PHYSICS ANXIETY, ACADEMIC ACHIEVEMENT AND COPING

MECHANISMS OF SOPHOMORE BEE STUDENTS OF THE COLLEGE OF

TEACHER EDUCATION-BENGUET STATE UNIVERSITY

INTRODUCTION

This chapter provides a brief background, conceptual framework,

statement of the problem and why the study was conducted. It identifies the

problems and lays out the objectives of the study.

Background of the Study

Physics is a fundamental science encompassing subjects ranging from

atoms and the sub atomic particles, investigate the fundamental concepts of

matter, energy and space and the relationship between them. Physics relies

on experiment and a mathematical framework, it is also learned to carry out

investigations and analyze data as well as how to use scientific calculators

and data-logging and computer interfacing equipment. A casual glance of

Physics in the past demonstrates a continuum of experiment and discovery

ranging from each measurements of gravity to later conquests of space. By

studying objects at rest and in motion, scientists have been able to derive

fundamental laws for many applications in mechanical engineering. The

investigation of electricity and magnetism produces new sources of energy

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and new methods of disturbing power for all the use of mankind. An

understanding of the physical principles that govern the production of heat,

light, and sound has added countless applications that have served to make

us more comfortable and more able to cope with our environment.

Physics is something that is applied in everyday lives, and it is present

everywhere other than their books. For example, advances in the

understanding of electromagnetism and nuclear physics led directly to the

development of new products which have dramatically transformed modern-

day society, such as computers, domestic appliances, and power generation;

advances in thermodynamics led to the development of industrialization, and

advances in mechanics inspired the development of engineering and

architecture. These are some of the reason why the importance of physics in

daily life should not be undermined.

Knowledge of physics is essential to an understanding of the world. No

other science has been as active in revealing the causes and effects of natural

events. Physicists search for general rules or laws that bring understanding to

the chaotic behavior of our surroundings. It is difficult to imagine a single

product available today that does not represent an application of some physics

principle. This means that regardless of your career choice, you will need to

understand physics in some way. Granted there are some occupations and

professions that do not require the depth of understanding necessary for

engineering applications, but all fields of work utilize and supply these

concepts. With a thorough understanding of mechanics, heat, sound, and

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electricity, you carry with you the building blocks for almost any career.

Physics is useful. Architects, mechanics, builders, carpenters, electricians,

plumbers and engineers are only some of the people who use physics every

day in their jobs or professions. In fact every living person uses physics

principles every hour of the day. The movement of an arm can be described

using principles of the lever.

The basic of physics is really universal communication in the language

of mathematics. The physicists describe physical phenomena in an orderly

form in mathematical terms understood worldwide. Mechanics is the base on

which almost all other areas of physics are built. Motion, forces, work,

electricity, and light are topics confronted daily in industry and technology. The

basic laws of conservation of energy are needed to understand heat, sound,

wave motion, electricity, and electromagnetic radiation.

Physics is always changing as new frontiers are established in the

study of the nature of matter and physics today. However, it will probably not

be greatly changed with new research and remain a classical foundation for

vocational work in many, many fields.

Physics, as a lot of people think, is something that is learned in school

as one of the most difficult subjects, and some or several people may even

despise it. Aside from having animosity towards physics, fear of the subject is

also one of the most difficult challenges for educator to instill the abstract

concepts of each independent subject. In the Frank Herbert novel “Dune”

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there’s a “litany against fear”, it is stated that, “Fear is the mind-killer.” But in

math and physics, facing fear is not a mystical struggle over emotions. There

is much more practical and effective solution: practice working problems until

problems are not something to fear. If these emotions are not kept in check,

there is possibility of anxiety to emerge which could be detrimental to the

learner.

According to Narayanswamy (2012) as cited by Domalleg-Tome (2014),

Math phobia or the fear of Mathematics is a feeling of anxiety that stops one

from efficiently tackling mathematical problems. People think math is an

extremely rough subject. Geist (2010) as cited by Domalleg-Tome (2014)

stated that “Negative attitudes toward mathematics are serious obstacles for

children in all levels of schooling today.” This negative attitude stops them

from focusing on the subject or problem they are tackling.

Every individual experiences anxiety in everyday life and it manifest

differently for each person. The “Mayo Clinic Family Health Book” stated that

anxiety is a normal response to stress and includes feelings of apprehension,

uneasiness, uncertainty or even dread. There are different levels of anxiety

ranging from fleeting, worrying thoughts to full blown panic attacks and

obsessions. Becoming aware of the different levels of anxiety can help a

person keep track of their own particular level and communicate it effectively

to others.

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Effects of anxiety on academic performance are not always obvious.

Anxiety is one of the most difficult concepts in the world to define precisely. Its

definition usually rest on the various reaction one has psychologically and

physically. According to Sullina (1993), as cited by Domalleg-Tome (2014),

“Anxiety is an intense unpleasant state arising from an apprehension of

disapproval in interpersonal relations.”

According to professor Eysenck (2009), “A lot of negative effects of

anxiety appear to be caused by difficulties with controlling attention. This

suggests that training techniques designed to enhance attention control the

ability to ignore distractions and to which switch attention from one task to

another could help anxious students to achieve their academic potential.” In

addition, the study showed that anxious individuals often perform at a

comparable level to non-anxious ones but only do so at a greater cost in terms

of effort or perhaps long term stress. “This shows that it is important that

teachers focus not only on whether the student had to put in to achieve a

student’s academic performance seems to be okay but also on how much

effort the student had to put in to achieve that level. Anxious students may be

trying desperately hard just to keep up and this could be a great psychological

cost.”

Liebert and Moris (1997) distinguished two components of anxiety,

worry and emotionality. Worry is the negative component of anxiety consisting

of self-deprecatory thoughts about one’s performance. Emotionality is the

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affective component of anxiety including feelings of nervousness, tension, and

unpleasant physiological reactions to perform in any situations.

Adeola (1986) said that the age long concept of anxiety has been linked

with the development of neurotic problems. The vagueness of its cause has

led some therapists to refer to it as “free floating” which means that it may not

be attached to anything specific which the person can identify. However some

types of anxiety can be attached to some specific stimulation situations e.g.

examinations, speech weight, continent etc. But when in such causes a large

amount of free floating still exists.

Morgan et al. (1979) postulated that anxiety is vague, fearful feelings

which are the hall-mark of many behavior disorders. According to them, it is

usually concealed by the defensive behavior such as avoidance responses or

compulsive actions which a person used to reduce it.

Conceptual Framework

It is projected that student factors (age, gender or sex and ethnicity) are

some of the factors that affect students level of anxiety in Physics however the

student factors is altered by the teachers strategy, silent environment and

students experiences in physics (see Figure 1).

The study corroborates to the study of Tome (2014) that male students

have lesser Physics anxiety level compared to female students. But the

assumption contradicts however, the study of Yan (2009) which stated that the

level of science anxiety of students in Eastern Luzon Colleges (now King’s

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College of the Philippines) when grouped according to sex is not related.

Moreover, the study of Bacaso (2014) supported the study of Yan (2009)

Figure1. Paradigm of the Study

which contradicted this research saying that La Trinidad pupil’s gender has no

influence in the level of anxiety of students in the subject mathematics.

Contradicting this research also, Carreon’s (2008) finding showed that

whether lowlanders or highlanders manifest the same statistics anxiety level.

Therefore, statistics anxiety has nothing to do with ethnicity.

Anxiety

Anxiety is a state of apprehension and fear resulting from the

anticipation of a threatening event or situation (Nordqvist, 2009). As described

by Spielberg (1997) as cited by Lickias (2006), anxiety is a result of a chain

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Level of anxiety in

Physics of the

sophomore

college students.

Coping

mechanisms of the

respondents

towards Physics

anxiety.

Student Factors

a. Age

b. Gender/ sex

c. ethnicity

Grades of the

respondents in

Physics.

reaction, a cognitive that consists of stress or perception of threat, a state

reaction, a cognitive appraisal and coping. Math anxiety has been explained in

a chain of reaction or cycle. Kaplan and Sadock in the Concise Textbook of

Clinical Psychiatry (1996) state that anxiety “is characterized by a diffuse,

unpleasant, vague sense of apprehension. Mallow (19181) as sited by

Czernick and Chiarelott (1984), “science anxiety”, means the general fear or

aversion by students and society toward science concept, scientists and

science-related activities as a whole.

Anxiety is an unpleasant state of inner turmoil, often accompanied by

nervous behavior, such as pacing back and forth, somatic

complaints and rumination. It is the subjectively unpleasant feelings of dread

over anticipated events, such as the feeling of imminent death. Anxiety is not

the same as fear, which is a response to a real or perceived immediate

threat; whereas anxiety is the expectation of future threat. Anxiety is a feeling

of fear, worry, and uneasiness, usually generalized and unfocused as

an overreaction to a situation that is only subjectively seen as menacing. It is

often accompanied by muscular tension, restlessness, fatigue and problems in

concentration. Anxiety can be appropriate, but when it is too much and

continues too long, the individual may suffer from an anxiety disorder.

Anxiety is distinguished from fear, which is an appropriate cognitive and

emotional response to a perceived threat and is related to the specific

behaviors of fight-or-flight responses, defensive behavior or escape. Anxiety

occurs in situations only perceived as uncontrollable or unavoidable, but not

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realistically so. David Barlow (2004) defined anxiety as "a future-oriented

mood state in which one is ready or prepared to attempt to cope with

upcoming negative events,” and that it is a distinction between future and

present dangers which divides anxiety and fear. Another description of anxiety

is agony, dread, terror, or even apprehension. In positive psychology, anxiety

is described as the mental state that results from a difficult challenge for which

the subject has insufficient coping skills.

The behavioral effects of anxiety may include withdrawal from situations

which have provoked anxiety in the past. Anxiety can also be experienced in

ways which include changes in sleeping patterns, nervous habits, and

increased motor tension like foot tapping.

The emotional effects of anxiety may include "feelings of apprehension

or dread, trouble concentrating, feeling tense or jumpy, anticipating the worst,

irritability, restlessness, watching (and waiting) for signs (and occurrences) of

danger, and, feeling like your mind's gone blank" as well as "nightmares/bad

dreams, obsessions about sensations, deja vu, a trapped in your mind feeling,

and feeling like everything is scary."

The cognitive effects of anxiety may include thoughts about suspected

dangers, such as fear of dying. "You may ... fear that the chest pains are a

deadly heart attack or that the shooting pains in your head are the result of a

tumor or aneurysm. You feel an intense fear when you think of dying, or you

may think of it more often than normal, or can't get it out of your mind."

