The National Teachers College

629 J. Nepomuceno St., Quiapo Manila

THE CORRELATION BETWEEN ANXIETY AND ACADEMIC

PERFORMANCE OF 1ST YEAR PSYCHOLOGY STUDENTS

OF THE NATIONAL TEACHERS COLLEGE

Research Project

Presented to the Faculty

of College of Arts and Sciences

Department Of the National Teachers College

In Partial fulfillment of the requiremnets of

1-3 Bachelor of Science in Psychology

Submitted by:

Espeña, Allysa Marie P.

Saunar, Nicole Anne D.

Tamayo, Laurize Ann R.

Submitted to:

Mrs. Aida V. Monterozo

APRIL, 2019
 The National Teachers College

629 J. Nepomuceno St., Quiapo Manila

Chapter 1

The Problem and Its Background

Introduction

As an Individual that has a problem in real world. It is common to experience some things that will
causes and trigger the anxiety we all have. In addition, students are also prone to experience great anxiety for
they has a different activities to do and also has their extracurricular activities that could add up as the
stressor. As a student, the researcher oftentimes become anxious especially when there are just so many
things in plate that we don’t already know what to do first and so on.

Additionally, in adolescence our brain nearly complete its development, and in this stage it is a
preparation for the adulthood. By this, the different regions in adolescent’s brain are well connected that we
can process information more efficiently than a child. However, we must take note that adolescent brain has
some regions that may or may not reached its maturity yet, that makes an individual vulnerable, especially if
the system responsible for self-control aren’t fully specialized and will only be until an individual reach
adulthood.

Background of the Study

In today’s generation, anxiety is one of the commonly experienced by many of the College Students.
According to the National Institute of Mental Health, there was an estimated 40 million or 18 % of adults in
the US that has an anxiety disorder. It is one of the most common of all mental disorders and it currently
affects about one in every 13 individual (The University of Queensland, Australia). Anxiety disorders are
characterized by excessive worrying, fear of losing control, nervousness, and inability to relax. One of the usual
type of this is the generalized anxiety disorder which cannot be attributed to a phobic object, situation, or
activity. Rather, it seems to be free floating and the core of the disorder appears to be pervasive worrying
about numerous stressors (Behar et al., 2009).
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629 J. Nepomuceno St., Quiapo Manila

Methodology

Respondents

Participants of the study are the first year psychology student at the national teachers college with a
minimum of three to five respondents each class or section. Participation in this study will be a voluntary.

Instrument and Procedure

To collect the data , the researchers will use an assessment tool called GAD-7 or Generalized Anxiety
Disorder, a seven (7) item questionnaire that will measure the severity of an anxiety, developed by Spitzer RL,
et al. (2006). And a section of demographic question was added, it has a three (3) questions identify
participants’ age, gender and the first semester average grade. The rest of the part of the questionnaire is
about academic performances. The survey aimed to find the relationship between anxiety and academic
performances among First year Psychology Students at the National Teachers College. In addition the survey
aimed to identify the level of anxiety experienced by the participants. Prior to the survey, the participants or
respondents will be provided of a thorough explanation of the purpose of the study. The study will conduct a
survey consist of two parts: a.) Generalized Anxiety Disorder - 7 item questionnaire b.) the demographic
background and other questions related to the topic.

Data Analysis

The data obtained will be analyzed manually for those in survey and assessment tool, The responses
each number will also be summarized and be presented with a table in it.

Research Design and Locale

The researchers’ will use a Correlational Research wherein the researchers measures two variables,
understand and assess the statistical relationship between with no influence from other variable. The study
will be conducted at the National Teachers College, with the researchers’ fellow firs year psychology students.
 The National Teachers College

629 J. Nepomuceno St., Quiapo Manila

Generalized Anxiety Disorder 7-item (GAD-7) scale

Over the last 2 weeks, how often do you have been Not at Several Over half Nearly
bothered by the foloowing problems? all sure days the days every day

1. Feeling nervous, anxious, or on edge 0 1 2 3

2. Not being able to stop or control 0 1 2 3

worrying

3. Worrying too much about different 0 1 2 3

things

4. Trouble relaxing 0 1 2 3

5. Being so restless that it’s hard to sit still 0 1 2 3

6. Becoming easily annoyed or irritable 0 1 2 3

7. Feeling afraid as if something awful 0 1 2 3

might happen

Add the score for each column + + +

Total Score (add your column scores) =

If you checked off any problems, how difficult have these made it for you to do your work, take care of things
at home, or get along with other people?

