Central Philippine Adventist College

Alegria, Murcia, Negros Occidental,

6129 “In the world but not of the
world”

“Kulang ka lang sa Dasal” Examining the Anxiety Levels and Spiritual Practices
Among BEED Students

Andrade, Jayza
Graciadas,
Andreah Sheen
Jamio, Jinanie
Pastrana, Angel

Submitted

to: Mrs. Allen

A. Amarilla

October,2024
 ACKNOLEDGEMENT

We would like to extend our deepest gratitude to the following individuals for their

invaluable contributions to the successful completion of this research:

First, our sincere appreciation to Sir Even Villar, BEED Coordinator, for his

continuous guidance and unwavering support throughout this study. We also thank

Ma'am Allen Amarilla, our subject teacher, for her insightful feedback, encouragement,

and dedication to helping us achieve our research goals. Our heartfelt thanks to Ma'am

Leren Bernardino, our research adviser, for her expert guidance, mentorship, and

constructive advice, which greatly contributed to the success of this research.

We are also thankful to our panelists, Ma'am Dana Facto and Sir Jonel Carballo, for

their valuable feedback and critical insights, which greatly improved the quality of this

work.

Our sincere appreciation extends to the validators from the Theology Department:

Pastor Christopher Luaya, Pastor Rafael Carado, Pastor Victor Montaño, and Pastor

Jessie Aragon, for their time and effort in reviewing and validating the content. We also

thank the validators from the Psychology Department: Ma'am Dana Facto, Sir Nap

Salazar, Ma'am Jhonna Toledo, and Ma'am Anabella Lazo, for their thoughtful and

thorough evaluations, which enriched our study. We would like to express our gratitude

to Sir Eranel Esmael, our statistician, for his expertise in analyzing the data and ensuring

the reliability and accuracy of the results.

 We are also immensely grateful to our classmates who participated as respondents in

the survey. Your time, effort, and cooperation were essential to the success of this

research. We also recognize the dedication, teamwork, and perseverance of the research

team in completing this research project. Above all, we express our deepest gratitude to

God for His guidance, wisdom, and blessings, which made this undertaking possible.

To each and every one of you, we offer our sincerest thanks for your support

and contributions, without which this research would not have been possible.
TABLE OF CONTENTS
 ABSTRACT

Anxiety has emerged as a significant mental health concern among college students,

including those pursuing a Bachelor of Elementary Education (BEED) degree. This

quantitative research aimed to investigate the anxiety symptoms that are dependent with

personal spiritual practices and religious activities among BEED students at Central

Philippines Adventist College. A total population survey was conducted, utilizing a

demographic questionnaire, the Mental Health America (MHA) Screening for anxiety

assessment, and a Spiritual Practices scale. Data analysis involved the use of Chi-square

tests to identify associations between variables. The findings revealed variations in

anxiety levels across different demographic groups, such as age, gender, residence, year

level, and denominational affiliation. Additionally, the study explored the relationship

between specific spiritual practices and anxiety symptoms. The results provide valuable

insights into the impact of spiritual practices on mental health and suggest the potential

benefits of incorporating spiritual interventions into mental health support programs for

BEED students.
 CHAPTER I

Introduction

Individuals grappling with anxiety disorders frequently endure heightened and

excessive levels of fear and worry. These emotions typically manifest alongside physical

tension and various cognitive and behavioral symptoms that are hard to manage. Left

untreated, these anxiety disorders can persist for an extended period, causing substantial

distress and hindering one's ability to engage in daily activities. They can also disrupt a

person's family, social, and professional aspects. With over 301 million cases in 2019,

anxiety disorders are the most widespread mental illness in the world. Anxiety problems

affect women more often than they do men. A kid or adolescent will frequently first

experience anxiety symptoms. For anxiety disorders, there are many highly effective

treatments. One in four individuals who suffer from anxiety problems obtain treatment

(World Health Organization, 2023).

An estimated 275 million people suffer from anxiety disorders. That’s around 4%

of the global population, with a spread of between 2.5% and 6.5% of the population per

country. Around 62% of those suffering from anxiety is female (170 million), compared

with 105 million male sufferers (Fleming, 2019). According to National Mental Health

Association (NMHA) data, 46% of male students and 64% of female students experience

anxiety. Because anxiety and depression spread from early childhood to later life stages,

they are important for students since they not only make everyday activities less

enjoyable but can lead to mental health issues, issues with compliance, and criminality in

the future. Because religion plays a significant role in society's mental health, most US

medical schools (84 out of 126) provide religious courses (Forouhari et, al. 2019).
 In addition, anxiety disorders affect an estimated 4% of the world's population. It

is the most prevalent mental disease worldwide, affecting 301 million individuals (WHO

2023). Anxiety is a body's natural reaction to feeling stressed, anxious, and worried about

the future. Anyone, regardless of age, can experience anxiety (Mohamad et. Al, 2021).

Anxiety is related to fear and appears as a future-focused mood state that involves a

complex cognitive, affective, physiological, and behavioral response system linked to

preparing for the expected events or circumstances viewed as hazardous (Chand &

Marwaha, 2023).

Furthermore, a child's academic performance is in danger if they experience

excessive concern, intrusive thoughts, and diminished focus due to anxiety. A child's

overall performance may be impacted by anxious-avoidant actions during school work

(McCurdy et. Al, 2022). Research by Ruscio et al., (2017) emphasized the pervasive and

long-lasting effects of anxiety disorders on various life domains, including work,

relationships, and overall well-being.

The Philippines is the nation with the third highest rate of mental health issues in

the Western Pacific Region, with an estimated 6 million Filipinos suffering from

depression and/or anxiety (Martinez et al., 2020).

Academic institutions need to consider the students who are most vulnerable to

mental health problems as well as the variables that affect them. This study identified the

factors impacting senior high school students in Metro Manila's risk of anxiety,

depression, and stress because there is a dearth of literature regarding student mental

health in the country. The findings revealed that four-fifths of senior high school students

from Metro Manila are at significant risk for anxiety, three-fifths of the participants are at
risk for depression, and one-fourth are at risk for stress. Compared to a study conducted

by Alibudbud among young Filipino students, the rate of students in the current study

who are at risk for anxiety and/or depression is twice as high (Serrano et al., 2023).

On the other hand, spirituality encompasses an individual's beliefs, values, and

practices related to their sense of purpose, meaning, and connection with something

greater than themselves, which has demonstrated positive effects on mental health.

Engaging in spiritual practices can provide individuals with a heightened sense of

purpose, peace, hope, and meaning. It can also bolster their confidence, self-esteem, and

self-control, helping them navigate life experiences more effectively (Brennan, 2021).

These factors are instrumental in helping young people, particularly students, thrive in

their educational pursuits and successfully achieve their goals. While researchers have

not definitively established a direct link between one's psychological condition and their

spiritual perspective, it is essential to comprehend how spiritual activities may contribute

to their psychological well-being.

