Anxiety experiences of SHS students on Our Lady of Fatima University on Test

Performance and Self-Esteem

Chapter I:

The Problem and its background

Introduction

“Anxiety is a psychological and physiological state characterized by cognitive, somatic,

emotional, and behavioral components” (Seligman, Walker, and Rosenhan, 2001). We all know
that anxiety attacks can feel intense, and frightening. These components combine to create an
unpleasant feeling that is typically associated with uneasiness, fear, or worry. They can be powerful
experiences, it can seem like anxiety attacks are out of our control. “Anxiety is a generalized mood
condition that occurs without an identifiable triggering stimulus. As such, it is distinguished from
fear, which occurs in the presence of an observed threat. Additionally, fear is related to specific
behaviors of scape and avoidance; whereas anxiety is the result of threats that are perceived to be
uncontrolled or unavoidable” (Ohman, 2000). As a measure of students’ learning outcomes,
examination occupies a central place in the Philippine educational system and it has been the sole
criterion of quality. On the part of the students, taking a test is not that easy. Some of them develop
anxiety which can be a factor for them to get low scores or even fail in the test that can lead to low
self-esteem. These factors can really influence a students’ academic performance and also self-
esteem. Anxiety is a truth seeking activity which can deal with the people real life, and it is one of
the most common problem in the society. This psychological and physiological problem can be
very impactful to a person specially the student.

The different reasons why the researchers chose this topic is first because numerous people
specially students experience anxiety in their school that’s why they want to know their different
experiences. Next, the researchers are concerned to the people that suffers to this psychological
problem. Then they want to help everyone that they can obviate anxiety with the solution that they
can find. Lastly, the researchers wants to identify the different reasons for the type of anxiety that
the respondents experienced. The purpose of this study is to extend the knowledge of the lived
experiences of the respondents on their anxiety and to determine the different effects of anxiety to
their test performance and self-esteem. Also, to prove that anxiety have connections to test
performance and self-esteem and also to give awareness of how anxiety can damage a persons’

1
mental health and lastly to contribute knowledge about this field. The importance of this study is
to give awareness to people who suffers from this kind of problem that affects their test performance
and self-esteem. It is also important not only to students but also to the people around them like
their parents, teachers, and friends so they can distinguish if the person experience this kind of
psychological and physiological problem. Another importance of this study is to establish a good
learning environment, therefore to make students attain academic success. This conducted research
may benefit people for their future if ever they experience this problem.

Background of the Study

Does people specifically the Senior High School Students experience anxiety during test
performance? Does it affects the students’ self-esteem? Anxiety and self-esteem is a common issue
for the young people especially the students. It is a strong desire sometimes mixed with doubt, fear,
or uneasiness. There are past and recent issues about students from different level experiencing
different types of anxiety, this study is to certain that these types of anxiety can influence other
people and can affect their social life and also their self-esteem. Some researchers found that most
students experience this kind of physiological and psychological problem. A fair number of
previous studies have found a significant relationship between academic achievement and anxiety
(Diaz et al., 2001). Using an Egyptian sample, Mattar (1981) found that the relationship between
anxiety and academic achievement was positive and statistically significant for scientific section
students, whereas it was negative for literary section students.

There's a lot of people in this world being affected by anxiety, in every country there is
always a person affected on anxiety with a different levels, first level of anxiety is the low level it
results in a lack of motivation, secondly is the moderate level of anxiety which it can give a
motivation for someone who's suffering from this level, lastly is high level anxiety where it can
give them a negative effect on their mind and it can also affect the concentration of someone who's
suffering from this level of anxiety, everyone in this world are suffering from the anxiety but with
a different level and a different reasons (paleg-popko, 2002) it showed people level of anxiety is
based on their personal growth, someone who's not enabled or cannot experience independence in
their lives are the one most likely to have a high level of anxiety.

In every city in the world parents have their own way of raising their child and it can give a lot of
change in their lifestyle and it can be the reason of someone's suffering from anxiety.