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Fear and anxiety can be differentiated in four domains: (1) duration of

emotional experience, (2) temporal focus, (3) specificity of the threat, and (4)

motivated direction. Fear is defined as short lived, present focused, geared

towards a specific threat, and facilitating escape from threat; while anxiety is

defined as long acting, future focused, broadly focused towards a diffuse

threat, and promoting excessive caution while approaching a potential threat

and interferes with constructive coping. Symptoms of anxiety can range in

number, intensity, and frequency, depending on the person. While almost

everyone has experienced anxiety at some point in their lives, most do not

develop long-term problems with anxiety.

People often experience a general state of worry or fear before

confronting something challenging such as a test, examination, recital, or

interview. These feelings are easily justified and considered normal. Anxiety is

considered a problem when symptoms interfere with a person's ability to sleep

or otherwise function. Generally speaking, anxiety occurs when a reaction is

out of proportion with what might be normally expected in a situation.

People facing anxiety may withdraw from situations which have

provoked anxiety in the past. There are different types of anxiety. Existential

anxiety can occur when a person faces angst, an existential crisis,

or nihilistic feelings. People can also face test anxiety, mathematical

anxiety, stage fright or somatic anxiety. Another type of anxiety, stranger

anxiety and social anxiety are caused when people are apprehensive around

strangers or other people in general. Anxiety can be either a short term 'state'

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or a long term "trait". Anxiety disorders are a group of mental

disorders characterized by feelings of anxiety and fear, whereas trait anxiety is

a worry about future events, close to the concept of neuroticism. Anxiety

disorders are partly genetic but may also be due to drug use including alcohol

and caffeine, as well as withdrawal from certain drugs. They often occur with

other mental disorders, particularly major depressive disorder, bipolar

disorder, certain personality disorders, and eating disorders. Common

treatment options include lifestyle changes, therapy, and medications.

The philosopher Soren Kierkegaard, in The Concept of Anxiety (1844),

described anxiety or dreads associated with the "dizziness of freedom" and

suggested the possibility for positive resolution of anxiety through the self-

conscious exercise of responsibility and choosing. In Art and Artist (1932), the

psychologist Otto Rank wrote that the psychological trauma of birth was the

pre-eminent human symbol of existential anxiety and encompasses the

creative person's simultaneous fear of and desire for separation, individuation

and differentiation.

The theologian Paul Tillich characterized anxiety as "the state in which

a being is aware of its possible nonbeing" and he listed three categories for

the nonbeing and resulting anxiety: ontic (fate and death), moral (guilt and

condemnation), and spiritual (emptiness and meaninglessness). According to

Tillich, the last of these three types of anxiety, i.e. spiritual anxiety, is

predominant in modern times while the others were predominant in earlier

periods. Tillich argues that this anxiety can be accepted as part of the human

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condition or it can be resisted but with negative consequences. In its

pathological form, spiritual anxiety may tend to "drive the person toward the

creation of certitude in systems of meaning which are supported

by tradition and authority" even though such "undoubted certitude is not built

on the rock of reality".

According to Viktor Frankl, the author of Man's Search for Meaning,

when a person is faced with extreme mortal dangers, the most basic of all

human wishes is to find a meaning of life to combat the "trauma of nonbeing"

as death is near.

According to Yerkes-Dodson law, an optimal level of arousal is

necessary to best complete a task such as an exam, performance, or

competitive event. However, when the anxiety or level of arousal exceeds that

optimum, the result is a decline in performance.

Sources of Anxiety

Ormrod (2007) as cited by Domes-Yan (2009) stated that sometimes

learners develop feelings of anxiety about particular stimuli. He further stated

that they are also more likely to experience anxiety, especially debilitating

anxiety, when they face a threat, a situation in which they believe they have

little or no chance of succeeding. On the other hand, facilitating anxiety is

more common when learners face a challenge, a situation when they believe

they can probably achieve success with significant yet reasonable amount of

effort (Deci and Ryan, 1992).

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Ormrod (2007) identifies some degree of anxiety on children and

adolescents in many of the following circumstances: 1) a situation in which

physical safety is at risk; 2) a situation in which self – worth is threatened; 3)

concerns about physical appearance; 4) a new situation; 5) judgment or

evaluation by others; 6) frustrating subject matter, excessive classroom

demands; classroom tests; concerns about the future.

Cordero (1998) as cited by Bengal (1999) mentioned that students

encountered difficulties in study of Chemistry due to three factors: the

environment, the teachers and the students themselves. According to Elliot

(1996) as cited by Carreon (2008), with in the classroom setting there are

numerous sources of anxiety for students: teachers, examinations, peers,

social relations, achievement settings, what girls think of boys, what boys think

of girls, like or dislike subjects and distance from home ( for younger pupils).

Anxiety may generalize from one subject of teacher to another. Older students

may develop distaste for school that affects their overall achievement. Another

possible source of anxiety related to learning science is rooted in the student’s

level of intellectual development (Udo, Ramsey and Mallow, 2004).

Ellis (2000) as cited by Domes-Yan (2009) identified reasons behind

Math and Science anxiety among students: 1) outdated mental pictures; 2)

faulty assumptions; 3) negative self – talk; 4) poor reading skills; 5) doing it

alone; 6) inadequate current knowledge and/or learning strategies; and 7) not

being prepared for homework or assigned readings for class and laboratory in

science.

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There are three ways of developing anxiety according to Franker and

Wadsworth (2007): 1) classical conditioning is a conditioned emotional

response results when an emotional response such as fear or anxiety is

classically conditioned to a previous stimulus; 2) observational learning which

is a form of cognitive learning, results from matching and modeling and does

not require the observer to perform any observable behavior or receive a

reinforce; and 3) unconscious conflict which Freud hypothesized that there are

divisions of the mind; the id, the ego and the superego, that at times may be in

conflict over how a need should be satisfied this internal, unconscious conflict

may result in feelings of anxiety.

Manifestation of Anxiety

According to Beyer (1991) as cited by Domes-Yan (2009), it is natural

for new, unfamiliar, or challenging situations to prompt feelings of anxiety or

nervousness. Facing an important test, a big date, or major class

presentations can trigger normal anxiety (Gabel, 1981). Anxiety can be

accompanied by physical sensations such as heart palpitations, nausea, and

chest pain, shortness of breath, tense muscles, sweaty palms, headaches and

stomachaches. Gorman (2002) identified that physically, the body prepares

the organism to deal with threat. Blood pressure and heart rate are increased,

sweating is increased, blood flow to the major muscle groups is increased and

immune and digestive system are intensified (the fight or flight response).

External signs of anxiety may include pale skin, sweating, trembling, and

papillary dilation. Emotionally, anxiety may be experienced as a sense of

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dread or panic and irritability and the symptoms are; anger, fear, suspicion,

and embarrassment, fear of having a heart attack, feeling that you are dying,

and feeling of impending doom. Cognitive symptoms of anxiety (cognitive =

thinking) may include; difficulty concentrating, problem thinking clearly,

distractibility, mental fatigue, memory problems, decreased problem-solving

ability, and negative thinking.

Causes of Anxiety

The exact cause of anxiety disorders is unknown; but anxiety disorders,

like other forms of mental illness, are not the result of personal weakness, a

character flaw, or poor upbringing. As scientists continue their research on

mental illness, it is becoming clear that many of these disorders are caused by

a combination of factors, including changes in the brain and environmental

stress. Anxiety risk factors include family history (e.g. of anxiety) and parenting

factors including parental rejection, lack of parental warmth, high hostility,

harsh discipline, high maternal negative affect, anxious childrearing, modeling

of dysfunctional and drug-abusing behavior, and child abuse (emotional,

physical and sexual).

Like other brain illnesses, anxiety disorders may be caused by

problems in the functioning of brain circuits that regulate fear and other

emotions. Studies have shown that severe or long-lasting stress can change

the way nerve cells within these circuits transmit information from one region

of the brain to another. Other studies have shown that people with certain

anxiety disorders have changes in certain brain structures that control

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memories linked with strong emotions. In addition, studies have shown that

anxiety disorders run in families, which means that they can at least partly be

inherited from one or both parents, like the risk for heart disease or cancer.

Moreover, certain environmental factors -- such as a trauma or significant

event -- may trigger an anxiety disorder in people who have an inherited

susceptibility to developing the disorder.

Researches upon adolescents who as infants had been highly

apprehensive, vigilant, and fearful finds that their nucleus accumbens is more

sensitive than that in other people when deciding to make an action that

determined whether they received a reward. This suggests a link between

circuits responsible for fear and also reward in anxious people. As researchers

note, "a sense of 'responsibility', or self-agency, in a context of uncertainty

(probabilistic outcomes) drives the neural system underlying appetitive

motivation (i.e., nucleus accumbens) more strongly in temperamentally

inhibited than non-inhibited adolescents". Anxiety is also linked and

perpetuated by the person's own pessimistic outcome expectancy and how

they cope with feedback negativity. Temperament and attitudes (e.g.

pessimism) have been found to be risk factors for anxiety.

Some writers believe that excessive anxiety can lead to an over-

potentiation of the limbic system, giving increased future anxiety, but this does

not appear to have been proven.

According to Stoppler (2012), anxiety may be caused by a mental

condition, a physical condition, the effects of drugs, or from a combination of

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these and one external cause is stress from school. Anxiety may be caused by

environmental factors, medical factors, genetics, brain chemistry, substance

abuse, or a combination of these. It is most commonly triggered by the stress

in our lives. Usually anxiety is a response to outside forces, but it is possible

that we make ourselves the worst will happen.

Anxiety is like an “alerting signal” for the body. “As an alerting signal, it

can be considered basically the same emotion as fear. Anxiety warns of an

external or internal threat; it has lifesaving qualities (Kaplan and Sadock,

1996). Anxiety affects the whole being. It affects how much you thinks, feels,

behaves and has physical symptoms (Barker and Meletis, 2004). It feels like

fear, but one does not know what he is frightened of and it can be triggered by

stress in life. Barker and Meletis (2004) stated that often time negative self –

talk can make anxiety worse by assuming the worst and is a problem if it

interferes with life in the absence of a real threat, or goes on too long after the

danger has passed.

One of the causes of anxiety is biological. According to Lydiard (2003),

low levels of GABA (Gamma – aminobutyric acid), a neurotransmitter that

reduces activity in the central nervous system, contribute to anxiety. A 2004

study using functional brain imaging techniques suggests that the effects of

SRIs in alleviating anxiety may result from a direct action on GABA neurons

rather than as a secondary consequence of mood improvement (Bhagwagaret

et al., 2004).