The researchers chose to investigate the relationship between anxiety levels and

spiritual practices because this topic holds significant relevance in today's fast-paced and

often stressful sphere. With rising levels of anxiety worldwide, there is a growing interest

in holistic approaches to mental well-being. Spiritual practices offer potential avenues for

reducing anxiety, promoting mindfulness, and enhancing overall mental health. In an era

marked by heightened stressors and a quest for inner peace, understanding how engaging

in spiritual practices can affect anxiety levels is not only pertinent but also offers valuable

insights into effective coping strategies and mental health interventions.

To address the subject, this research study caters to the longtime concern of
teachers and parents regarding the mental well-being of their students and children, most

especially in Universities and Colleges. By investigating the correlation between anxiety

levels and spiritual practices, the study can provide insights into whether there is a

connection between the two. If a significant correlation is found, it could suggest that

engaging in spiritual practices may have an impact on reducing anxiety among students.

This information could be valuable for educators, mental health professionals, and

policymakers in developing strategies to support students' mental well-being.

Statement of the Problem

Anxiety is a prevalent concern among students pursuing a Bachelor of Elementary

Education (BEED) degree, with potential implications for their academic performance

and overall well- being. This research investigated the relationship between anxiety levels

among BEED students and their engagement in spiritual practices. To find out the results,

the following questions were administered:

1. What is the respondent's profile in terms of:

1.1 Age and Gender

1.2 Student Residence;

1.3 Year Level; and

1.4 Denominational Affiliation

2. What is the anxiety level of students in terms of:

2.1 Age and Gender

2.2 Student Residence;

2.3 Year Level;

2.4 Denominational Affiliation

3. Spiritual Practices of Students
3.1 Personal Spiritual Practices
3.2 Spiritual Involvement

4. What are the anxiety symptoms that are dependent with personal spiritual practices and
religious activities?

Significance of the Study

The significance of this research underscores its importance and relevance in

addressing a specific problem, contributing new knowledge, filling gaps in existing

literature, or impacting practical applications. It highlights the potential impact on the

field, and how it adds to the current understanding of the subject matter specifically to the

following:

Students. Understanding the relationship between spiritual practices and anxiety can

provide students with effective stress management strategies. They may learn how

incorporating mindfulness or spirituality into their daily lives can help reduce anxiety

levels. The findings of this research can help students make informed decisions about

integrating spiritual practices into their lives. It may encourage them to explore these

practices more deeply and consider their potential benefits for personal growth.

Parents. The findings of the study can open up a dialogue between parents and their

children about anxiety and spirituality. Parents may become more aware of their child's

emotional and spiritual needs, leading to more supportive conversations and actions.

Understanding that their child may

be dealing with anxiety can prompt parents to offer additional support, both emotionally
and practically. They may encourage their children to continue or explore spiritual

practices if they are found to be helpful in reducing anxiety.

Pastors. Different individuals may have unique spiritual needs and preferences. Pastors

can use the findings to provide more tailored guidance to BEED students who may

benefit from specific spiritual practices to address their anxiety. This tailored approach

can be more effective in addressing the individual's needs.

Guidance Counselors. Guidance counselors can use the findings to help students

identify and implement effective coping strategies for managing anxiety. If specific

spiritual practices are associated with reduced anxiety, counselors can introduce these

practices as potential tools for anxiety management.

Administrators. The findings of this study could provide insights into the types of

support and resources that may be needed to address anxiety levels among BEED

students. Schools can use this information to develop and implement support programs,

workshops, or counseling services tailored to the specific needs of these students.

College Instructors. This study may provide instructors with information on the

potential benefits of incorporating mindfulness or spiritual practices into their teaching

methods. It can inspire the development of innovative pedagogical approaches that foster

emotional resilience and well-being.

Research Department. This study can help the research department understand the

connection between anxiety and spiritual practices among BEED students. The findings

may guide future research for higher studies to create effective programs for the students
who are suffering from mental health issues.

Psychology Department. The psychology department may use the findings of this study

to promote better suited programs for the students who are experiencing levels of anxiety

that are dependent on religious activities and personal spiritual practices.

Future researchers. This study can serve as a foundational piece of research that future

researchers can build upon. It provides an initial understanding of the relationship

between anxiety levels and spiritual practices, setting the stage for more in-depth

investigations.

Conducting a correlational study on the relationship between students' anxiety

levels and spiritual practices can provide valuable insights into the potential role of

spirituality in promoting mental health and well-being. The findings can inform the

development of interventions, improve support systems for students, and promote a more

holistic understanding of mental health in educational settings.

Scope and Limitations

The primary objective of this study is to investigate the connection between anxiety

levels and spiritual practices among Bachelor of Elementary Education (BEED) students

at Central Philippine Adventist College (CPAC). The data collection process

encompassed all BEED students during the 2023-2024 academic year. It is important to

note that this research solely focuses on issues about anxiety and spiritual practices,

disregarding other unrelated problems. Students from other departments other than

BEED are considered in this study. The information was gathered through online survey

questionnaire administered to the students which served as a reference for the research.
Through these methodologies, the researchers were able to determine the correlation

between anxiety and spirituality among BEED students enrolled at CPAC for the

specified academic year.

Definition of

Terms

Anxiety

Levels:

Anxiety levels can be determined by personality, coping mechanisms, life experiences,

and gender. According to how much distress and impairment are felt, anxiety is often

divided into four categories: mild, moderate, severe, and panic level (Hull, 2022).

The operational meaning of anxiety levels in this study refers to the measurement and

assessment of the anxiety experienced by the Bachelor of Elementary Education (BEED)

students. The researchers typically used standardized psychological assessment tools or

questionnaires designed to measure anxiety levels.

Spiritual Practices:

The Bible makes clear that there are spiritual disciplines that one can engage in and ought

to do. Following the spiritual practices of prayer, repentance, confession of sins,

forgiveness, submission, waiting on the Holy Spirit, receiving the power of the Holy

Spirit, and evangelism, the New Testament church grew astronomically (Norwood,

2023).

Spiritual practices refer to a wide range of activities that are undertaken by individuals to

cultivate and explore their spiritual or religious beliefs. These practices are often deeply
personal and can vary widely among different cultures, religions, and belief systems.

Some common spiritual practices include prayer, meditation, fasting, attending religious

services, mindfulness, and acts of charity. Spiritual practices are often aimed at

promoting spiritual growth, connection with a higher power or inner self, and a sense of

purpose and meaning in life.

Examining:

Scan, inspect, examine, and scrutinize all imply to look over or at in order to learn more

about its facts, condition, etc. (Merriam Webster, 2023).

"Examining" implies that the research aims to investigate and explore the relationship

between two variables: anxiety levels and spiritual practices. This investigation includes

gathering data, conducting observations, and using research methods to obtain

information about these variables.

Gender:

The socially constructed qualities of males, women, girls, and boys are referred to as

gender. This covers connections between people as well as the standards, behaviors, and

roles that come with being a woman, man, girl, or boy. Gender is a social concept that

differs from culture to culture and can evolve over time (WHO, 2023)

Denominational:

Denominational denotes belonging to or being associated with a specific religious

denomination (Collins, 2023).