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Objectives of the Study

The main objectives of this research is to investigate the correlation between anxiety, test
performance and self-esteem. And also to know how this relationship can cause a specific person
to have anxiety including its side effects. The investigators wants to study the effects of anxiety to
test performance and self-esteem of a student to make a solution that can succor people that
encounters this type of problem. The researchers want to extend the understanding of the people
about anxiety, this aims to deepen the knowledge of the people specifically the students that suffer
or experiencing this kind of problem. Lastly, the researchers want to help every person to surpass
anxiety by giving the right information and advises by the use of this research. This study can
contribute in the existing literatures.

Statement of the Problem

The researcher looked into the anxiety experiences on Test Performance and self-esteem
of the selected Senior High School Students of Our Lady of Fatima University Quezon City
Campus.

Specifically, the study sought to find answers to the following questions:

1. Demographic Profile
1.1. Name
1.2. Age
1.3. Gender
1.4. Academic Performance
2. What are the factors that affects Senior High School Students to feel anxiety through their
Test Performance?
3. What are the experiences of the Senior High School Students that affects the following?
3.1. Self-Esteem
3.2. Test Performance

Assumptions

There are many reasons or factors that affects students to feel Anxiety during their Test
and Exams. These are the main factors that influence the Senior High School Students to feel
anxiety through their Test Performance it includes peer pressure, procrastination, crams etc. As
what you’ve read Procrastination is one of the factors that can influence a student to feel anxiety,
Procrastination consist of intentional delay of an intended course of action, in spite of awareness

3
of negative outcomes (Steel 2007). Such behavior may be particularly prevalent in academic
settings (Gallagher 1992), and is a common phenomenon, which is mainly observe in educational
processes and believed to adversely affects students' academic achievements (Motie et al. 2012).

The experiences of Senior High School Students that affects their self-esteem is mostly
through their academic performances and peer pressure. This can affect someone’s self-esteem
specially the people or the person who experience anxiety. Parents often believe that if they extol
the positive characteristics of siblings and other children to their so-called errant child, their own
child will improve. Often, the comparison does the opposite. Those who are constantly compared
to others have a diminished sense of individuality and ultimately come to believe that they are
worthless (William 2018).

Another experience of Senior High School Student that affects their academic performance
is because of their doubts, fears, worriedness, tiredness, especially anxiety. Though sleep doesn’t
directly relate to university experiences but it is a major role player in academic performance. It is
been our common observation that mostly students do not keep sleep as a priority. Majority of
students (almost 50%) students say that they don’t get sufficient sleep time (Lack, 2010).
According to (Folk and Folk 2019) the more stressed the body becomes, the more fatigued the body
can become stress. Stress is a common cause of chronic fatigue. Many people misinterpret anxiety
and stress caused chronic fatigue for Chronic Fatigue Syndrome. Fortunately, they are the same
and the remedy for both is the same.

Scope and Delimitations

This study focused on obtaining the experiences of every student through Anxiety and how
it affects their Test performance and self-esteem. The coverage of this study is only to discover the
different experiences of selected students caused by anxiety and to propose possible solutions
regarding this problems. Each of the respondents receives same questions from the researchers. The
respondents are selected Senior High School Students from Our Lady of Fatima University in the
location of Quezon City for the School Year 2018-2019. This study was limited only among Senior
High School Students within the vicinity of Quezon City.

Significance of the Study

The result of this study is essential to the anxiety, test performance and self-esteem of
selected Senior High School Students in Our Lady of Fatima University. Despite the limitations,
the researchers deemed the study to be beneficial to the following:

4
Parents. This will provide plenty information in guiding their children to overcome anxiety over
their test performance including self-esteem and also to improve their way of learning.

Teachers. The findings of the study can be utilized to understand their students better and have
necessary adjustments for the sake of considering the most common way of learning of students in
selecting a strategy in teaching and reducing their anxiety towards test.

Doctors. The study may provide with a concrete idea of the prevailing anxiety in test performance
and self-esteem so that appropriate recommendations would be offered to modify or improve the
teaching procedures and strategies to meet the students’ needs

Future Researchers. The findings of this study can be utilized by future researchers for them to
explore other variables like the learning environment and demographic profile in understanding the
anxiety in test performance and self-esteem of the students.

Government Officials. This research may provide an idea about preventing and/or reducing the
causes of anxiety to students. This study may benefit their promotion about overcoming anxiety
throughout the whole country.