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Anxiety can result from a single factor, the interaction of many

factors, or no apparent reason at all. The following factors can contribute to

the appearance of anxiety disorders (Hobson, 2006).

• Biological/ brain chemistry. Individuals with anxiety disorders may

have fatale or too much of certain brain chemicals called

neurotransmitters. Research shows that charges in the

neurotransmitters serotonin and gamma-aminobutyric acid (GABA)

could contribute anxiety.

• Genetic. An individual with a family of anxiety disorders has an

increased risk for developing anxiety disorders.

• Situational/ Environmental Factors. Difficult life events, including

family problems, financial of death of loved one, stress from school

and stress from work can contribute to anxiety. The use and

withdrawal from addictive substance which includes alcohol,

caffeine, and nicotine can also worsen anxiety.

Udo, Ramsey and Mallow (2004) in their study of students taking

general science courses found out that past bad experiences in science

classes, exposure to science anxious teachers who are teaching science in

elementary and secondary schools, lack of role models, gender and racial

stereotyping, and the stereotyping of scientists in the popular media are the

causes of science anxiety among students.

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Jegede (2007) in his study of students anxiety towards the learning of

chemistry found out some causes of science anxiety among students which

includes lack of teachers interest, methodology and teaching aids, science

subject is too wide which is demanding rather than cumbersome, lack of well-

equipped chemistry laboratories, excursions and field trips.

Factors Contributing to Anxiety

It is common for all ages to experience school anxiety related stress

(Scott, 2008). Scott (2008) as cited by Domes-Yan (2009), identified factors

that contribute to school anxiety of students.

• Social Stressor. Many students experience some level of stress or

anxiety in social situations they encounter in school. While some of

the issues provide important opportunities for growth, they must be

handled with care and can cause anxiety that must be dealt with.

• Teachers. A good experience with a caring teacher can cause a

lasting impression on the child’s life and so can a bad experience.

While most teachers do their best to provide students with positive

educational experience, some students are better suited for

teaching styles and classroom types than others, if there’s a

mismatch between students and teachers, a students can form

lasting negative feelings about school or on his abilities. Tobin and

Fraser (1998) as cited by Osborne (2003) in their study of American

teachers point out that because teachers did not have the content

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knowledge, errors of fact were made and opportunities to elaborate

on students understanding and to diagnose misunderstandings

were missed. They further stated that in some instances, flaws were

evident in attempt to explain concepts with which students were

having difficulty and in to their cases, analogies were selected which

compounded stunts problems in understanding concepts.

• Friends. More students would say that friends are one of their

favorite aspects of school. However, they can be the source of

stress. Concern of not having enough friends, not being in the same

class as friends, not being able to keep up with friends in one

particular area or another, interpersonal conflict, and peer pressure

are few of the very common ways students can be stressed by their

social lives at school.

Chan (2008) identified four problems associated with student anxiety:

• Anxiety Blocks the Normal Thought Process. Anxiety and panic

seriously interfere with memory, attention, and concentration and

are emotionally draining. Energy is deflected from, rather than

concentrated onto, attending to discussions and instructions. Suck

blocks can lead to poor understanding, poor results and a loss of

self-confidence.

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• Anxiety Favors a Passive Approach to Material rather Than

Interaction with It. Anxious students prefer to wait for the material to

be fed to them, rather than actively engage in or attempt to use it.

• Anxiety is Associated with a General Sense of Incompetence. The

favored passive approach seems to result from disbelief that a more

active approach would be of any value. Student lacking confidence

fail to engage actively with the material, thus fail to internalize

concepts and then do poorly on assignments, thereby reinforcing

the feeling of incompetence at the core of the cycle. The insecurity

builds upon itself leading the student eventually to give up.

• The Anxious Students has Little Inspiration for Learning the

Material. Students are forced to come to clad because it is a

required course, but in the face of the problems listed here the result

is either a complete lack of interest in learning the material or, at

best, a desire only to learn the bare minimum to pass the course.

According to Rahm and Charbonnaeau (1997), major contributors to

these feeling of anxiety is a mistaken belief that an aptitude for science and

math is innate, math and science are intrinsically difficult, students are good at

math and science or at reading language, math and science are domain

dominated by male geeks. Czerniak and Chiarelott (1984) in their study

explained that people because of anxiety and repeated bad experiences find

confrontation with science a distasteful experience. They tend to become

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frustrated, avoid science, deny competence in science, and finally dislike and

avoid anything scientific.

Mallow (1981) as mentioned by Czerniak and Chiarelott (1984)

suggested that a widespread consequence of math and science avoidance is

the widespread avoidance of anything quantitative. He further concluded that

anxiety toward science was being reflected by dropping enrolment in science.

Udo, Ramsey and Mallow (2004) point out in their study that one factor

contribute to science anxiety is the mismatch between the student’s

intellectual development and the teaching method.

Physics Anxiety and Gender/ Sex

Physics is the field of science with the fewest female students (Tobias

and Venkatesan, 2002). According to Mallow (2010), females tend to interpret

their relative absence in certain areas of science such as physics as a sign of

inability to succeed in those areas. The best predictors of science anxiety are

non-science anxiety; the nest best is gender (Mallow, 1984). According to

Meija (2003) as cited by Domes-Yan (2009), female students have serious

math anxiety while male have low math anxiety which contradicts what

Hoffman (2002) as cited by Carreon (2008) stated. He stated that girls usually

seen being interested in “technical” or “hard” subjects such as mathematics

and physics. Globally as of 2010, approximately 273 million (4.5% of the

population) had an anxiety disorder. It is more common in females (5.2%) than

males (2.8%) (Vos et.al., 2010).

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It is inferred that females are prone to anxieties that males (Meija,

2003). The findings are the same as with the study of Carreon (2008) that

female group has moderately statistics anxiety compared to male group which

is low statistics anxiety level. These finding correlates with the study of Jegede

(2007) that female student show more fear or anxiety towards learning of

chemistry than male counterparts. The females are scared mostly by the

broadness of the syllabus, too much calculations, more failure than passes,

and methodology of chemistry teachers. Comber and Keeves (1973) as cited

by Czerniak and Chiarelottt (1984) reported sex differences in science

achievement in nineteen different countries. They have shown that boys did

better than girls in nearly all areas and that sex have differences were larger

for older students than for younger students. Researchers have frequently

observed that the fields of mathematics, science, and technology are typically

viewed by students as being dominated by males (Eisenberg and Martin,

1996).

Contextual factors that are thought to contribute to anxiety include

gender and learning experiences. In particular, learning mastery (the degree

to which people perceived their lives to be under their own control) and

instrumentality, which includes such traits as self-confidence, independence,

and competitiveness fully mediate the relation between gender and anxiety.

That is, though gender differences in anxiety exist, with higher levels of

anxiety in women compared to men, gender socialization and learning

mastery explain these gender differences. Research has demonstrated the

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ways in which facial prominence in photographic images differs between men

and women. More specifically, in official online photographs of politicians

around the world, women's faces are less prominent than men's. Interestingly

enough, the difference in these images actually tended to be greater in

cultures with greater institutional gender equality.

Physics Anxiety and Age

According to Bower (1990) cited by Mejia (2003), by about age 12,

students who feel threatened by Mathematics start to avoid Mathematics

courses, do poorly in the few mathematics classes they take and earn low

scores on math-achievement tests. Some scientists have theorized that

children having little math aptitude in the first place justifiably dread grappling

with numbers. That conclusion does not add up, at least for college student

(Ashcraft and Kirk, 2001) as cited by Mejia (2003).

On the contrary, people’s intrusive worries about math temporarily

disrupt mental processes needed for doing arithmetic and drag down math

competence.

Ashcraft and Kirk (1998) cited by Mejia (2003) added that math anxiety

exerts this effect by making it difficult to hold new information in mind while

simultaneously manipulating it. Psychologists regard this capacity known as

working memory, as crucial for dealing with numbers. Ashcraft and Kirk (1998)

cited by Mejia (2003) added that math anxiety soaks up working memory

24

resources and makes it harder to learn mathematics, probably beginning in

middle school.

In early childhood, individuals begin to develop skills in order to master

the many everyday tasks that they will face in life. Each new task a child

realizes adds insight and wisdom into his/ her daily life behaviours. This

process of learning and developing is often referred to as intelligence, which is

defined as “the ability to think abstractly and to learn readily from experience.”

Physics Anxiety and Ethnicity

Ethnicity in the study refers to the ethnic origin of the respondents as

being Kankana-ey, Ibaloi, Kalanguya, Ilocano, Tagalog and others. Carreon

(2008) in her study of statistics anxiety found out that highlander graduate

student and lowlander has the moderate anxiety level. The findings are the

same in the study of Baldwin and Burns (1999), as cited by Domes-Yan (2009)

that ethnicity was not a significant predictor of performance in college

chemistry.

Physics anxiety

In 1977, Mallow identified the phenomenon for which he coined the

term science anxiety. It usually manifests itself as a crippling panic on exams

in science classes, but it is distinct from general test or performance anxiety.

Students suffering from science anxiety are often calm and productive in their

non-science courses, including their mathematics courses (Mallow 2006).

25

Physics anxiety in fact is no diverse from science anxiety. Actually

science and mathematics anxiety are both the most famous anxiety students

encounter in their school life either in primary, secondary and high school

courses. Anxiety may not be one of the listed problems of students in school

but almost seven percent of college students are reported having symptoms

according to research as stated in the brochure titled “Got Anxiety” (2014).

Physics anxiety as compared to its root definition anxiety is a disorder felt by

anyone most preferably students may it be elementary, secondary or college

students when they encounter or when upon hearing the subject Physics.

Physics anxiety just like science anxiety and mathematics anxiety is a

normal phenomenon sensed by anyone of us and was considered a kind of

response to situations of uncertainty trouble or feeling unprepared. However,

having the habit of anxiety every day or regularly leads to bad evaluation on

self-esteem for someone who experiences such.

Fighting Physics Anxiety

Many people believe mathematics and science can be conquered by

certain kinds of people (Delisio, 2006). This myth destroys potential, provides

excuses and limits possibilities what is required is persistence and patience.

She further suggests five ways to overcome math/ physics anxiety:

• Do not confine yourself to exact answer or processes. Most

problems have more than one method for reaching answer.

