Research and Practucal

research
Research Methodology
AMET University
16 pag.

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GOVERNMENT PROPERTY

NOT FOR SALE 12

Practical Research 2
First Quarter – Module 1: Week 1
Nature of Quantitative Research

Jeovanny A. Marticion

SUPPORT MATERIAL FOR INDEPENDENT LEARNING ENGAGEMENT (SMILE)

A Joint Project of the
SCHOOLS DIVISION OF DIPOLOG CITY
and the
DIPOLOG CITY GOVERNMENT

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PRACTICAL RESEARCH 2 - Grade 12

Alternative Delivery Mode
Quarter 1 – Module 1: Nature of Quantitative Research
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Jeovanny A. Marticion
Editors:
Reviewers: Zhyrine P. Mayormita
Illustrator:
Layout Artist:
Management Team: Virgilio P. Batan -Schools Division Superintendent
Jay S. Montealto -Asst. Schools Division Superintendent
Amelinda D. Montero -Chief Education Supervisor, CID
Nur N. Hussien -Chief Education Supervisor, SGOD
Ronillo S. Yarag -Education Program Supervisor, LRMS
Leo Martinno O. Alejo -Project Development Officer II, LRMS

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What I Need to Know

This module will help you understand the nature of quantitative research.
This will answer your preliminary questions i.e. how do we gather data through this
approach, it is this similar or different with qualitative research you took in Grade
11, how do we deal respondents, what kind of data are we dealing with and how do
we analyze the gathered data. In learning the nature of this approach, it will also
help you understand its role in our society and how it has become the commonly
used approach in research undertakings. The module includes a sample
quantitative research conducted by student researchers. This will give you a
glimpse of arrangement of its components, gathering and analysis of data, and how
key findings are presented. Furthermore, the module aligns with your field of
interest.

Learning Competency: Describes characteristics, strengths, weakness

and kinds of quantitative research CS_RS12-Ia-c-1

After going through this module, you are expected to:

1. Describe the characteristics of quantitative research;
2. Identify strengths and weaknesses of quantitative research;
3. Compare qualitative and quantitative research through reading research
abstracts; and
4. Appreciate the role of quantitative research in your chosen career path.

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What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. A systematic process of collecting and logically analyzing information for some
purposes
a.inquiry b.research c.verification d.observation

2. A research study that uses numbers in stating generalizations about a given

problem or inquiry.
a.qualitative research c.experimental research
b.quantitative research d.Statistics

3. After a thorough study, it is considered as a basis about a certain phenomenon.

a.instruments b.observation c.data d.results

4. A structured approach is composed of the following, EXCEPT:

a.predetermined variables b.design c.hypothesis d.title

5. In gathering and analysis of data for Quantitative Research it involves the use of
this methods.
a.numerical b.statistical c.scientific d.computer-based

6. A larger population yields, what type of data?

a.significant b.reliable c.correct d.quality

7. Which statement is NOT a strength of Quantitative Research?

a. this type of research is the most reliable and valid way of concluding results
b. it allows researcher to insufficiently control the situation
c. it produces real and unbiased results since it filters out external factors
d. it is useful for testing the results gained by series of qualitative experiments

8. Among the following statements, which is a weakness of a Quantitative

Research?
a. Limited to the views of the respondents
b. Biased due to the researchers perspective
c. Costly, difficult and time-consuming
d. Provides certainty on its results

9.Which of the following is true about the role of researchers in a quantitative

approach?
a.observer b.participant c.participant and observer d.participant or an observer

10.Which of the following justifies the absence of in-depth analysis in quantitative

research?
a. The absence of qualitative connection between researcher and respondents
b. Participant’s unwillingness to answer the survey forms
c. Statistical tools are usually straightforward when it explains
d. Numerical responses are self-explainable

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Lesson
Nature of Quantitative
1 Research

What’s In

The use of quantitative research has greatly influenced the society in various
fields. It has brought the humanity into greater heights of relevant discoveries of
explaining natural phenomena, describing population and innovating products. It
helped scientists, field experts and organizations in providing solutions to certain
problems in our community. Throughout time, it has become the backbone of the
world’s activities in business, industry, health, human affairs, infrastructure, space
exploration etc. Previously, you have acquired basic concepts of qualitative
research and, probably, engaged in understanding social issues through qualitative
methods. This time, you will be introduced to quantitative research.

