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Chapter V Summary

1. The study aimed to determine the relationship between time management and research anxiety among Grade 12 students. 2. It found that most respondents were 18 years old, female, and from ABM track. Students often procrastinated tasks and prioritized tasks according to importance. 3. Respondents' level of research anxiety was moderate. They felt most anxious about worries, anticipation, and irritability related to research tasks. The study recommends improving students' time management skills to reduce research anxiety.

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Celestine Ramos
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677 views

Chapter V Summary

1. The study aimed to determine the relationship between time management and research anxiety among Grade 12 students. 2. It found that most respondents were 18 years old, female, and from ABM track. Students often procrastinated tasks and prioritized tasks according to importance. 3. Respondents' level of research anxiety was moderate. They felt most anxious about worries, anticipation, and irritability related to research tasks. The study recommends improving students' time management skills to reduce research anxiety.

Uploaded by

Celestine Ramos
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CHAPTER V

This chapter presents the summary of findings, conclusion, and

recommendation based from the results in the previous chapter. The first part

includes summary that presents and highlights the results that support the main

objective of the study. The second part includes conclusion derived from the

findings of the study on the experience of Grade 12 students that involves in the

Time Management in Relation to Research Anxiety and the last portion

concludes the implications of the findings and recommendation will also be

explained and were based on the conclusions and purpose of the study.

Summary

Time is one of life’s most valuable possessions, as it is something you can

never get back. Thus, one of the most essential life skills to master is time

management. After all, time management is really life management. Learning

how to make every day count for something is the objective.

Loss of time management may cause anxiety. Anxiety is usually a state of

nervousness mixed with sense of insecurity and a state of anticipating the future,

which upsets, and worries the person definition of anxiety refers to it as inner and

external conflicts, encountering an unaccustomed situation, object or person, or

encountering a situation or object that causes fear and obsessive thoughts. The

teaching of research aims to develop research awareness in society and the


individual by means of adopting scientific attitudes and behaviours and the giving

the student the proficiency to carry it out.

Anxiety is not that rare in St. John’s Cathedral School it is an evident that

some students come late in school just to finish a certain requirement; some

even do not go to school to finish their requirements. They usually rush out things

when the “due” date becomes the “do” date. This study aimed to find out the

relation of Research Anxiety to the Time management of Grade 12 students with

the help of theories namely, the Maslow’s Theory, the Pickle Jar Theory, and the

Attribution theory with assumption.

The main objective of the study is to identify the relation of Research

anxiety to time management of Grade 12 students in St. John’s Cathedral

School. Specifically, it seeks to find answers to the following questions: First,

what is the profile of the respondents according to: Sex; Age; and Academic

Track? Second, how can students manage anxiety in relation to their research in

terms of: Procrastination; Study Habits; Prioritization? Third, what is the level of

anxiety of the respondents towards research. Lastly, what recommendation can

be proposed to improve the time management skills in relation to the level of

research anxiety

The output of this study will be useful to students who are incoming grade 12

and to the future researchers wherein this study will become their basis to
continue to spread the benefits of learning the significance of time management

skills in relation to research anxiety.

Findings

1. Demographic Profile of the Respondents

1.1 As to Age, In a clear view age 18 outnumbered the rest with ninety-

one (91) or 57.23% followed by 17 or 38.85%. On the other hand , 6 or

3.77% of the total respondents are in the age of 19 and above and the

least score goes to age 16 with 5 or 3.15%. or 3.15%. This implies that the

majority of the respondents subjected in the study are in age 18 which is

under adolescence period.

1.2 As to sex, it is obvious that female respondents override the male with

84 out of 100 or 52.83%. It justify that most enrolees in Grade 12 Senior

High School Students in St John’s Cathedral School are female. Unlike

the male who has only 75 or 47.17%

1.3 As to Academic Track, we can grasp that most number of students are

come from Accountancy, Business Administration (ABM) with 45 or

28.30%; Science, Technology, Engineering, and Mathematics (STEM 1)

are rest nest to the lead with 34 or 21.38%; Science, Technology,

Engineering, and Mathematics (STEM 2) has 33 or 20.76%; 29 or 18.24


come from General Academic Strand (GAS) and Humanities and Social

Science (HUMSS) has subdued to least with 18 or 11.32%

2. Students Manage Anxiety in Relation to their Research

2.1 As to all about Research Anxiety, that tackles how students manage

anxiety in relation to their research in terms of procrastination, findings

revealed that students are always say that there is enough time to finish

the tasks has the highest weighted mean of 3.25 and interpreted as ‘Often’

which seems the researcher positively observed during data gathering

procedure. The trough indicator is number 4 that the students cancel task

without valid reasons has a weighted mean of 2.53 and interpreted as

‘Rarely’ has the lowest number of weighted mean.

2.2 Students manage anxiety in relation to their research in terms of Study

Habits, finding revealed that the students do task regularly has the highest

weighted mean (x = 3.84). Students managing anxiety that produces least

study habits is number 4, which the student that spent less time with

friends during school days to concentrate more on my requirements has a

weighted mean of (x = 3.08). Students managing anxiety that produces

least study habits is number 4, which the student that spent less time with

friends during school days to concentrate more on my requirements has a

weighted mean of (x = 3.08).


2.3 Students manage anxiety in relation to their research in terms of

Prioritization, finding revealed that fourth indicator has highest weighted

mean (x = 3.70) ‘that I see to it that I prioritize the task according to what

should what should be the first to be done’ and interpreted as ‘Often’

which seems the researcher positively observed during data gathering

procedure. Moreover, the through indicator is number 5 ‘I monitor my daily

activities by comparing my plan Against what has been actually done any

reconcile any differences’ (x ̅= 3.25) in which shows the laziness or

tardiness of respondents.

3. Finding revealed that the level of anxiety as perceived by the students

themselves gained a “moderately” result with an overall weighted mean of 2.97

as Moderately. Among each situational or action statement or items given, the

item “Anxious mood – Worries, anticipation of the worst, fearful anticipation,

irritability” ranked first with an average weighted mean of 3.36 as Moderately.

But the item “Gastrointestinal symptoms – Difficulty in swallowing, wind

abdominal pain, burning sensation, abdominal fullness, nausea, vomiting,

borborygmic, looseness of bowels, loss of weight, constipation” got the lowest

level of anxiety based on feelings regarding in research anxiety. It implied that

students are more anxious in doing research. Worrying, anticipation of the worst,
fearful anticipation, irritability are example of signs or symptoms of anxiety

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