Sometimes it is easier to work from an answer to a problem/

question than vice-versa;

26

• Do not use self-defeating talk. Use constructive self-talk when

referring to your abilities in mathematics and physics;

• Do not run away from your intuition. Doing so will lead you towards

a possible solution and understanding of the concepts and

application;

• Do not consider your questions dumb or stupid when something is

unclear or questionable;

• Do not run away from math/ physics frustration. Try to keep a

journal where you jot down strengths, triumphs, area to further

agree, and emotions about areas of study.

The following suggestions in overcoming math and physics anxiety

were mention by Mallow and Greenburg (1982): 1) change your thoughts; 2)

learn how to learn; 3) read slowly and actively; 4) use cooperative learning;

and 5) use laboratory sessions to your advantage. Furthermore, he also

suggested some tips for teachers in dealing math and physics anxiety of

students: 1) do not rush and make sure the class is appropriate to the

students; 2) encourage questions and do not dismiss student question as

dumb and naïve; 3) pay close attention to gender equity in calling on students;

4) do your bests to make a particular topic stimulating, adopt an investigative

approach; 5) identify a question to answer and problem for your students; 6)

do not solve problems for your students; and 7) let them solve problem for

themselves.

27

In addition, Franker and Thomson (2007) as cited by Domes-Yan

(2009), mentioned two ways to cope up with anxiety: 1) extinction – which is

characterized as being problem-focused, conscious coping techniques, this

represents active attempts to deal with the problem itself; and 2) Freudian

mechanism – defense mechanisms are emotional-focused coping techniques

because it tries to manage a person’s emotions rather than resolving the

problem that is causing anxiety. The occasional use of defense mechanisms is

normal and helps reduce anxiety and one can continue to function as the work

one real cause of problems.

Student factors

Student factors come in different ways, may it be literarily observed or

not. Student factors as a whole contributes to the way students learn and react

to things. Personality factors as one of the psychological branch of student

factor are observed to make it more likely that a student will exhibit difficult

behaviors.

In a research, 21% of teachers surveyed in the MetLife Survey of the

American Teacher 2001 reported that “problems such as hunger, poverty or

troubled family lives” were a big problem in their schools. These problems

were reported more frequently by urban teachers (29%) than by teachers in

suburban/rural schools (18%) (Harris Interactive, 2001).

28

Academic Achievement

Academic achievement in this study refers to the achievement in

science of the respondents. As to the use in this study, it denotes to midterm

grade of the sophomore students in science.

Hansen (2000) as cited by Hijazi and Nagui (2006) mentioned that

students’ performance is affected by different factors such as learning abilities

because new paradigm about learning assumes that all students should learn

at higher levels but it should not be considered as a constraint because these

other factors like race, gender, sex, can affect students’ performance. Britner

(2007) as cited by Yan (2009) described academic achievement by many

factors such as attitudes, motivation, aptitude, and self-efficacy. In science

classes, achievement is related to academic preparation, motivation and the

use of learning strategies (Garcia et. al, 1993) as cited by Britner (2007).

According to Walberg (2000), in his review of hundred of students, nine

general factors that influence student achievement: ability, stage of

development, motivation, instruction quality, instructional quantity, home

environment, classroom social group, peer group, and use of out of scholl

time.

Cansarkar ans michaelhoudis (2001) as cited by Yan (2009) explained

the effects of age, qualification, and distance from learning place on students’

performance. Student performance very much dependent on socioeconomic

background as per their statement, “High school students’ level of

29

performance is with statistically significant difference, linked to their gender,

grade level, school location, school type and socio-economic background

(Walter and Soyibo, 1998).

Zahorik and Armand (2003) as cited by Yan (2009) analyzed classes

with smaller student teacher ratios and found that there was a difference in

teacher effectiveness within these smaller classes. They suggested three

major factors that contribute to better teacher effectiveness to improve

academic performance: 1) Instructional Orientation. the type of content that

the teachers emphasized in their lessons and how it was taught; 2)

Management Style. how the teacher disciplines their students and organized

their lessons; 3) Individualization Focus. how much time and energy the

teacher spent working with individual students, providing one-on-one

instruction.

Odiem (1999) cited by Amansec (1990) that among other things, there

is a significant relationship between academic performance and educational

attainment, civil status, age, and number of years in teaching. The author

expounded that new teachers should observe older teachers so that they can

profit from their fellow teachers experiences in teaching.

Based on the assumption that academic performance is a complex

product of the students’ total personality, their experiences, and their

socioeconomic factor. Legario (1990) as cited by Odiem (1999) conducted a

survey to find out some facts about academic success and found out that: 1)

30

academic performance is related to study habits; 2) upper-class homes

offered more advantages for intellectual growth not otherwise found in low-

class homes; 3) the students’ effort in academic performance were beyond

their control and partly affected by their study habits and attitudes towards

student work; 4) student with good home conditions and good study facilities

generally came out with better academic achievement than those with poorer

home conditions and poor study habits.

Odiem (1999) cited by Yan (2009) in her study identified problem

encountered by the students arranged is a descending order of ranking: low

mental ability, inadequate reference books and other reading materials,

poverty, poor study habits, classrooms not conducive to learning, high prices

of basic needs and commodities, lack of transportation facilities, defective

teaching strategies of some instructors, and far distances between home and

school. The degree of difficulty of the subject, interests of the students, poor

study habits, sleepiness, laziness and afraid to recite can also affect academic

performance of the students (Chaguna, 2008). Poor science performance

among students is due to high vocabulary demands and the abstract

understanding associated to science learning (Chiapetta and Koballa, 2006).

Lardizabal (1991) as cited by Chaguna (2008) mentioned that some

pupils are more interested in other subjects than in science. Teacher needs to

motivate the pupils and understand the pupils’ experiential background and

personality. However, Niesser (1996) as mentioned by Plotnik (2005)

31

described that performance in academic setting depends on personal

characteristics such as one’s interest in school and willingness to study.

Science teachers may consider age, sex, and academic achievement of

the learners in the use of a specific approach in their teaching is science

(Pesioles, 2005). He further stated that teacher must have to be creative and

analytical in using specific teaching technique and the strength and

weaknesses of specific teaching techniques must be evaluated for its effective

use.

Adediwura and Tayo (2007) cited by Yan (2009), added that teachers’

characteristics such as personal teaching efficacy, modeling and enthusiasm,

caring and high expectation promote learners’ motivation. Thus, these

characteristics are also associated with increase in students’ achievement.

High level of learning may occur as well as learners feeling good about

themselves and the material they are learning when teachers use instructional

time efficiently. The way teachers interact with students influences their

motivation and attitude towards school.

According to Rajah (2000) cited by Carreon (2008), it cannot be denied

that the factors affect an individuals’ performance. These factors include

genetics and heredity. The potentialities of an individual pot regarding

vocabulary, number, problem solving, concepts and others are innate and

grossly related to genetics. The degree of such potentialities, however, differ

in every individual and become sharpened or suppressed in the process of

32

learning and even as the individual is affected by factors such as the gender,

country/ region, year level and college affiliation.

Benbow and Stanley (1990) from John Hopkins University conducted a

study in response to the debate revolving around the preposition, “men do

better in Mathematics than woman”. They tested 10, 000 talented seventh and

eighth grades between 1972 and 1979 using scholastic Aptitude Test in which

mathematics questions are meant to measure ability rather than knowledge.

They discovered distinct sex difference. Likewise, they found that while the

verbal abilities of the males and females hardly differ, twice as many boys and

girls score over 500 (on a scale of 200 to 800) on mathematics ability, at the

700 levels. The ratio was 14 to 1. Thus, they concluded that males have

inherently superior mathematical reasoning ability.

Cox revealed that there are gender differences that were fairly well

established: 1) that boys excel in visual-spatial and; 2) that boys excel in

mathematical ability. The two sexes are similar in their early acquisition of

quantitative concepts in their mastery of mathematics during the grade school

years. Beginning at about ages 12-13 boys’ mathematical skills increase faster

than girls. The greater rate of improvement appears to be bot entirely function

of the number of mathematics courses taken. The magnitude of gender

differences varies greatly from population to another and is probably not as

great as the difference in spatial ability. The male advantage on spatial ability

test increase through the high school years up to a level of about 0.40 of a

33

standard deviation. Both spatial and verbal processes and sometimes involved

in the solution of mathematical problems.

In contrary, Backian (1996) as cited by Eslava (2001) revealed that the

girls performed better that boys in mathematics. In addition, Kiley (1994)

revealed that the performance of female pupils in the National Elementary

Achievement Test is slightly higher than that of the males and the difference is

significant. It was different from the study conducted by Tapalla (1976) cited by

Garcia (1996) who found that academic performance was not affected by sex

at all.

Orduna 91984) showed in his study on scholastic performance of senior

high school students of the University of Baguio that ethnic background did not

significantly affect the academic performance of the students. It was seconded

by Mendosa (1998) in the study of freshman students in mathematics at

Tabuk National High School that the level of performance of first year students

in their grades in Mathematics IV is not significantly affected by gender, age

and ethnic background.

However, the study conducted by Abbott and Joireman (2001) did not

say that ethnicity is unimportant or unrelated to achievement. They concluded

that the relationship of ethnicity and academic achievement is mostly indirect:

ethnicity relates to low income and low income relates to academic

achievement.

34

Erfe (1891) cited by Cruz (2001) conducted a study on the mathematics

proficiency of college freshmen studied had a low level of mathematics

proficiency of the eleven (11) degree programs studied. Bachelor of Science in

Civil Engineering was found to be the most proficient and students enrolled in

mathematics-oriented courses performed significantly better than those

enrolled in non-mathematics oriented courses. Sex was found to be an

indicator of mathematics proficiency but the grade of fourth year high school

mathematics was not a significant indicator in mathematics proficiency.

Physics Anxiety and Academic Performance

According to Murtonen (2005), cited by Carreon (2008), anxieties can

be very harmful to learning. In addition, Driscoll stated that excessive anxiety

could interfere with learning and performance, leading to a reduction in

continuing motivation to learn. Regardless of the cause of level of anxiety, one

thing is for sure: anxiety will affect performance. For example, in a study of

sixty classes of junior high school students, Hecht and Tittle (1992) as cited by

Carreon (2008) found that anxiety improved math performance for high

achievers who displays moderate levels of anxiety.

Pretorius and Norman (1992) as cited by Carreon (2008) compared

anxious and non-anxious psychology students on a research methodology

course in terms of passing or failing and found that the most anxious students

did not pass the course. This was also seconded by the study of Mejia (2003)

as cited by Carreon (2008) wherein she concluded that students with high

35

grades in math are low-math-anxious and those with low grades are high-

math-anxious. it was seconded by Lickias (2006) as cited by Carreon (2008)

that math anxieties were significantly related to mathematics performance.