What’s New

At the beginning of COVID-

19 pandemic in the Philippines, the
scientists from University of the
Philippines became an active
partner in providing
recommendations to the Inter-
Agency Task Force, the core agency
assigned in managing the health
emergency crisis in the Philippines,
based on their predictions and Source: https://newsinfo.inquirer.net/1289772/covid-19-cases-in-ph-
could-reach-40000-by-june-30-up-research-team
research. The quarantine measures
implemented by the LGUs were always based from the policy reports of the
research team. Last June 11, 2020, they have predicted the cases in the
Philippines to reach 40, 000. Surprisingly, the cases tallied by the Department of
Health as of June 30, 2020 was estimated at 37, 000. This was very close to the
predictions they have made.
For the next months, how will reliance to research community help national
and local government units in responding to emergency issues?

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What is It

Quantitative research uses numbers in stating generalizations about a given

problem or inquiry in contrast to qualitative research. The involvement of scientific
methods in gathering data and analyzing them to produce generalization is needed
with this approach. Therefore, any interaction established with a certain group of
people can be generalized (May & Williams, 1998). One of the benefits we could get
from this approach is the replicability. The hypothesis testing allows any researcher
to follow the guidelines and objectives of the research (Lichtman, 2013). Control
groups allow researchers to assign participants in sub-groups and control their
interventions (Johnson and Christensen, 2012).
The structured style is built with identified variables, design and hypotheses
(Denscombe, 1998; Bryman, 2012; Creswell, 2009; Christensen and Johnson,
2012). Researcher should follow the certain order – formulate research questions,
construct hypothesis, conduct literature review, data collection, analysis of data
and summarize the results (Litchman, 2006; Creswell, 2009). The objective scales
of measurements of the units of analysis are called variables where it determines
significant differences and relationships between variables. Results become the
basis about a certain phenomena. Data gathered either support or reject what is
already known or, in this case, the paradigm. Since, you are testing the hypothesis;
you should look for cause and effect relationships. This will help you in predicting
and generalizing findings for a larger group. In order to verify findings, quantitative
research can be conducted again in another setting. It should also be noted that
the central focus of the method emphasizes proof rather than discovery.
Furthermore, research work is said to be good when a researcher reads, considers
and uses ethically the works of other researcher (Gorard, 2001). When large
population is used, it yields more reliable data. However, random sampling must be
strictly followed. In terms of concluding results, quantitative research is the most
reliable and valid. For instance, when we are dealing with bigger population,
generalizing results becomes valid and reliable. External factors which contribute
to real and unbiased results are filtered by mechanisms and procedures. Most of
output-based research i.e. investigatory projects or experimental research involves
series of quantitative experiments. This leads the researcher towards final answer.
However, the nature of the research detaches the researchers from their
participants. They stand as an observer. It would be irrelevant to conduct in-depth
analysis. This separation leads them to a shallow understanding of the group or
individuals involved in the study (Brown and Shank, 2007; Berg, 2007; Johnson
and Christensen, 2012). It limits the appreciation of life, mind and opinions of the
involved participants (Berg and Howard, 2012). Any contributions i.e. opinion from
the respondents are ignored due to epistemological and ontological orientation
where it controls the human behavior (Cohen, 2011). On the other hand,
conducting quantitative research is costly, difficult and consumes a lot of time. It
also needs extensive statistical treatment. Findings may also leave grey areas or
uncertainty.

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What’s More

Quantitative vs. Qualitative Research

Based on your experience in Practical Research 1 and from the previous

reading, compare and contrast the following abstracts. Write your answers on the
provide activity sheet.