Central Philippine Adventist College:

Central Philippine Adventist College is an educational institution affiliated with the

Seventh-day Adventist Church. It is in Murcia, Negros Occidental, Philippines. CPAC is

part of the worldwide network of Adventist educational institutions, which include

primary and secondary schools, colleges, and universities worldwide.

Bachelor of Elementary Education:

The operational definition of "BEED students" specify the criteria or characteristics that

define the group of participants being studied. In this case, it is the Bachelor in

Elementary Education (BEED) students. BEED students operationally defined as

individuals who are currently enrolled in a Bachelor's program specifically focusing on

Elementary Education.

Kulang ka lang sa Dasal:

The operational definition of “Kulang ka lang sa dasal” is a phrase and a toxic filipino

culture often used to dismiss someone’s struggles with anxiety.

Personal Spiritual Practices:

Personal spiritual practices refer to individual activities or routines undertaken to

connect with the higher power. These may include prayer, fasting, and reading the

holy scriptures.
 CHAPTER II

Review Related Literature

Anxiety Levels

Anxiety levels can be determined by personality, coping mechanisms, life

experiences, and gender. According to how much distress and impairment are felt,

anxiety is often divided into four categories: mild, moderate, severe, and panic level.

(Hull,2022).

The degree of distress and damage they produce, anxiety can be categorized into four

levels: mild anxiety, moderate anxiety, severe anxiety, and panic level anxiety. A person's

personality, coping mechanisms, past experiences, gender, and life events can all have an

impact on the four components of anxiety (Valentin, 2023).

For example, feeling some level of anxiety in certain situations from time to time is

expected, such as before speaking in front of an audience or interviewing for a job. In

other scenarios, stress may serve as a helpful warning sign that something’s not right

about a situation. However, these feelings typically don’t qualify as clinical anxiety until

they can be characterized as persistent, irrational, out of proportion to the situation,

and/or disruptive to one’s daily life or functioning (Justice, 2023).

Spiritual Practices

Spiritual practices can be effective resources for developing oneself and discovering

oneself. Meditation, yoga, prayer, and energy healing are a few of the disciplines that can

help us connect with our inner selves and develop a stronger sense of meaning and

purpose (eSoftSkills, 2023).

In relation to this, spiritual practices are specific actions you take to strengthen your

connections to the divine and the natural world. You can connect to God (or whatever

name you want to refer to that "something more" outside of yourself) through practices.

They make it possible for you to actively engage with the depth of your being, your inner

or "true" self. Additionally, they broaden your range of experiences and inspire you to

have certain relationships with other people and all of creation, including both animate

and inanimate beings (Frederic and Mary Ann Brussat, 2023).

Jewish author Avram Davis once said, "We are what we practice. We practice all kinds of

things constantly, but choosing to engage in spiritual practices is a conscious choice.

According to the author, if we become angry frequently, we are actually practicing anger

and we become pretty adept at it. These pursuits have value and significance, and they

affect the way we live. Practices are frequently highly tangible and useful. They make it

clear how to actually live up to your words. Yet sometimes you need to make your values

and convictions clear before you can take action. A type of practice is asking questions

and living with them. Most practices can be done while going about your everyday

business, while some need for designating a certain location and time.

Ultimately, according to Sohn (2018), in his book The Importance of Spiritual Practices

states that we need to be able to put our brains to rest in order to return to the present now

and connect with our source energy, which is our endless supply of peace, joy,

abundance, and love. When we can't do this, we get anxious, scared, angry, worried, and

distracted. Spiritual practices help us in this way. Spiritual practices help us re-align with

our souls and separate from the creative workings of our minds when they have worked

themselves up into a whirlwind of emotions.

Religious activities may provide protection against anxiety and depression, religious

experiences and beliefs may also raise anxiety and depression levels (Fradelos et.al,

2020)

Personal spiritual practices have been demonstrated to reduce stress and anxiety (Stewart

et.al, 2024).

We can sense God's presence in our lives by creating space in our lives through spiritual

practices. Participating in spiritual activities entails giving up some activities, such as

racing, obsessing, attempting to prove our value, or attempting to win God's favor

(Baab,2023).
Theoretical Framework

Transformative learning, as described by Mezirow, refers to the process of inducing

changes within an individual's framework of understanding. Adults accumulate a

cohesive reservoir of life experiences, including associations, concepts, values, emotions,

and ingrained responses. These constitute the framework through which they perceive

and interpret the world around them. These frameworks, known as frames of reference,

act as the scaffolding for comprehending experiences. They selectively mold and confine

expectations, interpretations, thoughts, and emotions, essentially guiding our course of

action. Once established, these frames of reference dictate our automatic transition from

one specific mental or behavioral activity to another. We tend to instinctively dismiss

ideas that do not align with our preexisting notions, categorizing such ideas as unworthy

of contemplation—deviations, nonsense, irrelevant, bizarre, or incorrect. When

circumstances allow, individuals engaged in transformative learning gravitate towards a

broader, more discerning, self-reflective, and integrative frame of reference, expanding

their understanding of their experiences (Mezirow, 1991).

Transformative learning theory, proposed by Jack Mezirow, explores how individuals can

undergo significant cognitive and emotional shifts in their perspectives, beliefs, and

behaviors through learning experiences. While this theory primarily focuses on education

and personal growth, it can be related to spiritual practices and anxiety in the context of

shifting perspectives and beliefs. Transformative learning involves the reevaluation and

revision of one's beliefs, values, and assumptions. Spiritual practices often encourage

individuals to explore deeper questions about existence, morality, and the nature of
reality. Through these practices, individuals may experience shifts in their perspectives

on life, the self, and the world, which can have a profound impact on their understanding

of anxiety. For example, they may come to see anxiety as a natural part of the human

condition or as an opportunity for personal growth and self-discovery.

The relationship between transformative learning theory and the research on anxiety

levels and spiritual practices among BEED students lies in the potential for this research

to trigger transformative experiences. If the findings challenge students' existing beliefs

and lead to critical reflection and perspective transformation, it aligns with the principles

of transformative learning theory in an educational context.

 Beck's cognitive theory suggests that anxiety and depression can be identified by the

cognitive content they possess, with anxiety being characterized by cognitive content

involving psychological or physical threat and danger and depression by cognitive

content including feelings of personal loss and failure (Gerow et.al, 2011).

The core tenet of Beck's cognitive model is that our perception and interpretation of

the environment are shaped by our automatic thought processes, underlying beliefs, and

cognitive distortions. Anxiety and depression are two mental health conditions that can

result from damaging ideas, beliefs, and distortions (Justice, 2023).

The link between Beck's cognitive theory and the research on anxiety levels and

spiritual practices lies in how cognitive content influences anxiety. Beck's theory posits

that anxiety's cognitive content involves threat and danger, while spiritual practices could

potentially impact or alter these cognitive distortions, potentially affecting anxiety levels.