The effect of anxiety on achievement is not agreed upon in the

literature. For example, in the context of math, Llabre and Suarez (1985) as

cited by Carreon (2008) stated that math anxiety had little to do with

performance once anxious students were already enrolled in the course.

Adams and Holcomb (1986) as cited by Carreon (2008) found that while math

anxiety were negatively related to performance in statistics, there was no

significant relationship between performance in statistics and traditional

measures of state and trait anxiety. Furthermore, the study of Zeidner (1991)

cited by Carreon (2008), on social science and education students suggests

that there would be a weak correlation between statistics anxiety and statistics

course performance. In addition, Lalonde and Gardner (1993) cited by

Carreon (2008) found an indirect negative relationship between what they

referred to as “situational anxiety” and performance in statistics.

More recently, Onwuegbuzie (1998, 2000) cited by Carreon (2008)

reported his findings indicating that low achievement of college students was

related to higher levels of statistics anxiety and low computation self-concept.

Anxiety is also likely to play role in the academic lives of students

(Mazzocco and Myers, 2003) as cited by Yan (2009). Some degree of anxiety

may be helpful in the learning process; a high level of anxiety impedes

36

optimum performance in science learning (Udo et. al, 2004). It correlates with

the study of Ormrod (2007), wherein small amounts of anxiety often improve

performance and they leads students to approach their class work carefully

and reflect before making a response. All students experience anxiety from

time to time, particularly in science college courses (Seymour, 1992) as cited

by Yan (2009).

The statement is the same as with Alpert and Haben (1990) as cited by

Yan (2009) that it is true that a high level of anxiety interferes with

concentration and memory, which are critical for academic success. But

without anxiety as stated by Jarret (1999) cited by Yan (2009), students may

lack the motivation to study for exams, write paper, or do daily home works,

thus a moderate amount of anxiety actually helps better academic

performance by creating motivation. In addition, Cassady and Johnson (2007)

as cited by Rahm and Charbonnaeau (1997) stated that a moderate level of

anxiety is good, in fact, it help motivate learning.

Everson (1994) as mentioned by Plotnik (2005) stated that excessive

worrying about your performance will interfere with the ability to read

accurately and understand what he is reading and identify important concepts.

Considering these results, it is easy to see how excessive worrying can impair

performance and result in lower grades. Calvo and Carreiras (1993) as

mentioned by Plotnik (2005) that researchers found that cognitive components

could either help or hinder performance. Students who channeled their worry

into complaining rather than studying performed poorly, because their worry

37

interfered with reading the exam material and caused them to make more

reading errors. In contrast, students who channeled their worry into studying

performed better and achieve higher grades because they were better

prepares (Endler, 1994) as mentioned by Plotnik (2005).

Geist (2010) as cited by Tome (2014) stated that negative attitude

towards mathematics and what has to be known as mathematics anxieties are

serious obstacle for children in all levels of schooling today.

Based on the study conducted by the Australian Journal of Basic and

Applied Sciences (2011) as cited by Tome (2014), Physics subject is

measured as the most problematic area in secondary within the field of

science. Thus, teaching of physics in secondary schools traditionally

magnetizes fewer learners than other field of science subjects and is a

different course for students from secondary to university.

On the other hand, students’ attitude toward science significantly alter

their achievement in science (Prokop and Tuncer, 2007) as cited by Yan

(2009). Hembree (1988) as cited by Yan (2009) also mentioned in his study

that there is substantial evidence that emotions such as anxiety influence

learning and achievement in academic settings. Academic achievement is

influenced by many factors such as attitudes, motivation, aptitude, and self-

efficacy. Benford and Newsome (2008) as cited by Yan (2009) stated that

students’ attitude also influenced performance is science classrooms.

Students with more positive attitudes toward sciences tend to do better in

38

science courses. Pena (2005) cited by Yan (2009) concluded that there are

students who showed favorable attitude toward science as most respondents

claim to repute science as the best source of knowledge. Pena (2005) added

that analysis on the indicators of academic performance, showed that in

different subject areas, the students’ gender, ethnicity, and to lesser extent of

type of school they attended, interact in different ways to produce variations in

academic outcomes depending on the subject area.

Weis (1995) as mentioned by Chaguna (2008) stated that students who

have more positive attitudes toward school and learning are the students who

likely work hard, behave in the classroom and succeed in education. He

further added that right attitude and perseverance are responsible for

approximately 75% achievement. Mangaliman (2001) as cited by Malipe

(2006) revealed that poor or lack of good study habits had a negative effect on

the performance of students which will eventually lead to low achievement and

can cause academic failure of students. Poor study habits was one of the

serious problems of teacher regarding students (Austria, 2006).

Weinburg (2000) as cited by Yan (2009) suggested on how teachers

improve student achievement in foundational courses in mathematics and

science: 1) don’t confuse rigor with a high failure rate; mathematics and

science anxiety are real and need to be dealt with; 2) gender and ethnic

disparities in the college classroom persist and can be addressed; 3) new

technologies can greatly enrich science classes; and remember that students

learn most when they are actively engaged.

39

Ellis (2000) as cited by Yan (2009) identified students’ tips for academic

success in dealing with mathematics and science anxiety: 1) talk to the

professor about your feeling related to mathematics and science; 2) start new

positive self-talk; 3) notice your body sensation; 4) stay current with the

reading; read the textbook to follow the topic being discussed; 5) read slowly

when appropriate; participate actively in class; 6) learn from specific to

general; 7)ask question and; 8) study with others.

Seymour (1992) as cited by Rahm and Charbonnaeau (1997) revealed

that to ensure that anxiety remains in a moderate range, it is important for

instructors to determine how well prepared students are for the learning that

will be required for them in college science courses.

Coping Mechanism

Every man in this world when in an unusual situation has the initiative to

find out and check or solve what is the cause of unsatisfying stimuli triggering

him. Every human are programmed to make their life comfortable hence if

problem occurs in their way they are make way to solve it just to have a

desirable life. Coping mechanism in general is synonymous to this situation;

you make plans to solve your problems or to have a life full of pleasure.

Coping mechanism as stated by Catalina (2008) on her research is the

process by which a person takes some action to manage environmental and

internal demands that causes or might cause stress and that will tax the

individual’s inner resources. Familan (2012) also stated that coping can occur

40

in many ways because many things affect how a person choose a specific

strategy, such as an appraisal of the stressor, resource available to him or her

to handle it, and the desired outcome of the coping.

Khan et. al. as stated by Schmalenberg (1979) specified five ways how

coping mechanism is being brought into action. A person can cope by 1)

Complying to the strongest force, 2) persuading the different role senders to

modify demands that are incompatible, 3) avoiding the source of stress, 4)

distorting reality so that the anxiety caused by the conflicting demands is

relieved, and 5)forming emotional or psychological symptoms which help to

relieve the stress.

While it is true that we all have the ability to cope up to any problematic

situation we face, Hilsman and Garber (1995) stated that children may face

helplessness in coping to any jeopardy. This is because they are young and

less likely to have well-developed coping skills.

Coping also relies on the mood of the person, which means that an

individual may not fully come up to effective strategy to unravel the problem

when he or she is thinking other things besides the situation he or she is

facing. Environment also contributes to how an individual will come up to an

effective way to combat unfavorable situation. In a silent environment an

individual may concentrate well in developing strategies while on a noisy

environment, the noise of the people beside that individual can distract the

focus of the individual thus the strategy done by that person may be cloudy

41

and worst it may be incomprehensible and may just make the present situation

worst.

Statement of the Problem

The study focused on determining the relationship of Physics Anxiety of

Freshmen Students of CTE in BSU.

1. What is the level of Physics anxiety of the respondents according to:

a. age

b. gender or sex

c. ethnicity

2. What are the coping mechanisms adopted by the respondents in

Physics anxiety?

3. What is the effect of Physics anxiety on the grades of the respondents?

Hypotheses of the Study

1. There is a significant differences on the levels of Physics anxiety of the

freshmen students when grouped according to:

a. age

b. gender or sex

c. ethnicity

2. The respondents have significant ways in coping with Physics anxiety?

3. There is a significant effect of Physics anxiety of the respondents to

their grades.

42

METHODOLOGY

The chapter discourses the research design, population and locale of

the study, data collection instruments and treatment of the data of the

researchers.

Research Design

The study uses descriptive survey method of research in gathering the

data. The profile of the freshmen students respondents basically the age,

gender, and ethnicity were gathered from the profile questionnaire patterned

after the standardized anxiety assessment questionnaire used by Carreon

(2008) as stated by Yan (2009). All profile account of the respondents was

taken into account in the tabulation and formulation of data but still

confidentiality of these accounts is taken into consideration.

The survey questionnaire uses questions related to their anxiety when it

comes to teacher strategy or way of teaching, environment and their

experiences in the subject Physics.

Locale of the Study

The study was conducted at Benguet State University-College of

Teacher Education during the beginning of finals of students from the month of

February to March 2015. The university is located at km. 5 to km. 6 Balili, La

Trinidad, Benguet. Actually, the km.4 to km.6 is not usually used to describe

43

where the university is found instead they call it as BSU Compound, Balili, La

Trinidad, Benguet.

Benguet State University is one of the top performing SUC’s found in

Northern Luzon. The university’s college which is the College of teacher

education where the researchers conduct the study is one of the highly

accredited college. However the college is one of the most populated colleges

of the university. Figure 2 shows the locale of the study and the location of the

respondents’ college, CTE.

Figure 2. Locale of the Study

44

Respondents of the Study

The respondents of the study are sophomore college students of

Benguet State University in the College of Teacher Education who are

enrolled during the school year 2014-2015. The respondents are degree of

Bachelor of Elementary Education (BEE) section A who are currently enrolled

in the course Elem. Ed 102 (Physics of Health). Cluster sampling was utilized

to generalize the desired number of respondents. Specifically, getting the

number of respondents divided by number of sections to get how many

respondents per section. The respondents were composed of 25 males and

25 females.

Instrumentation

The study used a questionnaire survey for the collection of data. The

questionnaire was adapted from the profile of students’ questionnaire by

Morgan Earp which was used by Carreon (2008), Yan (2009), and Tome

(2014) in their study. The questionnaire was used to gather the profile of the

respondents which are categorized according to age, gender, and ethnicity.

In developing the survey questionnaire, a questionnaire was encoded

and printed and was brought to the researchers instructor for confirmation and

signature. Copies of this questionnaire were then photocopied into 50 copies

and eventually administered to sophomore college students of BSU-CTE.