Qualitative Research
Tolentino, K. (2019). ‘Look What You Made Me Do’: A Study on the
Individualized Fan Culture of Filipino Taylor Swift Fans, Unpublished
Undergraduate Thesis, University of the Philippines Diliman
The investigation recognizes the intensity of media and its commitment to the
advancement of a person. This incorporates how fans don't rehearse fan culture
just as a type of diversion, but instead permitting an outside power to make an
effect in their lives. Specifically, this examination shows how a universal craftsman,
Taylor Swift, had the option to connect with our nation, adding to the unmistakable
fan culture in the Philippines. In a few top to bottom meetings with Filipino Taylor
Swift fans, the examination uncovers how the hole between unfamiliar media and
fans are crossed over through the association shaped through media utilization.
Considering this, the exploration saw the individual existences of individual
Filipino Taylor Swift fans as they had the option to create confidence, character,
and strengthening, through the ceaseless utilization of Taylor Swift's substance.
Keywords: fan culture, identity, music, self-esteem and Taylor Swift
------------------------------------------------------------------------------------------------------
Quantitative Research
Lim, J. S., Alonso, D. E., Dingal, M. J. L., and Sandueta, R. (2019). Anger,
Impulsivity and Anxiety from Academic Stress as Suicidal Risk Predictors,
Unpublished Research Journal. Science, Technology, Engineering and
Mathematics. Zamboanga del Norte National High School
The study aims to assess anger, impulsivity and anxiety from academic stress as
suicidal risk predictors in Senior High School students. Researchers employed
correlational (prediction studies) design with a sample size of 274 respondents. The
4-point Likert scale questionnaires adapted were State-Trait Anger Expression
Inventory- 2 (STAXI-2), Barratt Impulsiveness Scale (BIS-11) and Beck Anxiety
Inventory (BAI) in measuring the level of anger, impulsivity and anxiety from
academic stress. Using 7-point Likertscale, Suicidal Ideation Questionnaire (SIQ)
was also used to measure the level of suicidal risk.
Higher level of anxiety (x ̅=2.64) and anger (x ̅=2.54) was found among the
respondents. Impulsivity was found to be low (x ̅=2.25). Results revealed that both
anger (r=0.297) and anxiety (r=0.296) has weak correlation to suicidal while
impulsivity shows a very weak correlation (r=0.196). Although significant
relationship was found between anger, impulsivity and anxiety from academic
stress and suicidal risk, respondents are unlikely to commit suicide as shown by
its mean (x ̅=2.46). Ultimately, it can be concluded that both anger and anxiety can
be predictors of suicidal risk. The researchers recommend that people playing vital
roles in the lives of students be active in implementing ways to help them control
their emotions.
Keywords: anger, impulsivity, anxiety, academic stress, suicidal risk predictors

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What I Have Learned

Fill in the blanks. Write your answers on the provide activity sheet.
Quantitative research deals with (1)______________ data. The respondents
are (2)_________________ selected. The approach could either be
(3)__________________ or (4)_____________________. The findings can be (5)
__________________ into certain population due to its nature. Data is collected
through (6) _______________________. The analysis of data is conducted through the
use of (7)______________________.

What I Can Do

Create a concept map on quantitative research. Write your answers on the provide
activity sheet.

Quantitative
Research

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. The involvement of scientific methods in gathering data and analyzing them to

produce generalization is needed with this approach.
a.Quantitative Research c.Qualitative Research
b.Experimental Research d.Descriptive Research

2. Which of the following is a strength of Quantitative Research?

a. Control groups allow researchers to assign participants in sub-groups and
control their interventions
b. The hypothesis testing provides confusion to the study due to the varying
circumstances
c. The approach used is undetermined
d. Any interaction established within a certain group of people cannot be
generalized

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3. In a Quantative Research, what process should be followed by the researcher?

a. construct hypothesis, formulate research questions, conduct literature review,
analysis of data,data collection, and summarize the results
b. formulate research questions, construct hypothesis, conduct literature review,
data collection, analysis of data and summarize the results
c. conduct literature review, construct hypothesis, formulate research questions,
analysis of data, data collection, and summarize the results
d. formulate research questions, construct hypothesis, conduct literature review,
data collection, and analysis of data