Understanding and exploring this connection could reveal how spiritual practices might

influence cognitive processes, potentially impacting anxiety levels according to Beck's

theory.
Research Paradigm

Figure 1. Schematic Diagram of the Conceptual Framework of the Study

As illustrated in the figure 1, this study considered the independent variable

anxiety level to the dependent variable which is the spiritual practices. The moderator

variables included the age, gender, year level, student’s residence, and denominational

affiliation.
 CHAPTER III

Methodology

This chapter discusses the research design, study population, sample and sampling

technique, demographic profile of participants, instrumentation, data collection

procedure, and data analysis utilized in this study.

Research Design

Numerical data is systematically gathered and analyzed using quantitative descriptive

research methodologies in order to characterize or summarize a population or

phenomena. It emphasizes on the statistical analysis and objective assessment of data to

give a succinct and understandable synopsis of the research issue. Descriptive statistics,

such means, frequencies, or percentages, are produced by statistically analyzing the

gathered data and offer a quantitative synopsis of the study's conclusions. Researchers

can precisely characterize and record the traits, actions, or viewpoints of a certain group

or phenomenon by using descriptive research. It facilitates taking a momentary view of

the current state of affairs or comprehending prevailing patterns (Unimrkt,2023).

Population

Total population sampling is used which involves looking at the complete population that

has a specific set of characteristics. As a result of the entire population being so small and

well-defined, and a portion of which may not measure what is necessary, researchers

frequently utilize this sampling technique. By using sampling techniques, it can eliminate

any potential bias. (Canonizado, 2019)

This study intends to survey and collect data from every single BEED student ranging

from 1st year to 4th year at Central Philippines Adventist College, rather than collecting a

sample population. This approach can provide comprehensive understanding of the

relationship between anxiety levels and spiritual practices among BEED students, as it

includes data from the entire population, eliminating the need for statistical inference.

Instrumentation

The study utilized several measures to assess the participants, including a demographic

questionnaire, the Mental Health America (MHA) Screening for anxiety assessment and

Spiritual Practices scale. The demographic questionnaire gathered information on age,

gender, year level, student category, and denominational background.

For measuring anxiety levels, the Mental Health America Screening was employed, it is

consisting of a set of standard questions that an individual must answer in order for a

medical professional to look for indications of a mental illness. The scale was modified

by the researchers to be more fitted with the study and was validated by four of the

experts on the field.

To measure spiritual practices, the Spiritual Practices (SP) scale was used, consisting of

10 Personal Spiritual Activities and 10 Religious Activities modified statements related

to various religious practices. It is a comprehensive evaluation tool that emphasizes the

values, instincts, way of life decisions, and activities that embody the spiritual side of

humanity. The scale was validated by experts on the respective fields.

To address the research question in this study, the researchers will administer a web-

based questionnaire to the Bachelor of Elementary Education, using google forms as a

means to gather the needed data.

Data Gathering Procedures

To collect the necessary data, the researchers employed a digital approach. Potential

participants were contacted through Messenger, where they were informed about the

research study, including a brief overview. A link to a Google Form survey was then

provided.

The initial page of the Google Form presented an informed consent form and

confidentiality measures. Participants were required to provide their consent before

proceeding.

Subsequently, participants were directed to complete two separate forms:

1. Anxiety Test and Anxiety Level Scale: Participants were required to

complete these standardized measures to assess their anxiety levels.

2. Spiritual Practices Scale: Participants completed this scale to evaluate their

engagement in spiritual practices.

Upon completion of all forms, participants submitted the survey.

This approach ensured efficient data collection while prioritizing participant

understanding and consent.

Data Analysis Procedure

The Chi-square test, denoted as χ², is employed to determine if there is any association

between non-numeric variables commonly examined in statistical studies (Kothari,

2007). According to Kothari (2007), certain conditions must be met before applying this

test. It is a robust statistical tool for evaluating hypotheses concerning variables measured

at the nominal level. However, it is crucial to ensure that the test is suitable for the

specific purpose, hypothesis, and data. This method is particularly prevalent in

quantitative research with small sample sizes. Therefore, the research objectives and

hypotheses should be clearly defined, and a thorough analysis is essential (Turhan, 2020).

The data analysis in this study was conducted using SPSS 20 to examine the anxiety

levels and personal spiritual practices, including religious activities, among BEED

students. A chi-square test was used to determine if the presence of anxiety symptoms

was dependent on the frequency or type of spiritual practices. Data collected from the

respondents were inputted into SPSS, where categorical variables (e.g., anxiety levels

and participation in spiritual activities) were analyzed. The chi-square test provided a

statistical value to assess whether there was a significant association between these

variables. The results were interpreted to understand if anxiety symptoms are dependent

to spiritual practices.

Ethical Consideration

To ensure the ethical conduct of the study, several measures were implemented. Firstly,

the confidentiality of the respondents' identities and personal information was strictly

maintained throughout the research process. Participants were assured that their

responses would remain anonymous, and no identifying information would be linked to

their data.

Secondly, participation in the study was entirely voluntary. Respondents were informed

that they had the right to withdraw from the study at any point without any negative

consequences.

Additionally, to minimize potential psychological distress, the researchers provided

information about the study's purpose and procedures in advance of data collection. The

online survey format offered flexibility, allowing participants to choose whether or not to
include their names, further safeguarding their privacy. Throughout the study, the

researchers adhered to principles of respect and fairness to protect the well-being and

rights of all participants.

Biblical Perspective

“Do not be anxious about anything, but in every situation, by prayer and petition, with

thanksgiving, present your requests to God. And the peace of God, which transcends all

understanding, will guard your hearts and your minds in Christ Jesus.” ~ Philippians 4:6-

7.

Anxiety is eliminated by prayer, which also brings about calm. As a result of anxiety, we

attempt to control everything, yet we actually have no such power. We thus feel more

worried than we did at the beginning after trying to regain control. By praying, we submit

it to the only One who has the power to rule. The attempt to control frees us from its

shackles. Additionally, rather than being motivated by fear, it is an act of trust-based

submission (Fryling, 2021).

Anxiety Tends to Sickness and Disease—When wrongs have been righted, we may

present the needs of the sick to the Lord in calm faith, as His Spirit may indicate. He

knows each individual by name and cares for each as if there were not another upon the

earth for whom He gave His beloved Son. Because God's love is so great and so

unfailing, the sick should be encouraged to trust in Him and be cheerful. To be anxious

about themselves tends to cause weakness and disease. If they will rise above depression

and gloom, their prospect of recovery will be better; for “the eye of the Lord is upon

them” “that hope in His mercy” (Psalm 33:18).—The Ministry of Healing, 229 (1905).

2MCP 467.2
The passage from "The Ministry of Healing" highlights the detrimental effects of anxiety

on physical health and well-being. It emphasizes the importance of trust in a higher

power and maintaining a positive, cheerful attitude to promote healing and recovery. This

perspective can be relevant to the research on anxiety levels among BEED students and

their spiritual practices. The study may find that students who engage in spiritual

practices, like prayer and faith, experience lower levels of anxiety and better overall

mental and physical health. The passage's message about trusting in a higher power and

maintaining a positive outlook aligns with the potential benefits of spirituality in reducing

anxiety among students, as explored in the research study.

