.

ASPECTS OF ANXIETY

BURN
WORRY
OUT

ANXIETY

STRESS FEAR

FIGURE 1: ASPECTS OF ANXIETY

The figures present and displays the different aspects of anxiety.

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Stress

In May’s book “The Meaning of Anxiety” (2015), stress is explained as the method in

which a person reacts or response to anxiety, accept and interpret. In this view, anxiety is seen as

a journey to stress thus stress is an outcome of anxiety and it how an individual handles anxiety.

A good handler of stress is likely to experience or no form of anxiety. Whereas those without

effective management skills is prune to a high level of anxiety.

In such cases stress can be managed and aided in terms of anxiety management wherein

students must have a spirit of resiliency and a mindset of calming down after bad situation

happens.

Burnout

According to Merriam-Webster’s Dictionary (2016), burnout refers to a condition by

which someone has become very physically and emotionally tired after doing a difficult job for a

long period of time. Hence, burnout also refers to a drab situation where a person, specifically a

student loses the eagerness and motivation in continuing a particular kind of activity as a result

of both external and internal factors. The skills and expertise is still active but the desire and the

wellness to perform is dead in the person as such performance become huge responsibility

without any joy.

Burnout may have the tendency to destroy a student’s motivation and may kill the

initiatives in performing a task. Students from both Junior and Senior High School have these

issues much and make them at times to be hostile to the other student body that they dedicated to

socialize with. It normally affects students who’s into an interaction with people like group

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leaders, group members, etc. Also, students whose studies are time band that is adhering to strict

time schedule’s also experienced burnout. In a situation where an activity or studies required

much details and explanations, burnout is likely to result in these people who are taking such

activities. Symptoms of burnout are; Trouble sleeping due to worrying about studies, getting into

too much conflict, bored with studies or activity, feeling frustrated with studies, studying very

hard and accomplishing little, hating a specific Performance Task and social activity draining.

As a result, burnout is equally validated in connection with something depraved in some

specific ways, such as having a lazy members in a group.

Fear

Fear “is considered as a chain reaction in the brain that start with a stressful stimulus and

ends with the release of chemicals that cause a racing heart, fast breathing and energise mussels,

among other things also known as the fight of light responses” (Layton 2016). Fear is a common

aspect of human emotion that is sentenced in our nervous system. It is a result of instinct in

human that responses to sensed danger or unsafe. It protects and alert us to an impending danger

that helps us to prepare for this danger. It is a natural aspect of humans and in some cases it very

good because it can be a warning or a signal that cautions us to be very careful. However, it is

and can be extremely dangerous to the life of a person. Fear can be mild or intense and it can be

short term or last longer.

When a person sensed danger the brain responses immediately and send signals which

affect the nervous system this causes various aspect of the body to response to the reaction to the

nervous system and core symptoms of these are fast breathing and heartbeat, increased blood

pressure, experience of sensation in their legs, head, chest and hands. There is also profuse

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sweating. The fight of light is a term used to express how the body react to these symptoms and

reactions thus either fighting off the danger or running fast to get away. (Fears and Phobias

2016)

Fear can be manufactured by means of having dread on the outcome of such Performance

Task. Before and/or after performing, students often thought of the upshot of their performances.

In addition, this can increase their level of anxiety. Though they can also be dread of the results

of the Seatwork-based Examination, the cases of Performance Task anxiety is much more higher

than the actual written examination. This became a reason why Performance Task results fear

and can excessively increase their level of anxiety.

Worry

Worry is a result of thinking about an existing problem or yet to happen problem. It is a

constant thinking and meditating of challenge or fear. Worry looks into what is likely to happen

in the future as a result of the present situation. It is a form of disturbance on one composure or

peace of mind and it causes distress to the mind and results in high blood pressure, headache,

stomach disturbances and other physical discomforts.

Indeed, students have a unique cluster of worry experiences. Student’s academic

performances can be affected by many factors. Bernstein et al. (2008) define the sources of

worry as every circumstance or event that threatens to disrupt people’s daily functioning and

causes them to make adjustments. Similarly, Phinney and Haas (2003) stressed out sources of

worries more specifically as a unique set of concern encounters among student which includes:

difficult financial challenges, home responsibilities, responsibilities related to holding a specific

job while in school, heavy academic load and overburdened Performance Tasks.

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FACTORS OF ANXIETY

Aspects of anxiety affects dominant factors that produces impacts to the level of anxiety

of one student. Essel and Owuso (2017) stated that there are plenty of factors affecting the

anxiety levels of the students, two of these are the Personal Factor and Academic Factor.

Wherein Personal Factor is divided into subcomponents, which are the Change in Sleeping Habit

and Financial Difficulties, while Academic Factor where divided also into subcomponents which

are the Increased Class Workload, Lower Grades, Language Difficulties, Procrastination and

Frustration due to Misunderstanding.

Personal Factors as a Source of Anxiety

Personal factors happen to really cause so much stress than we can imagine and they also

play a very important role in the various aspect of the life of a student. These factors vary from

person to person that results in a different set of perceptions, attitudes and behaviours. Personal

factors can take a form of so many ways which one way or the other affect student performance

and stress them up. Some of these factors are;

Change in Sleeping Habits

The somewhat burdensome nature of student-life causes a drastic change in sleep pattern.

More to the point, this newly adopted pattern is unstable, as it is often tied to academic

workloads and/or tasks at hand. Changing in Sleeping Habits often occur in literary and musical

related Performance Task.

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 Financial Difficulties

It is definitely not a conducive experience when a student has to handle dual challenges

of academics and financial constraints. Life becomes very challenging when a student is behind

on bills payment; for when deadlines are not met and bills stares at you, it is enough to get a

student tensed and depressed. In connection, other Performance Task needs money attention for

props usage, costumes, snacks for the panel of judges and even transportation fees for practices.

Academic Factor as a Cause of Anxiety

There are some factors that happen in the academic curriculum that causes so much

anxiety to students. So many things take place in the day to day activities of the academic

processes that make students stress up.

Increased Class Workload

An increase in class workload stresses up students in the sense that when students have to

do more than they can handle, they turn to get frustrated and are unable to focus and think

straight. Students will overschedule their plans to meet up with the class workload in other to get

good grades but eventually because these tasks are too much for them, they end up messing

everything up. Especially in situations where there are a lot of assignments to do after having a

very long day at school makes students more confused. Also too much workload can also make

student to be stressed in the sense that, when a student is undergoing so many courses in school

and each of these courses are also demanding it make the student not have enough time to handle

all these courses to his or her perfection and ones that happen the student turns to think so much

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and as a result will be stressed up and this will have a great effect on the academic performance

of the student.

