INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC COLLEGE OF EDUCATION

EXAMINATION ANXIETY: ITS IMPACT TO THE EXAMINATION AVERAGE OF GRADE 12

STUDENTS OF INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

A Research Paper Presented to the Faculty of the

College of Education – Major in English

In Partial Fulfilment for the Degree

Bachelor in Secondary Education

Submitted and Presented by:

Aguon, Silverlyn C.

Concha, Deborah M.

Sarceda, Princess Czarina A.

S.Y. 2017-2018

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ACKNOWLEDGEMENT

Our heartfelt acknowledgement and gratitude is hereby expressed to our

Almighty God for giving us wisdom, strength, patience and determination to

finish the assigned responsibilities on our shoulders despite of all the

obstacles and circumstances that we faced while conducting this research

study.

We also wish to sincerely express our deepest thanks to the person who

willingly contributed their expertise for the success of this study and for

finally making it come into reality.

To Dr. Ronald P. Guzman, our father eagle who always inspires us with

words of encouragements which helped us focus our mindset with our goals.

To Ms. Josiefel M. Zamora, for being a good mentor who have been very

patient in attending to our needs and queries.

To Ms. Jhoanna Pauline C. Mamansag, our very supportive and very patient

Language Research instructor who always believe that we can do it no matter

what.

To Dr. Myrna A. Pagulayan, Dean of the College, who never stopped on

pushing us to our limits until we are on our maximum potential and for

allowing us conduct this study.

To Ms. Crispina Anog, the Principal of ISAP High School, who willingly

helped us reach out personally with our respondents, and for giving us the

guidance; whenever we need additional data.

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To Mr. Mark Binarao, our statistician, for sharing his knowledge about

statistics for the betterment of this research.

To our dearest Friends, who never got tired on cheering us up whenever

we are feeling so down and discouraged.

And above all, to our loving Parents, for their unending love, patience

and support, especially when we are facing financial difficulties.

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DEDICATION

This research is dedicated to our ever loving family and relatives whose

been with us during the up’s and down’s of this study.

To our professor, Ms. Jhoanna Pauline Mamansag, who have been so patient

to us most especially at times when we are already in the peak of giving up.

To our adviser, Ms. Josiefel M. Zamora, who have been very approachable

and extremely supportive whenever we are facing problems while we were

conducting our research.

To our statistician, and to the entire Research panelists, for their

unending patience in sharing their knowledge and expertise in order for us

to come up with a fruitful and meaningful study.

And to our Almighty God, for continuously sharing us His wisdom and

strength whenever we feel drained and exhausted.

THE RESEARCHERS

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APPROVAL SHEET

This thesis entitled “EXAMINATION ANXIETY: ITS IMPACT TO THE EXAMINATION

AVERAGES OF GRADE 12 STUDENTS OF INTERNATIONAL SCHOOL OF ASIA AND THE

PACIFIC” prepared and submitted by Silverlyn Q. Aguon, Deborah M. Concha,

and Princess Czarina A. Sarceda, in partial fulfillment of the requirements

for the degree Bachelor in Secondary Education, Major in English, is hereby

recommended for oral examination.

JOSIEFEL M. ZAMORA, MSHM

Adviser

Approved by the Panel on Oral Examination with a grade of ______.

RYAN C. FONTANILLA, RN, MSN, LPT NIÑA ANNE BERNADETTE P. PARACAD, RN, MSN

Defense Panelist Defense Panelist

MARK ANGELO S. BINARAO, LPT JHOANNA PAULINE C. MAMANSAG, MAEd

Defense Panelist Defense Panelist

Accepted in partial fulfillment of the requirements for the degree of

Bachelor of Secondary Education, Major in English.

MYRNA A. PAGULAYAN, Ph.D.

