SELF EFFICACY AND ANXIETY LEVEL OF SENIOR HIGH SCHOOL STUDENT 1

Research Self Efficacy and Test Anxiety Level of Senior High School Students at St.

Augustine Academy of Pampanga

Caling, Michael Dominique Q.

David, Jonel B.

Cabansag, Angelica Mae C.

Castro, Jean Cyrille V.

This thesis is submitted in patial fulfillment of the requirements for the subject

Practical Research II

St. Augustine Academy of Pampanga. Inc.

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Anxiety is a normal reaction to certain situations. A small level of anxiety is normal,

but severe anxiety can be a serious problem. Academic anxiety can become more

detrimental over time. As a student’s academic performance suffers, the anxiety level

related to certain academic tasks increases (Castillo, 2012). Most teachers will have

students with social anxiety and/or academic anxiety. Social anxiety can also affect a

student’s academic performance. If a student has social anxiety, the student might not be

able to complete group tasks or might not feel comfortable asking for help in class. Social

anxiety can go along with or even lead to academic anxiety. Teaching students’ self-

regulation can reduce anxiety and increase academic performance (Espinosa & Tameta,

2010).

One of the major variables that measure an individual’s success or failure in

academic or school activities is academic performance. The target of every educational

program is to ensure that the pupils/students achieve a satisfactory outcome (good

performance). Various variables are known to influence academic performance;

consequently, educational researchers and other allied disciplines are usually interested in

such variables. Recently, there is focus on the student’s sense of self as a principal

component of academic performance (Pajares and Monterola, 2001). Parjares and

Monterola asserted that this focus is grounded on the taken for granted assumption that

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the beliefs that students create, develop and hold to be true about themselves are vital

forces in their success or failures in school. As noted by Bandura (2007), individuals

create and develop self-perceptions of capability that become instrumental to the goals

they pursue and to the control they exercise over their environments. MacIntyre, Noels, &

Donovan (2002) further proposed a view of human functioning that emphasized the role

of self-referent belief, which stated that individuals are proactive and self-regulating

rather than reactive and controlled by biological or environmental forces. Individuals are

understood to possess self-belief that enables them to exercise a measure of control over

their thoughts, feelings, and actions.

As the world of education advances, the amount of stress and anxiety that the student

must take up arises at the same time. 21th Century learning is vast compared to the

generation of the old education, with new discoveries is another information to be learn.

The more information to take up, the capacity of students will not be enough and further

reduce their self-efficiency and capabilities to take up more. Stress builds up anxiety and

anxiety are one of the common hindrance in a student’s self-efficacy.

Self-efficacy and anxiety’s is not limited with the academic performances of students

but also with their very function in daily living, Productivity, Self-management and social

are the most affected by the anxiety’s alteration on one’s performances. This study aims

to identify the relationship of this two and its true nature in every student or person that is

part of today’s society.

A student’s level of self-efficacy and test anxiety directly impacts their academic

success (Abdi, Badgeri, Shoghi, Goodrazi & Hoesseinzadeh, 2012). When a student starts

to doubt there potential and ability to do well on academic demands, the focus of this

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students will reflect poorly on their grades and performances. Social scientist has studied

the relationship between anxiety and performance over 50 years. The motivational and

interreference qualities of anxiety have been demonstrated in diverse areas such as Time

management, Productivity, verbal conditioning and learning (Bailey, & Daley, 2001).

The negative relationship between anxiety and self-efficacy of students especially in

learning task, was one of the longest line of educational research concerning

psychological drives associated with learning and coping situations. Testing anxiety

investigations are descendants of this tradition, and Test anxiety research embraces a

range of issues from cognitive interference in processing information in testing situations

to Academic self-concept and achievement motivation.