Lower Grades

It is the desire of every student to excel in their field studies as such high grades mean a

lot to students. In situations where students believe they expect a higher grade but at the end get

a lower grade than they expected it weighs them down and kills the motivation they have. Once

this happens students start to think a lot about what they didn't do, where they went and most

times are not able to find answers to those questions. At the long run, they become stressed up

with that and are not able to do everything right again.

Language Difficulties

Language proficiency may have a profound effect on an individual's ability to learn and

develop, due to its key role in the transmission of information and regulation of cognitive

processes (Binder & Smith 2013). Language is one factor that has so much influence on the life

of a student. Language is the only means to communicate freely, so if students are having issues

understanding the language been used in the academic process it becomes a big challenge to

them and they will eventually start thinking about it. Once this happens they become frustrated

and stressed up when even they have communicated and at the long run affects their

performance.

Procrastination

Procrastination, as they say, is the thief of time, one attitude that is very common among

a lot of students is procrastination. Procrastination is the avoidance of doing a task which needs

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to be accomplished. It is the act of accomplishing more pleasurable things set up of less

pleasurable ones or completing less critical errands rather than more pressing ones, in this

manner putting off approaching assignments to a later time. When student keeps doing this they

lose interest in doing that particular task or assignment and once the loss of interest sets in stress

follows up since they will be thinking how to meet up with the deadline for the assignment or

task.

Frustration Due to Misunderstandings

A lot of students get frustrated when they don’t understand what is being taught by the

teachers in class. Some also misinterpret what the teacher said in a different way or meaning.

This frustration leads to students being stressed up because they wonder how they will pass the

course because they hardly get what the teachers say in class.

RELATED STUDIES

Foreign Studies

Huberty (2009) wrote an article about test and performance anxiety. At the time of the

article, Huberty was a professor and the director of Indiana University’s School Psychology

program. The article is very informative and lists characteristics, causes, and types of anxiety.

Huberty also discusses interventions for school employees and parents. Characteristics of anxiety

can affect students behaviorally, cognitively, and physiologically. High stakes testing can be

very difficult for students with anxiety. Students with anxiety are likely to also suffer from

depression. Teachers and parents can work together to help students learn to cope with anxiety.

15
 Grills-Taquechel, Fletcher, Vaughn, & Stuebing (2012) conducted a quantitative, non-

experimental study to determine the relationship between reading difficulties and anxiety in

students. The researchers analyzed the anxiety levels and achievement test scores of 153 average

or at-risk general education first grade students. Students completed the Multidimensional

Anxiety Scale for Children. Students rated themselves on questions. Because the scale is

normally used for children who are at least eight years old, the questions were read to the

students. The Word Attack and Letter-Word Identification portions of the Woodcock Johnson

Test Battery-III were administered to the participants. At the beginning and at the end of the

study, the oral reading fluency levels of the students were monitored using the Continuous

Monitoring of Early Reading Skills program. Students who had lower reading scores at the

beginning of the study tended to decrease their harm avoidance tendencies at the end of the

study. A decrease in harm avoidance tendencies means the students were not as concerned with

reading correctly. Those same students tended to increase their separation anxiety tendencies at

the end of the study. The students did not necessarily worry about their reading skills, but they

were more likely to avoid going to school.

When using anxiety at the beginning of the study as a predictor of fluency at the end of

the study, researchers found that students with higher levels of harm avoidance at the beginning

of the study showed increases in reading skills at the end of the study. This trend was more

evident in girls than boys. Anxiety turned out to be a motivating influence for some students.

Nelson and Harwood (2010) performed a study comparing research on learning

disabilities and anxiety to determine the connection between the two. Researchers analyzed 58

studies, which included 3, 336 students. Researchers used a computer program to analyze the

data from the studies. The effect sizes, means, and standard deviations were computed for each

16
study. The results of the effect size computations were used to determine whether or not students

with learning disabilities experienced higher levels of anxiety than students without learning

disabilities. The higher the effect size, the stronger the relationship between learning disabilities

and anxiety. Negative effect sizes means that a relationship was not found between learning

disabilities and anxiety levels. Researchers found a positive effect size value for 95% of the

studies with an average of 0.61 and a range of -0.21 to 1.83. Researchers determined that

students with learning disabilities are significantly more likely to suffer from academic anxiety.

Anxiety has been linked to poor academic performance. High levels of academic anxiety

can negatively affect working memory (Owens, Stevenson, Hadwin, & Norgate, 2012). Anxiety

is also associated with high levels of worry that can affect academic performance. Researchers

tested the relationship between anxiety, academic performance, and working memory. Two

groups of 12-13- year old students completed self-report questionnaires about anxiety. Parents

and students each had to sign consent forms for the students to participate in the studies.

To measure anxiety, researchers used the Spielberger Trait Anxiety Form (STAF).

Depression was measured using the Major Depressive Disorder subscale of the Revised Child

and Anxiety and Depression Scale (MDD). To measure worry about tests, researchers used the

Worry subscale of the Children’s Test Anxiety Scale (CTAS). Researchers used the raw scores

from the math, English, and science subtests of the National Curriculum Standard Assessment

Tests (SATs) to measure academic performance.

Students’ working memory was assessed using the automated working memory

assessment (AWMA). Students were tested on forwards and backwards digit recall and spatial

span. The Cambridge neuropsychological test automated battery (CANTAB) was also used to

17
measure working memory. To measure academic performance, the SATs raw scores were used

as well as the spelling and math subtests from the Wide Range Achievement Test 4 (WRAT 4).

There was a negative correlation between anxiety, depression, and worry, and working

memory. Anxiety and depression lead to higher levels of worry in regards to academic tasks.

Higher levels of anxiety, depression, and worry can lead to lower academic performance and

poorer working memory function. School tasks that involve more working memory are greatly

affected by anxiety and depression (Owens et al., 2012). Students benefit from lowering the

levels of anxiety in school to support healthy working memory.

Lower self-efficacy of students can lead to higher levels of anxiety (Ahmed, Minnaert,

Kuyper, & van der Werf, 2011). In this quantitative, non-experimental study, researchers had

495 seventh grade students complete questionnaires about math self-concept and math anxiety.

The results indicated that higher self-concept correlated with lower levels of anxiety.

Researchers were unable to determine whether lower self-concept leads to higher levels of

anxiety or if higher levels of anxiety lead to lower levels of self-concept. The situation is

different for different students. However, when comparing the data using a chi-square difference

test, data suggest that low self-concept is a strong cause of anxiety more than anxiety is a cause

of low self-concept.

Average students and students with learning disabilities are not alone in suffering from

academic anxiety. Gifted students can also suffer from anxiety. Fletcher and Speirs (2012)

conducted research on how perfectionism and achievement motivation can affect gifted students.

