DALUBHASAAN NG LUNGSOD NG LUCENA

(formerly City College of Lucena)

TABLE OF CONTENTS

CHAPTER I:
Introduction…………………………………………………………………….3

BACKGROUND
STUDIES…………………………………………………………………….4

OBJECTIVES…………………………………………………………………………………
…7

STATEMENT OF THE
PROBLEM…………………………………………………………….7

HYPOTHESIS…………………………………………………………………………………
...8

SIGNIFICANCE OF THE
STUDY……………………………………………………………...8

SCOPE AND
LIMITATION……………………………………………………………………..9

CONCEPTUAL
FRAMEWORK………………………………………………………………10

DEFINITION OF
TERMS……………………………………………………………………...11

CHAPTER II: RELATED

RELATED
STUDIES…………………………………………………………………………..17

CHAPTER III: THEORETICAL

RESEARCH
DESIGN…………………………………………………………………………21

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 DALUBHASAAN NG LUNGSOD NG LUCENA
(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

DESCRIPTION OF THE
RESPONDENTS………………………………………………….22

SAMPLING
TECHNIQUE…………………………………………………………………….23

STATISTICAL TREATMENT OF
DATA…………………………………………………….23

CHAPTER IV: STATISTICAL

CHAPTER V: SUMMARY OF
FINDINGS…………………………………………………..27

COCLUSIONS………………………………………………………………………………
…28

RECOMMENDATION………………………………………………………………………
…29

REFERENCES………………………………………………………………………………
…29

LEVEL OF ANXIETY OF STUDENTS IN DISTANCE LEARNING

A Research

Presented to the Subject of

Purposive Communication

DLL College of Lucena

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 DALUBHASAAN NG LUNGSOD NG LUCENA
(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

In Partial Fulfillment

A Requirements of the Degree

Bachelor in Technical- Vocational

Teacher Education

ROSELYN P. GUTLAY

FEBRUARY 2022

Chapter I

Introduction

Anxiety is a basic human emotion that consists of fear and uncertainty

andusually it occurs when an individual believes that the event is a threat to self or

self-esteem. Anxiety can also be a state or trait depending on its duration. Anxiety

blocks the normal thought processes. It favors a passive approach to material rather

than interaction with it. Anxiety is the human emotion that everyone experiences.

Students experience problems during their studies and feel anxious when taking

exams or making significant life decisions. There is evidence in the literature that

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(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

there is a negative correlation between anxiety and student achievement, and there

is a negative correlation between anxiety and the realization of important cognitive

and emotional outcomes in distance learning education Jegede, Alaiyemola, &

Okebukola, (1990). The apparent difference between face-to-face and distance

learning and the accompanying environmental variables that affect distance learners

make the impact of anxiety on distance learning more likely. Gibbs and Habeshaw

(1989) put it succinctly, ‘Anxiety causes students to consistently underperform.

Anxiety in distance learners stems mainly from their life experiences, and

expectations/ assumptions they make as a result. The distance learners tend to fear

failure, yet conversely can have high, even unrealistic expectations of themselves.

They may have had negative experiences of education in the past, and assume that

distance learning education may provide the same disempowering learning

environment like that

experiences by many schools In contrast to traditional classroom instruction, various

studies have been conducted to assess students' attitudes, dropouts, and academic

performance in distance education. Compared with classroom education, there are

many factors identified in distance education of poor results and high dropout rate;

boring courses, economic difficulties, lack of feedback and encouragement, isolation,

lack of motivation, dissatisfaction with requirements or regulations, and changes in

career goals Bernard, (2004) Fozdar & Kumar, (2007). Saddington (1992)

highlighted that the expectation of disempowerment is one of the key issues in

feelings of anxiety and poor confidence. The fear of interaction with other people

triggers self-consciousness, feelings of being negatively judged and evaluated,

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(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

inferiority, embarrassment, humiliation, and depression which leads to avoidance

from gathered activities where different types of people are present. Anxiety

becomes a major concern among distance learners when they realize that they will

have to give an oral presentation while using modern technologies such as

multimedia presentations etc.

Background Studies

Researchers in the field recognized two types of anxiety, trait anxiety and

state anxiety where trait anxiety is the tendency of each person to be relatively stable

internally and able to respond to anxiety and state anxiety as the temporary

emotional state of the individual, as well as the structure of the intensity that changes

and fluctuates over time.

This is a relatively stable and permanent personality trait that is neither bound to time

nor of any specific situation. Anxiety has an adverse effect on learning and

achievement because the anxiety caused in the educational environment tends to be

concontext-specificany types of academic-related anxiety have been identified,

including computer anxiety, research anxiety, statistical anxiety, writing anxiety,

foreign language anxiety, general test anxiety and math anxiety by Onwuegbuzie,

Jiao, & Bostick, (2004). Anxiety has an impact on pupils' behavior, cognition, and

learning, according to Huberty (2009). physiology. High-risk testing, for example, can

be problematic for pupils who are anxious. Students that are anxious may also be

depressed. It is his opinion that teachers and students should be taught in a manner

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(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

that is appropriate for Students and their parents to collaborate to help them learn

how to deal with their nervousness. Ali, Nadeem, and At the University of California,

Berkeley, Zaidi (2012) investigated the impact of anxiety on student achievement.