4. The central focus of this quantitative method is on

a.using ethically the works of other researcher c.yielding a reliable and valid result
b.emphasis on proof rather than discovery d.dealing with a larger population

5. All are weaknesses of a Quantitative Research, EXCEPT:

a. Any interaction established with a certain group of people can be generalized.
b. Separation of researchers and respondents leads to a shallow understanding of
the group or individuals involved in the study
c. It limits the appreciation of life, mind and opinions of the involved participants
d. Conducting quantitative research is costly, difficult and consumes a lot of time.

6. One of the following is NOT predetermined in a structured approach.

a.variables b.design c.hypotheses d.title

7. The results of a quantitative research study becomes

a.answers to statistical problems c.the support for the rejection of a proposal
b.the basis about a certain phenomena d.prediction of the forfeituous events

8. Which statement holds true about a Quantitative Research?

a. One of the drawbackss we could get from this approach is the replicability.
b. The nature of the research connects the researchers from their participants.
c. It can be conducted again in another setting.
d. Smaller population is dealt with in the conduct of the study.

9. Researchers in a Quantitative Research are expected to:

a.stand as an observer only c.extends life appreciation of participants
b.subjective to the respondents d.accept opinions from the respondents

10. What are the charateristics of a quantitative research?

I. It deals with a bigger population.
II. Hypothesis testing is highly discouraged.
III. It uses numbers in stating generalizations about a given problem or inquiry.
a. I and II c. II and III
b. I and III d. I, II and III

Additional Activities

Read the sample research journal. The journal will be the references for most of the
activities in your learning modules. You may keep this as one of your future
resources for this subject.

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ANGER, IMPULSIVITY AND ANXIETY FROM ACADEMIC STRESS AS SUICIDAL RISK

PREDICTORS
Doris Easter V. Alonso, Mark Jay Louise I. Dingal, Jelena Shelby A. Lim, Richardson Y. Sandueta
Science, Technology, Engineering and Mathematics, Senior High School, Zamboanga del Norte National High School
Abstract
The study aims to assess anger, impulsivity and anxiety from academic stress as
suicidal risk predictors in Senior High School students and employed correlational (prediction
studies) design. A sample size of 274 respondents were utilized and the data gathered was
analyzed using mean, standard deviation, Pearson product- moment correlation and multiple
linear regression analysis. The researchers adapted the State- Trait Anger Expression
Inventory- 2 (STAXI-2), Barratt Impulsiveness Scale (BIS-11) and Beck Anxiety Inventory (BAI)
to measure the level of anger, impulsivity and anxiety from academic stress in a 4- point
Likert Scale. Furthermore, Suicidal Ideation Questionnaire (SIQ) was also used to measure the
level of suicidal risk in a 7- point Likert scale. Results revealed that both anger and anxiety
has weak correlation to suicidal risk (r=0.297, 0.296), while impulsivity shows a very weak
correlation (r=0.196) Furthermore, significant relationship was found between anger,
impulsivity and anxiety from academic stress and suicidal risk (p= 0.000, 0.001, 0.000).
Based on computed means, it can be concluded that SHS students high levels of anxiety and
anger (𝑥̅ = 2.64,̅𝑥 = 2.54) but low level of impulsivity (𝑥̅ = 2.25). However, despite having
generally high levels of negative emotion/ behavior, SHS students are unlikely to commit
suicide (𝑥̅ = 2.46). Ultimately, it can be concluded that both anger and anxiety can be
predictors of suicidal risk while impulsivity cannot. The researchers recommend that people
playing vital roles in the lives of students be active in implementing ways to help them control
their emotions and prevent them from resorting to impulsive decisions.