Perfectionist students can suffer from academic anxiety because of unrealistic expectations set by

themselves or others. Perfectionism is not limited to gifted students. There is some disagreement

in research as to whether perfectionism is harmful or helpful because not all students react to

18
pressure in the same ways, and research generally focuses on either the good or bad results of

perfectionism. Some research that focuses on different types of perfectionism. Self-prescribed

perfectionism is when students have high expectations for themselves. Self-prescribed

perfectionism can be beneficial to students as long as students are not too hard on themselves.

Socially-prescribed perfectionism is when others imposed their high expectations on students.

Socially-prescribed perfectionism tends to be more harmful to students. Students may develop

anxiety problems because they are very worried about fulfilling others expectations. Researchers

did not fully explore the connection between perfectionism and anxiety.

McClue, Meyer, Garisch, Fischer, Weir, and Walkey (2011) conducted a study about the

relationship between success attributions and motivation in students. The study explored

students’ attributions for success and failure at school. Researchers studied ability, effort, task

difficulty, and luck attributions. Ability-based and effort-based are two types of attributions that

researchers related to anxiety levels in students. This study also focuses on how students view

attributions--as personal or social. For this study, researchers used a stratified national sample of

5333 students representing the demographics of public schools in New Zealand. The students

were 14 and 15 year olds from 19 public schools throughout the country. Researchers used the

students’ scores on the National Certificate of Educational Achievement (NCEA), which is a

national standardized test in New Zealand. At the end of the school year, students completed the

Motivation Survey. The Motivation Survey was created for the purpose of this study. Students

rated the influence of different reasons for their good and bad performances on tests. The survey

used a scale of 1 to 4 with 1 meaning no influence and 4 meaning big influence. Students also

rated their levels of motivation. Do they go above and beyond what is needed to pass, or do they

just do the minimum?

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 Researchers analyzed the results of the Motivation Survey and NCEA using a mixed-

design. Results varied based on gender. Female students were more likely than males to believe

their good grades were because of effort, but poorer grades were because of ability.

Females were more likely than males to relate the reason for a grade to the difficulty of

the test. Students attribute their academic performance to ability tend to have higher levels of

anxiety. Students who attribute their academic performance to the effort they put forth tend to

have higher levels of anxiety. The results of the Motivation Survey suggest that anxiety levels

are higher in female students than male students. The results of this study would probably be

different in other cultures because of “Tall Poppy Syndrome”. Often in New Zealand, students

who perform very well in school are not always given recognition or praise. Attributions in

cultures where high achievement is desired could be different.

The importance of helping students before failure was evident. Low math self-concept at

an early age can lead to increased math anxiety when older. Students who failed had a higher

levels of anxiety and lower levels of self-concept. The study was limited because of time.

Researchers would have liked to track the students’ math self-concept and math anxiety over

many years and different settings (Ahmed et al, 2011).

Many different factors influence anxiety levels in students. The effects of anxiety are

different for different students. Low levels of anxiety can be beneficial for some students, but high

levels of anxiety can be detrimental. Techniques for reducing anxiety involve making students aware

of emotion and cognition. Students also benefit from relaxation and being more involved in the

learning process. Teachers can do a lot to combat anxiety in students like lowering the number of

school-work and making Performance Task easy.

Theoretical Framework

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 According to the Attribution Theory, students need to feel in control over the outcome

of an academic task. Students who feel more in control over the outcome will have more

motivation to successfully complete that task (Lim, 2007). To feel in control, students need to

understand why a certain outcome happens. For example, a student who never practice for a role

play and fails every time might not understand the reason for the poor performance. If the

student understands that practicing is important for a role play, the student will be more

motivated to rehearse and do well on the actual performance.

Causes of success or failure can be external or internal, stable or unstable, and

controllable or uncontrollable. Internal reasons are something that the student did. Someone or

something else controls external reasons. Stable causes are expected to occur again, and unstable

causes are changeable. Controllable causes are something a student can change, but

uncontrollable causes are believed to be unchangeable (Vockell, n.d.). Males tend to focus more

on ability and other internal factors while females tend to focus on effort and external factors

(McClure, Meyer, Garisch, Fischer, Weir, & Walkey, 2011).

Attribution Theory focuses on two types of goals, learning goals and performance goals.

Students who have learning goals are students who want to learn more and work hard to succeed.

Students who have learning goals can see failure as a motivator. For students with performance

goals, failure is anti-motivation. Students are focused on performance and outcomes. Students do

not want to try if failure is at all possible (Vockell, n.d).

The Attribution Theory suggests a relationship between students’ sense of control over

the outcome of an academic task and motivation to succeed. Students can also develop self-

handicapping (Vockell, n.d.). Students who self-handicap are convinced that success will not

21
happen and will not do anything to try for success. Self-handicapping hampers motivation. The

theory and the relationship with motivation and anxiety propose the following research

questions.

Conceptual Framework

The related studies and literature reviewed in this study significantly contributed to the

conceptualization and formulation of the research framework.

The paradigm of the study as shown below shows the flow of the study and it seeks to

investigate unto how the Performance Task affects the Anxiety Levels of the chosen 100 Senior

High School Students of the Philippine Engineering and Agro-Industrial College, Inc.

Independent Variable Dependent Variable

Demographic Profile of the 100

Senior High School Students of the
Philippine Engineering and Agro-
Industrial College, Inc.

Performance Task of the

a. Year Level
Students and their Level of
b. Strand
Anxiety
c. Age

d. Gender

Figure 1. A paradigm showing the relationship between the demographic profile of the
Senior High School Students of PEACI and their Performance Task that affects on their anxiety
level.

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23
 CHAPTER 3

RESEARCH METHODOLOGY

This part of the study deals with the methods that were used by the researchers in the

study as well as the subjects, the data-gathering instruments, and statistical treatment of the data.

Research Design

The qualitative method of research will be used in this study, specifically descriptive that

involved the analysis of the survey questionnaire that will be answered by the Senior High

School Students of the Philippine Engineering and Agro-Industrial College, Inc.

Specified by Calmorin and Calmorin (2007) that the descriptive research conceptualizes

an augmented insight in factors which are functioning, the discovery of a new underlying

relationship, a more precise formulation of the problem to be solved, and many others.

Consequently, the researchers will gather data relevant to the study by analyzing the answers of

the respondents’ to the survey questionnaire.

Respondents of the Study

The respondents of this study will be the Senior High School Students of the Philippine

Engineering and Agro-Industrial College, Inc. both Grade 11 and 12. In relation, this study

focuses only on the HUMSS and STEM Strand.

Data-Gathering Instrument

The researchers will use a survey questionnaire as the main instrument in the data

gathering. The survey will consist questions that shares connection on the main problem of this

24
research. The researchers will provide multiple choices in the survey questionnaire, in concern

with the respondents to not be weary.

Data Collection Procedure

The researchers will survey the students who are free on the allocated time for data

gathering. Additionally, the researchers will personally administer the questionnaire to the

students. They will be required to mark check on the appropriate box on the multiple choices that

suits their answer on the questions provided.