Definition of Terms

The following were given conceptual and operational definition to further clarify the
important elements in the conduct of this study:

Anxiety is a psychological and physiological state characterized by cognitive, somatic, emotional,

and behavioral components” (Seligman, Walker, and Rosenhan, 2001).

Cognitive means relating to the mental process involved in knowing, learning, and understanding
things.

Stimulus is any object or event that elicits a sensory or behavioral response in an organism.

Self-Esteem confidence in one's own worth or abilities.

Test is any measurement that yields quantitative data (Chaplin, 1989)

Test-Performance is a form of testing that requires students to perform a task rather than select an
answer from a ready-made list

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 Chapter II

Review of Related Literature

Foreign Literatures
Courtney, B. (2018) expressed that any people struggle with different psychological and
physiological problem every day. Among the majority of challenging health conditions, there are
two common struggle that impacts the day-to-day life of young adults which is the depression and
anxiety. This affects most of the teenager, ages from 18 and above. However, it is not unusual to
people who has an anxiety disorder. These disorders can often influence one another and create
more barriers for those afflicted to overcome.

Anxiety can affect one’s psychological matter and this can lead to a serious problem that
can influence or share it to another person. This article show that anxiety and depression can soberly
affect one’s psychological matter especially the teenager.

Coon & Mitterer (2009) enunciated that having anxiety can often make some irregular
behaviour towards other things such as doing some examination or tests. A little anxiety during
those time needs students to motivate themselves and learn the things that can somehow lessen that
psychological problem. Adding up anxiety to students who are experiencing already this kind of
problem will not help the student but rather will negatively affect their academic performance.

Experiencing this kind of situation can often make some irregular behaviour towards the
things that you usually do. Somehow this can lessen its negative effects by motivating ourselves
and learning the things to overcome it.

“In Romanian sample of young students it was found that high trait anxiety was related to
poor working memory performance particularly on central executive tasks.” (Benga et al., 2010)

According to the author it was found that high level of anxiety can affect the performance
of the students. They found out that the anxiety have a relation between the performance of the
students. And it particularly affects the central executive tasks or the flexible system responsible
for the control and regulation of cognitive process.

Anxiety has a major effects to the mental and performances of the students that may lead
to a bad results. This study proves that anxiety can cause a serious problem to everyone.

The anxiety level might interfere with everyday functioning like studies, daily activities
and social life among students. Anxiety is a major predictor of Academic performance (McCraty,

6
2007) and various studies have demonstrated that it has detrimental effect. Students with higher
level of anxiety will achieve lower academic performance (April & Heather, 2008; McCraty, 2007)
and greater anxiety is associated with poorer academic achievements (problems with memory,
attention and reasoning) (Benedetto et al., 2007).

Based on what the author says, anxiety can interfere to the everyday functioning of the
students. And the anxiety is known to be the major predictor of academic performance. Various
studies demonstrated that anxiety has a detrimental effect. Students with high anxiety leads to low
academic performance and greater anxiety leads to poorer academic achievements.

The anxiety is mainly the predictor of academic performance of the students. The
detrimental effect of the anxiety is terrible it can damage a person or a student not just by the
performance but also to their mental health.

Anxiety lead to higher levels of worry regards to academic tasks. Higher levels of anxiety
and worry can lead to lower academic performance and poorer working memory function. School
tasks that involve more working memory are greatly affected by anxiety (Owens et al., 2012)

It is often experienced of students’ anxiety if there are surprise quiz or recitation given by
their teacher that can lead lower academic performance and sometimes they forget that there is a
quiz or test that causes lower memory function.

Students feel anxiety when test is upcoming because they think they might fall or lose the
grade they get because they do not review at all.

The anxiety as one of the most significant predictors of mathematics anxiety. They Added
instructors should avoid approaches and activities that may cause test anxiety in students. (Kesici
and Erdogan 2009).

Kesici & Erdogan (2009) are the one who observed that the test anxiety is the moderating
role of achievement motivation, they also found out that during classes of instruction will not allow
to approach and to give activities that can cause anxiety to the student because according to them
student with low self-esteem have significantly higher mathematics anxiety than those student with
high self-esteem.

Kesici & Erdogan (2009) made a big impact in our lives today. We discovered that the test
anxiety can affect ourselves and they taught us how to motivate our self when it comes on having
anxiety.