Cognitive interference model posits that anxiety present in testing situations may

affect test performance. Ordinarily, testing situations are not stressful situations. Test

anxiety only emerges as a result of an individual’s subjective evaluation of the test

situation as stressful (Hoferichter, 2016; Richter, 2009). Individuals who cognitively

evaluate testing situation as very stressful may become highly anxious during tests and

typically perform more poorly on tests than low test anxious persons due to forgetfulness.

Feelings of forgetfulness are developed because test anxiety produces interference

between relevant responses and irrelevant responses generated from the person’s anxious

state. The difference in performance of a high test-anxious student and a low test-anxious

student is largely due to the difference in their ability to focus and pay attention on the

test (Ossai, 2011). While a low test-anxious student is able to focus and pay greater

attention on test, a high test-anxious student focused on internal self and the anxiety they

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are feeling. Therefore, high test-anxious students would perform poorly academically on

a test because their attention is usually divided between themselves and the test.

Exam has become one source of worry and anxiety in a process of education that

student passed. Several studies have shown, that work associated with academic and

exam represents as a source of its own concerns for high school students. As research

conducted by Gallagher and Millar (in Putwain, 2007) showed, that six highest ranking

student who became a source of concern related to school work, which pass the exam

become the main source of worries rank and consequence failed the exam.

In essence, feelings of anxiety when facing exams is a natural thing to happen.

Anxiety can be experienced by anyone and anywhere, including perceived by students

just before exams, especially on a National scale test and become one of determining the

graduation of students from school. Adewuyi, Taiwo, and Olley (2012) explained, that

anxiety is the emotional component man shown in form of worry and anxiety. When

emotional component is shown associated with a condition test or exam, then this is also

called test anxiety (Adewuyi et al., 2012).

Many factors contribute to the development of test anxiety, some of which are fear of

failing, consistently thinking about consequences of failure, procrastination, poor study

habit, inadequate of knowledge of course materials, consistent poor performance, past

experiences and beliefs, and lack of confidence in one’s ability (McDonald, 2001; Sujit &

Kavita, 2006). Characteristics of the test environment such as the nature of the test, time

constraints, examiner characteristics, mode of test administration and physical setting

may also create test anxiety for students (Putwain, Woods, & Symes, 2010). Apart from

that, research has shown that students’ personality dispositions may contribute to their

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development of test anxiety. For example, Hoferichter, Raufelder, and Eid (2014) found

that adolescents who are neurotics tend to experience high levels of test anxiety. This

may be because neurotic individuals tend to perceived testing situation as more stressful

than non-neurotic individuals.

Huberty (2009) explains, that anxiety is a normal emotional state in humans, and

may occur in a variety of situations, one of them in school setting. Huberty (2009) adds,

although anxiety is a normal thing in humans, however, if anxiety is constantly allowed

to drag on will be able to interfere with individual's own condition. Like for example,

anxiety that felt by students during exams, it can have a negative effect on the ability of

student to be able to demonstrate optimal performance. Youth who suffer anxiety tend to

have a negative impact in their ability to learn compare to the youth who’s suffering in

low anxiety. In fact, the consequences are unacceptable from 270 Hazhira Qudsyi and

Meiliza Irma Putri / Procedia - Social and Behavioral Sciences 217 (2016) 268 – 275 a

severe test anxiety is that students will have a low self-esteem, lack of effort, loss of

motivation, to students experiencing general anxiety, fears, phobias, social anxiety, and to

withdraw at the extreme of social environment (Huberty, 2009).

Social anxiety is characterised by feelings of apprehension, emotional distress and

reticent or avoiding behaviour in real or imagined social interactions (Cheek & Melchior,

2009; Leitenberg, 2008). It has been theorized that the relationship between social

anxiety and academic performance is reciprocal. If a student has social anxiety, the

student might not be able to complete group tasks or might not feel comfortable asking

for help in class. Social anxiety can go along with or even lead to academic anxiety.

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Teaching students self-regulation can reduce anxiety and increase academic performance

(Ader & Erktin, 2010).