After the researchers re-claims the questionnaire from the respondents, the researchers

will analyze the answers presented on it.

Statistical Treatment

The data that were gathered were logged in a tally sheet to be created by the researchers.

Subsequently, the collected data will be submitted to the statistician for analysis, thereby arriving

at presentable and understandable results.

The result of the demographic profile or personal information of the respondents,

particularly, their year level, age and chosen strand will be used to create a frequency count and

percentage distribution.

As for question number one, the researchers tally will those ratings they will collect from

the respondents that deals with their level of anxiety.

On question number two, it dealt with their aspects of anxiety. With this, the researchers

will tally the results and compute for the percentage breakdown of each aspects.

25
 On question number three, it simply asks the question if Performance Task really affects

the students’ level of anxiety. The results will be gathered to provide a set of percentage

breakdown.

On question number four, it deals with the other existing reasons of a students’

anxiousness. The answers will be identified.

On question number five, it simply deals with the kind of Performance Task they were

having a hard time on coping up with, such as role play, science experiment, music and dance

involvement, etc. With this, the researchers will tally their answers and provide percentage

breakdown.

On question number six, it asks the kind of Performance Task assemblage the students’

were more anxious with, if it is individual performance or group performance. The results will be

recognized and tallied.

Question number seven asks about the students’ agreement if Performance Task the very

reason why they tend to have lower grades. And the results will be disposed to percentage

breakdown.

On question number eight, the students will be asked if they will be better in school if

there are no Performance Task. The answers will be recognized and tallied.

Question number 9 simply asks the question if they will overcome anxiety if there are no

Performance Tasks. With this, the researchers will recognize the answers and presents statistical

datas.

26
 On the last question, the researchers asks the respondents to write a text with at least 30

characters, and answers the question about how they can or how they cannot overcome anxiety.

The data will be gathered and analyzed by the researchers.

Every question that will be answered by the respondents shall be counted and compute

for each percentage breakdown, for the researchers to identify the majority answers. The

equation that will be used is as follows;

Number of respondents who answered

Q n= ∙ 100 %
Totalnumber of respondents

The letter Q symbolizes the question number, while letter n represents the answer being

calculated. The number of respondent’s answers will be divided into the total number of

respondents, for the researchers to identify the final percentage breakdown, they will multiply

the answer into 100.

27
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This part of the research presents the result of the data analysis, interpretations and

implications are also given to further exemplify the data. The data presented in tabular and

textual form according to the arrangement of research questions in the statement of the problem.

Table 1.1 Distribution of Respondents in terms of Year Level, Strand, Sex and Age

Demographic Profile Frequency Percent

Grade 11 50 50%
Year Level
Grade 12 50 50%
STEM 50 50%
Strand
HUMSS 50 50%
Male 37 37%
Sex
Female 63 63%
17 years old 41 41%
Age 18 years old 46 46%
19 years old 13 13%

Table 4.1 presents the respondents’ profile in relation to their Year Level, Strand, Sex

and Age. As seen in the table, balanced distribution on Grade 11-HUMSS, Grade 12-HUMSS,

Grade 11-STEM and Grade 12-STEM are identified by the researchers. The type of profile

which are not able to be balanced was labelled in both sex and age. Female respondents has a

large number comparing to male, with the frequency of 63% (Female) and 37% (Male). The age,

on the other hand, are thoroughly identified into three years; 17 years old (41%), 18 years old

(46%) and 19 years old (13%), which can be concluded that 18 years old students has large

number than 17 and 16 years old.

28
 To fully understand this part of the study, the researchers decided to give sub-components

for the results to be much elaborated, depending on the Strand, Year-Level, Sex and Age.

Afterwards, the researchers will provide general result discussion.

Strand

Table 2.1 Result of the Survey Basing on the Strand

STEM HUMSS
Q# Choices
Frequency Percentage Frequency Percentage
In a scale of 1-5, how would you label your level of anxiety?
1 6 12% 2 4%
2 6 12% 5 10%
1 3 29 58% 32 64%
4 9 18% 7 14%
5 0 0% 4 8%
What aspect of anxiety are you struck?
BURNOUT 1 2% 2 4%
STRESS 23 46% 21 42%
2
FEAR 11 22% 14 28%
WORRY 15 30% 13 26%
Does Performance Task really shares difficulties on your anxiety?
YES 18 36% 19 38%
3 NO 0 0% 4 8%
MAYBE 31 64% 27 54%
What are the other existing reasons of your anxiousness?
MONEY 30 36% 29 32%
FAMILY 25 30% 31 34%
4
PEERS 12 15% 14 16%
OTHERS 16 19% 16 18%
What type of Performance Task are really hard to perform?
ROLEPLAY 16 19% 24 31%
EXPIREMENTS 25 30% 21 27%
5
MUSIC/DANCE 24 15% 19 25%
OTHERS 18 19% 13 17%
What kind of Performance Task assemblage are you more anxious to perform with?
6 INDIVIDUAL 20 40% 30 60%

29
 GROUPINGS 30 60% 20 40%
Is Performance Task the reason why you tend to have lower grades?
YES 19 38% 9 18%
7 NO 12 24% 12 24%
MAYBE 19 38% 29 58%
Do you think you will be better at school without Performance Task?
YES 15 30% 4 8%
8 NO 23 46% 32 64%
MAYBE 12 24% 14 28%
Do you believe you will overcome anxiety if there will be no Performance Task?
YES 29 58% 21 42%
9
NO 21 42% 29 58%

Table 2.1 show the systematic result of the survey questionnaire that are answered by the

students in the basis of strand. STEM and HUMSS are two different strands focusing on different

fields such as STEM focusing on Natural Science and HUMSS focusing on Social Sciences.

With this two different strand, trainings and discussion are way too different from each other. In

the table shown above, one can further see that the two different strands have opposing views in

the distributed survey questionnaire.

Question number one wants to imply how the respondents will label their anxiety level in

a scale of 1-5. Both STEM and HUMSS students have presented higher percentage breakdown

on scale number 3 – HUMSS (64%) and STEM (58%). Second to the tally and percentage is

scale number 4, HUMSS is 14% in calculation and STEM is 18%. The third, fourth and fifth

place on the percentage breakdown differs from both strands. 12% on STEM students believes

that their level of anxiety is scale number 1, while 4% of the HUMSS student be certain of the

same thing. 12% of the STEM students merely believes that their level of anxiety is in scale

number 2, 10% of the HUMSS students believes in the same thing. Lastly, 8% of the HUMSS

students have the highest anxiety level while none of the STEM students have.

30
 Question number two wants to distinguish the respondents’ aspect of anxiety as per

mentioned in the Chapter 2 of this research. Based on the survey, 4% of HUMSS students and

2% of STEM students are actually feeling burnout as an aspect of anxiety. 46% of the STEM

students and 42% of the HUMSS students are feeling stress and this aspect has the biggest

percentage breakdown on both strand. 22% on STEM and 28% of HUMSS have fear, while 30%

of the STEM students and 26% of the HUMSS students are feeling worry as an aspect of their

anxiety.

