CHAPTER I

THE PROBLEM AND ITS BACKROUND

Introduction

Anxiety disorders, according to Mayo Foundation on Medical Foundation

(2018), is a feeling of frequently have intense, excessive and persistent worry and

fear about everyday situations. Often, it involves repeated episodes of sudden

feelings of intense anxiety and fear or terror that reach a peak within minutes or what

they called panic attacks. On a survey conducted by Premier Value Provider, Inc.

(2018) suggested that 29% of the respondents had a feeling of anxiety which

Millennials and Gen Z were most affected. Gen Z, as mentioned, includes students

which were affected too by anxiety.

Students have to comply with academic activities such as recitation,

attendance, performance task, physical activities, practicals, and examination week,

those are the reason why some students have anxiety because it may cause panic to

them, aside from this all-subject teacher are simultaneously posting the activities.

This is causes them to be confused as to what they should prioritize because usually

before they go to school or come home from school there is a problem that

immediately hits them. And anxiety affects the focus of the student in their learning

progress which affects their school performances may lead to make the students

grade to lower.
 2

Studying in college can be a very stressful time for many students when the

student cannot manage these new experiences. So, the present study will be designed

to determine the effect of anxiety on student progress. The importance of the study is

to give awareness of how anxiety affects in academic performance. Anxiety is one of

the things that often cause the thoughts to not respond properly because the problems

face especially in school are mixed up in minds at the beginning of the first year of

school. So, it's good to discuss anxiety to open the minds that it's not easy to have

anxiety and also to open the awareness of others, especially the students they talk to

about what they're going through. Furthermore, several studies investigated the

relationship between the mental health issues such as depression, anxiety, and stress

on academic performance, and the results indicated a significant indication Oswalt

et.al (2017).

Thus, depression is the most prevalent and well-known kind of mental

disease, and it is frequently characterized as strong levels of depression, which often

contribute to a lack of interest in daily life and how a person normally functions at

school or work Shumaila Khurshid (2015). Anxiety disorder Anxiety indifference are

encountered and terror-related to panic and stress Bourne (2010); Basco & Olea

(2013). Stressors are defined as things that generate difficulty in a person's

psychological and emotional well-being, which can lead to mental health problems

Dy et.al (2015). Moreover, different countries have several studies that have helped

establish the relationship between a student's mental state and academic success.

Whereas the new Mental Health Legislation in the Philippines, Republic Act 11036
 3

was recently adopted on February 12, 2018. It is also troubling because the

Philippines is also struggling to grips with the law because of the lack of new

knowledge and accessible research Lally et. al (2019). There are only a few mental

health studies in the Philippines, and most of them include university and college

students as the main subject of study, not high school students. This study aims to

contribute research and measurable knowledge on the relationship between

adolescent mental health and academic performance.

The study is intended to discuss the effect of an anxiety on Education to

college students towards learning progress. This research has conducted on selected

Bachelor Physical Education Students of the Academic Year 2023-2024 may lead to

determining how many students struggles with this situation in La Conception

College the said year.

 4

Theoretical Framework

Figure 1: Paul Ratanasiripong Model (2012)

The purpose of this research is to explore the mental health and well-being of

The Effect of Anxiety on Education College Student’s Learning Progress in La

Concepcion College. Specifically, the study will the effects of an anxiety on

Education to college students towards learning progress

Ratanasiripong (2012) stated that anxiety can result from a complex

interaction of psychological, physical, behavioral, and other factors.

 5

Statements of the Problem

This study strengthens to investigate The Effect of Anxiety on Education

College Student’s Learning Progress at La Conception College for Academic year

2023-2024.

Furthermore, this study seeks to answer the following question:

1. What is the demographic profile of a respondents in terms of:

1.1 age

1.2 sex

2. How may the anxiety of respondents be measured in terms of:

2.1 uncontrollable feelings of worry

2.2 increased irritability

2.3 difficulty concentrating

3. How may the learning program of the respondents be measured in terms of:

3.1 aerobic conditioning

3.2 strength training

3.3 balance and stability

4. Is there a significant effect of anxiety on student learning progress?

5. What possible recommendation program may be proposed out of this study?

 6

Objectives of the Study

1. To determine the demographic profile of the respondent

2. To identify the effects of anxiety in the respondents to be measured

3. To determine the respondents learning program

4. To identify the significant effect on anxiety on student learning progress

5. To identify the possible recommendation program may proposed to the study

Hypothesis

A supposition or proposed explanation made on the basis of limited evidence

as a starting point for further investigation

Null Hypothesis

Ho: There are no significant effect of anxiety on the students’ learning

progress

Alternative Hypothesis

Ha: There is a significant effect of the effects of anxiety on student learning

progress.
 7

Significance of the Study:

Students. This research aims to give knowledge about The Effects of Anxiety on

Education College Student’s Learning Progress

Parents/Guardian. This study will be given guidance to them to monitor their

children

Teachers. As an awareness distributor and to facilitate their student behaviors.

School Administrators. To have an overview of this topic.

Future researchers. To guide them for studying a related or the same topic as

reference.

Scope and Limitation

This study limits its coverage only to college students specifically to the

students from the first year to the fourth year of La Concepcion College, Located at

Kaypian Road, corner Quirino Highway, City of San Jose Del Monte Bulacan for the

Academic Year 2023-2024. This focus on the use of research to find out the stressful

time of anxiety for the selected respondents.

 8

Definition of Terms

A. Lexical relating to words or the vocabulary of a language as distinguished from

its grammar and construction

Anxiety - is a feeling of fear, dread, and uneasiness. It might cause you to sweat, feel

restless and tense, and have a rapid heartbeat.

Learning Progress - describe how the skills might be demonstrated, both in their

early forms and in increasingly advanced forms.

Aerobic Conditioning- is the use of the continuous, rhythmic movement of large

muscle groups to strengthen the heart and lungs (cardiovascular system).