7
 “The study found out, that there was a correlation between anxiety levels and academic
achievement, and that high anxiety levels had a negative impact on the quality of academic results
recorded by the students. The study also established that students’ encountered some high anxiety
causing challenges which affect their ability to perform effectively, and girls were found to be
more prone to high anxiety levels as compared to boys” (Syokwaa and Aloka 2014)

The author investigate that anxiety had relation with academic performance of a students.
They found out that the most affected of anxiety are the female students. In this research, they
found out that there are many students experiencing the high causing anxiety, and it has negative
impact on their academic performance of students.

With that anxiety, the main barrier of having a good academic performance is the high level
of anxiety that could cause a negative effect on the students.

Test anxiety is a “multidimensional” construct: the “different dimensions” of test anxiety

show different relationships with several psychological constructs such as interference,
emotionality, fear of failure, lack of confidence, and self-esteem (Stoeber, Feast, & Hayward,
2009).

The researchers said that test anxiety is a multidimensional or it has much of reasons why
it’s happening, and the different dimensions of test anxiety expose different relation or connection
with several psychological construct such as interference, emotionality, fear of failure, lack of
confidence, and self-esteem and it affects a student performance in their test’s that can lead to
failing of their grades.

Also students being affected by the anxiety and have this multidimensional anxiety can be
or can have a low grades as a result of their lack of confidence and fearing that they are going to
fail in a subject can make their anxiety worse and become more strong that it can be hard to ignore
by the person affected.

The First degree of Anxiety is dejection a lowness of spirit, a feeling of spiritual and
emotional fatigue. If not reversed this dejection takes us down even further, plunging us into despair
and finally into utter demoralization. (Arthur K. 2000)

Anxiety degree is when you feel worried and down, your spirit become weak, your emotion
is fully covered by fear which goes to damage our own life.

Anxiety can also affect our spiritual and emotional being. As a vulnerable person in the
world, it can take us down whenever we experience this kind of problem and it can put us in despair.

8
 “The psychoanalytic theory of anxiety states that at some point the person experiences a
trauma, an incident of harm or injury. Anxiety represent a repetition of the earlier traumatic
experience, but miniature form.” (Pervin and John, 2001)

That research the writer stated that in some people had experiencing anxiety he had a
trauma on bad happening to a person he encountered. This anxiety have experience of distressing
in those people had traumatize.

Many people encounter this physiological disorder specifically anxiety. This anxiety had
big effect to person who experienced that disorder to pursue his goal.

Local Literatures
Students’ performance lies on the examination results, many students experience some
nervousness or apprehension before, during or after the exam. This kind of state anxiety can be a
powerful motivator. However, some students experience test related anxiety to such degree that it
can lead to poor performance and interfere with their learning. (Myrna D. Reyes (Ed. D), Aida C.
Castillo, 2015).

Many students suffering from some nervousness or apprehension before, during or after
the exam this kind of anxiety can be a powerful motivator. But sometimes it can make a student
performance low because of what are they experiencing before or during the exam, it can be a
reason for their low scoring and can also interfere with their learning. It is really the problem of
students with anxiety their experiencing nervous and tension so that’s the purpose of this research
to study and help for the improvement of the students to overcome or prevent their test anxiety.

The person being affected by anxiety can be motivated because of the anxiety itself, and
also can become a reason why the person that is affected by anxiety be depressed or be lack of
motivation in their lifestyle. And it can affect the performance of a person in their jobs or
schoolwork and it happens before a big occasion that will happen for example is test.

Bermis (2008) stated that anxiety may develop during their adolescence stage when they
are predisposed to the environment they were situated particularly at home and family. Parents with
high expectations could give a negative feeling to their children. The children may become anxious
because they maybe fail to meet the expectations of their parents.

9
 Primarily, children developed anxiety by being anxious that they will be abandon by their
parents if they fail to meet their expectations. This can lead to poor self-esteem that can also affect
the academic performance of a student.

Any circumstances that threaten the individual in that environment may results to a kind
of stress or anxiety and if keep unabated may result to an inner conflict. (Basco and Olea, 2013).

There are many scenarios every day that could lead to anxiety, any person who experience
this, must be treated immediately, if not, it could lead much worse than anxiety.