Question number three seeks to know if respondents agreed on the idea that Performance

Task really shares on their aspect of anxiety. 26% from the STEM students, so as 38% from the

HUMSS agreed. While only 8% from the HUMSS and none from the STEM disagreed. 64%

from STEM and 54% from HUMSS are still unsure.

Question number four strives to know the other existing reasons of the students’

anxiousness. The researchers tolerated the respondents to answer as much as they want in this

area of the survey, and they found out that 36% of the STEM students and 32% of the HUMSS

see money as one of the vital catalyst of anxiousness. 30% from STEM and 34% from HUMSS

perceives family as the other existing reason of their anxiousness. 15% from STEM and 16%

from HUMSS tolerated the idea that peer relationship is one of what they’re more anxious about.

And the other 19% from STEM and 18% from HUMSS believes that there are other things to be

more anxious about.

Same with the question number four, the researchers allowed the respondents to give

more than one answer. It seeks to know on what Performance Task is really hard to perform or

do. The students who choses role play are 19% from STEM and 31% from HUMSS. In

31
experiments, 30% of STEM and 27% of HUMSS are tallied on answering this choice. Music and

Dance Involvement are chosen by 29% of the STEM and 25% of the HUMSS as a hard-to-do

Performance Task. Lastly, 22% of the STEM students and 17% on the HUMSS believes that

there are other things to be considered in choosing the Performance Task which is hard to do.

Performance Task anxiety is more felt in the presence of its assemblage. The 40% of the

STEM expressed to the researchers through survey that individual Performance Task is harder to

perform, while the other 60% articulated that groupings are harder than individual task. In other

way around, 60% of the HUMSS said through the survey that individual tasking is harder while

the other 40% said that groupings is considered harder.

Question number 7seeks to know if anxiety plays vital role to the students by asking if it

is the reason why students tend to have lower grades. 38% from the STEM and 18% from the

HUMSS said yes. Both 24% from STEM and HUMSS answered no. 38% of the STEM and 58%

of the HUMSS are still unsure of the answer.

Question number 8 demanded an answer from the students if they can be better in school

without the presence of Performance Task. 30% from STEM said yes, 46% said no, and 24% are

unsure. While 8% on HUMSS said yes, 64% said no, and the remaining 28% are still unsure.

Question number 9 wants to understand if the students can still overcome society without

Performance Task. 58% from STEM said yes, while 42% said no. 42% on the HUMSS said yes

and 58% disagreed.

As you can substantiate further, both STEM and HUMSS differ from each other in

different edges.

32
Year Level

Table 2.2 Result of the Survey Basing on the Year Level

Grade 11 Grade 12
Q# Choices
Frequency Percentage Frequency Percentage
In a scale of 1-5, how would you label your level of anxiety?
1 4 8% 4 8%
2 7 14% 4 8%
1 3 33 66% 28 56%
4 6 12% 10 20%
5 0 0% 4 8%
What aspect of anxiety are you struck?
BURNOUT 1 2% 2 4%
STRESS 27 54% 17 34%
2
FEAR 11 22% 14 28%
WORRY 11 22% 17 34%
Does Performance Task really shares difficulties on your anxiety?
YES 18 36% 19 38%
3 NO 2 4% 2 4%
MAYBE 30 60% 29 58%
What are the other existing reasons of your anxiousness?
MONEY 30 37% 29 29%
FAMILY 29 35% 37 37%
4
PEERS 8 10% 18 18%
OTHERS 15 18% 17 16%
What type of Performance Task are really hard to perform?
ROLEPLAY 16 22% 20 24%
EXPIREMENTS 24 32% 22 27%
5
MUSIC/DANCE 18 24% 25 30%
OTHERS 16 22% 15 19%
What kind of Performance Task assemblage are you more anxious to perform with?
INDIVIDUAL 24 48% 26 52%
6
GROUPINGS 26 52% 24 48%
Is Performance Task the reason why you tend to have lower grades?
YES 10 20% 18 36%
7 NO 15 30% 9 18%
MAYBE 25 50% 23 46%
Do you think you will be better at school without Performance Task?

33
 YES 7 14% 12 24%
8 NO 9 58% 26 52%
MAYBE 14 28% 12 24%
Do you believe you will overcome anxiety if there will be no Performance Task?
YES 22 44% 28 56%
9
NO 28 66% 22 44%

Table 2.2 shows the result of the survey in the basis of year level. Grade 11 and Grade 12

students are having different mental calculus to each other, considering that some Grade 12

students are far older than Grade 11 students. But, in this research, the researchers have tolerated

the idea that this two year level shares the same response on anxiety.

In a scale of 1-5, the respondents have identified their field of scale of anxiety. Both 8%

from the Grade 11 and 12 are on the scale number 1. 14% from Grade 11 and 8% from Grade 12

are on the scale number 2. 66% from Grade 11 and 56% from Grade 12 are in scale number 3.

12% from the Grade 11 and 20% from the Grade 12 are in scale number 4. 8% from the Grade

12 and none in the Grade 11 are in the scale number 5.

Aspects of anxiety in the two fields of year level are identified. 2% from Grade 11 are

feeling burned out, 54% of them are feeling stress, 22% is feeling fear and another 22% is

feeling worry. On the other hand, in the perception of Grade 12, 4% are burned out, 34% are

feeling stress, 28% are in fear and 34% are feeling worried.

36% of the Grade 11 and 38% of the Grade 12 justified that agreed on the impression that

Performance Task shares difficulties on the students’ anxiety. Both 4% from Grade 11 and 12

disagreed while 60% from Grade 11 and 58% from Grade 12 aren’t sure what to answer.

37% of the Grade 11 and 29% of the Grade 12 said that money is the other existing

reason of their anxiousness. 35% from the Grade 11 and 37% from the Grade 12 said it is money.

34
10% from the Grade 11 and 18% from the Grade 12 assumed that it is the peer relationship. 18%

of Grade 11 and 16% of Grade 12 chooses others than on the given choices.

Role plays are perceived by the 22% Grade 11 and 24% Grade 12 as the hardest

Performance Task to do. 32% from the Grade 11 and 27% from the Grade 12 said it is

experiments. Music and Dance Involvement is chosen by the 24% of Grade 11 and 30% of

Grade 12. 19% of Grade 11 and 20% of Grade 12 prefer others.

Individual Performance Task is viewed as the hardest task assemblage according to the

48% of Grade 11 and 52% of Grade 12. While 52% of Grade 11 and 52% of Grade 12 said that

Group Task is harder.