Strength training- or resistance training involves the performance of physical

exercises that are designed to improve strength and endurance.

Balance and stability- are separate concepts that are highly related. Balance is a

person’s ability to control their equilibrium in relation to gravity only, whereas

stability is your body’s ability to “return to a desired position or trajectory following

a disturbance [to equilibrium].” Equilibrium is a state of no acceleration and can be

static (without movement) or dynamic (moving at a constant velocity).

 9

B. Operational

An operational definition specifies concrete, replicable procedures designed

to represent a construct.

Anxiety - This mean to relate that the anxiety has the cause why some

student are getting pressure for the activity in school and for the other subject matter.

This is causes them to be confused as to what they should prioritize because usually

before they go to school or come home from school there is a problem that

immediately hits them. And anxiety affects the focus of the student in their learning

progress which affects their school performances may lead to make the students

grade to lower.

Learning Progress - describe how does anxiety affect students’ performance.

Aerobic Conditioning- students activity to perform daily lifestyle to become healthy.

Strength training- students activity that strengthen their physical strength.

Balance and stability- activities that test the concentration of students’ performance.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature

According to Mohammad Ali (2015), anxiety is characterized as the absence

of ease that emerges from something that is compromising. Additionally, anxiety is

defined as the pressure and fearfulness encountered by students in the foreign

language classroom. It has been found that anxiety is not generally irregular or

abnormal; however, some individuals experience it so severely that it can be

considered a type of mental irregularity.

Based on Naushad, Farooqui, Sharma, Rani, Singh, & Verma, (2014). This

information indicates that depression occurs among college students at double the

rate of the normal population. From age eighteen to twenty-nine, the prevalence of

this disorder is three times higher than in those that are sixty years and older

According to Brook & Willoughby (2015), one type of anxiety is social

anxiety, which is marked by fear or anxiety about social situations in which

individuals feel that he/she will be scrutinized by others. Social anxiety has been

found as a barrier to developing social ties in several studies.

As per Nail et al. (2015). Completing assignments, concentrating on work, 12

doing homework, getting good grades, giving oral reports, taking tests/exams and
 1

writing in class are some of the academic tasks that may indicate overall academic

performance.

According to Howard (2014), Childhood and adolescence is found to be a

particularly sensitive period with regards to emotional and mental health. Amongst

children and young people, evidence shows that depression- and anxiety-like

experiences are increasing. There is also a rise in the number of children and young

people using the NHS mental health services, and Childline is reporting increased

use of its counselling service relating to emotional health and well-being. Whilst

obviously concerning, these trends can be difficult to interpret. Recent campaigns

have encouraged children and young people to identify, discuss and seek help for

issues that affect their mental health. It is therefore possible that positive reactions to

these campaigns and help-seeking behaviours have contributed to the increased use

of services and increased detection of mental health concerns.

Foreign Studies

A study done by Larson et.al (2016) explored both physical and mental health

issues. Some of the physical health difficulties the study measured included asthma,

allergies, mononucleosis, strep throat, and urinary tract infections. The study found

that mental health issues were significantly and negatively associated with GPA. The

results of the study also showed that physical health issues were often correlated with

mental health issues. For example, students who had high levels of stress, or
 2

difficulties handling stress, reported physical health issues affecting their diet and

sleep.

According to Agboola and Evans (2015) that conducted research to explore

the relationship between anxiety and academic achievement among international

students in UK universities. The results of the study showed that anxiety was

significantly associated with academic performance.

According to Singh (2015) study focused to measure the impact of anxiety on

academic achievement of under graduate students. The study was exploratory and

descriptive in nature. It was found that low and moderate anxiety is positively

correlated with academic achievement. In addition to Shibli (2015) conducted a

study to explore the effects of anxiety on achievement and performance of college

students. The analysis of responses revealed no significant relationship with anxiety

and achievement.

Rehman (2016) states that this research study focused on exploring the causes

of anxiety among Indian higher education students. The researchers reviewed

relevant academic anxiety literature and identified factors that led to serious

academic anxiety.

According to Shakir (2014) study focuses to explore the relationship and

impact of academic anxiety and student academic achievement. The academic

performance of students with high and low academic anxiety groups, the academic

anxiety group of male and female, the academic anxiety group of female high school

students, and the high anxiety level between male and female students have
 3

significant differences in academic performance and also between the low academic

anxiety groups of male and female students.

Local Literature

According to Villavicencio & Bernardo (2016), The affective dimensions of

mathematics learning and achievement has tended to focus on negative emotions and

on mathematics anxiety in particular, with much less work on positive emotions.

Drawing from a positive education perspective, we aim to contribute to the growing

literature on positive emotions and learning. We hypothesize that positive emotions

are associated with learning and achievement in mathematics, even when

mathematics anxiety is considered. Filipino students enrolled in a college

trigonometry course completed the Academic Emotions Questionnaire-Mathematics

and scales assessing their self-efficacy and self-regulation in trigonometry. Students’

final grades for the course were recorded with their informed consent. Hierarchical

regression analysis indicated that enjoyment and pride explained a significant

amount of variance in the final grades, self-regulation, and self-efficacy, even after

accounting for the variance explained by gender and anxiety. Although the results

cannot be interpreted as indicating a causal relationship between positive emotions

and achievement, the results indicate how positive emotions in mathematics learning

can contribute to a more balanced picture of the role of affective states in

mathematics learning.
 4

As per Herrerro & Moreto (2019), effects of anxieties on the academic

performance of BS Accountancy students. Anxiety is your body’s natural response to

stress. It’s a feeling of fear or apprehension about oneself. The first day of school or

giving a speech may cause most people to feel stressful and nervous. But if your

feelings of anxiety are extreme, last longer than six months, and are interfering with

one's life, you may have an anxiety disorder. Anxiety is the feeling dread and

apprehension about the future without specific cause for the fear the kind of which