This kind of disorder can negatively affect our mind and body. But we can overcome this
by seeking help, asking advices and treating ourselves nicely.

“Test anxiety is a prevalent problem that can handicap a student’s ability to perform well
academically.” (Suarez and Quimbo, 2016).

On that research the author said that the test anxiety can be the main problem, and it has
negative effect to the student to fulfil their academic performances. This study analyzed that test
anxiety had correlation to academic performance of the students.

The test anxiety has the main factors of having a lower academic performances of the
students had experience the test anxiety. Many of their students have experiencing test anxiety, and
the reason for that is the having a lot of school works in every subject.

Frigillano S. & Loyola L. (2016) Stated that students tend to have anxiety while studying.
From homework, exams, etc. anxiety can slow a relaxed frame of mind and body among them.
Anxiety is a common nervousness with no specific reason for the fear and tension. It is persistent
and uncomfortably high most of the time.

The researchers have found out that studying can cause anxiety. Also, when a student is
doing some homework, exams and other related school work can slow their mind and body. Anxiety
can cause instant fear for no reason and it is persistent and uncomfortably most of the time.

According to Mc Leod (2016) self-esteem is continuum, self-esteem can be high, medium

or low. Both high and low levels can be harmful emotionally and socially. People with high self-
esteem tend to focus on how they will improve and grow, whereas people with low self-esteem
don’t care on what will happen to them and just making mistakes in life.

10
 Therefore, a person that have low self-esteem tend to have failed grades because they are
not active in school activities and performances. Both high and low self-esteem have a negative
effect to a person.

Test anxiety reflects the learners worry about failing to perform well, especially in
situations where they feel their skills are being evaluated (Aida, 1999)

People are shy to show their true skills because of feeling worry and also people are easy
to judge the work of others, so the people feel anxious.

People often judge so quickly, so it developed anxiety that affects their self-esteem. Some
people don’t understand the things or the emotional state of a person that’s why it is so easy for
them to judge a person in an instant.

(Miranda, N., C. 2008), She stated that all of us are experiencing anxiety, it is a generalized
feeling of apprehension or someone being pressured by something. She also said that there is
nothing wrong with such anxiety; everybody feels it too into other phase, and usually it is a reaction
or response to stress that sometimes aids us or help us, rather than hinders, our daily functioning.
But without anxiety most of us would not be determined or motivated any more to study hard, to
undergo at an examinations.

There is nothing wrong about what we are feeling (anxiety) it is just normal for us because
if we don’t have or we don’t feel it we wouldn’t be motivated at our life or in our goals that can
make some of us down.

According to Hernandez (2017), turning college from high school can sometimes be
immense to some student. From being the oldest, biggest, and most powerful student to being the
youngest, smallest and least powerful student in college can start a persons’ anxiety.
Notwithstanding the new environment can also provide better opportunities to grow physically and
mentally.

Despite of having anxiety when transferring from another level of being a student. This
psychological and physiological problem can provide us new information to gather, to explore, or
to know the ways that can help ourselves grow not only physically but also mentally.

11
 Gizek (2006) stated that anxiety is temporary in nature and only evident in a specific
situation. Usually, because of the surrounding and influences of others can trigger anxiety of a
person.

Anxiety affects other people so easily because of how it is being so influential that it can
also be a problem to other people. These type of problem can show us how to be confident with
ourselves and how we cope with this type of situation.

Conceptual Framework

Test performance and self-esteem can cause anxiety and can affect the senior high school
students.

TEST
ANXIETY PERFORMANCE
SELF-ESTEEM

SENIOR HIGH
SCHOOL STUDENTS

Figure 1

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Research Paradigm

The researchers use a paradigm to present the main concept of our research.