Test anxiety is a special type of the general anxiety which manifests itself with

somatic, cognitive and behavioral signs and symptoms during the period that the students

are getting ready for their exams and accomplishing tests. Test anxiety turns to be a big

problem when it gets so much severe and enormous that it middles with getting prepared

for the exams and test accomplishment. In the study performed by Abazary et al which

aimed at the survey of the anxiety source and rate among the nursing students the results

indicated that this field of study besides the instructional environment anxiety they are

exposed to the clinical atmospheres. Moreover, when the test anxiety is also added up to

such worries may be subsequently followed with academic underachievement and the

expression of somatic and psychological disorders in the nursing students.

Also, one should be attentive to the issue that anxiety is one of the factors that can

influence the individual’s self-efficacy level, Bandura was of the belief that physiological

and emotional arousals are among the factors that influence the individual’s self-efficacy.

He opined that in cases we are free from being stimulated, nervous or with headache and

if we experience lower anxieties then we are more likely to believe that we can conquer

our problems successfully. The more we feel we are relaxed and cool our self-efficacy

will be more heightened, accordingly. To put it differently, the higher our level of

physiological and emotional arousal then the lower our feeling of efficiency and self-

efficacy would be. Therefore, based on the self-efficacy theory, factors such as stresses,

psychological tensions and pressures, economic conditions, social and curriculum

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statuses do not seem to be directly influencing the individuals’ behaviors rather such an

effect is intermediated and exerted via self-efficacy.

The very mention of the word ‘stress' brings thoughts such as increased rate of

depression, anxiety, cardiovascular disease, and other potentially life-threatening issues

to one's mind. Oftentimes, a student rushes from one end of campus to the other, trying to

make their next class on time. Since classes are scheduled back-to back, there is less or

no time to even eat. Take, for instance, it is three o'clock and a student is extremely

hungry. Busy schedules crammed with studies, study, and extracurricular activities can

take a toll on student’s physical and mental health, especially if one is not eating or

sleeping properly. If untreated, these stressors can compound over time, leading to even

greater levels of stress. Stress is pressure or demand experienced by the individual so that

he is able to self-adaptation (Nevid, Spencer, et al., 2010).

Stress can occur in individuals when there is an imbalance between the situations in

which the individual feelings on its ability to meet the demands for these. The high

demands from parents, friends and learning process becomes the cause of the increased

stress what else did not have a good preparation to learn. Academic performance is the

educational aim that is achieved by a student, teacher or institution achieves over a

specific time. The academic performance of students heavily depends upon the parental

involvement in their academic activities to attain the higher level of quality in academic

success. The students are quite emotional especially females. Most of the students take

stress in everything at school level. A lot of factor that influence in their study like

present pressure, teacher’s attitude towards their study, home strictness, future and job

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tensions (Hussain et al., 2012). Students may miscalculate the amount of time it takes to

complete reading and writing task, to print out their work.

Ashcraft and Kirk (2001) shows that students with high stress tend to be slower and

more considerate in their action of various aspects of specialized purposes. For example,

these persons give the impression to have particular difficulty with the carryover role.

With the connection between this function and work memory, scientists have imagined

that the extra stress present in highly nervous subjects probably withdraws resources that

can then be used in work memory for activation and rehearsal as needed for the carrying

operation.

Academic motivation is one concept that has been studied with respect to student

engagement. Skinner et al. (2009) consider student engagement to be an outcome of a

motivational process. Additionally, without engagement, no psychological course is

effective in relation to learning and development. Dörnyei (2000) mentions that students,

even those with high levels of self-efficacy, have difficulty in comprehending the whole

unless they are actively engaged in the learning. When Lin (2012) explained the

relationship between academic motivation and student engagement, he considered

academic motivation to be a perception and a kind of discipline that positively or

negatively affects a person’s behaviors.

Extreme level of anxiety impends individual’s mental and physical health and also

has a negative effect on their personal and educational performance (Zahrakar, 2008).