may be chronic fear on a mild state. Everyone can experience anxiety every now and

then, some people experience it more often than others. Students suffers that

anxieties where they tend to feel lonelier and sadder, they think that others judge

them on how they will react, interact on certain things or events. Other people who’s

not suffering this kind of conditions usually misinterpret the anxieties to the point

they give negative feedbacks about it and with the people who has it. Possible that

normal thinkers misinterpret that kind of conditions because we lack knowledge

about mental health issues. The researchers gathered some information regarding to

this matter using the survey method through quantitative techniques wherein we are

using a questionnaire to get the respondent’s reaction according to the problem .As a

result, the statistical tool was the frequency and percentage of each main point of the

factor why it happens to conclude the problem that was been focused to determine

the reason behind why anxiety affects the mental capacity of first year college

students through finding the probability of the situations. Anxiety is a disorder that

affects the behavior and emotion

 5

Rowalt alibudbud (2021) states that Rates of depression and anxiety among

college students have increased over the years. They are also two to three times at

risk for depression and anxiety problems compared to the general population.

Students experiencing difficulties coping with their studies have up to five times

higher risk for depression and anxiety. Instituting mental health promotion in school

settings can decrease these rates by up to 18.6%. Thus, mental health promotion

should be integrated into the educational system.

According to Jhoselle Tus (2021), Anxiety in academic performance have

been conducted throughout the world. Thus, this study aims to assess the students'

mental health amidst the new normal of education employing 21-item Depression,

Anxiety, and Stress Scale or DASS-21, concerning their academic performance. The

study's findings showed that almost more than half of the respondents suffered from

moderate to extremely severe levels of depression, stress, and anxiety. Thus, there

was no significant relationship between high negative mental health symptoms and

academic performance. In conclusion, students that encounter extreme levels of

adverse mental health can still maintain high academic achievement. However, the

students’ mental health should always be managed and helped to cope with their life

problems, especially during this pandemic crisis.

A study done by Phoebe Aubrey Y. Daileg (2019), Stress is a heavy feeling

of anxiety that causes different problem in school. Including the physical appearance,

relationship to opposite sex, money, and time. When we are in a stressful situation,
 6

our body reacts in an attempt to adjust. Meaning stress has a big impact to the

academic performance of the students. Academic performance or academic

achievement. There are four different types of stress that student may encounter.

First type is what we call acute stress, the common type of stress that is a quick

response of the body to the instances or challenges. Next is the severe acute stress

such as stress suffered by victims of the crimes; or life-threatening situation can lead

to mental health problems. The third one is the episodic acute stress, acute stress

happens frequently, people that encounter this kind of stress are pessimist, irritable

and anxious. Unresolved acute stress will become chronic stress, a stress that is

consistent.

Local Studies

A recent study conducted on Rizal Technological University students in the

Philippines proposed to identify the relationship between the anxiety levels of

students and its' effects on the General Weighted Average/GWA of the students.

Anxiety was differentiated with state and trait anxiety. State anxiety was then

described as the perception of a person towards threatening situations while Trait

Anxiety was the interpretation and reaction of a person towards said situations. The

results of the study showed that there was a negative correlation between anxiety

levels of the students with their academic achievement. They were suggesting that
 7

students with higher GWA experienced lower manifestations of anxiety disorder and

its symptoms and types Basco & Olea (2014).

Furthermore, another study identified the relation of anxiety, depression, and

stress with higher secondary school students' academic achievement. The research

subjects comprised 120 randomly selected students, divided into 60 boys and 60 girls,

between several schools in a rural state in India. The results of the study found that

between the three variables, depression and anxiety were shown to have a significant

negative relationship with academic achievement. In contrast, stress was showed to

have a significant positive relationship with academic achievement. Concluding that

the mental health of students affects their academic achievements Sharma & Pandey

(2017)

In a contrasting study, the opposite result was shown. The study aimed to

conclude the relationship between depression and anxiety with academic

performance using the DASS-21 Questionnaire. The results showed no significant

relationship with depression or anxiety with the GWA of students, though stating

that gender was a factor in affecting their academic performance. Specifically

stating that since women had higher academic performance than males, it made sure

that students with low past academic performance also had low current GWA Bisson

(2017).

The number of individuals with common mental disorders such as depression

and anxiety are rising on a global scale. More specifically in lower-income

 8

countries such as the Philippines because of the rapid growth of population, which

results in more people living within the adolescent age, the age range when

depression and anxiety most commonly occur WHO (2017). Although depression

and anxiety both can and do affect people of all ages. This risk of becoming

depressed is mainly affected by poverty, unemployment, tragic life events, and

physical illnesses such as cancer. Some factors also include the behavioral lifestyle

present in early adolescence Loewen et al. (2019).

 9

Conceptual Frameworks

Figure 2: The paradigm below the conceptual of the study.

INPUT PROCESS OUTPUT

1. What is the demographic profile of a 1. Formulation of the 1. The demographic

respondents in terms of; research title profile of the

1.1 Age; 2. Preparation and respondents had been

1.2 Sex; validation of self-made determined.

2. How may the effects of anxiety in survey questionnaire 2. The effects of

the respondents be measured in terms 3. Administration and anxiety of the

of; retrieval of survey respondents had been

2.1 uncontrollable feelings of worry questionnaires by face to identified.

2.2 increased irritability face 3. The learning

2.3 difficulty concentrating 4. Statistical treatment of progress of the

3. How may the respondents learning data respondents has been

program be answer in terms of; 5. Analysis and assessed.

3.1 Aerobic Conditioning Interpretation of data 4. There is a significant

3.2 Strength Training effect of anxiety on

3.3 Balance and stability students learning

4. Is there a significant effect of anxiety progress.

on student learning progress?

5. What possible recommendation

program may be proposed out of this

study?

FEEDBACK
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research methodologies used in this study. Aspects

for discussion are the following: Research Design, Population and Sampling

Technique, Research Instrument, Data Collection, and the Statistical Method.