Introduction
Students experience different kinds of emotion in their everyday academic endeavor
which lead to expression of various behaviors. An individual’s reaction to a certain event in
his/ her life gives rise for emotions. Dr. Martin Seligman says that people have the ability to
control their own emotions based on how they perceive or interpret their experiences however,
there are instances where some children and adults fail to manage negative emotions and they
express these out through anger, impulsivity and anxiety leading to depression (Lawson, 2002).
Alarmingly, in worst cases, depression can lead to suicide (World Health Organization, 2009).
Every year, 800,000 people die due to suicide and for every suicide, there are even more
people who attempt to do it. Suicide is the second leading cause to the death of 15-29 year old
individuals and 79% of suicide occurs in low to mid income countries. This is an alarming rate
and if not prevented, it might increase from 1 person dying for every 40 seconds to 1 dying
every 20 seconds by 2020. (World Health Organization, 2009). According to the data from 2015
from the Global Burden of Disease Study, suicide rates in the Philippines are up to 3.8 for both
sexes for every 100,000 of the general population (Coronel, 2019). By any measure, there must
be a way of understanding and assessing suicide.
Studies that were recently conducted showed that adults who have suicidal thoughts
show higher means of anger, impulsivity and academic stress than those without suicidal
thoughts (Masoo & Kamran, 2018) and Nepon et al. (2010) stated that there were 5 causes of
suicide namely: loneliness, depression, hopelessness, anger and conflict, however some studies
state that anxiety is independently associated with suicide attempts(18) and that academically
achieving students have higher suicidal ideas than those of academically failing students
(Arun, Garg & Chavan, 2017). Mostly, studies about suicide ideation that were conducted
focused only on university students. Also, most, if not all were conducted on international
countries. With this, the researchers came up with a study that is focusing on the assessment
of the level of anger, impulsivity, and anxiety from academic stress and its use as suicidal
predictors on senior high school students, whether academic achievers or not, that will be
conducted in the locality.
The findings of this study is most beneficial to students since they are able to monitor
their own behavior and emotions and determine if they are prone to suicide so they can seek
for professional help before it turns severe. Also, other beneficiaries include the parents and
teachers since they are knowledgeable about their son’s, daughter’s/ student’s emotional
conflicts and they will be able to find ways to cater their needs. The school administration is

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more mindful of their students’ mental and emotional health as these are matters that should
pose serious concern to the society and the batches to come.
This study is anchored to the Stress- Diathesis Model which focuses on behavior
categories, risk factors and their interactions (Heeringen, 2012). This model intends to
emphasize that there is a vulnerability called diathesis among individuals which predisposes
them to develop suicide ideation when encountered with stress. Conceptually, diathesis is the
vulnerability which makes a disordered state to occur. Also, it is the factor that increases the
tendency of an individual to succumb into a particular attitude or act in a different way. The
model asserts that if the interaction between predisposition and stressor go beyond the
individual’s ability to control and maintain it, he/ she will develop a disorder (Lazarus, 1993).
The schematic diagram of the present study is shown below.

STRESSOR Anger DIATHESIS

Impulsivity
Academic Suicidal
Stress Risk
Anxiety

Schematic Diagram of the Study

The general objective of this study is to assess anger, impulsivity and anxiety from
academic stress as suicidal risk predictors of senior high school (SHS) students. Specifically, it
seeks to answer the following research questions: 1. What is the demographic profile of SHS
students in terms of: a. gender; b. age; c. grade level; d. program/ strand and monthly family
income?; 2. What is the level of negative emotion/behavior of SHS students in terms of: a.
anger; b. impulsivity; c. anxiety and; d. suicidal risk?; 3. Is there a significant relationship
between: a. anger and suicidal risk; b. impulsivity and suicidal risk and; c. anxiety and suicidal
risk? 4. Which among the dependent variables can be predictors of suicidal risk?