One of the broadest research areas in recent years has been test anxiety and its

dimensions. It is a kind of anxiety which turn out especially during examination. Test

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anxiety has been overwhelmingly identified as a two-factor construct, consisting of the

cognitive (often referred to as “worry”) and emotional (or affective) components.

Between these two factors suggests the cognitive component that directly influences the

performance of students in exams, while the emotionality component is associated but

does not directly persuade test performance (Cassady, 2001). The individual might

experience a feeling of distress that their performances are being prudently observed out

to be assessed (Cheraghian, Fereydouni, BarazPardejani & Bavarsad, 2008). Sometimes

this can lead to low confidence or poor academic performance (Moadeli & Ghazanfari,

2005). Thoughts of, or worrying about, failing an examination and internal self-

statements regarding self-efficacy are elements of the worry component (Sansgiry & Sail,

2006).

Generally speaking, self-efficacy points to the individual’s perception of his or her

capabilities and the effective and qualified accomplishment of the task or assignments

and it has to be specified as the confidence in performing academic tasks and assignments

such as reading books, answering to the questions posited in the classrooms and getting

prepared to sit for the tests in educational environments. Academic self-efficacy beliefs

perceived as part of the general self-efficacy beliefs do not seem relevant to the quantity

of the individual’s skills, rather they point to the beliefs such as studying, doing research

papers, asking questions in the classroom, successful communication with the professors,

establishing friendly relationships with the other university students, acquiring good

marks, taking part in classroom discussions and so forth which are believed by the

individual to be performable under special academic and educational conditions and

situations. Such individuals can enjoy making use of appropriate solutions to solve their

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problems through curiosity and they usually exhibit higher strength and resistance in

problem-solving activities. The higher levels of academic self-efficacy lead to higher

mean scores and stability and perseverance in accomplishing assignments, therefore the

university students who have higher self-efficacy possess better academic consistencies

and adaptation and they take advantage of more useful learning strategies and finally they

will show better functionalities. Also, Wolfk realizes self-efficacy as one of the most

important concepts in learning theories which point out the individual’s judgment

regarding his or her own competencies in successfully accomplishing academic

assignments. Therefore, according to the importance of self-efficacy among the

university students and the adverse and diminishing effects that can be exerted by anxiety

on self-efficacy and consequently on students’ performance, thus the present study aims

at the survey of the relationship between the test anxiety and self-efficacy among Urmia

medical sciences university students.

It is quite evident from the arguments given above and results of the studies reported

that text anxiety affects academic performance along with other variables such as

motivation to learn, ability to benefit from formal instruction and gender. This

diversification of effects of text anxiety lead researchers to think of text anxiety as at least

bi-dimensional construct (Berk & Nanda, 2006; Chapell et al., 2005; Cassady & Johnson,

2002; Diaz, 2001) with affective and cognitive components. This high level of

emotionality is evident through physiological responses experienced during evaluative

situations (Cassady & Johnson, 2002). The cognitive dimension (worry) refers to

cognitive concerns about performance, such as worry about the testing situation or

negative performance expectations. It is the cognitive aspect of test anxiety which has

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been significantly accounted for declines in academic achievement of adolescents and

postsecondary students.

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Conceptual Framework

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

studies for a spelling test and fails each week might not understand the reason for the

poor performance. If the student understands that studying is important for on the spelling

tests, the student will be more motivated to study and do well on the test.

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).

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INPUT PROCESS OUTPUT

1. How may anxiety of SHS

-Survey will be utilized -Self-efficacy and
student be described terms and distributed as Anxiety Management
of: means of collecting Program
data among the chosen
respondents
1.1 Emotional Trauma
1.2 Social Anxiety
-Tallying proceeds after
1.3 Stress collecting the data. -

2. How may self-efficacy of -Tabulating of the

SHS Student be described in tallies for organization
terms of: of counted data.