Research Design

The researchers are conducted the effects of anxiety on education college

students learning progress of La Concepcion College, A.Y 2023-2024. La

Concepcion College is located at Kaypian Rd., Corner Quirino Highway, City of San

Jose Del Monte, Bulacan.

The researchers used a descriptive design in this study. A descriptive design

is all about describing people who take part in this study. It has different forms such

as increasing the quantity of knowledge due to the exploration of the researcher in

the study and increasing the insight factors providing facts for beneficiaries.

Descriptive research design is incorporated with qualitative research method, the

most appropriate design to use determining the effects of anxiety on students

learning progress of selected Bachelor Physical Education Students of La

Concepcion College. This design allows the researchers to provide insights about

effect
 1

effects of anxiety in learning progress of selected Bachelor Physical Education

Students of La Concepcion College.

Population and Sample

The data of this study is conducted at La Concepcion College. Located at

Kaypian Road, corner Quirino Highway City of San Jose Del Monte Bulacan. The

college department includes the target respondents. The total of population of First

year to Fourth year Education students is 692 and the researchers choose 50 students

that the researchers believe based on the prior information provided the data they

need to use purposive sampling and intend to investigate.

Research Instrument

The researchers prepared self-made survey questionnaires to be distributed to

the respondents upon validated. The researchers used to determine the highest and

lowest results of the data using the questionnaire composed of checklist and Likert

scale. Got has two parts.

Part I is the demographic profile while Part II is the independent and

dependent variables which are questions number two and three from the Statements

of the Problem
 2

Data Collection

First the researchers prepared permission to letter address to Ms.Noime

Magpantay, head of Teacher Division to conduct research from her student.

Second the self-made questionnaire was prepared by the researchers and was

validated by three persons before distributed and retrieve the same. With the help of

respondents’ respective advisers. Then the data gathered were tailed, arranged per

variable and analyze.

Data Processing and Statistical Method

The data obtained using the research instruments were tallied, tabulated, and

subjected to statistical treatment in assurance to its validity and credibility, and were

arranged using quantitative method and expressed by Likert Scale.

The statistical treatment that the researchers chosen was the ANNOVA, to

test the correlation, towards the reading performance of the selected Grade four

pupils.

The standard table for interpretation of the correlation was stated below:

1. Frequency and Percentage

�
P= � �100

Where:
 3

P= Percentage

F= Frequency

N= Total Number of Respondents

2. Weighted Mean- it was used to measure the over-all response of the survey

samples. Weighted mean was used to measure the general response of the

survey samples, whether they agree to a given statement or not.

3. Grand Mean – find the Formula

Where:

X- Mean

f- weight given to each respondent

x- Number of respondents

n- Total number of respondents

Weighted Mean
Σfx
X= �

4. Likert Scale- It is the five-point descriptive scale used to verbally interpret

the results of the survey questionnaire as shown below:

 4

SCALE RANGE INTERPRETATION

5 4.20 - 5.00 Always

4 3.40 - 4.19 Often

3 2.60 - 3.39 Sometimes

2 1.80 - 2.59 Rarely

1 1.00 – 1.79 Never

5. Analysis of variance or ANOVA- is a strong statistical technique that is

used to show the difference between two or more means or components

through significance tests. It also shown us a way to make multiple

comparisons of several population means, as well as the variation within each

of the samples. The below mentioned formula represents one-way ANOVA

test statistics:
 5

Source of Sum of Squares Degrees of Mean F

Variatio Freedom Squares
n (MS)

Within df – k – 1

Between SSB – (X1-X)2 df – n – k

Total SST = df – k – 1

Alternatively, MSE= SSE/N-p

F = MST/MSE SSE=

MST = SST/p-1
Where,

F= ANOVA Coefficient

MSB= Mean sum of squares between the groups

MSW= Mean sum of squares within the groups

MSE= Mean sum of squares due to error

SST= Total sum of squares

P= Total number of populations

N= Total number of samples in a population

 6

SSW= Sum of squares within the groups

SSB = Sum of squares between the groups

SSE= Sum of squares due to error

S= Standard deviation of the samples

N= Total number of observations

 7

Analysis and Interpretation of Statistical Tools

ANALYSIS STATISTICAL TOOLS

1. What is the demographic profile of a Percentage
respondents in terms of Frequency
1.1 age Ranking
1.2 sex
2. How may the effects of anxiety in
the respondents be measured in terms
of:
Weighted Mean, Grand mean , Verbal
2.1 uncontrollable feelings of
interpretation, ranking
worry
2.2 increased irritability
2.3 difficulty concentrating
3. How may the respondents learning
Weighted Mean, Grand mean , Verbal
program be answer in terms of:
interpretation, ranking
3.1 aerobic conditioning
3.2 strength training
3.3 balance and stability
4. Is there a significant effect of anxiety ANOVA (Analysis of variance)
on student learning progress?
5. What possible recommendation
program may be proposed out of this
study?
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered in tabular

form. These data gathered from the instruments used. The data gathered were presented

in tables.

Part I: Demographic Profile of the Respondents

Table 1.1

Frequency and Percentage Distribution of the Respondents in terms of Age

Age Frequency Percentage Ranking

17-18 8 16% 3

19-20 27 54% 1

21 and above 15 30% 2

TOTAL 50 100%

Table 1.1 presents the frequency and percent distribution table in terms of age.

Out of 50 respondents the researchers surveyed, 19-20 that has frequency of 27 which is

equivalent to 54%, , followed by, 21 above that has 15 which is equivalent to 30%, and

lastly, 17-18 has a frequency of 8 which is equivalent to 16%.

 9

Therefore, the majority of the respondents is 19-20 years of age and the least is 16

and above.

Swart (2015) examine the demographic profile of the students and highlights the

typical age range of the students. It showed that the age of the students in college ranges

19 – 20.