Methods
The study employed descriptive- correlational (prediction studies) research design since
the study was set to assess if anger, impulsivity and anxiety could be predictors for suicidal
risk. The students in senior high school level of Zamboanga del Norte National High School,
Turno Campus (ZNNHS- TC) enrolled for the school year 2019- 2020 were the target population
of the study. The sample size was 274, 156 students for grade 11 (STEM: 47; ABM: 28;
HUMSS: 53; GAS: 17 and A&D: 11) and 118 for grade 12 (STEM: 32; ABM: 41; HUMSS: 22;
GAS: 14 and A&D: 9). No specific criteria was followed within the process of utilizing the
participants, as long as they were able enroll themselves to senior high school of S.Y 2019-
2020 of ZNNHS- TC, they were qualified to take part in the study.
The researchers prepared a questionnaire which consists of questions from previously
validated data collection tools which was revised to concern with evaluating the levels of anger,
impulsivity, anxiety and suicidal risk from academic stress. These were the State- Trait Anger
Expression Inventory- 2 (STAXI-2),a 57-item inventory which was developed to evaluate state
anger, trait anger and anger expression (Spielberger, 1999) the Barratt Impulsiveness Scale
(BIS-11), a 30- item questionnaire formulated to measure personality/behavioral construct of
impulsiveness (Stanford et al., 2009), the Beck Anxiety Inventory (BAI), a 21- item
questionnaire meant to determine the presence of anxiety or depression (Lawson, 2002) and the
Suicidal Ideation Questionnaire (SIQ), a 15- item questionnaire that assesses the frequency of
suicidal ideation to provide initial information on an adolescent’s thoughts about suicide. The
researchers modified the questionnaires and only selected certain items from the actual and
original tools. Those which did not seem significant to the population and hard to understand
(Ibrahim et al., 2017) not included to ensure that the respondents were able to decode the
meaning of each statement in the questionnaire. For each variable, anger, impulsivity and
anxiety, 10 questions were compiled. All were in a 4-point Likert scale. A score of 1
corresponds to Never, 2 for Occasionally, 3 for Often, and 4 for Always. On the other hand, the
original SIQ consisting of 15 questions was employed in a 7-point Likert Scale where 1
corresponds to Never (NR), 2 I had this thought before but not in the past month (NPM), 3 for
once a month (OM), 4 for couple of times a month (CM) 5 for once a week (OW), 6 for couple of
time a week (CW) and 7 for almost everyday (AE).

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Cronbach’s alpha coefficient formula was used to evaluate the internal consistency of
the questionnaire. With the use of Statistical Package for Social Sciences (SPSS) software,
calculated alpha coefficient for the questionnaire exhibited excellent reliability of 0.953.
A rating scale was also used by the researchers in describing the level of anger,
impulsivity, anxiety and suicidal ideation of the students towards academic stress. In
describing the level of anger, 1.00 – 1.75 infers Very Low Level of Anger (VLLA), 1.76 – 2.5
infers Low Level of Anger (LLA), 2.51 – 3.25 infers High Level of Anger (HLA) and 3.26 – 4.00
infers Very High Level of Anger (VHLA). For the impulsivity, 1.00 – 1.75 implies Very Low
Impulsivity (VLI), 1.76 – 2.5 implies Low Impulsivity (LI), 2.51 – 3.25 implies High Impulsivity
(HI) and 3.26 – 4.00 implies Very High Impulsivity (VHI). For the anxiety, 1.00 – 1.75 indicates
Very Low Anxiety (VLA), 1.76 – 2.5 indicates Low Anxiety (LA), 2.51 – 3.25 indicates High
Anxiety (HA) and 3.26 – 4.00 indicates Very High Anxiety (VHA). In describing the level of
suicidal risk, 1.00 – 1.85 means Extremely Unlikely to commit suicide (EUCS), 1.86 – 2.70
means More Unlikely to commit suicide (MUCS), 2.71 – 3.65 means Unlikely to commit suicide
(UCS), 3.66 – 4.50 means Neutral (N), 4.51 – 5.35 means Likely to have suicide (LCS), 5.36 –
6.20 means More Likely to commit suicide (MLCS) and 6.21 – 7.00 means Extremely Likely to
commit suicide (ELCS). The first Statement Of the Problem was analyzed though frequency
count since this was concerned with the demographic profile of the respondents, mean for
Statement Of the Problem 2 to interpret the levels of anger, impulsivity and anxiety, Pearson
product- moment Correlation for Statement Of the Problem 3 to determine the correlation of
the negative behaviors to suicidal risk and multiple linear regression analysis for Statement Of
the Problem 4 to determine which among the three dependent variables can be predictors of
suicidal risk. The data gathered was analyzed through MS (Microsoft) Excel and SPSS.