INPUT
1. Demographic
Profile
1.1. Name OUTPUT
1.2. Age Procrastination- is
1.3. Gender one of the factors that
1.4. Academic can influence a student
to feel anxiety,
Performance PROCESS Procrastination consist
2. What are the of intentional delay of an
The researchers are
factors that affects intended course of
going to do some action, in spite of
Senior High
interview with 25 awareness of negative
c School Students outcomes (Steel 2007).
students from Our Lady
to feel anxiety
of Fatima University Peer Pressure- This
through their Test
specifically the Grade can affect someone’s
Performance? self-esteem specially the
11 students from
3. What are the people or the person who
different strand. experience anxiety. .
experiences of the
Bermis (2008) stated
Senior High that anxiety may develop
School Students during their adolescence
that affects the stage when they are
predisposed to the
following? environment they were
3.1. Self-Esteem situated particularly at
home and family.
3.2 Test
Performance

Figure 2

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 Chapter III:

Research Methodology

Research Design

Qualitative Research is an attempt to understand the world as lived. It encompasses studies

about how an individual consider a particular experience and how he/she reflects on it. Basically,
think of qualitative research as a product of individual interviews. No statistical analysis is being
performed, yet the researcher can analyze the experience using words, phrases and texts guided by
own understanding. The reason why the researchers used qualitative research is because it has the
ability to provide complex textual descriptions of how people experience a certain issue and it
provides in-depth information on individual cases.

This research is about anxiety experiences of the senior high school students to their test
performance and self-esteem, that’s why the researchers used qualitative research and it’s because
this research needs wide variety of answers, different perspective and experiences.

Research Settings

The target population are Senior High School Students who attends at Our Lady of Fatima
University. Our Lady of Fatima University #1 Esperanza St., Hilltop Mansion Heights, Lagro,
Quezon City where identified as research settings. There are many other schools in Quezon City;
however, only the Our Lady of Fatima University were selected as research settings based on the
following reasons.

Our Lady of Fatima University is the most convenient place to conduct research and
gathered information, because the researcher are from OLFU Quezon City campus. The school is
the main target since it has numerous diligent students. And also a lot of students from OLFU is
being affected by anxiety because there are a lot of school works that they’re doing.

14
 Figure 1. Actual photo of Our Lady of Fatima Figure 2. Actual photo of Our Lady of Fatima
University Quezon City Campus University Quezon City Athletic Center

Research Subject

This study involves selected Senior High School Students of Our Lady of Fatima
University Lagro Campus in Quezon City. Especially Grade 11 Students from different strands
with a total of 25 students. The profile of the respondents in this study includes all gender. The age
profile of the respondents is in range from ages 16-18. Out of the 25 students, there are 10 male
and 15 female students. The finding shows that most of the respondents are female students.

The sample size would be ten (10) male students and fifteen (15) female senior high
students of with consideration to the chosen sampling technique and saturation point. The interview
was conducted on the school grounds of Our Lady of Fatima University.

Research Ethics

In this part the researchers acknowledge the authors for their information that they used in
their research. The investigators put their names as proof that they didn’t steal any information
from them but they just borrowed it. The researchers acknowledge them to prevent the act of
plagiarizing their work.

On the other side, the investigators asked permissions from the respondents if they will
allow the researchers to put their names after their statement to their questions, if not, they accept
and appreciate their effort to help their research. The researchers positively ensure that if the

15
respondents didn’t agree to put their names they won’t leave any information about them for their
secrecy.

Research Instrument

The instrument used was a researcher-made questionnaire to gather the needed data for the
student’s profile. The questionnaire was made out based on the research statement of the problem.
For the preparation of the research instrument, the situations and the issues was toned down to
accommodate the knowledge preparedness of the respondents. Open-ended options were provided
to accommodate to free formatted views of the respondents. Preference for the use of the structured
questionnaire in premised on the assumptions such as procrastination, peer pressure, and tiredness.

Data Gathering procedure

For data gathering, the researchers gathered information through the means of interview
using a researcher-made questionnaire. These interview questions are related to the topic that the
researchers made. First, the researchers find the 25 appropriate respondents to answer the
researchers questions based on their own experience. Those respondents are mostly from the Grade
11 Senior High Students of Our Lady of Fatima University Lagro Campus. The researchers gave a
consent letter for the respondents to know if they’ll approve to do some interviewing and if they
will allow the researchers to ask some questions that may relate to their own privacy. Next, the
researchers informed the respondents the procedure or the flow of the interview. Then, the
researchers started to ask some questions related to their topic. Lastly, they took pictures with the
respondents as evidence or proof of interview. There are twenty-five (25) respondents that had been
interviewed. The first 20 respondents are interviewed at HS Building and the other five (5)
respondents was interviewed at Athletic Center of Our Lady of Fatima University Lagro Campus.
This research was conducted March 9, 2019 at 8:30 am – 1:00 pm.