 Chapter IV

This research investigated the relationship between anxiety levels among BEED students and
their engagement in spiritual practices. The following problems were answered:

1. Respondent's profile

Table 1.1 AGE

Table 1.1 shows that 54.5% of the respondents were aged 15 to 21 years old, and 45.5% were
21 years old and above.

Table 1.1 GENDER

Table 1.2 shows that 93.2% of the respondents are female and 6.8% are males.
1.2 STUDENT’S RESIDENCE

Table 1.3 shows that 2.3% of the respondents are residing at Boy’s Dorm, 34.1% are Day
Students, 59.1% are villager, and 4.5% are residing at Girl’s Dorm.

1.3 YEARLEVEL

Table 1.4 shows that 11.4% of the respondents are 1st year, 38.6% are 2nd years, 43.2%
are 3rd years, and 6.8 are 4th years.
1.4 DENOMINATIONAL AFFILIATION

Table 1.5 shows that 4.5% of the respondents are Baptist, 9.1% are Catholics, 81.8% are
Seventh Day Adventists, and 4.5 are others.

Interpretation of the Mean: Anxiety Level

Mean Interpretation
1.0 – 1.75 Very low anxiety level
1.76 – 2.5 Low anxiety level
2.51 – 3.25 High anxiety level
3.26 – 4.0 Very high anxiety level
2. What is the anxiety level of students in terms of:

2.1 AGE
Question 15-21 Interpretation 21 years old Interpretation
years old and above
(mean) (mean)
Feeling nervous, anxious, or 2.0000 Low anxiety 2.2000 Low anxiety
on edge. level level
Not being able to stop or 2.3333 Low anxiety 2.6500 Low anxiety
control worrying. level level
Worrying too much about 2.7917 High anxiety 2.7500 High anxiety
different things. level level
Trouble relaxing 2.0000 Low anxiety 2.1000 Low anxiety
level level
Being so restless that is it 1.5833 Low anxiety 2.1000 Low anxiety
hard to sit still. level level
Becoming easily annoyed of 2.0833 Low anxiety 2.1500 Low anxiety
irritable. level level
Feeling afraid as if something 2.1667 Low anxiety 2.1000 Low anxiety
awful might happen. level level

Table 2.1 (AL5) ‘Being so restless that is hard to sit still’, respondents aged 15-21 years
old has shown a very low anxiety level. Meanwhile, (AL3) ‘Worrying too much about
different things’, with respondents aged 15-21 years old has shown a high level of
anxiety.

The most frequent anxiety disorders in this age group are more common in older
teenagers than in younger ones, and they can involve panic attacks or excessive worry.
5.5% of those aged 15 to 19 and 4.4% of those aged 10 to 14 are thought to suffer from
anxiety disorder (WHO, 2024).
2.1 GENDER
Question Male Interpretation Female Interpretation

(mean) (mean)

Feeling nervous, anxious, 2.0000 Low anxiety level 2.0976 Low anxiety level

or on edge.

Not being able to stop or 2.3333 Low anxiety level 2.4878 Low anxiety level

control worrying.

Worrying too much about 3.3333 High level of 2.7317 High level of anxiety

different things. anxiety

Trouble relaxing 2.3333 Low anxiety level 2.0244 Low anxiety level

Being so restless that is it 2.0000 Low anxiety level 1.8049 Low anxiety level

hard to sit still.

Becoming easily annoyed 2.0000 Low anxiety level 2.1220 Low anxiety level

of irritable.

Feeling afraid as if 1.3333 Low anxiety level 2.1951 Low anxiety level

something awful might

happen.

Table 2.1 shows that male respondents in (AL7) ‘Feeling afraid as if something awful

might happen’, results a very low anxiety level while female respondents in AL3.

Worrying too much about different things, results a high level of anxiety.

According to PubMed Central (2012), Women are more likely than men to suffer from

anxiety disorders.
2.2 STUDENT’S RESIDENCE
Question Boy’s Dorm Interpretation Day Student Interpretation

(mean) (mean)

Feeling nervous, anxious, or 1.0000 Low anxiety 1.8000 Low anxiety

on edge. level level

Not being able to stop or 1.0000 Low anxiety 2.1333 Low anxiety

control worrying. level level

Worrying too much about 2.0000 Low anxiety 2.5333 High level of

different things. level anxiety

Trouble relaxing 2.0000 Low anxiety 2.0667 Low anxiety

level level

Being so restless that is it 1.0000 Low anxiety 1.7333 Low anxiety

hard to sit still. level level

Becoming easily annoyed of 1.0000 Low anxiety 1.9333 Low anxiety

irritable. level level

Feeling afraid as if 2.0000 Low anxiety 2.1333 Low anxiety

something awful might level level

happen.
 Question Villager Interpretation Girl’s Dorm Interpretation

(mean) (mean)

Feeling nervous, anxious, or 2.3077 Low anxiety 2.0000 Low anxiety

on edge. level level

Not being able to stop or 2.6923 High level of 3.0000 Low anxiety

control worrying. anxiety level

Worrying too much about 2.9615 High level of 2.5000 High level of

different things. anxiety anxiety

Trouble relaxing 2.0385 Low anxiety 2.0000 Low anxiety

level level

Being so restless that is it 1.8846 Low anxiety 2.0000 Low anxiety

hard to sit still. level level

Becoming easily annoyed of 2.2308 Low anxiety 2.5000 Low anxiety

irritable. level level

Feeling afraid as if 2.1538 Low anxiety 2.0000 Low anxiety

something awful might level level

happen.

Table 2.2 shows that the respondents residing at Boy’s Dorm pertain to (AL1) ‘Feeling

nervous, anxious, or on edge’, (AL2) ‘Not being able to stop or control worrying’, (AL5)

‘Being so restless that is hard to sit still’, and (AL6) ‘Becoming easily annoyed or

irritable’, with a 1.0000 mean score, resulting in a very low anxiety level. Meanwhile,

the respondents staying at the

Girl’s Dorm have shown a high level of anxiety pertaining to (AL2) ‘Worrying too much

about different things’, with a mean score of (3.0000).