Table 1.2

Frequency and Percentage Distribution of the Respondents in terms of Sex

Sex Frequency Percentage Ranking

Male 20 40% 2

Female 30 60% 1

TOTAL 50 100%

Table 1.2 presents the frequency and percentage distribution of respondents in

terms of sex. Out of 50 respondents the researchers surveyed, male has a frequency of 20

which is equivalent to 40%. While the female has a frequency of 30 which is equivalent

to 60%.

Therefore, the majority of the respondents are female, and the least are male.

The study of Asante (2023) shows that female students were majority of enrolled

than male students. The data shows that most of the enrolees are female.
 10

Part II: Effects of Anxiety

Table 2.1

Weighted Mean of Scales on How may the following causes of anxiety affect the learning

progress of the respondents

2.1 Uncontrollable feelings of worry

No. Statement 5 4 3 2 1 WM Verbal Ranking

Interpretation
1 I felt that I had
nothing to look 3 13 25 5 4 3.12 Sometimes 3
forward to
I felt I wasn’t worth
2 much as a person 5 9 31 3 2 3.24 Sometimes 1
I felt that life was
3 meaningless 2 7 25 6 10 2.70 Sometimes 5

4 I felt down-hearted 5 13 22 5 5 3.16 Sometimes 2

I felt scared without
5 7 8 26 1 8 3.10 Sometimes 4
any good reason

MEAN 3.06 Sometimes

Legend: 4.20 – 5.00 = Always, 3.40 – 4.19 = Often, 2.60 – 3.39 = Sometimes, 1.80 – 2.59 = Rarely, 1.00 – 1.79 =
Never

Table 2.1 presents the how does uncontrollable feelings of worry affect the

learning progress of the respondents have a general weighted mean of 3.06 that is

verbally interpreted as “Sometimes” it includes the rank 1, I felt I wasn’t worth much as a
 11

person, with a weighted mean 3.24 and verbally interpreted as Sometimes. Rank 2 is, I

felt down-hearted, with a weighted mean of 3.16 and verbally interpreted as Sometimes.

In rank 3, I felt that I had nothing to look forward to, with a weighted mean of 3.12 and

verbally interpreted as Sometimes. Rank 4, I felt scared without any good reason, with a

weighted mean of 3.10 and verbally interpreted as Sometimes. In last or rank 5, I felt that

life was meaningless, has a weighted mean of 2.70 and verbally interpreted as Sometimes.

As per Herrerro & Moreto (2019), effects of anxieties on the academic

performance of BS Accountancy students. Anxiety is your body’s natural response to

stress. It’s a feeling of fear or apprehension about oneself. The first day of school or

giving a speech may cause most people to feel stressful and nervous. But if your feelings

of anxiety are extreme, last longer than six months, and are interfering with one's life,

you may have an anxiety disorder.

 12

Table 2.2

Weighted Mean of Scales on How may the following causes of anxiety affect the learning

progress of the respondents

2.2. Increased irritability

No. Statement 5 4 3 2 1 WM Verbal Ranking

Interpretation
I couldn't seem to experience any
1 positive feeling at all
6 10 18 11 5 3.02 Sometimes 3.5

I was worried about situations in

2 which I might panic and make a
fool of myself
5 13 17 8 7 3.02 Sometimes 3.5

I experienced shaking when I

3 remembered things such as
suddenly remembering a school
bill
7 11 18 5 9 3.04 Sometimes 2

I experience shortness of breath

4 when not knowing where to start
activities (eg, rapid breathing,
shortness of breath in the
absence of physical exertion)
6 10 19 6 9 2.96 Sometimes 5

I became aware of my dry mouth

5 when I didn't drink water
throughout the day
17 8 17 1 7 3.54 Often 1

MEAN 3.12 Sometimes

Legend: 4.20 – 5.00 = Always, 3.40 – 4.19 = Often, 2.60 – 3.39 = Sometimes, 1.80 – 2.59 = Rarely, 1.00 – 1.79 =
Never
 13

Table 2.2 presents how does increased irritability affect the learning progress of

the respondents have a general weighted mean of 3.12 that is verbally interpreted as

“Sometimes” it includes the rank 1, I became aware of my dry mouth when I didn't drink

water throughout the day, with a weighted mean 3.54 and verbally interpreted as Often.

Rank 2 is, I experienced shaking when I remembered things such as suddenly

remembering a school bill, with a weighted mean of 3.04 and verbally interpreted as

Sometimes. In rank 3.50, having a same weighted mean of 3.02, “I couldn't seem to

experience any positive feeling at all” and “I was worried about situations in which I

might panic and make a fool of myself” and verbally interpreted as Sometimes. In last or

rank 5, I experience shortness of breath when not knowing where to start activities (e.g,

rapid breathing, shortness of breath in the absence of physical exertion), with a weighted

mean of 2.96 and verbally interpreted as Sometimes.

A study done by Phoebe Aubrey Daileg (2019) Stress is a heavy feeling of

anxiety that causes different problems in school. When we are in a stressful situation, our

body reacts in an attempt to adjust. Meaning stress has a big impact on the academic

performance of the students. Acute stress happens frequently, people that encounter this

kind of stress are pessimist, irritable and anxious. Unresolved acute stress will become

chronic stress, actress that is consistent.