16
 Chapter IV

Presentation of Data & Analysis

This chapter covers the result of the interview that was answered by the chosen students to
be the respondents.

What are the factors that affects Senior High School Students to feel anxiety through their
Test Performance?

Peer Pressure

“Siguro kapag hindi nakapag-review.” (R1; 8)

“Resulta ng exam baka pagalitan ng magulang.” (R8; 8)

“Expectation ng friends at family.”(R14; 8)

“Kapag na stress at nape-pressure.” (R21; 8)

Procrastination

“Syempre mag aalala ka iisipin mo yung result ng test.” (R2; 8)

“Wala akong idea sa sagot” (R3; 10)

“Nakakalimutan mag review.” (R5; 9)

“Hindi nag-review.” (R7; 8)

“Kapag gusto kong magreview pero rush sa oras.” (R10; 8)

“Hindi nakapag-review.” (R12; 8)

“Hindi nakakapag-review.” (R17; 10)

“Hindi masagot ang test.” (R18; 11)

Nervousness

“Hindi lalabas sa exam, feeling babagsak, kinakabahan.” (R4; 8)

17
 “Kinakabahan sa resulta.” (R6; 8)

“Kapag nasa harap ng klase kinakabahan ako.” (R9; 8)

“Nakakagulo sa isipan.” (R15; 8)

“Wala pa naman.” (R19; 8)

“Feel ko na ginawa ko na lahat pero wala parin.” (R23; 8)

Overthinking

“Nagdadalawang isip sa mga sagot ko ang nangyayari ako ang huli sa

nagpapasa.” (R11; 8)

“Nago-overthink tuwing exam.” (R13; 8)

“Thinking outcome of test.” (R16; 8)

“Iniisip ko babagsak ako.” (R20; 8)

“Yes, sometimes kapag failed yung grades.” (R22; 10)

“Baka hindi masagutan ng maayos.” (R24; 12)

“Baka hindi masagutan at bumagsak.” (R25; 15)

Based on the answers in this question there are four (4) factors that was experienced by the
respondents, the first theme is Procrastination, in this theme eight (8) out of twenty-five (25)
respondents experience anxiety while having a test, because they’re busy over things. Mainly, they
don’t give enough time to review for the test. The second theme is overthinking, and in this theme,
seven (7) out of twenty-five (25) respondents experience overthinking because there are a lot of
things going on their mind. The third theme is nervousness, and in this theme six (6) out of twenty-
five (25) respondents experience nervousness. When they are afraid of what are the results or the
outcome of their test performance. Lastly, Peer Pressure, a student experience Peer Pressure
because of the people that surrounds them. Based on the respondents’ answers, when their parents
have high expectations to them they feel fear and nervousness that called anxiety.

18
 What are the experiences of the Senior High School Students that affects the following:
Self Esteem and Test Performance?

Self-Esteem

“Hindi nagawa ang best.” (R1; 14)

“Kapag may reportings, hindi prepared, recitation, nanghihinayang sa opportunity.” (R2;

13)

“Mababa ang Self-Esteem” (R3; 12)

“Magsasalita sa harap nakakaramdam ako ng tense at kapag mababa ang score ko sa

test.”(R5; 11)

“For me kapag nagpeperform ako I feel lack of confidence and lack of self-esteem kapag
may activity nafefeel ko yung nervousness baka makalimutan ko yung gusto ko sabihen.” (R6; 10)

“Kapag napapahiya ako sa classroom bumabagsak yung Self-Esteem ko.” (R7; 11)

“Kapag nagsasalita ako sa harap, pag may reporting.” (R8; 11)

“kapag nasa harap ako nakakalimutan ko ung mga sasabihen ko namemental block ako
sobrang kinakabahan. Yung expectations ng magulang ko kapag mababa yung exxams ko madame
silang nasasabi sakin.” (R9; 12)

“Sobrang lito lito ako kapag halo halo na ung information, kapag mababa yung score ko
nahihiya ako sa mga classmate ko dahil don naapektuhan yung self-esteem ko.” (R10; 10)

“tuwing may recitation, nawawalan ng tiwala sa sarili.” (R11; 13)

“Kapag nawawalan ako ng gana sa lahat.” (R12; 11)