Dean, College of Education

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Table of Contents

Title Page……………………………………………………………………………………………………………………………………………i
Acknowledgement……………………………………………………………………………………………………………………………ii
Dedication…………………………………………………………………………………………………………………………………………iv
Approval Sheet…………………………………………………………………………………………………………………………………v
Table of Contents………………………………………………………………………………………………………………………vi
List of Tables…………………………………………………………………………………………………………………………viii
Abstract………………………………………………………………………………………………………………………………………………ix
CHAPTER I-THE PROBLEM AND ITS BACKGROUND

Introduction……………………………………………………………………………………………………………………………………1

Conceptual Framework………………………………………………………………………………………………………………4

Statement of the Problem……………………………………………………………………………………………………6

Hypotheses…………………………………………………………………………………………………………………………………………6

Significance of Study……………………………………………………………………………………………………………7

Scope and Delimitation…………………………………………………………………………………………………………8

Definition of Terms…………………………………………………………………………………………………………………9

CHAPTER II-REVIEW OF RELATED LITERATURE AND RELATED STUDIES

CHAPTER III-RESEARCH METHODOLOGY

Research Design……………………………………………………………………………………………………………………………16

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Respondents of the study……………………………………………………………………………………………………16

Data Gathering Tool…………………………………………………………………………………………………………………17

Data Gathering Procedure……………………………………………………………………………………………………17

Data Analysis…………………………………………………………………………………………………………………………………18

CHAPTER IV- PRESENTATION OF DATA GATHERING ANALYSIS AND

INTERPRETATION……………………………………………………………………………………………………………………………………………20

CHAPTER V. SUMMARY OF FINDINGS. CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings…………………………………………………………………………………………………………………28

Conclusions………………………………………………………………………………………………………………………………………30

Recommendations……………………………………………………………………………………………………………………………30

BIBLIOGRAPHY…………………………………………………………………………………………………………………………………………………32

APPENDICES………………………………………………………………………………………………………………………………………………………34

Letter of Communication………………………………………………………………………………………………………35

Questionnaire…………………………………………………………………………………………………………………………………38

Curriculum Vitae…………………………………………………………………………………………………………………………42

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LIST OF TABLES

Table 1. Examination Anxiety Level Scale……………………………………………………………………………18

Table 2. Coding for the Examination Average……………………………………………………………………19

Table 3. Demographic Profile of Respondents

Table 3.1. Profile of Respondents in terms of Age……………………………………………20

Table 3.2. Profile of Respondents in terms of Sex……………………………………………21

Table 3.3. Profile of Respondents in terms of Strand……………………………………22

Table 4. The Examination Average of the Respondents in terms of their

Minor and Major Subjects………………………………………………………………………………………………………………………23

Table 5. The Anxiety Levels of the Respondents while taking their

Examinations………………………………………………………………………………………………………………………………………………………24

Table 6. Test of Relationship between the Demographic Profile of the

Respondents and their Examination Anxiety Level…………………………………………………………26

Table 7. Test of Relationship between the different Examination Anxiety

Levels of the Respondents and their Minor and Major Examination

Results……………………………………………………………………………………………………………………………………………………………………27

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ABSTRACT

This study assessed the impact of examination anxiety to the grade 12

students of International School of Asia and the Pacific with regards to

their examination average. There were Three Hundred Ninety-five

(395)respondents from the total population of Five Hundred thirty-

six(536)Grade 12 students. This is a descriptive correlational study which

utilized a standardized questionnaire lifted from the study of Robert

Driscoll (2007) in gathering data from the 395 respondents using Stratified

Random Sampling. Frequency Count and Percentage Distribution together with

Pearson R are the statistics used for this study. It revealed that the

anxiety of the respondents increases as the examination day passes. Although

it was seen that before the day of the exam. There was a significant

relationship between the sex of the respondents and their anxiety levels

with the p-value of .0035 which is below the .05 margin. But as the exam

started it clearly showed that the age, sex and strand of the respondents

has a p-value greater than .05 which then implied that the demographic

profiles of the respondents have no effect to their examination anxiety. It

also showed that there was no significant relationship between the different

examination anxiety levels of the respondents to their minor and major

examination results. The anxiety levels have no effect to the respondents’

examination results.

Key Terms: Impact, Examination, Examination Anxiety, Anxiety Levels

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