 14

Table 2.3

Weighted Mean of Scales on How may the following causes of anxiety affect the learning

progress of the respondents

2.3. Difficulty Concentrating

No. Statement 5 4 3 2 1 WM Verbal Ranking

Interpretation
I found it difficult to work up
1 the initiative to do things Sometimes 1
7 13 24 4 2 3.38

I was aware of the action of my

2 heart in the absence of physical
exertion Sometimes 2
10 6 24 3 7 3.18

I fail to attend important

3 meetings, deadlines, or
appointments Sometimes 3
10 8 17 10 5 3.16

I can't remember things what

4 happened a short time ago
Sometimes 4
10 8 17 7 8 3.10

I make a careless mistake

5 Sometimes 5
6 8 22 3 11 2.90

MEAN 3.14 Sometimes

Legend: 4.20 – 5.00 = Always, 3.40 – 4.19 = Often, 2.60 – 3.39 = Sometimes, 1.80 – 2.59 = Rarely, 1.00 – 1.79 =
Never
 15

Table 2.3 presents how difficulty concentrating affects the learning progress of

the respondents have a general weighted mean of 3.14 that is verbally interpreted as

“Sometimes” it includes the rank 1,I found it difficult to work up the initiative to do

things, with a weighted mean 3.38 and verbally interpreted as Sometimes. Rank 2 is, I

was aware of the action of my heart in the absence of physical exertion, with a weighted

mean of 3.18 and verbally interpreted as Sometimes. In rank 3, I fail to attend important

meetings, deadlines, or appointments, with a weighted mean of 3.16 and verbally

interpreted as Sometimes. Rank 4, I can't remember things what happened a short time

ago, with a weighted mean of 3.10 and verbally interpreted as Sometimes. In last or rank

5, I make a careless mistake, has a weighted mean of 2.90 and verbally interpreted as

Sometimes.

According to Brook & Willoughby (2015), one type of anxiety is social anxiety,

which is marked by fear or anxiety about social situations in which individuals feel that

he/she will be scrutinized by others. Social anxiety has been found as a barrier to

developing social ties in several studies.

 16

Table 3.1

Weighted Mean of Scales on How may the respondents learning program be answer in

terms of

3.1 Aerobic Conditioning

No. Statement 5 4 3 2 1 WM Verbal Ranking

Interpretation
I always jog every morning.
1 Sometimes 3
9 5 22 10 4 3.10

I always warmup every

2 exercise. Sometimes 1
9 8 20 11 2 3.22

I participate in a Zumba class.

3 Sometimes 5
9 2 17 6 16 2.64

I perform physical activity; do

4 you feel discomfort in your Sometimes 2
chest.
10 9 13 13 5 3.12

I join aerobic to boost my

5 immune system. Sometimes 4
10 7 7 11 15 2.72

MEAN 2.96 Sometimes

Legend: 4.20 – 5.00 = Always, 3.40 – 4.19 = Often, 2.60 – 3.39 = Sometimes, 1.80 – 2.59 = Rarely, 1.00 – 1.79 =
Never
 17

Table 3.1 presents how respondents' learning program be answer in terms of

aerobic conditioning have a general weighted mean of 2.96 that is verbally interpreted as

“Sometimes” it includes the rank 1, I always warmup every exercise, with a weighted

mean 3.22 and verbally interpreted as Sometimes. Rank 2 is, I perform physical activity;

do you feel discomfort in your chest, with a weighted mean of 3.12 and verbally

interpreted as Sometimes. In rank 3, I always jog every morning, with a weighted mean

of 3.1 and verbally interpreted as Sometimes. Rank 4, I join aerobic to boost my immune

system, with a weighted mean of 2.72 and verbally interpreted as Sometimes. In last or

rank 5, I participate in a Zumba class, has a weighted mean of 2.64 and verbally

interpreted as Sometimes.

According to Peter P. Bartlewski (2019), The purpose of this research was to

explore the effectiveness of exercise in reducing body image concerns of female college

students. Women enrolled in an aerobic exercise course or in a social psychology course

at a medium sized university reported their social physique anxiety and body esteem at

the beginning and end of the semester. For women in the aerobic exercise classes, social

physique anxiety decreased and body esteem increased over the course of the semester.

Social physique anxiety and body esteem did not change significantly for those in the

(non-exercising) social psychology classes. The researchers concluded that participation

in aerobic exercise programs may help to improve the body image of female college

students. Based upon these results further investigation of the mechanisms by which

exercise influences body image is warranted.

 18

Table 3.2

Weighted Mean of Scales on How may the respondents learning program be answer in

terms of

3.2 Strength Training

No. Statement 5 4 3 2 1 WM Verbal Ranking

Interpretation

I exercise to increases my
1 muscle strength.
8 10 16 10 6 3.08 Sometimes 2.5

I do go to the gym
2 10 4 14 14 8 2.88 Sometimes 5

I do routinary push up
3 everyday
10 9 11 15 5 3.08 Sometimes 2.5

I do 60s Flank Everyday

4
11 6 9 16 8 2.92 Sometimes 4

I do cooldown after exercise.

5
18 6 8 13 5 3.38 Sometimes 1

MEAN 3.07 Sometimes

Legend: 4.20 – 5.00 = Always, 3.40 – 4.19 = Often, 2.60 – 3.39 = Sometimes, 1.80 – 2.59 = Rarely, 1.00 – 1.79 =
Never

Table 3.2 presents how respondents' learning program be answer in terms of

strength training have a general weighted mean of 3.07 that is verbally interpreted as

“Sometimes” it includes the rank 1, I do cooldown after exercise, with a weighted mean
 19

3.38 and verbally interpreted as Sometimes. While, “I exercise to increases my muscle

strength” and “I do routinary push up everyday” rank 2.5 having the same weighted mean

of 3.08 and verbally interpreted as Sometimes. Rank 4, I do 60s Flank Everyday, with a

weighted mean of 2.92 and verbally interpreted as Sometimes. In last or rank 5, I do go to

the gym, with a weighted mean of 2.88 and verbally interpreted as Sometimes.

According to Tri-City Medical Center (2018) Cooling down after your workout

aims to gradually bring your heart rate and blood pressure to its normal level — the level

it was at prior to exercising. During your workout, your heart rate has been pumping

much higher than it does normally, and it’s important to ease it back down instead of

abruptly stopping all motion. Cooling down also helps to regulate your blood flow, which

is especially important for people who undertake endurance sports such as longdistance

running. To safely cool down, gradually reduce the pace of your exercise during the last

10 minutes of your session.

