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LEVELS OF ANXIETY OF GRADE 12 STUDENTS AT APARRI SCHOOL

OF ARTS AND TRADES TOWARD MODULAR CLASS

A Research Proposal

Presented to the Faculty of the

Senior High School Department of

St. Paul School of Aparri

Aparri, Cagayan

In Partial Fulfillment

of the Requirements for

Practical Research 2

ERIKCA ANNELA LUIS

MAY 2021
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DEDICATION

This piece of work is dedicated to:

. . . . . . . . . . . our Heavenly Father

. . . . . . . . . my Family

. . . . . . . . . my Alma Mater

. . . . . . my Friends, Classmates

. . . . and All the People behind this work

Eicka Annela
 ACKNOWLEDGMENT
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The completion of the study would not be successful without the help of some sincere

persons. The researcher wishes to express her sincere appreciation and profound gratitude to

them. The following persons are worthy enough to be acknowledged:

Sr. Rosita Ermalin P. Racoma, SPC, School Principal, for her administrative supervision

and encouragement;

Ms. Jazzy Ocampo, for endearing concerns to welfare the researcher and her comments and

suggestions for the improvement of the study;

Mrs. Minerva Barcarse, School Librarian, for giving valuable suggestions, supervision

and support that influence the success of the study;

Ms. Sarah Jane Aggalut, Grade 11 Adviser, for reminding us always our research study

and her heartedly concerns;

The Students of Saint Paul School of Aparri especially the Grade 11 Students, for their

kindness, cooperation and encouragement in the pursuance of the study;

The Participants, who shared their time for the study and Above all, to the loving

omniscient God, for His unending bountiful grace and for his continuous guidance in

bringing out the success of the study.

ABSTRACT

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 Table of Contents

PAGE

TITLE PAGE ……………………………………………………………….. I 5

DEDICATION ……………………………………………………………… Ii

ACKNOWLEDGEMENT ………………………………………………….. Iii

ABSTRACT ………………………………………………………………… Iv

TABLE OF CONTENTS …………………………………………………… V

Chapter I

1. THE PROBLEM AND ITS BACKGROUND

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

Statement of the problem ………………………………………………... 2

Hypothesis ……………………………………………………………...... 3

Conceptual Framework ………………………………………………….. 3

Significance of the Study ………………………………………………... 4

Definition of Terms ……………………………………………………… 5

Scope and Delimitation of the Study ……………………………………. 6

2. REVIEW OF RELATED LITERATURE AND STUDIES

Defining Cognitive Behavioral Therapy .………………………………... 7

Rational Emotive Behavioral Therapy (RABT) ………………………… 8

Cognitive Therapy (CBT) ……………………………………………… 10

CBT in the Philippines 14

 3. RESEARCH METHODOLOGY
Methodology …………………………………………………………….. 16

Research Design …………………………………………………………. 16 6

Locale of the Study ……………………………………………………… 16

Respondents and Sampling Procedure …………………………………... 16

Research Instrument ……………………………………………………... 17

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

Statistical Treatment ……………………………………………………... 17

CHAPTER I
 INTRODUCTION

The beginning of 2020 brought a new challenge for the mankind the coronavirus disease
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2019 (COVID-19). This virus, having origins in the Wuhan city, gradually throughout China and

became a spread global health threat.

The COVID-19 outbreak has grave impact to the physical and psychological health among

people specially students. It has resulted in various psychiatric issues, for instance, panic

disorder, anxiety, fear, and depression. All education institutions were closed initially from

March 18 to March 31, 2020 across the country and later extended to the mid of June 2020 in

phases.

This unprecedented experience of ‘home quarantine’ under lockdown with the uncertainty of

academic and professional career has multifaceted impacts on the mental health of students.

Since public and private schools were closed to protect the health of learners and educators,

teaching had to be performed remotely with the use of modular and digital platforms.

In a statement on May 8, Education Leonor Briones said the Basic Education - Learning

Continuity Plan (BE-LCP) is the Department of Education's major response and commitment in

protecting the health, safety, and well-being of learners, teachers, and personnel.