Research has shown that a significant portion of the students living in the dorms suffer

from serious anxiety. The results cannot be broadly applied due to the sample's very

modest size. To obtain more broadly applicable findings, it is recommended that

comparable research be conducted with bigger sample sizes. (Nurhan et al., 2017).
2.3 YEAR LEVEL

Question 1st year Interpretation 2nd year Interpretation

(mean) (mean)

Feeling nervous, anxious, or on edge. 1.6000 Low anxiety 1.9412 Low anxiety

level level

Not being able to stop or control 1.6000 Low anxiety 2.4706 Low anxiety

worrying. level level

Worrying too much about different 1.8000 Low anxiety 2.8235 Low anxiety

things. level level

Trouble relaxing 1.4000 Low anxiety 2.0000 Low anxiety

level level

Being so restless that is it hard to sit 1.6000 Low anxiety 1.5882 Low anxiety

still. level level

Becoming easily annoyed of 2.4000 Low anxiety 1.8824 Low anxiety

irritable. level level

Feeling afraid as if something awful 1.8000 Low anxiety 2.1765 Low anxiety

might happen. level level

 Question 3rd Interpretation 4th year Interpretation
year

(mean) (mean)

Feeling nervous, anxious, or on edge. 2.3684 Low anxiety 2.0000 Low anxiety

level level

Not being able to stop or control 2.7368 High level of 2.3333 Low anxiety

worrying. anxiety level

Worrying too much about different 3.0000 High level of 2.6667 High level of

things. anxiety anxiety

Trouble relaxing 2.3158 Low anxiety 1.6667 Low anxiety

level level

Being so restless that is it hard to sit 2.1053 Low anxiety 1.6667 Low anxiety

still. level level

Becoming easily annoyed of 2.2105 Low anxiety 2.3333 Low anxiety

irritable. level level

Feeling afraid as if something awful 2.2105 Low anxiety 2.0000 Low anxiety

might happen. level level

Table 2.3 shows that the 1st year respondents resulted in a very low anxiety level

pertaining to (AL4) ‘Trouble relaxing’, with a mean score of 1.4000. Meanwhile, the 3rd

year respondents showed a high level of anxiety pertaining to (AL3) ‘Worrying too

much about different things’, with a mean score of 3.0000. College students may

experience stress from academic obligations, which may potentially impair academic

performance and increase anxiety and depression (Pascoe et al., 2019).

When attending college During a student's first year, pressures might exacerbate mental

health issues. Beiter et al., (2015), stated that they discovered greater prevalences of

mental health issues in their fourth year of college.

2.4 DENOMINATIONAL AFFILIATION

Question Interpretation Others Interpretation
Baptist

(mean) (mean)

Feeling nervous, anxious, or on edge. 1.5000 Low anxiety 1.5000 Low anxiety

level level

Not being able to stop or control 1.5000 Low anxiety 2.5000 Low anxiety

worrying. level level

Worrying too much about different 1.5000 Low anxiety 2.0000 Low anxiety

things. level level

Trouble relaxing 1.0000 Low anxiety 1.5000 Low anxiety

level level

Being so restless that is it hard to sit 2.5000 Low anxiety 1.5000 Low anxiety

still. level level

Becoming easily annoyed of 2.0000 Low anxiety 2.0000 Low anxiety

irritable. level level

Feeling afraid as if something awful 1.5000 Low anxiety 2.0000 Low anxiety

might happen. level level

 Question Roman Interpretation SDA Interpretation
Catholic

(mean) (mean)

Feeling nervous, anxious, or 1.7500 Low anxiety 2.1944 Low anxiety

on edge. level level

Not being able to stop or 1.5000 Low anxiety 2.6389 High level of

control worrying. level anxiety

Worrying too much about 2.5000 Low anxiety 2.9167 High level of

different things. level anxiety

Trouble relaxing 2.5000 Low anxiety 2.0833 Low anxiety

level level

Being so restless that is it 1.7500 Low anxiety 1.8056 Low anxiety

hard to sit still. level level

Becoming easily annoyed of 1.5000 Low anxiety 2.1944 Low anxiety

irritable. level level

Feeling afraid as if something 2.0000 Low anxiety 2.1944 Low anxiety

awful might happen. level level

Table 2.4 shows that the Baptist respondents resulted in a very low anxiety level

pertaining to (AL4) ‘Trouble relaxing’ with a mean score of 1.0000. Meanwhile,

Seventh Day Adventist respondents showed a high level of anxiety pertaining to (AL3)

‘Worrying too much about different things, with a mean score of 2.9167.
 Including religion, spirituality, and church attendance in college students' lives

may help them develop better coping mechanisms for anxiety and sadness, according to

certain research. (Malinakova & colleagues, 2020).

3. Spiritual Practices of Students

Interpretation of the Mean: Spiritual Practices

Mean Interpretation
1.0 – 1.8 Always Involved
1.9 – 2.6 Often Involved
2.7 – 3.4 Sometimes Involved
3.5 – 4.2 Rarely involved
4.3 – 5.0 Never Involved

3.1 Personal Spiritual Practices

Descriptive Statistics
Question No. of Mean Interpretation
Participants
I abstain from activities or foods for spiritual 44 2.3409 Often Involved
reasons.
I study spiritual materials. 44 2.5000 Often Involved
I do prayer and fasting. 44 2.5227 Often Involved
I confess my sins to God. 44 1.3182 Always Involved
I read the Bible. 44 2.5455 Often Involved
I pray for the needs of others. 44 1.6364 Always Involved
I make it a custom to set aside one day a week 44 1.9318 Often Involved
for rest.
I celebrate significant spiritual events in. my 44 2.1591 Often Involved
life or of others around me.
I spend time alone to walk and meditate. 44 2.4773 Often Involved
I write my journal. 44 3.2273 Sometimes
Involved

Table 3.1 shows that in (PSP10) ‘I write in my journal’ with a mean score of 3.2273, the

respondents are sometimes involved. Meanwhile, in (PSP6) ‘I pray for the needs of

others’, with
a mean score of 1.6364 and (PSP4) ‘I confess my sins to God’, with a mean score of

1.3182 respondents are always involved.

The act of praying to God on behalf of another person is known as intercession. We can

confidently approach God with these intercessory prayers, knowing that God will hear us

since Jesus Christ prayed for us first (Romans 8:31-39).

According to Huevel (2024), When someone prays for oneself or another person, they

are asking us to pray for things like physical recovery from disease or injury,

reconciliation in damaged relationships, or the fortitude to maintain one's faith through

difficult times. Somehow, God utilizes our petitions to carry out his will. He

demonstrates his power in the world around us through our prayers.

To confess your sin is to perceive it as God does (Etheredge, 2024).

3.2 Spiritual Involvement

Descriptive Statistics

Question No. of Mean Interpretation

Participants
I participate in communion service. 44 1.9545 Often Involved

I participate in public worship. 44 2.0909 Often Involved

I participate in outreach programs. 44 2.2045 Often Involved
I attend church. 44 1.4091 Always Involved
I attend in group Bible studies. 44 2.4318 Often Involved
I have engaged in religious mission activity 44 2.6136 Often Involved
lasting at least a week.
I engage in charity events. 44 3.0227 Sometimes
Involved
I participate in religious organizations. 44 2.2273 Often Involved

I attend church activities like week of prayer, 44 1.9545 Often Involved

chapel, mid-week worship, vesper, etc.
I attend evangelistic activities like Bible and 44 3.5227 Sometimes
Health seminars. Involved

Table 3.2 shows that in (RA7) ‘I engage in charity events’, with a mean score of 3.0227,

the respondents are sometimes involved. Meanwhile, in (RA4) ‘I attend Church’, with a

mean score of 1.4091, the respondents are always involved.

Attending church helps people connect with those who suffer from similar issues,

such depression and anxiety, to exchange opinions and experiences. Moreover, they also

encourage one another to have faith in their ability to overcome negative consequences

of mental health conditions as depression and anxiety (Zarzycka de Krok, 2021).