Not difficult at all _______ Somewhat difficult _______

Very difficult ________ Extremely difficult ________

 The National Teachers College

629 J. Nepomuceno St., Quiapo Manila

Scoring

Scores of 5, 10, and 15 are taken as the cut-off points for mild, moderate and severe anxiety,
respectively. When used as a screening tool, further evaluation is recommended when the
score is 10 or greater.

Using the threshold score of 10, the GAD-7 has a sensitivity of 89% and a specificity of 82% for
GAD. It is moderately good at screening three other common anxiety disorders – panic disorder
(sensitivity 74%, specify 81%), social anxiety disorder (sensitivity 72%, specificity 80%) and post-
traumatic stress disorder (sensitivity 66%, specificity 81%).
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629 J. Nepomuceno St., Quiapo Manila

Survey questionnaire

Profile of the respondents

Name (optional):______________________________

What is your gender? Female Male

What is your age?
What is your first semester average grade? 85 below 85 above

Survey questions
Yes No Sometimes
Do you know what anxiety is?
Do you think anxiety affect your anxiety performance?

Do you consider having too much activity in school as a factor having anxiety?
Do you think of things unrelated to the study materials while studying?

Do you usually get depressed after taking examinations?

Do you feel very panicky when you have to take examination?

Your mind goes blank during exams?

ou read through the test and feel you don’t know any answers in the questions?
Have trouble sleeping at night?

Is there a time wherein you are unable to focus during class discussions?

Do you sometimes not attend schools?

Is your relationship with your classmate affects your performance in group works?

Were you able to pass all your requirements in different subjects on time?
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629 J. Nepomuceno St., Quiapo Manila

Were still able to recite in class?

Is there a time where you’re having a hard time understanding your lessons?
Do you sometimes come late at school?

Do you have “lazy time” while in class

Do you have negative thoughts about not being able to pass the semester?

Do you overthink when reminded of the things you still need to do?
Were you able to pass all the requirements so far while having an anxiety?
 The National Teachers College

629 J. Nepomuceno St., Quiapo Manila

Chapter II

Review of Related Literature and Studies

Foreign Literature

According to Thibaut F. (2017), “There is a high comorbidity between anxiety (especially generalized
anxiety disorders or GAD and panic disorders) and depressive disorders” In connection to this the researchers
have a series of questions to at least determine if they have the said depressive disorders, as we all know that
there are different test or assessment tools to be used to determine the severity of the disorder, however the
researcher’s will only focus on the GAD OR Generalized Anxiety Disorder to be more precise.

According to Thomas L. et.al (2017), There is an relationship between cognitive anxiety, emotion-
focused coping strategy to the long – term academic outcomes. They stated that “increased in cognitive test
anxiety and increased use emotion focused coping strategies were associated with decreases in the GPA of the
Graduating Students. In connection with that the researchers hypnotized that anxiety has really an effect in
Academic Performance of a Student.

Foreign Studies

According to Keamu H. & Gbollie C. (2017), “one of the most fascinating findings of this study reveals
worrying about life challenges like poverty and access to school or the distance to and from school are factors
confronting Liberian’s in learning” With this study this shows that in a country like Liberia what they worry
about is not the same on what we worry, we feel anxious on subjects we have in school but Liberians worry
are much in depth compared to us, In addition, with the factors that gives them worry or anxiety those causes
them to do poorly in school.
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Local Studies

According to Bumanglag A. et.al (2018), “While it was hypothesized that worry and emotionality will
negatively predict performance in the licensure examination.” However the results went to the opposite
direction and shows that instead of a negative relationship, emotionality positively predicted results of the
licensure exam. Although throughout the years the finding in regards the impact of emotionality is very
inconsistent.