Results and Discussion

The respondents of the study is comprised of 46.72% male respondents and 53.28%
female respondents. In terms of age, 94.89% is within age bracket of 16-18 years old. In terms
of grade level, 56.93% of the respondents are in 11th Grade while 43.07% are in 12th grade. The
highest percentage of respondents came from STEM strand at 28% followed
Level of Anger, Impulsivity, Anxiety and Suicidal Risks from Academic Stress
Felt from Academic Stress Mean Description
Anger 2.54 High
Impulsivity 2.25 Low
Anxiety 2.64 High
Suicidal Riks 2.46 More Unlikely to Commit Suicide
Results reveal that the respondents show high level of anger (𝑥 = 2.54). Respondents
unveil high level of anger when they feel frustrated if they can’t find a perfect solution to the
problem they face, they get angry when they find a mistake on the work they carefully did and
they get infuriated when doing long tasks and assignments. The respondents divulge a low
impulsivity rate towards academic stress. The respondents have low impulsivity rates towards
but showed high impulsivity when they have racing thoughts during examinations and resting
more than working. Respondents hold high anxiety rate towards academic stress especially
when they can’t keep calm when deadlines are coming near, doing debates or speeches or when
grades or test results come out and having class presentations. Lastly, the respondents are
more unlikely to commit suicide.

Students’ Level of Anger, Impulsivity, Anxiety and Suicidal Risk from Academic Stress
analyzed according to their demographic profile

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As seen on the graph, females tend to have higher levels of anger, anxiety and suicidal
ideation. This is in consonance with the study on Agression in Women which states that
women have higher anger levels than men (Denson, 2018). However, male displayed higher
levels of impulsivity. The result is consistent with the findings of Weafer (2014) where men are
more impulsive than women. The results are comparable with the study of Ibrahim et.,al which
states that women have higher suicidal risk than men. Grade 12 showed higher levels across
four areas. The subjects for Grade 12 semesters are now focused on specializations,
community immersion and research. The results confirmed the findings of Suoza et al. (2009),
wherein higher level of suicidal ideation was seen among students who have spent more than 8
years of studying at 16.7%.
Younger students showed higher levels of impulsivity and suicidal risks. In a sample of
Finnish students aged 13–17, self-reported depression severity was associated with
concentration difficulties, and poorer social relationships, self-learning, poorer academic
performance, and worse reading and writing outcomes (Fröjd et al., 2008).
Across various strands, they share the same levels of negative feelings from academic
stress except for Arts and Design which has shown significantly lowest when compared to
others. This could be attributed to the nature of their specialization. Most of the subjects
covered are inclined with expression and creativity. The findings is consistent with the study of
Hallaert (2018), where majors were not at a greater risk for suicide than their general peers .

Correlation and Significance of Relationship between Anger, Impulsivity, Anxiety to

Suicidal Risk

Variable r-value Verbal p-value Decision on Ho

Description
Anger vs. Suicidal Risk 0.297 Weak 0.000 Reject H0
Impulsivity vs. Suicidal Risk 0.196 Very Weak 0.001 Reject H0
Anxiety vs. Suicidal Risk 0.296 Weak 0.000 Reject H0
Level of Significance: 0.05

The table above shows that both anger and anxiety exhibits a weak correlation to
suicidal risk. Meanwhile, impulsivity has very weak correlation to suicidal risk. On the other
hand, its corresponding p- values are 0.297, 0.196 and 0.296 which are all greater than the
perceived level of significance, 0.05. Hence, there is enough evidence to reject null hypothesis.
The findings above can be supported by previously conducted studies which state that anger,
impulsivity and perceived academic stress has a positive significant relationship to suicidal risk
(Hawkins et a., 2013; Masood & Kamran, 2018)