When asked if Performance Task is the reason why they tend to have lower grades, 20%

of the Grade 11 said yes, 30% said no and 50% is unsure. Conversely, 36% from Grade 12 said

yes, 18% said no and 46% is unsure.

14% of the Grade 11 students said they will be better at school without Performance

Task, while 58% said no and 28% is hesitating of what to answer. In contrast, 24% of Grade 12

said yes, 52% said no and another 24% is not sure.

Lastly, 44% of the Grade 11 believes that they will overcome anxiety without the

presence of Performance Task while 56% of them said no. On the Grade 12 students, 56% said

yes and 44% said no.

Gender

Table 2.3 Result of the Survey Basing on the Gender

Q# Choices Male Female

35
 Frequency Percentage Frequency Percentage
In a scale of 1-5, how would you label your level of anxiety?
1 2 5% 6 10%
2 8 22% 3 5%
1 3 21 57% 40 63%
4 4 11% 12 19%
5 2 5% 2 3%
What aspect of anxiety are you struck?
BURNOUT 1 3% 2 3%
STRESS 16 43% 28 45%
2
FEAR 6 16% 19 30%
WORRY 14 38% 14 22%
Does Performance Task really shares difficulties on your anxiety?
YES 13 35% 24 38%
3 NO 4 6%
MAYBE 24 65% 35 56%
What are the other existing reasons of your anxiousness?
MONEY 21 36% 38 33%
FAMILY 19 32% 37 32%
4
PEERS 8 14% 18 16%
OTHERS 11 18% 21 14%
What type of Performance Task are really hard to perform?
ROLEPLAY 15 25% 21 22%
EXPIREMENTS 16 27% 30 31%
5
MUSIC/DANCE 17 28% 26 27%
OTHERS 12 20% 19 20%
What kind of Performance Task assemblage are you more anxious to perform with?
INDIVIDUAL 14 38% 36 57%
6
GROUPINGS 23 62% 27 43%
Is Performance Task the reason why you tend to have lower grades?
YES 14 39% 14 22%
7 NO 6 15% 18 29%
MAYBE 17 46% 31 49%
Do you think you will be better at school without Performance Task?
YES 8 22% 11 17%
8 NO 18 49% 37 59%
MAYBE 11 29% 15 24%
Do you believe you will overcome anxiety if there will be no Performance Task?
9 YES 22 59% 28 44%

36
 NO 15 41% 35 56%

Table 2.3 show the result of survey in the basis of gender. In a scale of 1-5 upon knowing

the anxiety levels of male and female. 5% of the male and 10% of the female answered scale

number 1. 22% of the male and 5% of the female answered scale number 2. 57% of the male and

63% of the female answered scale number 4. Lastly, 5% of the male and 3% of the female

answered scale number 5.

Both 3% from the male and female respondents answered burnout as an aspect of anxiety

that struck them the most. While 43% of the male and 53% of the female said it was stress. 16%

of the male and 30% of the female thought it was fear. And 38% of the male and 22% of the

female said it was worry.

On number 4, 36% of the male said that the other existing problem they were more

anxious about is money, 32% of them said it is family, 14% said it is the peer relationship and

18% answered others. On the female side, 33% of them believes that money is an existing reason

of anxiety, 32% said family is, 16% said that it is the peer relationship and 14% answered others.

Role play is the kind of Performance Task which is hard to perform, which is according

to the 25% of male and 22% of the female. Experiments is the ideal answer of the 27% of the

male and 31% of the female. Music and Dance Involvement is chosen by the 28% male and 27%

female. While the other 20% from both male and female chooses others over the choices

provided.

Male respondents believes that individual task is harder, that is according to the 38% of

them, on the other hand, the remaining 62% believed that group task is way more harder.

37
However, 57% from the female answered individual task and 43% answered group task as a hard

thing to do.

When asked if Performance Task the reason why they have low grades, 39% of the male

and 22% of the female agreed. 15% of the male and 19% of the female disagreed and, 46% of

the male and 49% of the female are not sure.

22% of the male and 17% of the female believes that they will be better academically if

Performance Task are not existing in the status quo. 49% of the male and 59% of the female

disagreed and 29% of the male and 24% of the female are not sure what to answer.

If asked if they could overcome anxiety, 59% from the male agreed and the remaining

44% disagreed. 41% of the female agreed while the remaining 56% does not.

Age

Table 2.4 Result of the Survey Basing on the Age

17 years old 18 years old 19 years old

Q# Choices
Freq. Percent Freq. Percent Freq. Percent
In a scale of 1-5, how would you label your level of anxiety?
1 5 12% 2 4% 1 8%
2 6 15% 4 9% 1 8%
1 3 24 59% 28 60% 9 69%
4 5 12% 9 20% 2 15%
5 1 2% 3 75 0 0%
What aspect of anxiety are you struck?
BURNOUT 2 5% 1 2% 0 0%
STRESS 21 51% 15 33% 8 62%
2
FEAR 8 20% 17 37% 0 0%
WORRY 10 24% 13 28% 5 38%
Does Performance Task really shares difficulties on your anxiety?
3 YES 16 39% 16 35% 5 38%

38
 NO 3 7% 1 2% 0 0%
MAYBE 22 54% 29 63% 8 62%
What are the other existing reasons of your anxiousness?
MONEY 27 36% 28 37% 7 30%
FAMILY 24 32% 25 33% 8 36%
4
PEERS 11 14% 10 13% 4 17%
OTHERS 14 18% 13 17% 4 17%
What type of Performance Task are really hard to perform?
ROLEPLAY 18 26% 15 24% 4 19%
EXPIREMENTS 22 31% 13 21% 8 38%
5
MUSIC/DANCE 15 22% 22 35% 5 24%
OTHERS 14 20% 12 20% 4 19%
What kind of Performance Task assemblage are you more anxious to perform with?
INDIVIDUAL 21 51% 24 52% 5 38%
6
GROUPINGS 20 49% 22 48% 8 62%
Is Performance Task the reason why you tend to have lower grades?
YES 11 27% 13 28% 5 38%
7 NO 11 27% 8 17% 5 38%
MAYBE 19 46% 25 55% 3 24%
Do you think you will be better at school without Performance Task?
YES 8 20% 8 17% 3 23%
8 NO 20 49% 29 63% 6 46%
MAYBE 13 31% 9 20% 4 31%
Do you believe you will overcome anxiety if there will be no Performance Task?
YES 15 37% 26 57% 9 69%
9
NO 26 63% 20 43% 4 31%

Table 2.4 deals with the result of the tallied survey answers upon basing on the age of the

respondents. As what can be seen, 41 respondents come from the age of 17 years old, 46 of them

comes from 18 years old and only 13 are from 19 years old.