 20

Table 3.3

Weighted Mean of Scales on How may the respondents learning program be answer in

terms of

3.3 Balance and Stability

No. Statement 5 4 3 2 1 WM Verbal Ranking

Interpretation

I enjoy doing balance to

1
avoid injuries.
11 7 24 6 2 3.38 Sometimes 2

I Participate in Gymnastics
2
Class.
10 3 9 9 19 2.52 Rarely 4

I balance my self riding in

3
the bicycle.
27 3 8 3 9 3.72 Often 1

I Participate in Yoga Session.

4
8 2 8 17 15 2.42 Rarely 5

I do 30s Single Leg

5
Balanced.
12 2 7 13 16 2.62 Sometimes 3

MEAN 2.93 Often

Legend: 4.20 – 5.00 = Always, 3.40 – 4.19 = Often, 2.60 – 3.39 = Sometimes, 1.80 – 2.59 = Rarely, 1.00 – 1.79 =
Never
 21

Table 3.3 presents how respondents' learning program be answer in terms of

balance and stability have a general weighted mean of 2.93 that is verbally interpreted as

“Often” it includes the rank 1, I balance my self riding in the bicycle, with a weighted

mean 3.72 and verbally interpreted as Often. Rank 2 is, I enjoy doing balance to avoid

injuries, with a weighted mean of 3.38 and verbally interpreted as Sometimes. In rank 3, I

do 30s Single Leg Balanced, with a weighted mean of 2.62 and verbally interpreted as

Sometimes. Rank 4, I Participate in Gymnastics Class, with a weighted mean of 2.52 and

verbally interpreted as Rarely. In last or rank 5, I Participate in Yoga Session, has a

weighted mean of 2.42 and verbally interpreted as Rarely.

A survey by Cycleplan, which examined the health benefits people experienced

after taking up cycling, found 75% of cyclists noticed an improvement in their mental

health since getting on the saddle, with 8% even saying it helped with their depression or

anxiety. ‘Healthy body, healthy mind’ really does stand true, and cycling can play a

crucial role in this.

 22

Table 4

Test of significant

Source SS df MS F P- value F Decisio Interpretatio

of compute critica n n
Variatio d l
n

Between 9879 4 2469.7 7.45 0.00042 2.76 Reject There is

Groups 5 9 Ho significant
effects
between
anxiety and
student
learning
progress

Within 8291 2 331.64

Groups 5

Total 1817 2
0 9

The table 4 showed the result of ANOVA which the researchers used in

determining the significant effects between anxiety and student learning progress. The

sum of squared between groups is 9879. The sum of squares within groups is 8291. The

mean square between groups is 2469.75. The mean squares within groups is 331.64. The

f computed is 7.45 while the f critical is 2.76 at the level of significance of 0.05 and

probability value of 0.000429. Since f computed is greater than f critical, researchers

reject the null Hypothesis Ho and accept the Alternative Hypothesis Ha. Therefore,

researchers conclude that anxiety has a significant effect in students’ learning progress.
 23

In the study of Agboola and Evans (2015) that conducted research to explore the

relationship between anxiety and academic achievement among students in UK

universities. The results of the study showed that anxiety was significantly associated

with academic performance of the students.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study from the gathered data, which

focuses on The Effects of Anxiety on Education College Student’s Learning Progress at

La Concepcion College. This also showed the conclusion drawn from the findings and

includes recommendations that can be pursued by the students, teachers, parents, school

administrators and future researchers.

This study was conducted at La Concepcion College Kaypian Campus. The

respondents were selected College Students. This chapter answers the objectives of the

study which is mirrored to the statement of the problem and the result of the snowball

sampling technique.

Summary of Findings

Based on the gathered data, the researchers came up with the following findings:

1. Demographic profile of the respondents in terms of:

1.1 In terms of age, out of 50 respondents the researchers surveyed, 19-20bhad a

frequency of 27 which is equivalent to 54%, followed by 21 and above had a

frequency of 15 which is equivalent to 30% and lastly, 17-18 that had a

frequency of 8 which is equivalent to 16%.

 25

1.2 In terms of sex, out of 50 respondents the researchers surveyed, females had a

frequency of 30 which was equivalent to 60%. While the males had a

frequency of 20 which was equivalent to 40%.

2. In terms of effect of anxiety, difficulty concentrating was the first rank which

gathered the highest weighted mean of 3.14 and verbally interpreted as sometimes.

Increased irritability; in second rank, have gathered a weighted mean of 3.12 and

verbally interpreted as sometimes. Lastly, uncontrollable feeling of worry; in third

rank, have gathered a grand mean of 3.06 and verbally interpreted as sometimes.

3. In terms of students’ academic performance, balance and stability in the first rank,

gathered the highest weighted mean of 3.93 and verbally interpreted as often.

Strength training; in second rank, gathered a weighted mean of 3.07 and verbally

interpreted as sometimes. Lastly, aerobic conditioning; in third rank, gathered a

grand mean of 2.96 and verbally interpreted as sometimes.

4. The data gathered shows that there is a significant effect between anxiety and

student learning progress. Since f computed (7.45) is greater than f critical (2.76),

the researchers reject the null hypothesis (Ho) and accept the alternative

hypothesis (Ha).
 26

Conclusions

From the foregoing summary of findings, the following conclusions are drawn:

1. The majority of the respondents are aged 17-18 and the least are 21 and above. In

terms of sex Female was the majority than Male.

2. Difficulty concentrating was the most common cause of anxiety of college

students of La Concepcion College while the uncontrollable feelings of worry

was the least common cause of anxiety.

3. Balance and stability were the common learning program of anxious learners

while aerobic conditioning was the least common learning program.

4. The study found out that learners who were experiencing anxiety tend to have a

positive physical learning progress.