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the findings

This research highlights how spiritual practices are associated with anxiety
levels among respondents. The study population is predominantly female, with a majority
residing in villages and in their second or third year of study. Findings indicate that
anxiety levels vary across different age groups, living arrangements, and spiritual
affiliations. Notably, younger respondents (15-21 years old) exhibited both deficient and
high levels of anxiety. At the same time, those in specific living situations, such as the
Girl’s Dorm, reported higher anxiety compared to their peers. The research also found
that respondents with different year levels and denominational affiliations experienced
varying anxiety levels, with first-year students and Baptists generally showing lower
anxiety compared to third-year students and Seventh-Day Adventists.

Question Mean P-value Interpretation

I abstain from 17.023 .048 Often involved
activities or
foods for
spiritual reasons. 17.023 .048 Low anxiety level
Feeling nervous,
anxious, or on
edge.

(PSP1) I abstain from activities or foods for spiritual reasons and (AL1) Feeling
nervous, anxious, or on edge are dependent on each other.

It can be inferred that the respondents, for spiritual or religious reasons, abstained from
activities or food if they were not feeling afraid or anxious.

Question Mean P-value Interpretation

I celebrate significant 19.919 .018 Often involved
spiritual events
in my life or of
others around me.
Feeling afraid as if 19.919 .018 Low anxiety level
something awful
might happen.
 (PSP8) I celebrate significant spiritual events in my life or of others around me and
(AL7) Feeling afraid as if something awful might happen are dependent on each other.

It can be inferred that the respondents can celebrate spiritual events in their lives with
others if they are not feeling afraid as if something awful might happen.

Question Mean P-value Interpretation

I attend church. 15.292 .018 Always involved
Trouble relaxing. 15.292 .018 Low anxiety level

(RA4) I attend church and (AL4) Trouble relaxing are dependent on each other.

It can be inferred that the more the respondents are relaxed, they have always attended
church.
Conclusion

Therefore, we conclude that in examining the anxiety levels and spiritual

practices among BEED students, tailored spiritual practices could offer beneficial

strategies for managing anxiety. By exploring the potential benefits of spiritual practices,

Beed students may find valuable tools to manage their anxiety and enhance their overall

well-being.

Recommendations

1. It is recommended that a comprehensive assessment be conducted among

BEED students to evaluate their anxiety levels. By gathering data through surveys,

interviews, and focus groups, we can better understand their needs and challenges.

Based on the findings, targeted school activities such as religious programs, recreational

events, and personal devotion initiatives can be developed to help students manage

anxiety level more effectively and enhance their overall well-being.

2. Develop Tailored Support Programs - Create support programs that consider

the diverse needs of students based on their living arrangements, year level, and spiritual

affiliations. For instance, students in high-anxiety environments, like those in the Girl’s

Dorm, could benefit from targeted mental health interventions that incorporate elements

of their spiritual practices.

3. Implement Age-Specific Strategies - Recognize the varying anxiety levels

among different age groups and develop age-appropriate strategies. For younger

students (15-21 years old), who showed diverse anxiety levels, consider integrating

mindfulness and stress-reduction techniques into their routine.

 4. Online therapy platform - Online therapy platforms can enhance access to

mental health support for students by providing flexible, personalized therapy options.

These platforms can integrate with spiritual practices by offering counselors who respect

and incorporate spiritual beliefs into their therapeutic approach, thus supporting the

management of anxiety in a way that aligns with individual needs and preferences.

Open communication platforms offer a powerful tool in supporting students who

suffer from anxiety as it provides a safe and accessible space for connection, support, and

resources. It also assists students in overcoming obstacles, acquiring coping mechanisms,

and develop a sense of belonging. Online therapy can be a practical and efficient kind of

treatment for the 40 million adults in the United States who struggle with anxiety

disorders. People who have physical symptoms of anxiety, such as an upset stomach and

racing heart, as well as psychological symptoms like emotions of dread and trepidation,

don't have to suffer in silence since internet therapy can offer much-needed respite and

coping mechanisms. (Davis, et.al., 2024)

5. Promote Balanced Spiritual Practices - Encourage practices that have been

shown to reduce anxiety, such as celebrating spiritual events and attending religious

services regularly. Institutions could offer workshops or group activities that align

with these practices to support students' mental well-being.

6. Address Anxiety in Junior and Senior BEED Students - Provide additional

resources for third-year students and Seventh Day Adventists, who reported higher

anxiety. Tailored counseling and spiritual guidance could help address their specific

stressors and anxiety triggers.

 7. Promote this program to the SASED, SSO and Guidance office for the

benefit of all anxious students of CPAC.

8. Further studies should be conducted to female SDA students to find out

the factors making them more anxious compared to unprivileged students of CPAC.

9. Future researchers could explore how anxiety levels and spiritual practices

among BEED students change over time, especially during critical academic periods

like internships or final exams. They might also investigate how specific spiritual

practices impact students' ability to manage academic stress. Additionally, comparing

these findings with other student groups or programs could provide deeper insights into

the role of spirituality in education.