45

Statistical Analysis

The data were analyzed using descriptive statistics. The scale used to

determine the level of physics anxiety of sophomore students of CTE are as

follows:

Scale Range Descriptive Equivalence

5 4.21-5.00 Very High Anxiety (VHA)

4 3.41-4.20 High Anxiety (HA)

3 2.61-3.40 Moderate Anxiety (MA)

2 1.81-2.60 Slight Anxiety (SA)

1 1.00-1.80 No Anxiety (NA)

The range’s interval was derived using the formula for getting the range

of cumulative frequency wherein the highest value of scale was deducted to

the smallest scale value divided by the number of scales multiplied by one

hundred [(HVS-LVS)/N]x100%.

The profile of the respondents were collected and tabulated to find out

the level of anxiety of the respondents and gain general weighted means are

computed to get the total level of anxiety of the respondents.

46

RESULTS AND DISCUSSION

This chapter presents the findings of the study after the implementation

of the survey and gathering of pertinent data. The data gathered were

analyzed and interpreted in response to the following concerns: level of

physics anxiety of the respondents according to gender; level of physics

anxiety of the respondents according to age; level of physics anxiety of the

respondents according to ethnicity; correlation of physics anxiety and

academic performance of the respondents; and the coping mechanisms of the

respondents to physics anxiety.

Profile of the Respondents

Table 1 presents the distribution of respondents according to gender,

age, ethnicity and academics.

In terms of gender, thirty-six (36) or 87.80% were predominantly

females compared to only five (5) or 12.20% males.

According to age, twenty-five (25) or 60.98% were within the 17 to 18

years old group while sixteen (16) or 39.02% were within the 19 years old and

above group.

According to ethnicity, nineteen (19) or 46.34% were Kankana-ey;

fifteen (15) or 36.59% were Ibaloi and seven (7) or 17.07% were Ilocano.

Kankana-ey were significantly more in numbers compared to Ibaloi and

Ilocano indicating that respondents were predominantly Kankana-ey.

47

Table 1. Profile of the Respondents

Profiles Frequency Percentage (%)

Gender Male 5 12.20 Female 36 87.80Total 41 100Age 17 to 18 years old 25 60.98 19 years old and above 16 39.02Total 41 100Ethnicity Kankana-ey 19 46.34 Ibaloi 15 36.59 Ilocano 7 17.07Total 41 100Academic/ Grades 1.0-1.8 (Excellent) 0 0 1.9-2.6 (Outstanding) 16 39.02 2.7-3.4 (Good) 25 60.98 3.5-4.4 (Satisfactory) 0 0 4.5-5.0 (Passing) 0 0Total 41 100

Level of Physic Anxiety of the Respondents

Table 2.a presents the level of anxiety of the respondents when not

grouped according to gender, age, or ethnicity. Based on the result, the

respondents do not experience very high anxiety, high anxiety or minimal

anxiety on any of the item. The respondents experience moderate anxiety on

items 1, 2, 7, 9, 11, 14, 15, 18, 19, and 22. However, on items 3, 4, 5, 6, 8, 10,

12, 13, 16, 17, 20 and 21 the respondents experience partial anxiety. The

general weighted mean is 2.64 described as moderate anxiety.

48

Table 2a. Anxiety Levels of the Respondents

Physics AnxietyRESPONDENTS

N=41WM DE

1. I was worried when I was informed that Physics was a requirement for my course.

2.95 MoA

2. I felt a lot of pressure/stress/burden in my Physics subject 3.02 MoA

3. I felt my heartbeat faster whenever I went to my Physics class

2.41 PA

4. I was worried about being called in my Physics class. 2.54 PA5. I cringed when I had to go to my Physics class. 2.34 PA6. I felt uneasy when asked to recite in my Physics class. 2.44 PA7. I could hardly concentrate in my Physics class. 2.65 MoA8. I couldn’t do my Physics assignment alone. 2.34 PA9. I had difficulty understanding Physics concepts. 3.00 MoA

10. I couldn’t sleep well before every Physics exam/quizzes. 2.39 PA11. I feared failing the Physics class. 3.27 MoA12. I sweated a lot whenever I took my Physics test/quizzes. 2.07 PA

13. My mind seems to go blank during Physics quizzes and unit tests.

2.34 PA

14. Physics terms were difficult for me to remember during test/quizzes.

2.61 MoA

15. I am confused with many topics in Physics. 3.12 MoA16. I hate Physics topics. 2.49 PA

17. I had difficulty developing conclusions based on Physics solutions.

2.51 PA

18. The teacher discussed too fast the topic, I cannot catch up. 2.93 MoA19. The Physics schedule is too early or too late. 2.61 MoA

20. I hardly understand the medium of instruction used in teaching Physics.

2.56 PA

21. I cannot follow and learn from activities in Physics. 2.51 PA22. I worry about how well am doing in Physics. 2.90 MoA

TOTAL 2.64 MoALegend: 4.21- 5.00 – Very High Anxiety (VHA)

3.41- 4.20 – High Anxiety (HA)2.61- 3.40 – Moderate Anxiety (MoA)1.81- 2.60 – Partial Anxiety (PA)1.00- 1.80 – Minimal Anxiety (MA)

Level of Physics Anxiety by Gender

Table 2.b presents the level of anxiety of the respondents according to

gender. Based on the result, the respondents do not experience very high

anxiety, or minimal anxiety on any of the items. However, both male and

49

Table 2b. Level of Physics Anxiety by Gender

Physics AnxietyMALEN=5

FEMALEN=36

WM DE WM DE

1. I was worried when I was informed that Physics was a requirement for my course. 3.4 MoA 2.89 MoA

2. I felt a lot of pressure/stress/burden in my Physics subject 3.6 VH 2.94 MoA

3. I felt my heartbeat faster whenever I went to my Physics class 3.0 MoA 2.33 PA

4. I was worried about being called in my Physics class. 3.4 MoA 2.42 PA5. I cringed when I had to go to my Physics class. 3.2 MoA 2.11 PA6. I felt uneasy when asked to recite in my Physics class. 3.0 MoA 2.25 PA7. I could hardly concentrate in my Physics class. 3.0 MoA 2.61 MoA8. I couldn’t do my Physics assignment alone. 3.4 MoA 2.19 PA9. I had difficulty understanding Physics concepts. 3.4 MoA 2.94 MoA10. I couldn’t sleep well before every Physics exam/quizzes. 3.2 MoA 2.25 PA11. I feared failing the Physics class. 3.6 VH 3.22 MoA12. I sweated a lot whenever I took my Physics test/quizzes. 2.8 MoA 1.97 PA

13. My mind seems to go blank during Physics quizzes and unit tests. 3.2 MoA 2.22 PA

14. Physics terms were difficult for me to remember during test/quizzes. 3.6 VH 2.47 PA

15. I am confused with many topics in Physics. 3.6 VH 2.92 MoA16. I hate Physics topics. 3.4 MoA 2.36 PA

17. I had difficulty developing conclusions based on Physics solutions. 3.4 MoA 2.39 PA

18. The teacher discussed too fast the topic, I cannot catch up. 3.6 VH 2.83 MoA19. The Physics schedule is too early or too late. 3.2 MoA 2.53 PA

20. I hardly understand the medium of instruction used in teaching Physics. 3.0 MoA 2.50 PA

21. I cannot follow and learn from activities in Physics. 3.4 MoA 2.39 PA22. I worry about how well am doing in Physics. 3.2 MoA 2.86 MoA

GENERAL WEIGHTED MEAN 3.3 MoA 2.53 PALegend: 4.21- 5.00 – Very High Anxiety (VHA)

3.41- 4.20 – High Anxiety (HA)2.61- 3.40 – Moderate Anxiety (MoA)1.81- 2.60 – Partial Anxiety (PA)1.00- 1.80 – Minimal Anxiety (MA)

female have moderate anxiety level on items 1, 7, 9 and 22. Female

respondents experience moderate anxiety level on items 2, 11, 15 and 18 and

experience partial anxiety level on items 3, 4, 5, 6, 8, 10, 12, 13, 14, 16, 17,

19, 20 and 21. On the other hand, male respondents experience moderate

anxiety level on items 3, 4, 5, 6, 8, 9, 10, 12, 13, 16, 17, 19, 20, and 21 and

50

experience high anxiety level on items 2, 11, 14, 15 and 18. Results show that

the level of physics anxiety of the respondents is measured to be moderate

anxiety level as indicated by over-all weighted mean of 3.30 for male and 2.53

for female described as partial anxiety. Statistical computations confirm that

there is a significant difference between male and female. Therefore, the

hypothesis that there is a significant difference on the level of physics anxiety

of the respondents when grouped according to gender is accepted.

The result somehow corroborates with the study of Czerniak and

Chiarelott (1984) as cited by Yan (2009). They mentioned that on the average,

girls did as well as or slightly better than boys in primary grades, but girls

began to fall behind boys in adolescent years.

The result contradicts the study of Mejia (2003) that female are prone to

anxieties than males. It also contradicts the study of Carreon (2008) that

female group has moderately statistics anxiety compared to male group which

is low statistics anxiety level.

Level of Physics Anxiety by Age

Table 2.b presents the relationship of age and level of physics anxiety

as encountered by the respondents. Based on the results, the respondents do

not experience very high anxiety, or minimal anxiety on any of the items.

The respondents, both age groups, experience moderate anxiety on 1,

2, 7, 9, 14, 15, 17, 18 and 22 and experience partial anxiety on items 3, 5, 6,

51

Table 2c. Level of Physics Anxiety by Age

Physics Anxiety17 to 18 Years

Old

N=25

19 Years Old and Above

N=16WM DE WM DE

1. I was worried when I was informed that Physics was a requirement for my course. 3.0 MoA 2.94 MoA

2. I felt a lot of pressure/stress/burden in my Physics subject 3.16 MoA 2.81 MoA

3. I felt my heartbeat faster whenever I went to my Physics class 2.52 PA 2.25 PA

4. I was worried about being called in my Physics class. 2.72 MoA 2.25 PA5. I cringed when I had to go to my Physics class. 2.28 PA 2.36 PA6. I felt uneasy when asked to recite in my Physics class. 2.48 PA 2.36 PA7. I could hardly concentrate in my Physics class. 2.68 MoA 2.63 MoA8. I couldn’t do my Physics assignment alone. 2.48 PA 2.13 PA9. I had difficulty understanding Physics concepts. 3.16 MoA 2.75 MoA10. I couldn’t sleep well before every Physics exam/quizzes. 2.48 PA 2.25 PA

11. I feared failing the Physics class. 3.48 HA 2.86 MoA

12. I sweated a lot whenever I took my Physics test/quizzes. 2.12 PA 2.0 PA

13.