 27

Recommendations

Based on the findings and the conclusions, the researchers recommend the

following.

1. Students. The researchers recommended to the student to be a joyful student

not only just a hard-working student and be engaged in other recreational activity that

he/she can be productive.

2. Teachers. The teachers should be aware of the well being of their students, try

to ask what they do or what are the reason why they perform poorly in terms of their

academics. Give them activity that can showcase their talents and strengths.

3. Parents. The parents should support their children in study and don't push them

to study hard, just support them on what the child's need.

4. School Administration. administrators give seminars to the students about the

effect of anxiety and give some advice to the student. That can make the students

knowledgeable about the do’s and don’ts.

5. Future Researchers. The researcher should dedicate themselves on making

this research and to study the level of anxiety on education to college students towards

learning Progress
 28

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Z3H5G52C5qPy-IPVO0wy9k
 30

APPENDIX A
Survey Questionnaire

The Effects of Anxiety on Education to College Student’s Towards learning

Progress at La Concepcion College

PART I

Name (Optional) ______________________________________

Age: 17 18 19 20 21 and above

Sex: Male Female

PART II

Directions: For each statement in the survey, please indicate how much you agree or
disagree with the statement by putting a check in the box on the right side of each
statement. There are no right or wrong answers. You answers will be kept strictly
confidential and you will not be identified.

Scale: 5-ALWAYS (indicates that the characteristics is always

manifested)

4-OFTEN (indicates that the characteristics is often

manifested)

3-SOMETIMES (indicates that the characteristics is sometimes

manifested)

2-SELDOM (indicates that the characteristics is seldom manifested)

1-NEVER (indicates that the characteristics is never manifested)

 31

2.1 Uncontrollable feelings 5 4 3 2 1

of worry
ALWAYS OFTEN SOMETIMES SELDOM NEVER

1. I felt that I had nothing

to look forward to

2. I felt I wasn't worth

much as a person

3. I felt that life was

meaningless

4. I felt down-hearted

5. I felt scared without any

good reason

2.2 Increased irritability

1. I couldn't seem to
experience any positive
feeling at all

2. I was worried about

situations in which I might
panic and make a fool of
myself

3. I experienced trembling
 32

4. I experienced breathing
difficulty (e.g., excessively
rapid breathing,
breathlessness in the
absence of physical
exertion)

5. I was aware of dryness of

my mouth

2.3 Difficult concentrating

1. I found it difficult to
work up the initiative to do
things

2. I was aware of the action

of my heart in the absence
of physical exertion

3. I missing important
meetings, deadlines, or
appointments

4. I can't remember things

that happened a short time
ago

5. I make a careless
mistake

3.1 Aerobic Conditioning

 33

1. I always Jogging Every

Morning?

2. I do 30s Jumping jacks

Every day?

3. I experience hiking in the

mountains?

4. I love dancing Zumba

every morning?

5. I love to do swimming
activities in swimming pool.

3.2 Strength Training

1. I do 40 push-up every
day?

2. I go to the gym 3 times A

week?

3. I do 3 set of squat every

day?

4. I do 60s Flanks every

day?

5. I do 10 times Calf raises

Every day?

3.3 Balance and Stability

 34

1. I do 30s Single-leg balance

Every morning

2. I love doing Yoga Every

day?

3. I do 30s single leg-Squat

Every day?

4. I walk heel to toe every

day to improve my balance.

5. I do 30s Tree pose every

day?
 35

APPENDIX B

(All Letters)
36
37
38
 39

APPENDIX C

Presentation and computation for the Test of Hypothesis using One Way ANOVA

Never Seldom Often Always

Sometimes

2.1 29 20 129 50 22

2.2 37 31 89 52 41

2.3 33 27 104 43 43

3.1 42 51 79 31 47

3.2 32 68 58 35 57

3.3 61 48 56 17 68

Total 234 245 515 228 278

�� 234 �� 228
�� = = = 39 �� = = = 38
�� 6 �� 6
�� 245 �� 278
�� = = = 40.83 �� = = = 46.33
�� 6 �� 6
�� 515
�� = = = 85.83
�� 6

234 + 245 + 515 + 228 + 278

��� =
6+6+6+6+6
1500
��� =
30
��� = 50
 40

SSB = ��(�� − ��� )2 + �� (�� − ���)2 + �� (�� − ��� )2 + ��(�� − ��� )2 + ��(�� − ��� )2

= 6(39-50)2+6(40.83-50)2+6(85.83-50)2+6(38-50)2+6(46.33-50)2

= 726 + 504.53 + 7702.73 + 864 + 80.81

= 9878.07 or 9879

SSW = (29-39)2+(37-39)2+(33-39)2+(42-39)2+(32-39)2+(61-39)2+(20-40.83)2+(31-
40.83)2+(27-40.83)2+(51-40.83)2+(68-40.83)2+(48-40.83)2+(129-85.83)2+(89-
85.83)2+(104-85.83)2+(79-85.83)2+(58-85.83)2+(56-85.83)2+(50-38)2+(52-38)2+(43-
38)2+(31-38)2+(35-38)2+(17-38)2+(22-46.33)2+(41-46.33)2+(43-46.33)2+(47-
46.33)2+(57-46.33)2+(68-46.33)2

=100+4+36+9+49+484+433.89+96.63+191.27+103.43+738.21+51.41+1863.65+10.05+3
30.15+46.65+774.51+889.83+144+196+25+49+9+441+591.95+28.41+11.09+0.45+113.
85+469.59

= 8291

SST = SSB + SSW

SST = 9879 + 8291

SST = 18170
��� 8291 8291
MSW = �−� = 30−5
= 25
= 331.64

��� 9879 9879

MSB = �−1 = 5−1
= 4
= 2469.75

��� 2469.75
F = ��� = 331.64
= 7.45

��������� = 7.45

��������� = 2.76

⍺ = 0.05
 41

APPENDIX D

Curriculum Vitae
42