In a scale of 1-5, the 12% of the 17 years old students answered scale number 1 as their

level of anxiety, 15% of them answered scale number 2, 59% answered scale number 3, 5%

answered scale number 4 and only 2% answered scale number 5. In view of the 18 years old

students, 4% of them answered scale number 1, 9% answered scale number 2, 60% answered

39
scale number 3, 20% answered scale number 4 and only 7% answered scale number 5. Lastly,

the 19 years old respondents are able to answer this as of the 8% of them answered scale number

1, another 8% answered scale number 2, 69% answered scale number 3, 15% answered scale

number 4 and no one answered scale number 5 as their level of anxiety.

5% of the 17 years old students were able to say that they are feeling burn out as an

aspect of anxiety, 51% of them says it is stress, 20% says it is fear and 24% answered worry. 2%

of the 18 years old respondents are able to answer burn out as an aspect of anxiety they are

currently feeling, 33% of them says they are stress, 37% says they are on fear and 28% says they

are worried. 62% from the 19 years old students are feeling stress, 38% are feeling worried while

none felt burn out and fear.

When asked if Performance Task really shared a difficulty in their level of anxiety, 39%

of the 17 years old students, 35% on the 18 years old students and 38% from the 19 years old

students agreed. On the other hand, 7% from 17 years old, 2% from 18 years old and none from

the 19 years old disagreed. While 54% of the 17 years old, 63% from the 18 years old and 63%

from the 19 years old are not sure what to answer on this matter.

Money is the answer of the 36% from 17 years old, 32% from the 18 years old and 30%

from the 19 years old when asked about the other existing reasons of their anxiousness. 32%

from 17 years old, 33% from 18 years old and 36% from 19 years old answered family. 14%

from the 17 years old, 13% from the 18 years old and 17% from the 19 years old answered peer

relationship. 18% from the 17 years old, 17% from the 18 years old and another 17% from the 19

years old answered other things out of the choices.

40
 When asked on what is the hardest Performance Task to perform, 26% from the 17 years

old answered role plays, 32% of them answered experiments, 22% answered music and dance

involvement while the other 20% answered other matters which are out of the choices. On the

other hand, 24% of the 18 years old respondents are able to answer role plays, 21% answered

experiments, and 35% answered music and dance involvement while the remaining 20%

answered other things. Lastly, 19% from the 19 years old students answered role plays, 38%

answered experiments, and 24% answered music and dance involvement while the other 19%

answered other things.

Individual task were harder to do according to the 51% of the 17 years old, 52% of the 18

years old and 38% of the 19 years old respondents. Group tasks were answered by the 49% of

the 17 years old respondents, 48% of the 18 years old, and 62% of the 19 years old.

27% of the 17 years old respondents believes that Performance Task is the reason why

they tend to have lower grades, another 27% of them answered no, and 46% are not sure. In the

other way around, 28% from the 18 years old also agrees, 17% of them disagrees and 55% are

not sure. Finally, and 38% from the 19 years old also agrees, another 38% disagrees and the

remaining 24% are not sure what to answer.

When asked if they will be better academically, the 20% of the 17 years old agreed, 49%

of them disagreed and 31% are not sure of the answer. In view of the 18 years old respondents,

17% of them agreed, 63% of them disagreed and 20% are not sure. Last of all, the 23% of 19

years old students agreed, 46% disagreed and the other 31% are not sure of the answer.

37% of the 17 years old said they can overcome anxiety without the presence of

Performance Task, 57% from the 18 years old settled for the same thing, so as the 69% of the 19

41
years old students. Inversely, 63% of the 17 years old said no, so as the 43% of 18 years old and

31% of 19 years old.

General Result

Table 2.5 General Result of the Survey

Q# Choices Frequency Percentage

In a scale of 1-5, how would you label your level of anxiety?

1 8 8%
2 11 11%
1 3 61 61%
4 16 16%
5 4 4%
What aspect of anxiety are you struck?
BURNOUT 3 3%
STRESS 44 44%
2
FEAR 25 25%
WORRY 28 28%
Does Performance Task really shares difficulties on your anxiety?
3 YES 37 37%
NO 4 4%
MAYBE 59 59%
What are the other existing reasons of your anxiousness?
MONEY 59 34
FAMILY 56 32
4
PEERS 26 16
OTHERS 32 18
What type of Performance Task are really hard to perform?
ROLEPLAY 40 25
EXPIREMENTS 46 29
5
MUSIC/DANCE 43 27
OTHERS 31 19
What kind of Performance Task assemblage are you more anxious to perform with?
6 INDIVIDUAL 50 50%
GROUPINGS 50 50%
Is Performance Task the reason why you tend to have lower grades?

42
 YES 28 28%
7 NO 24 24%
MAYBE 48 48%
Do you think you will be better at school without Performance Task?
YES 19 19%
8 NO 55 55%
MAYBE 26 26%
Do you believe you will overcome anxiety if there will be no Performance Task?
YES 50 50%
9
NO 50 50%

Table 2.5 shows the general result of the survey which is answered by the respondents.

As seen above, 8% of the respondents chooses scale number 1 among others, 11% chooses scale

number 2, 61% chooses scale number 3, 16% chooses scale number 4 and 4% chooses scale

number 5. As the researchers comprehend the findings and result of this survey, they further

identify that respondents are in the medium level of anxiety considering that scale number 3

contributes bigger number.

3% answered burnout as an aspect of their anxiety, 44% answered stress, 25% answered

fear and 27% answered worry. In this idea, the researchers have found out that stress is the major

aspect of anxiety that the student of the Philippine Engineering and Agro-Industrial College, Inc

– Senior High School Department are currently facing.

When asked if Performance Task really shares difficulty on their anxiety, the respondents

who agreed proportioned 37% out of 100%. There are 4% who disagrees and 59% are still not

sure want to answer. With this, the researchers clinched that majority of the respondents are still

not choosing what to side, whether to agree or disagree on this matter. But, as they look beyond

the survey, they have seen that those who agreed that Performance Task shares difficulty to their

43
anxiety has bigger number rather than those who disagree. This naturally means that the

hypothesis of the researchers are true and proven.

On the 4th question, the researchers asked the respondents on what other existing things

contribute to their level of anxiety. 34% answered financial problem, 32% answered family

relationship, 16% answered peer association and 18% answered other things. In this result, the

researchers have clinched that financial problem plays a vital role on the student’s anxiety. Other

reasons are as follows;

Table 2.5.1. Other Existing Things that Contributes to the Anxiety Level of the

Respondents

Reason Frequency Percentage

Romantic Relationship 15 47%
Self-confidence 14 44%
Family Feud 3 9%

As what can be seen in the Table 2.5.1, romantic relationship such as girlfriend/boyfriend

affiliation contributes bigger to the respondents’ other existing problems, having a percentage

breakdown of 47% among the other three encoded problems. Self-confidence is second to the

distribution of tally having 44% out of 100%, and finally, family feud ranks third gaining 9% out

of 100%.