My mind seems to go blank during Physics quizzes and unit tests. 2.4 PA 2.25 PA

14.

Physics terms were difficult for me to remember during test/quizzes. 2.76 MoA 3.0 MoA

15. I am confused with many topics in Physics. 3.20 MoA 2.69 MoA

16. I hate Physics topics. 2.56 PA 2.38 PA

17.

I had difficulty developing conclusions based on Physics solutions. 2.8 MoA 2.69 MoA

18.

The teacher discussed too fast the topic, I cannot catch up. 2.96 MoA 2.88 MoA

19. The Physics schedule is too early or too late. 2.76 MoA 2.38 PA

20.

I hardly understand the medium of instruction used in teaching Physics. 2.72 MoA 2.25 PA

21. I cannot follow and learn from activities in Physics. 2.72 MoA 2.19 PA

22. I worry about how well am doing in Physics. 3.04 MoA 2.69 MoA

GENERAL WEIGHTED MEAN 2.75 MoA 2.49 PALegend: 4.21- 5.00 – Very High Anxiety (VHA)

3.41- 4.20 – High Anxiety (HA)2.61- 3.40 – Moderate Anxiety (MoA)1.81- 2.60 – Partial Anxiety (PA)1.00- 1.80 – Minimal Anxiety (MA)

52

8, 10, 12, 13, and 16. Respondents on the age group of 17 to 18 years old

experience moderate anxiety level on items 4, 19, 20 and 21 and experience

high anxiety level on item 11. On the other hand, respondents on the age

group of 19 years old and above, respondents experience moderate anxiety

level on item 11 and experience partial anxiety level on items 4, 19, 20 and 21.

The general weighted mean indicates that 17 to 18 years old has higher

anxiety level with a total of 2.75 described as moderate anxiety compared to

that of the weighted mean of 19 years old and above with a total of 2.49

described as partial anxiety.

Therefore, the hypothesis that there is a significant difference on the

level of physics anxiety when grouped according to age is accepted. The

younger the respondents, the higher the level of anxiety they have.

According to the result of the study of Carreon (2008) indicated the

possibility that the older group , being more matured and experienced, know

how to deal with their anxieties.

On the other hand, the result contradicts the finding of Lickias

(2006) that there was no difference on the level of mathematics anxieties

when grouped according to age.

Level of Physics Anxiety by Ethnicity

Table 2.d presents the relationship of ethnicity and level of physics

anxiety as encountered by the respondents. There were three (3) ethnic

53

Table 2d. Level of Physics Anxiety by Ethnicity

Physics Anxiety

KANKANA-EYN=19

IBALOIN=15

ILOCANON=7

WM DE WM DE WM DE

1. I was worried when I was informed that Physics was a requirement for my course. 3.16 MoA 2.87 MoA 2.71 MoA

2. I felt a lot of pressure/stress/burden in my Physics subject 2.84 MoA 2.8 MoA 3.14 MoA

3. I felt my heartbeat faster whenever I went to my Physics class 2.53 PA 2.2 PA 2.57 PA

4. I was worried about being called in my Physics class. 2.47 PA 2.53 PA 2.71 MoA5. I cringed when I had to go to my Physics class. 2.47 PA 2.27 PA 2.14 PA6. I felt uneasy when asked to recite in my Physics class. 2.58 PA 2.33 PA 2.29 PA7. I could hardly concentrate in my Physics class. 2.84 MoA 2.53 PA 2.43 PA8. I couldn’t do my Physics assignment alone. 2.68 MoA 2.07 PA 2.0 PA9. I had difficulty understanding Physics concepts. 3.16 MoA 2.8 MoA 3.0 MoA10. I couldn’t sleep well before every Physics exam/quizzes. 2.58 PA 2.13 PA 2.43 PA

11. I feared failing the Physics class. 3.47 MoA 2.8 MoA 3.26 MoA

12. I sweated a lot whenever I took my Physics test/quizzes. 2.21 PA 2.0 PA 2.43 PA

13.

My mind seems to go blank during Physics quizzes and unit tests. 2.42 PA 2.13 PA 2.57 PA

14.

Physics terms were difficult for me to remember during test/quizzes. 2.74 MoA 2.47 PA 2.57 PA

15. I am confused with many topics in Physics. 3.0 MoA 2.93 MoA 3.0 MoA

16. I hate Physics topics. 2.58 PA 2.53 PA 2.0 PA

17.

I had difficulty developing conclusions based on Physics solutions. 2.68 MoA 2.53 PA 2.57 PA

18.

The teacher discussed too fast the topic, I cannot catch up. 3.0 MoA 2.87 MoA 2.86 MoA

19. The Physics schedule is too early or too late. 2.74 MoA 2.47 PA 2.57 PA

20.

I hardly understand the medium of instruction used in teaching Physics. 2.63 MoA 2.47 PA 2.14 PA

21. I cannot follow and learn from activities in Physics. 2.63 MoA 2.33 PA 2.29 PA

22. I worry about how well am doing in Physics. 3.05 MoA 2.6 PA 3.14 MoA

GENERAL WEIGHTED MEAN 2.75 MoA 2.48 PA 2.58 PALegend: 4.21- 5.00 – Very High Anxiety (VHA)

3.41- 4.20 – High Anxiety (HA)2.61- 3.40 – Moderate Anxiety (MoA)1.81- 2.60 – Partial Anxiety (PA)1.00- 1.80 – Minimal Anxiety (MA)

54

groups namely Kankana-ey that composed of 19 respondents, Ibaloi

composed of 15 respondents and Ilocano composed of 7 respondents.

Respondents on the three ethnic groups do not experience very high

anxiety, high anxiety or minimal anxiety on any of the items. Based on the

result, respondents on the three ethnic group experience moderate anxiety

level on items 1, 2, 9, 11, 15 and 18 while experience partial anxiety level on

items 3, 5, 6, 10, 12, 13 and 16. Kankana-ey group experience moderate

anxiety level on items 7, 8, 14, 17, 19, 20, 21 and 22 while experience partial

level anxiety on item 4.Furthermore, Ibaloi group experience partial anxiety

level on items 4, 7, 8, 14, 17, 19, 20, 21 and 22. Meanwhile, Ilocano

experience moderate anxiety level on item 4 and 22 while experience partial

anxiety level on items 7, 8, 14, 17, 19, 20 and 21.

Moreover, Kankana-ey group has a total weighted mean of 2.75

described as moderate anxiety, Ibaloi group has a total weighted mean of 2.48

described as partial anxiety and Ilocano group has a total weighted mean of

2.58 described as partial anxiety.

Therefore, the hypothesis of the study that there is no significant

difference on the level of physics anxiety of the respondents when grouped

according to ethnicity is rejected.

Academic Achievements

Table 4 shows that many of the respondents have grades ranging from

3.4 to 1.9. Based on the results it may be inferred that most of the students

55

Table 4. Academic Achievement

Academic Performance Number of respondents Percent

Excellent 0 0

Outstanding 16 39.02

Good 25 60.98

Satisfactory 0 0

Passing 0 0

Total 41 100

Legend:1.00-1.80 Excellent (E)1.90-2.60 Outstanding (O)2.70-3.40 Good (G)3.50-4.40 Satisfactory (S)4.50-5.00 Passing (P)

perform well while others have outstanding performance additionally none of

the students are neither excellent nor satisfactory nor passing in their physics

subject.

The grading system of Benguet State University considers only two

categories; class standing and periodical examination. Class standing

includes; quizzes and seatwork, assignments, projects, oral recitation and

attendance. 60 % comes from class standing while 40 percent comes from

periodical examination. Given these circumstances one can easily obtain 75 %

even y just exerting more effort in the class standing alone since class

standing got more ratio than periodical examination.

56

Coping Mechanism of the Respondents

Table 3 presents the coping mechanisms applied by the respondents in

dealing physics anxiety when not grouped according to age, gender, or

ethnicity.

The overall weighted mean is 2.91 described as often which indicates

that the coping mechanisms is often applied by the respondents. In other

words, the respondents cope with their physics anxiety positively. Based on

the data gathered, hence all the respondents employ coping mechanism often

when dealing with physics anxiety.

A further examination of Table 3 shows that the respondents always

apply items 4, 5, 15 and 16 in coping with their physics anxiety. Apparently,

items 3, 8, 9, 11, 12, 13 and 14 are often applied by the respondents. Lastly,

respondents seldom apply items 1, 2, 6, 7 and 10 in dealing physics anxiety.

According to Aldrin (1991) the use of coping strategies has viewed as

decreasing with age, increasing with age or showing little or no age related

differences, depending on the conceptual framework and methodological

techniques used.

McCrare (1982) found out that older adults used fewer escapist and

hostile strategies when coping with problems. Moreover, Labouxie-Vief et. al.

(1987) found out that older individuals used coping strategies similar to those

younger individuals.

57

Table 3. Coping Mechanism of the Respondents

Coping MechanismsRESPONDENTS

N=41WM DE

1. I ask assistance or help from my classmates or friends. 2.29 S2. I participate well during discussions and activities. 2.49 S3. I try or practicing solving problems about physics. 2.93 O4. I take down notes during discussions. 3.41 A5. I attend my class regularly. 3.80 A6. I use my free times studying my notes. 2.49 S7. I get along with my teacher. 2.27 S8. I aim for higher grades or scores. 3.10 O

9. I am addressing my problems/ difficulties in physics instead of feeling helpless about them.

2.83 O

10. I do not use self-defeating talk. 2.46 S11. I establish good study habits. 2.98 O12. I read book or a magazine. 2.90 O13. I try to come up with a plan before I do anything. 2.93 O14. I worry about all the bad things that could happen. 2.76 O15. I remind myself to relax. 3.32 A16. I pray to make things better. 3.56 A

TOTAL 2.91 OLegend: 3.25-4.00 – Always (A)

2.50-3.24 – Often (O)1.75-2.49– Seldom (S)1.00-1.74 – Never (N)

According to Calm Clinic Website (calmclinic.com) men are absolutely

prone to anxiety. Anxiety in men may be especially problematic because men

are likely to seek help.

58

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study determines the level of Physics Anxiety of sophomore

students according to age, gender, ethnicity and academic performance; the

extent to which the students experienced the symptoms of physics anxiety;

and the degree of seriousness of the probable causes of Physics Anxiety.