2.1 Academic Performance

2.2 Productivity
2.3 Time Management

Figure 1. Schematic Diagram of the study

The input shows the student’s anxiety level based on their experiences and their self-

efficacy on academic performances. With the survey questions, the study progress to the

next stage of this study, which is the process. In the process, the researchers will gather

data through the use of survey questionnaires. Survey will be utilized and distributed

among the chosen respondents of the Senior High School students of St. Augustine

Academy of Pampanga. The research study will culminate by the creation of an output. In

this step, the researcher will ascertain the self-efficacy and anxiety management program

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that will be proposed to help the students cope up with their anxiety and improve their

capabilities to perform their tasks properly without being pressured.

Statement of the Problem

Many students suffer from anxiety when facing difficult academic tasks. Students

with learning disabilities often face more anxiety than general education students (Nelson

& Harwood, 2011). Different students respond differently to anxiety.

There is a significance in assessing this study, it will provide the students

information, techniques and recommendation in studying. Also, it will serve as a heads

up for the upcoming SHS students for them to keep in track.

The study aimed to assess the relationship of anxiety level and self-efficacy of Senior

Highschool Student at St. Augustine Academy of Pampanga.

1.How may Anxiety of the respondents be described in terms of:

1.1Emotional Trauma;

1.2Social Anxiety and;

1.3Stress.

2.How may self-efficacy of the respondents be described in terms of:

2.1 Academic Perfromance;

2.2 Productivity and;

2.3 Time Management.

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What is the significant relationship between anxiety and self-efficacy?

Hypotheses

Based on the stated problem, the researcher formulated the hypotheses:

Students with anxiety and low self-efficacy tends to show lower levels of academic

achievement.

Significance of study

The Result of the study will benefit the following:

Students. Result will provide the students with knowledge and self-awareness about

Anxiety and its correlation on their self-efficacy, they will be able to acknowledge its

impact and help them manage it. It will give them the ability to acquire a greater quality

of education and self-management upon resolving the issue that binds their efficacy and

anxiety. Not only has that it helped them to manage stress and anxiety towards education

but also on their self-productivity, management and development of their own well-being

outside school.

Teacher. This data will provide a useful knowledge for the teachers to acknowledge

that not only students has the problem of anxiety being hindrance to their self-efficacy. It

will also help them to create a better and effective teaching strategies to students who

may have anxiety that distracts them from attaining a quality education.

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Parents. The study will also give the parents of student’s knowledge on how to help

them manage anxiety that they may find being hindrance to their child’s productivity and

time management at home.

Future Researchers. The study will also provide a great reference for the future

researchers that will continue and develop this study in the future.

Scope of Delimitation

The scope of the research study will focus at determining the relation of self efficacy

and anxiety level of senior high school students, specifically the population of Grade 11

Senior High school students of St. Augustine Academy of Pampanga. The Students from

grade 11 will be chosen based on their academic performance.

Definition of Terms

The following terms are found throughout the literature review. Some of the terms

were not defined in the journal articles so the definitions are from the dictionary. Helping

students understand learning by using metacognition is an important part of teaching

students to control their learning.

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Test Anxiety. Set of phenomenological, psychological, and behavioral responses

that accompany concern about possible negative consequences or failure on an exam or

similar evaluative situations.

Self-efficacy. People's beliefs about their capabilities to produce designated levels of

performance that exercise influence over events that affect their lives.

Academic Performance. Student’s ability and capabilities towards academic

activities done in school, it is the measurement of student achievement across various

academic subjects.

Productivity. A measure of the efficiency of a person to be able to do something

useful or action that will help them step closer to a simple goal that may ease their life

Time Management. Process of planning and exercising conscious control of time

spent on specific activities, especially to increase effectiveness, efficiency and

productivity.

Emotional Trauma. Refers to the damage to one’s mind that occurs as a result of a

distressing event. Trauma is often the result of an overwhelming stress.