“Iniisip ko baka magkaroon ako ng failing grade.” (R13; 10)

“Na-diagnosed ako ng General Anxiety with panic attact disorder dahil sa personal
problem, family problem and social problem.” (R14; 10)

“I always think of the outcomes that why I feel anxious when I perform I should give my
best.” (R16; 13)

“Kapag may recitation kabadong kabado” (R17; 15)

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 “Nung may performance kami, sa sobrang kaba ko nawala yung presence of mind ko.”
(R18; 11)

“Wala pa naman” (R19; 12)

“Hindi ako ganon ka anxious sa mga bagay-bagay.” (R20; 14)

“Magrereview dahil natatakot ako sa parents ko nab aka pagalitan nila ako.” (R22; 15)

“Feel ko ginagawa ko na lahat pero hindi paren sapat.” (R23; 9)

“Yes, nakaka-kaba ito.” (R24; 12)

“Baka bumagsak nadodown ka.” (R25; 16)

Test Performance

“Kapag nagrereview yung tropa tapos ako hindi..” (R4; 13)

“pag nakakafeel ako ng anxiety nakakagulo po sa isipan kapag nageexam, wala ako sa
sarile.” (R15; 12)

“Kapag nakakakuha ako ng mabababang grades sa exam.” (R21; 11)

In this question, the researchers finds out that there are two factors or themes that was
experienced by the respondents first, Self-Esteem the respondents are experiencing this if they
didn’t do their best and they have low self-esteem they that they can’t do something by their own
power or by themselves. That’s the reason why they cannot believe their own thinking. Twenty one
(21) out of twenty five (25) of the respondents answers that they are experiencing low self-esteem
through peer pressure and things connected to academic performance. Second is test performance
they experience anxiety when the respondents are performs a test if they forget to review or they
don’t know that there are examination. Four (4) out of twenty five (25) answers that they feel
anxious when performing a test.

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 Chapter V

Conclusion and Recommendations

Conclusion

Based on the findings of this study the following were made:

1. Most of the senior high school students experienced procrastination that affects their test
performance this is the main reason that made them anxious when having a test. The study
also showed that procrastination have a negative effect on the students test performance.
Procrastination consist of intentional delay of an intended course of action, in spite of
awareness of negative outcomes (Steel 2007). Such behavior may be particularly prevalent
in academic settings (Gallagher 1992), and is a common phenomenon, which is mainly
observe in educational processes and believed to adversely affects students' academic
achievements (Motie et al. 2012). The researchers believe that the Senior High School
Students procrastinate often that’s why it is the main reason that affects their test
performance and it causes them to be anxious when having a test.
2. The researchers found out that most of the respondents does have an experience of anxiety
that affects their self-esteem. According to Mc Leod (2016) a person that have low self-
esteem tend to have failed grades because they are not active in school activities and
performances. Both high and low self-esteem have a negative effect to a person. The data
shows that most of the respondents experiences are reporting’s’, recitations, and
performing in class. According to Aida (1999) people are shy to show their true skills
because of feeling worry and also people are easy to judge the work of others, so the people
feel anxious.
3. The researchers also found out that most of the respondents also experience anxiety that
affects their test performance. Students’ performance lies on the examination results, many
students experience some nervousness or apprehension before, during or after the exam.
This kind of state anxiety can be a powerful motivator. However, some students experience
test related anxiety to such degree that it can lead to poor performance and interfere with
their learning. (Myrna D. Reyes (Ed. D), Aida C. Castillo, 2015).
4. There was a significant relationship between the respondents’ anxiety through their test
performance and self-esteem. It means that the anxiety of a person does affect his/her test
performance and self-esteem and vice-versa.

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Recommendation

Based on the foregoing conclusions, the following recommendations are being offered:

Parents must understand the emotions and behaviors of their children.

Teachers should make or design activities that is related to anxiety that can help his/her students
to know their self-esteem including their test performance.

Doctors can use this for future references if one of their patients experienced this matter.

Future Researchers may utilize the findings of this study for them to gain additional information
in understanding that the anxiety of students that will help them to stay motivated in accomplishing
their researches.

Government Officials should gather data from this study which can be an essential part for the
Government Officials to understand the anxiety of a student.

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