According to Corpus J. et.al (2019), The relationship of the level of stress and academic performance of
a students. in their study “ The respondents have a moderate level of stress, and the primary source of their
academic works is the primary source of their stress”. Hence the results of their study shows that the
respondents may be performing better in their academics, however, it was found out that as the level of stress
goes high the academic performance declines. Therefore with stress we can conclude that the impact of it on
our academic performance is affiliated.

Local Literature

According to Guita G. and Tan D. (2018), As we all know that mathematics is one of the most common
hated subjects by the students, Moreover the study by Guita and Tan shows that there are Mathematics
Anxiety, it is connected to the students’ feeling tense or anxious in working with numbers or solving problems
in math, in their study they shows that the mathematics anxiety towards mathematics as a subject exist to the
students. Simply, students have a moderate anxiety towards the subject that causes the students to perform
poorly in said academic subject. However the study by Dagaylo-an and Tancinco (2016) concluded that there
are no significant relationship between the level of mathematics anxiety and the mathematics performance of
the students.
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629 J. Nepomuceno St., Quiapo Manila

Results and Discussion

This chapter will present the analysis and interpretation of the data gathered from the
respondents which are the first year psychology students at the national teachers college. As the researchers
sought for the answers in the questionnaires and assessment tool, the data gathered will be presented with a
table that will show the number of the respondents answered yes, no or sometime in each questions. Aside
from the table to be presented the researcher will also analyzed the given table and data into a paragraph
style or form to explain further the results attained from the survey that was conducted. The researchers will
do the said instructions until all the questions are thoroughly explained. After that the researchers will explain
the overall analysis of the data gathered.

Recommendation

This part will contain the researchers’ recommendations to the future researchers who might stumbled
upon the study, and also to the respondents of the study which is the first year psychology students at the
national teachers college.

In the light of the findings from the results and discussion of this study, this correlational research
offers the following recommendation:

1. (if negative effect) As anxiety hinders an individual to do better in his or her academic performance, he
or she should look for ways to cope up with the anxiety and seek help from the professionals.
2. The institution should also help the students with anxiety by assessing the well-being of the students,
not only physical but also mental and emotional.
3. (if negative) students should also stop procrastination to help themselves to lessen the worry they feel.
4. Try to deviates yourself from your usual routine *sometimes* it might help to lessen the restlessness
and irritability, if you feel it.
 The National Teachers College

629 J. Nepomuceno St., Quiapo Manila

References:

Bumanglag A. et.al, (2018), https://scholar.google.com/

The Moderating Role of Defensive Pessimism in the Relationship between Test Anxiety
and Performance in a Licensure Examination

Corpus J. et.al (2018) https://papers.ssrn.com

A Correlational Study on the Stress Level and Academic Performance of Nursing Students

Dagaylo-an M. & Tancinco N. (2016), International Journal of Engineering Sciences & Research Technology

Mathematics Anxiety and the Academic Performance of the Freshmen College Students of the Naval
State University.

Guita G. et.al (2018) International Journal of English and Education

Mathematics Anxiety and Students’ Academic Achievement in a Reciprocal Learning

Environment

Keamu H. and Gbollie C. (2017), https://doi.org?10.1155?2017?1789084

Student Academic Performance: The Role of Motivation, Strategies and Perceived Factors
Hindering Liberian Junior and Senior High School Students Learning

Spitzer RL., Kroenke K, Wilams JBW, Lowe B. (2006) www.ncbi.nlm.nih.gov/m/pubmed/16717171

A Brief measure generalized anxiety disorder

Thibaut F. (2017), http://creativecommons.org/license/by-nc-nd/3.0/

Anxiety Disorders: A review of current literature

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629 J. Nepomuceno St., Quiapo Manila

Thomas L. et.al (2017), https://doi.org/10.1016/j.lindif.2017.03.001

The influence of emotional intelligence, cognitive test anxiety and coping strategies on
undergraduate academic performance