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Stress is how a person mentally and physically reacts to circumstances that are

considered difficult or challenging (Beckner, 2004)

Social Anxiety. Intense anxiety or fear of being judged, negatively evaluated, or

rejected in a social or performance situation.

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CHAPTER 2

METHODS

Research Design

The researcher had applied both descriptive and correlational research design to

determine the self-efficacy of senior high school students as well as their anxiety level,

and the relationship that relates them, between and its external effect upon one’s own

wellbeing.

Descriptive Research aims to accurately and systematically identify the presented

variables. This research design sought to analyze the issue through the process of data

gathering. It describes and analyze the current recognized variables.

A Descriptive Study is a scientific method which involves observing and describing

the behavior of a subject without any influence from the researcher, it maybe through the

use of data gathering tools such as surveys and questionnaires.

The correlational research design is used to describe and determine the relationship

between the two presented variables.

A correlational research is a type of non-experimental method, in which a researcher

measures two variables, understands and asses the statistical relationship between them.

In other words, the correlational sought to understand if the two or more variable has a

significant relationship.

Respondents

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The chosen respondents for this study was the selected grade 11 students of ABM

and STEM of St. Augustine Academy of Pampanga and only four section in the said

strands will be chosen to be our respondent in conducting this study. The researchers

used simple random sampling in determining the samples on the representative of the

population of SHS grade 11 ABM and STEM.

Instruments

The instrument used was a researcher-made survey questionnaire checklist to gather

the needed data for the student’s profile. The draft of the questionnaire was drawn out

based on the researcher’s readings. In the preparation of the instrument, the requirements

in the designing the questionnaire or the data collection instrument were considered. For

example, the statement that is describing the situations related to the topic were toned

down to accommodate the knowledge of the respondents. Second, open-ended options

were given out to fit in to the free formatted views related to the topic. And by that, the

instrument is authorized to obtain valid responses from the Grade 11 students.

The sampling method that is theoretical with the researchers’ study is Stratified

Sampling. According to Statistical Dictionary, stratified sampling refers to a type of

sampling method in which the total population is divided into non-overlapping

subgroups. Each the subgroups are called stratum, and two or more subgroups called

strata. This sampling method will be used for the respondents that will be selected

because of their availability for the researchers.

Questionnaire Method

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The researchers will be using four types of questionnaire: First, Dichotomous is a

type of questionnaire which can have two possible answers or responses. It is commonly

used in a survey that asks yes or no, true or false, and agree or disagree.

Second, Rating Scale also known as Likert Scale, to give those pre-coded

responses that requires the respondents to assign a value, sometimes numeric or legend,

to the rated objects.

Third, Multiple Choice also known as fixed choice or selected response items,

they are required to identify right answer or best alternative among the set of choices.

Lastly, Guided Response it is also called the Restricted Type. The respondent is

guided in making a reply. The type of guided response that the researchers will be using

is Recognition Type, where the possible responses are given and the respondent select an

answer. This will help the researchers for assessing the end products, to gather

knowledge, ideas, and information about this study for clear distinction of respondent’s

opinion.

Scaling Method

The researchers used Binary Scale as their primary instrument for Dichotomous,

Guided Response and Multiple-Choice type of questionnaire, it is a notation whose ratio

is two. Then, the Rating Scale or Likert Scale has a legend of 4 as Strongly Agree, 3 as

Agree, 2 as Disagree, and 1 as Strongly Disagree.

Data Collection

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The first step before handling out the survey questionnaires is to make a request

letter. Upon approval, the researcher retrieves the request letter. The class adviser, as well

as the other faculty members were selected in the administration.

In administering the questionnaire, the researchers were use the allotted for vacant to

avoid distractions of class discussions. The student responses were given enough time to

answer the question and put a tick in the selection. After data gathering, the researcher

can now collect it for the data tallying the scores and to apply statistical treatment.

Ethical Consideration

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