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 APPENDIX A

Pearson Chi-Square Tests

AL1 AL2 AL3 AL4 AL5 AL6 AL7
Chi-square 17.023 6.030 9.461 6.925 10.208 10.560 6.759
PSP1 df 9 9 9 9 9 9 9
Sig. .048* b, c .737b, c .396b, c .645b, c .334b, c .307b, c .662b, c
Chi-square 10.948 13.052 10.563 13.078 12.030 9.178 4.622
PSP2 df 12 12 12 12 12 12 12
Sig. .533b, c .365b, c .567b, c .363b, c .443b, c .688b, c .969b, c
Chi-square 5.301 8.396 14.599 8.209 11.181 6.644 11.538
PSP3 df 9 9 9 9 9 9 9
Sig. .807b, c .495b, c .103b, c .513b, c .264b, c .674b, c .241b, c
Chi-square 4.083 3.249 12.278 2.503 3.015 1.750 4.485
PSP4 df 6 6 6 6 6 6 6
Sig. .665b, c .777b, c .056b, c .868b, c .807b, c .941b, c .611b, c
Chi-square 4.050 16.316 13.467 15.435 9.598 9.085 10.825
PSP5 df 12 12 12 12 12 12 12
Sig. .983b, c .177b, c .336b, c .219b, c .651b, c .696b, c .544b, c
Chi-square 8.606 12.775 14.269 11.633 5.385 15.829 8.456
PSP6 df 9 9 9 9 9 9 9
Sig. .474b, c .173b, c .113b, c .235b, c .800b, c .071b, c .489b, c
Chi-square 9.404 7.051 8.145 9.767 16.723 6.089 11.938
PSP7 df 9 9 9 9 9 9 9
Sig. .401b, c .632b, c .520b, c .370b, c .053b, c .731b, c .217b, c
Chi-square 10.255 6.126 7.468 11.119 14.626 4.456 19.919
PSP8 df 9 9 9 9 9 9 9
Sig. .330b, c .727b, c .589b, c .268b, c .102b, c .879b, c .018* b, c
Chi-square 11.608 16.258 9.994 12.374 9.092 14.828 14.418
PSP9 df 12 12 12 12 12 12 12
Sig. .478b, c .180b, c .616b, c .416b, c .695b, c .251b, c .275b, c
 Chi-square 9.188 4.946 15.610 11.386 11.413 16.695 15.122
PSP10 df 12 12 12 12 12 12 12
Sig. .687b, c .960b, c .210b, c .496b, c .494b, c .161b, c .235b, c
 Pearson Chi-Square Tests
RA1 RA2 RA3 RA4 RA5 RA6 RA7
 Chi-square 3.626 7.907 5.443 10.625 9.486 11.958 8.890
RA1 df 12 12 12 12 12 12 12
Sig. .989a, b .792a, b .942a, b .561a, b .661a, b .449a, b .712a, b
Chi-square 6.868 8.837 10.052 13.239 12.042 8.524 6.168
RA2 df 12 12 12 12 12 12 12
Sig. .866a, b .717a, b .611a, b .352a, b .442a, b .743a, b .907a, b
Chi-square 4.237 9.147 8.324 12.519 12.023 6.072 8.913
RA3 df 12 12 12 12 12 12 12
Sig. .979a, b .690a, b .759a, b .405a, b .444a, b .912a, b .710a, b
Chi-square 5.351 3.451 5.655 15.292 10.133 4.332 8.285
RA4 df 6 6 6 6 6 6 6
Sig. .500a, b .751a, b .463a, b .018a, b .119a, b .632a, b .218a, b
Chi-square 9.900 4.734 15.813 9.628 9.818 10.663 9.899
RA5 df 12 12 12 12 12 12 12
Sig. .625a, b .966a, b .200a, b .649a, b .632a, b .558a, b .625a, b
Chi-square 10.828 13.732 8.529 7.935 7.990 7.079 12.510
RA6 df 12 12 12 12 12 12 12
Sig. .544a, b .318a, b .743a, b .790a, b .786a, b .852a, b .406a, b
Chi-square 8.252 13.847 20.180 9.290 15.164 3.982 15.821
RA7 df 12 12 12 12 12 12 12
Sig. .765a, b .311a, b .064a, b .678a, b .233a, b .984a, b .200a, b
Chi-square 9.474 10.080 8.052 11.034 7.900 9.395 11.547
RA8 df 9 9 9 9 9 9 9
Sig. .395a, b .344a, b .529a, b .273a, b .544a, b .402a, b .240a, b
Chi-square 8.199 11.590 7.177 11.800 8.894 7.630 9.308
RA9 df 9 9 9 9 9 9 9
Sig. .514a, b .237a, b .619a, b .225a, b .447a, b .572a, b .409a, b
Chi-square 9.282 14.321 18.880 13.428 8.182 6.034 12.260
RA10 df 12 12 12 12 12 12 12
Sig. .679a, b .281a, b .091a, b .339a, b .771a, b .914a, b .425a, b
 APPENDIX B
Greetings! We the researchers hope this survey finds you all in good health.

We are conducting this survey to determine the connection between Anxiety Levels and
Spiritual Practices. Your participation will provide valuable insights into measuring the
correlation between the said context.

We assure each one of you that your responses will be kept strictly confidential and will
only be used for research purposes. Your personal information will not be shared with
any third parties and will be stored securely.
Our heartfelt gratitude for your participation and contribution to this study.

Name: Age:
Gender:
F
e
m
a
l
e

M
a
l
e

O
t
h
e
r
:

Civil Status:
Si
ng
le
M
arr
ied
Ot
he
r:
Year Level:
1st
yea
r
2nd
yea
r
3rd
yea
r
4th
yea
r
Oth
er:

Student Residence:
Girl
s
Dor
m
Boy
s
Dor
m
Day
Stud
ent
ETS
V
Other:

Denominational
Affiliation:
Seventh-Day
Adventist
Roman
Catholic
Baptist
M
u
s
l
i
m
O
t
h
e
r
s
 “Kulang Kalang Sa Dasal” EXAMINING THE ANXIETY LEVELS AND SPIRITUAL
PRACTICES AMONG BEED STUDENTS.
QUESTIONNAIRE

MENTAL HEALTH AMERICA ANXIETY TEST

1. Not at all 2. Several Days 3. More than Half Days 4. Nearly
Everyday
1. Feeling nervous, anxious, or on edge.
2. Not being able to stop or control worrying.
3. Worrying too much about different things.
4. Trouble relaxing.
5. Being so restless that is hard to sit still.
6. Becoming easily annoyed or irritable.
7. Feeling afraid as if something awful might happen

SPIRITUAL PRACTICES TEST

1. Always 2. Often 3. Sometimes 4. Rarely 5. Almost Never

PERSONAL SPIRITUAL ACTIVITIES RELIGIOUS ACTIVITIES

1. I abstain from activities or foods for spiritual 1. I participate in communion service.
reasons.

2. I study spiritual materials. 2. I participate in public worship.

3. I do prayer and fasting. 3. I participate in outreach programs.
4. I confess my sins to God. 4. I attend Church.
5. I read the Bible. 5. I attend in group Bible studies.
6. I pray for the needs of others 6. I have engaged in religious mission activity
lasting at least a week.
7. I make it a custom to set aside one day a week 7. I engage in charity events.
for rest.
8. I celebrate significant spiritual events in my 8. I participate in religious organizations.
life or of others around me.
9. I spend time alone to walk and meditate. 9. I attend church activities like a week of
prayer, chapel, mid-week worship, vesper etc.
10. I write in my journal. 10. I attend evangelistic activities like Bible
and Health seminars.

APPENDIX C
CURRICULUM VITAE
Name: Jayza A. Andrade
Birth Date: November
16,1996
Address: Purok Igkalayo, Barangay Alegria Murcia, Negros
Occidental Course: Bachelor of Elementary Education
Name of Parents/ Spouse: Mr. Julie
Andrade/Husband Contact No.: 09930792716
Email: [email protected]

Name: Jinanie M.
Jamio Birth Date:
July 26, 1985
Address: San Jose Bayawan Negros
Occidental Course: Bachelor of Elementary
Education
Name of Parents/ Spouse: Mr. Joseph
Jamio/Husband Contact No.: 09067461847
Email: [email protected]

Name: Andreah Sheen S.

Graciadas Birth Date: April 29,
2001
Address: San Ramon, Poblacion, Bayawan
City Course: Bachelor of Elementary
Education
Name of Parents/ Spouse: Bobby Q.
Graciadas/Parent Contact No.: 09949497827
Email: [email protected]

Name: Angel S.
Pastrana Birth Date:
July 02, 2002
Address: Villasol, Bayawan City, Negros
Occidental Course: Bachelor of Elementary
Education
Name of Parents/ Spouse: Mr. & Mrs. Ceprido T.
Pastrana Contact No.: 09358403392
Email: [email protected]