When asked what kind of Performance Task are really hard to perform, 25% of the

respondents answered role play or any theatrical plays, 29% answered experiments, 27%

answered music and dance involvement and the other 9% answered other things that are not

present in the choices. By this, the researchers have tackled that scientifically-basing experiments

44
are more prone to be hard than of the role plays and music and dance involvement. The other

answers that are written by the respondents are as follows;

Table 2.5.2. Other Existing Performance Tasks that is hard to Perform

Performance Task Frequency Percentage

Literary 20 65%
Event Facilitating 9 29%
Talk Show 2 6%

Table 2.5.2 shows the other existing Performance Tasks that are hard to perform. Literary

Performance Task such as essay writing, broadcasting, journal making, etc. is one of the major

concerns of the students, considering that some of them are not capable and does not have share

talent on writing skills, especially those who do not have imaginative minds. Event Facilitating is

also one of the hardest things to do according to the students, examples are Talent Shows,

Exhibition, Extravaganza, etc. Talk show is answered by 2 of the respondents because they

believe that it is also a hard thing to do.

Individual Tasking and Group Works shares the same percentage breakdown from the

respondents. They believe that the two are hard to do. The reason why individual tasking is hard

to do is because of the idea that an individual does not have anyone he/she can lean on in times

of help. The hard thing about group work, is the idea that some of the members in a group does

not participate and relies on the group leaders only. This is based on the respondents’ answers

when the researchers asked them why they thought their chosen answer is correct and true.

Having low grades is a big concern to the students, when asked if Performance Task is

the reason why they have low grades, 28% of the respondents said yes, 24% said no and the

remaining 48% are not sure what to answer. In this behalf, those who are still not sure of what to

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answer is still in the process of identifying their own self and calculating their philosophies on

this matter. But in the other way around, those who agreed has large number than those who do

not. Which proves the theory of the researchers upon identifying if Performance Task really the

reason why they tend to have lower grades.

On the second to the last question, they are asked if they can perform better in

academically-basing spectrum without Performance Task, 19% agrees, 55% disagrees and 26%

are not sure of the answer. It is proven clear that majority of the respondents disagrees by the

idea of performing better without Performance Task.

On the last question, 50% from the respondents believed that they can overcome

Performance Task and another 50% believes they cannot. Given this result, the researchers tend

to have an input on knowing that respondents differ from one another because of the split

decision they give.

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 CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

The last chapter of this paper presents the summary of the study as a recapitulation

particularly in purpose, research design, and methodology. Included as well are the major

findings gathered after the analysis of the data. This is followed by the conclusion and the

recommendations deemed important in the study.

Summary of Findings

This study aims to determine the effects of Performance Task to the anxiety levels of the

Senior High School Students, identify unto how this can be ceased and figure out the educational

factor affecting the anxiety levels of the students through Performance Task. With this, the study

specifically aims to answer the following; 1) Which is more anxious towards the Performance

Tasks? In basis of; Gender; Age; Year Level and Strand? 2) Does Performance Task truly affect

the anxiety levels of the students? 3) How anxiety do affects the academic mark of the students?

4) What are the other causes of anxiety? 5) Are students more likely to perform better without

anxiety? 6) How do the students overcome anxiety?

The study employed correlation design, having one hundred (100) student in the

Philippine Engineering and Agro-Industrial College, Inc. as their respondents. The questionnaire

used were inspired and adopted from Nelson and Harwood (2010) and Ahmed et al, (2011).

After the analysis of data, the following major findings were garnered;

1. The distribution of respondents in the grounds of strand are equally given;

2. The distribution of respondents in the basis of year level are equally given;

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 3. Majority or 63 (63%) of the respondents are female;

4. Majority or 46 (46%) of the respondents are 18 years old;

5. Majority or 61 (61%) of the respondents are having medium-scaled anxiety;

6. Stress is the major aspect of anxiety affecting majority of the respondents (44%)

7. Majority or 59 (59%) are not sure when asked if anxiety really shares difficulty on the

performance of the students;

8. Money is the major problem of the respondents that adds on their anxietal issues;

9. Experiments in scientifical basis is the hardest Performance Task to perform;

10. Both individual and group work are hard to organize;

11. Performance Task is still not sure the reason why respondents tend to have lower

grades;

12. Students cannot be better at school without Performance Task;

13. Students are not sure if they can or cannot overcome anxiety.

Conclusion

As presented in the results, it shows that the students are having difficulty in overcoming

anxiety with the presence of Performance Task, tolerating the fact that it adds up to the issues on

anxiety of the students. In line with this, Performance Task are not directly influencing the

students’ academic skills but it drastically influence the anxiety level they feel. Hence, teachers

should alleviate the students’ interest in different areas of knowledge before giving them a hard

work to do. Using effective strategies may help them cease the anxiety in terms of Performance

Task, raise their motivation to be interested in such terms. Moreover, one student should stand by

the other in order to gain interest in things like these.

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 The findings truthfully suggests that there is a need to lessen the level of anxiety of the

students of the Philippine Engineering and Agro-Industrial College, Inc. Lessening anxiety can

help them build and frame up their self and be a better student. Nevertheless, being a better

student will be useless without embracing the trials and difficulties that a teacher gave. Most

importantly, teachers need to provide opportunities to open the students’ eyes to other

worldviews through which they can achieve self-actualization, competence and realization.

Recommendations

Based upon the findings of the study, the following recommendations are hereby made:

1. Students are recommended to:

1.1 Develop their abilities by motivating themselves to do something out of their

comfort zones and engage into other things that can make them realize their worth as

human being;

1.2 Build their self-confidence and have the courage to be able to accept challenges

out of their comfort zones;

1.3 Give their best shot in embracing every Performance Task; and

1.4 Focus and believe in success and not in failures that they might face.

2. Parents are suggested to:

2.1 Encourage and motivate their children to participate in classroom activities

especially in the areas from which their children are scared of;

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 2.2 Support their children in enhancing their skills and unleashing their fullest

potential; and

2.3 Inspire their children to do more, have more, and become more.

3. Teachers are recommended to:

3.1 Assist, encourage and support the students when doing a Performance Task so

they will not felt tormented while finishing the task;

3.2 Be more understanding to the students, especially those who do not feel like doing

so. It is important to be patient at all times, particularly in the sense of being strict;

3.3 Develop the students professionally by listening to their concerns and suggestions

and knowing their strength and weaknesses; and

3.4 Develop a non-threatening classroom climate, help students to boost their self-

confidence and inspire them to embrace Performance Task through being emphatic and

avoidance of sharp criticism.

4. Future Researchers are recommended to study the following:

4.1 Study the impact of anxiety in one’s behavior;

4.2 Undergo more studies that deals with the relationship of academics and anxiety;

and

4.3 Support and extend the findings concerning the relationship between anxiety

levels and Performance Task.

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