Briones added that education must continue under the health protocols set by the Department of

Health and the World Health Organization. But the ongoing modular class is creating a psycho-

emotional chaotic situation and rise of mental health problems, including anxiety, depression,
 stress, sleep disorder as well as fear, among students[15–19], that eventually increased the

substance use [15] and sometimes suicidal behavior [20–22].

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Anxiety can be tricky because they can cause students to act in unpredictable ways Anxiety—the

mental-health tsunami of our generation—has caught up with them. Today’s teens and young

adults are the most anxious ever, according to mental-health surveys. anxiety affects their

academic performance and learning. Common symptoms include persistent feelings of dread and

jumpiness, frequent panic attacks, as well as headaches, stomach problems, shortness of breath,

and fatigue. Levels of anxiety can be influenced by personality, coping strategies, life

experiences, and gender. Anxiety levels are typically classified by the level of distress and

impairment experienced into four categories: mild anxiety, moderate anxiety, severe anxiety and

panic level anxiety.

Some students who suffer from anxiety experience painful emotional symptoms such as

depression, sadness, nervousness, anger, and loneliness. Students may feel unhappy about

coming to a university or become very nervous around people, such as friends and peers. There’s

just so much going on in this day and age, the pressures to fit in, the pressure to achieve, the

pressure of social media. And then you couple that with the fact that kids can’t even feel safe in

their homes—they worry genuinely about getting shot—and it all makes it so much harder to do

modular class.”

STATEMENT OF THE PROBLEM

Generally, this study attempted to find out the level of anxiety on modular class among Grade 12
at Aparri School of Arts and trades. Specifically, it aimed to answer the following questions:
 1. What is the students personal profile?
1.1 Sex
1.2 Age
1.3 Parents educational attainment
1.4 Parents Occupation 9
2. What are the sources of anxiety of Grade 12 students in Modular learning during
pandemic?

3. What is the level of anxiety on modular class among Grade 12 Students of Aparri School
of Arts and Trades?

HYPOTHESIS

The hypothesis below will be considered in this study:

1. There is a relationship between the personal profile and the level of the
respondents’ anxiety.
2. There is a relationship between the Modular class and the level of the respondents’
anxiety.

CONCEPTUAL FRAMEWORK
 The Independent Variables presented in the study are the profile of the student

respondents. The Dependent Variables present in this study is the level of anxiety in

academic performance of learners or student respondents of this study. 10

Independent Variables
o Socio-Demographic Profile
Dependent Variables
o Age
o Gender
o Civil Status
Level of Anxiety
o Family Profile
a.zero anxiety
o Rank among siblings
b.mild anxiety
o Parents educational
c.moderate anxiety
attainment
o Parents Occupation
d.severe anxiety
o Famiily monthly Income e.panic axiety

SIGNIFICANCE OF THE STUDY

The result of the findings of this study will benefit the following individuals in

their own respective fields

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The Student. When a person will know the effects of his actions and

decisions he or she has done, he or she will look for ways to lessen

the level of anxiety. This study is aimed at raising awareness of the

impact of anxiety to the lives of the students who commit such acts

by directing the students to do better than what they already are

doing.

The Teachers. Being a teacher means that one must assume the role of

the second parent to the students he or she is in contact with students.

However, students who commit anxiety are one of the stressors to teachers.

This study will be helpful to teachers who encounter the phenomenon of

anxiety among students. The teacher will be able to devise intervention

programs to reduce the number of students who commit anxiety. This

study may also become a guide to teachers as they can implement or

improve the interventions recommended by the researcher for future use.

The School Administrator. The School Administration is the primary people

affected upon knowing the effects of anxiety. Their concerns can then be

discussed with the student body and so as the student body sharing their 12

troubles to the administration. Through a conference the administration might

be able to arrive to solutions which can be applicable o different situations.

The Parent. The parents are the direct and the baseline in communication in

relation to their child’s regular truancy. Knowing the impact of anxiety to their

child’s learning performance, a parent will be at the concerns of convincing

their child to inspired and protect them from the primary causes of their

anxiety.