The respondents comprised 41 students of Benguet State University

College of Teacher Education BEE Sophomores. Of the 41 respondents

taken, 5 or (12.20%) were males and 36 (87.80%) were females. Focusing on

their age, 25 or 60.98% where within the 17-18 years old group while 16 or

39.02% where within the 19 years old and above group. Giving emphasis on

ethnicity, 19 or 46.34% where Kankana-ey; 15 or 36.59% where Ibaloi and 7

or 17.7% were Ilocano. With this unevenness of the respondents, it indicated

that Kankana-ey were significantly more in numbers compared to Ibaloi and

Ilocano signifying that respondents were predominantly Kankana-ey.

A survey questionnaire was used to gather data regarding the Physics

Anxiety experiences of the respondent. The gathered data were analyzed

using the Likert Type Scale.

59

The leading findings of the study are the following:

1. The result of the level of Physics Anxiety when grouped according to

age is that the younger group consisting of 17 to 18 years old has

higher anxiety than the 19 years old and above considered as old

respondents. Therefore the Hypothesis that there is a significant

difference on the level of Physics Anxiety when grouped according to

age is accepted. The younger the age of the respondents, the higher

the level of anxiety they experience.

2. The level of physics Anxiety when grouped according to gender was

measured to be moderate anxiety level as indicated by over-all

weighted mean of 3.30 for male and 2.53 for females described as

partial anxiety. Therefore the hypothesis that there is a significant

difference on the level of Physics Anxiety of the respondents when

grouped according to gender is accepted.

3. Meanwhile, the level of Physics Anxiety when grouped according to

ethnicity shows that the respondents experience moderate anxiety.

Kankana-ey people was composed of 19 or 46.34% respondents, Ibaloi

composed of 15 or 36.59% while Ilocano compose of 7 or 17.07%

respondents. In addition, Kankana-ey group has higher weighted mean

compared to Ibaloi and Ilocano group. Therefore the hypothesis of the

study that there is no significant difference on the level of Physics

Anxiety of the respondents when grouped according to ethnicity is

rejected.

60

Conclusions

In the light of the findings of the study, the following conclusions were drawn.

1. It may be generalized that young students have greater serious

physics anxiety than the older ones.

2. Male students have higher Physics Anxiety level compared to

female students.

3. Kankana-ey group has higher anxiety than Ibaloi and Ilocano group.

In contrast Ibaloi and Ilocano group have the same level of Physics

Anxiety.

4. The respondents often use coping mechanisms in dealing Physics

Anxiety.

5. The level of academic performance of the respondents in their

Physics course is average (good) and above average (outstanding).

6. The level of Physics Anxiety dissociates with the level of academic

performance in Physics course. Therefore Physics Anxiety does not

affect academic performance.

Recommendations

Based on the preceding findings and conclusions the following are

recommended.

1. Male students should be encouraged to perform more activities in their

Physics subject. Teachers are also encouraged to give students fun

61

and enjoyable physics experiments that is related to their daily living to

increase their interest in studying physics.

2. The teacher should be aware of the effects of anxiety on student’s

achievement and motivation. They should make an effort to lease

anxiety on students by giving more activities interactive games and

discussion than purely lectures to help students appreciate physics.

3. The teacher should apply different teaching strategies such as the use

of cooperative grouping, create an environment in which students do

not feel threatened and allow them to relax in teach at slow phase, thus

will help highly anxious students to cope up with the subjects.

4. The school administrator should develop programs for students that

would enable the latter to manage or overcome their anxieties in

physics. School and other stakeholders of the school should organize

physics seminars and workshops for students and teachers to be more

familiar with physics and its uses.

5. Further studies should be conducted to confirm the result of the study

and to further investigate the benefits of having lesser physics anxiety

to students and how to lessen it, likewise further study can be

conducted on how physics anxiety affects behavior and attitude of

students.

62

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65

APPENDICES

APPENDIX A

Letter to the Respondents

Benguet State UniversityCollege of Teacher Education

La Trinidad, Benguet

Dear respondents,

We, researchers are currently conducting a research on “Physics Anxiety” in

partial fulfillment of our course Research. Results of the said research will help

improve science instruction and teaching learning process.

With this, we ask for your full assistance and cooperation in answering the

questionnaires honestly and accurately. Rest assured that your identity and your

answers will be held in strict confidentiality.

Thank you very much!

Researchers:

Abad, Manilito

Alfonso, Gardo

Dominglos, Elio

Instructor:

Prof. Dominador Garin

66

APPENDIX B

Physics Anxiety Questionnaire

Benguet State University

College of Teacher Education

La Trinidad, Benguet

Physics Anxiety Questionnaire

Personal Information Direction: Please put a checkmark ( ) on your answer and do answer all items. Answer honorably and sincerely.

Name: ______________________ Sex: Male Female

Year and Section: _____________ Age: _____________

Ethnicity/Tribal Affiliation: Please put a check mark on the ethnic group you are affiliated to.

Kankana-ey

Ibaloi

Ilocano

Others (Please specify): _______________________

67

II. Physics Anxieties as experienced by the respondents.

Hi respondents, this survey is for you to rate how often you experience the listed situations.

Please check ( ) the corresponding number of frequency you think the best that rates the condition.

Scale:

5 -Very High Anxiety (VHA) If your level of anxiety is about 96-100%.4 -High anxiety (HA) If your level of anxiety is about 86-95%.3 -Moderate Anxiety (MoA) If your level of anxiety is about 71-85%.2 -Partial Anxiety (PA) If your level of anxiety is about 70% and below.1 -Minimal Anxiety (MA) If you are not anxious at all.

Physics Anxiety 5 4 3 2 1

1. I was worried when I was informed that Physics was a requirement for my course.

2. I felt a lot of pressure/stress/burden in my Physics subject3. I felt my heartbeat faster whenever I went to my Physics class4. I was worried about being called in my Physics class.5. I cringed when I had to go to my Physics class.6. I felt uneasy when asked to recite in my Physics class.7. I could hardly concentrate in my Physics class.8. I couldn’t do my Physics assignment alone.9. I had difficulty understanding Physics concepts.10. I couldn’t sleep well before every Physics exam/quizzes.

11. I feared failing the Physics class.

12. I sweated a lot whenever I took my Physics test/quizzes.

13. My mind seems to go blank during Physics quizzes and unit tests.

14.

Physics terms were difficult for me to remember during test/quizzes.

15. I am confused with many topics in Physics.

16. I hate Physics topics.

17. I had difficulty developing conclusions based on Physics solutions.

18. The teacher discussed too fast the topic, I cannot catch up.

68

19. The Physics schedule is too early or too late.

20.

I hardly understand the medium of instruction used in teaching Physics.

21. I cannot follow and learn from activities in Physics.

22. I worry about how well am doing in Physics.

III. Coping Mechanisms as employed by the respondents to cope with Physics Anxiety

The following lists are some coping mechanisms in Physics anxiety. Please check the box corresponding to how often you do the coping mechanisms. Use the scales below as your guide in rating yourself.

Scales:

4 -Always (A) I do it every day.

3 -Often (O) I do it twice a week.

2 -Seldom (S) I do it once a week.

1 -Never (N) I do not do it at all.

Physics Anxiety 4 3 2 11. I ask assistance or help from my classmates or friends.2. I participate well during discussions and activities.3. I try or practicing solving problems about physics.4. I take down notes during discussions.5. I attend my class regularly.6. I use my free times studying my notes.7. I get along with my teacher.8. I aim for higher grades or scores.

9. I am addressing my problems/ difficulties in physics instead of feeling helpless about them.

10. I do not use self-defeating talk.11. I establish good study habits.12. I read a book or a magazine.13. I try to come up with a plan before I do anything.14. I worry about all the bad things that could happen.15. I remind myself to relax.16. I pray to make things better.

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APPENDIX C

Letter to the Instructor of the Respondents for Their Grades

Benguet State University-La Trinidad

College of Arts and Sciences-MPS

BSU Compound, La Trinidad Benguet

March , 2015

Ma’am Jennifer Lyn S. Ramos

Instructor

Physics

BSU-College of Arts and Sciences-MPS

Dear Madame;

We are currently conducting a research entitled “Physics Anxiety of Freshmen BEEd Students of Benguet State University” as a partial fulfillment on our course Educational Research in Physical Science.

In view hereof, we would like to request your good office to obtain the grades in Physics of selected BEEd students (see attached list).

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Rest assured that the said data will be treated with utmost confidentiality – student names will not appear in the final report.

Thank you very much for your favorable consideration.

Respectfully yours,

Abad, Manilito

Alfonso, Gardo

Dominglos, Elio Approved:

Sir Dominador Garin

Instructor

BIOGRAPHICAL SKETCH

“’A man without GOD in his life is nothing’’. This line lived by the

researcher from Tagudtud, Bagulin, La Union. He was born in Tagudtud on

the 9th day of May 1996. He is the eighth child among the nine children of

Matthew P. Abad and Lolita L. Abad.

He finished his elementary education at Tagudtud Elementary School in

2008 and his secondary education at Tagudtud National High School in 2012.

In tertiary level, he is currently studying at Benguet State University with his

course Bachelor of Secondary Education major in Physical Science. He is

currently residing at Tabangaoen, Balili together with his brothers and sisters.

Manilito L. Abad

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It was on the cold and starry evening of the 16th of January, 1994. An

ordinary couple living simply at the foot of foggy mountains at Bekes,

Catlubong, Buguias, Benguet was waiting for their fourth child to be born. At

last, the time has come, the baby come out to world. The child was a healthy

boy. The couple was very happy that you cannot erase the smile implanted on

their lips. The family welcomed the baby and soon baptized him at the Christ

the King Lutheran Church at Catlubong, Buguias, Benguet given the name

GARDO CANUTE ALFONSO. His parents were Mr. Gabriel Ommas Alfonso

and Mrs. Prescilla Canute Alfonso.

Gardo Canute Alfonso attended his grades one and two at Catlubong-

Adiston Primary School. He then continued at Bot-oan Elementary School and

graduate on March 2006. He took his secondary education at Catlubong

National High School and graduated on March 2010. In tertiary level, he is

currently studying at Benguet State University taking up Bachelor in

Secondary Education majoring in Physical Science.

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Gardo C. Alfonso

Elio Dominglos, one of the proponents of this research, was born on

December 4, 1995 at Poblacion, Kibungan, Benguet. He is the first of five

children being cared by Terio and Celia Dominglos. Basically his family lived

by farming.

He finished his elementary education at Kibungan Central School and

continued his secondary education at the Kibungan National High School.

Currently, he is pursuing his tertiary level at Benguet State University with a

Degree of Bachelor of secondary Education major in Physical Science.

Elio B. Dominglos

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