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Multiple Linear Regression Analysis on Anger, Impulsivity and Anxiety to Suicidal Risk
Model Adjusted R Coefficients (ẞ) Sig.
Square USTD STD
1 (constant) 0.085 0.485 0.220
Anger 0.777 0.297 0.000
2 (constant) 0.104 0.150 0.715
Anger 0.490 0.187 0.009
Anxiety 0.404 0.186 0.009
3 (excluded variable) - - -
Impulsivity - 0.080 0.197
a. Predictors: (Constant), Anger
b. Predictors: (Constant), Anger, Anxiety
c. Excluded Variable: Impulsivity
d. Dependent Variable: Suicidal Risk

The first model showed an adjusted R square value of 0.085. This implies that 8.5% of
the independent variable is explained by the dependent variable. Anger exhibits a statistically
significant relationship with suicidal risk with a p- value of 0.000. The unstandardized ẞ
coefficient for model 1 of 0.777 means that, mean wise, for every one unit raise in anger,
suicidal risk increases by 0.777 and its standardized ẞ coefficient of 0.297 means that for
every one unit raise, standard deviation wise, suicidal risk increases by 0.297.
Second model considered both anger and anxiety. With an adjusted R square value of
0.104, 10.4% of both these dependent variables explain suicidal risk with both of their p-
values at 0.009. It showed a statistically significant relationship with suicidal risk. The unit
raise in the mean of anger, suicidal risk increases by 0.490 while for anxiety it increases by
0.404 (ẞustd= 0.490, 0.404) and for every unit raise in the standard deviation of anger and
anxiety, suicidal risk increases by 0.187 and 0.186 respectively (ẞstd= 0.187,0.186).
Meanwhile, impulsivity was excluded in the analysis with a p- value of 0.197. This
means that it exhibits no statistically significant relationship with suicidal risk.
Ultimately, statistical analysis of the data shows that both anger and anxiety can be
predictors of suicidal risk while impulsivity cannot. These findings are comparable with the
study of Ibrahim et., al (2017) which stated that anger is associated with suicidal ideation and
behavior through perceived burdensomeness and with greater acquired capability for suicide
via experiences with painful and provocative events. The researchers also emphasized that
treatment for problematic anger may be beneficial to decrease risk for suicide. American
Association of Suicidology and American Foundation for Suicide also claims that anxious
people are especially at risk for suicide (Bentley & Nock, 2017; Bentley, 2016). Meanwhile,
other studies have also claimed that impulsivity is not a cause for suicidal behavior (Klonsky &
May, 2015).

Conclusions and Recommendations

having generally high levels of negative emotion/behavior, SHS students are unlikely to
be suicidal. Applying the statistical analysis, it is revealed that anger and anxiety exhibit weak
correlation to suicidal risk and impulsivity has very weak correlation to suicidal risk. In
addition, there is a significant relationship between anger, impulsivity and anxiety to suicidal
risk. Lastly, both anger and anxiety can be predictors of suicidal risk while impulsivity cannot.
Researchers recommend that students should learn and be urged to manage their
emotions. Talking to someone and opening up to them about their problems will also help in
applying preventive measures. By attending activities such as family day and parent-teacher
meeting, parents can engage more to their children. Also, as the second parent, teachers must
avoid scolding their students publicly. Teachers should also monitor them regularly and
observe closely to track changes in their behavior in school. Besides, teachers can conduct face
to face interview or home visitation to discuss important matters to parents. The school
administration must also find ways to lessen the emotional problems of students relative to
academic stress such as strengthening and requiring strict implementation of the Children
Protection Policy. Finally, future researchers are also recommended to conduct further studies
considering different predictor variables or they can enhance reconduct the present study to
compare results.

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In your own chosen field of Senior High School specialization,

How does quantitative research help in improving your field of Science, Technology,
Engineering and Mathematics?
Write your response in the provided activity sheet.

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Answer Key

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