Pakistan's Bahawalpur. An in-depth examination of these analytical data's findings

reveals that kids' academic performance suffers as a result of their anxiousness The

findings show that both male and female pupils' academic performance suffers when

their anxiety levels rise. decreases. A study by Tuncay and Uzunboylu (2010)

looked at student apprehensions and resistance to change. 120 students from the

Near Eastern University's education department were monitored. One of the most

common types of anxiety is worry over computers, language, and social situations.

One of the most common forms of anxiety is computer anxiety, as well as linguistic

anxiety

and social anxiety. distance learning is a popular choice for students. Akinsola and

Nwajei (2013) carried out a study. The link between test anxiety, depression, and

academic performance is being investigated performance. Test anxiety, trait anxiety,

and sadness all coexisted, according to the findings and academic achievement was

both positively and adversely associated. The goal of Shakir's (2014) research is to

look into the relationship between academic anxiety and its impact.

The academic success of the students Students who have a high level of

academic achievement groups with low levels of academic anxiety, male and female

academic anxiety groups, and the female high school pupils with academic anxiety

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(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

and a high level of anxiety There are considerable variations in academic

achievement between male and female students as well as between male and

female pupils with low levels of academic anxiety. Agboola and Evans (2015)

conducted a research to explore the relationship between anxiety and academic

achievement among international students in UK universities. The results of the

study showed that anxiety was significantly associated with academic performance.

Singh (2015) study focused to measure the impact of anxiety on acadthe emic

achievement of undergraduate students. The study was exploratory and descriptive

in nature. It was found that low and moderate anxiety is positively correlated with

academic achievement. Shibli (2015) conducted a study to explore the effects of

anxiety on the achievement and performance of college students. The analysis of

responses revealed no significant relationship with anxiety and

achievement. Rehman’s (2016) research study focused on exploring the causes of

anxiety among Indian higher education students. The researchers reviewed relevant

academic anxiety literature and identified factors that led to serious academic

anxiety.

Objectives

This research paper aims to gather information about how anxiety affects the

academic performance of BTVTE students in distance learning modalities in

Dalubhasaan ng Lungsod ng Lucena.

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(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

1. To determine the number of students in BTVTE students who suffer anxiety

during distance learning modalities.

2. To know the exact amount of students that affect their academic performance

during distance learning modalities.

3. To review the academic problems of students in BTVTE during distance

learning.

Statement of the Problem

The majority of the students who get admission in the distance learning

system have previous experience of the formal education system because of that

they face

problems and feel anxiety that ultimately affects their learning in a new setting. The

present study analyzed those factors that cause anxiety in students of distance

education. Furthermore, the study investigated the differences based on gender

regarding the factors of anxiety.

1.) What are the factors that create the level of anxiety among students in

distance learning modalities?

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(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

2.) Is there any difference in the perception of students of new learning set up

about the effects of anxiety on their performance regarding their gender?

3.) How do anxieties affect the performance of students in distance learning

modalities?

Hypothesis

H1: This pandemic has a significant effect on the level of anxiety of students

in distance learning modalities.

Significance of the study

This study was conducted by the researchers for the purpose of identifying the

factor’s effect of the level of anxiety of students in distance learning modalities.

In this way, this research will increase society's knowledge of how this

concept may influence the future. Furthermore, the effect on the level of anxiety of

students in distance learning modalities. and in the future, they will have new

knowledge and strategies on how to deal with and resolve it.

This study will help the Researcher to determine the issues and problems

about the. And also the effect of level of anxiety of students in new learning set up.

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(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

recommend some solutions that can help the Researcher to resolves the issues and

problems for the students.

This study can also help the future Researcher to be knowledgeable. It would

help them to be better and it can help as a future reference for more studies in the

future.

Scope and Limitation

This study focused on the determination of the effect on the level of anxiety

of students in distance learning modalities. The primary subjects of this research

study will consist of the Bachelor of Technical Vocational Teacher Education enrolled

in the academic year 2021-2022. The respondents will be limited to twenty (20) the

first year to fourth-year college

students who are in the Bachelor of Technical Vocational Teacher Education of

Dalubhasaan ng Lungsod ng Lucena in Barangay Isabang Lucena City.

Moreover, this research will select twenty (20) respondents in Bachelor of

Technical Vocational Teacher Education first year to fourth-year students in

Dalubhasaan ng Lungsod ng Lucena in Barangay Iyam Lucena City. The

Researchers will conduct or gather a questionnaire as a main tool for the study. All of

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(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

the questions will be answered based on their learning about the study. The study

used statistical treatment using the method test.

The researchers conducted this study from February 2022 to March 2022.

Conceptual Framework

Understudies feel restless when they connect with the climate and the

negative encounters in their lives. This will happen when the understudy encounters

negative encounters during the distance learning modalities. The understudy ought

to have the option to dread and feel uneasiness and stress when the individual

collaborates with others and ought to be limited by acquiring specific interactive

abilities.

This study will address the effects of level of anxiety concern on the

educational performance of BTVTE in Dalubhasaan ng Lungsod ng Lucena during

the distance learning modalities. The research findings will serve as a basis for

implementing a variety of strategies that are tailored to the needs of students.

Definition of Terms

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For the purpose of clarification, the important terms used in this study have

been defined.

The following terms are:

Distance Learning

A method of studying in which lectures are broadcast or classes are

conducted by correspondence or over the internet, without the student's needing to

attend a school or college. Also called distance education.

Modalities

modalities are methods we use to learn using our senses. In education, the

four learning modalities are visual, auditory, kinesthetic, and tactile. Teachers can

support

all types of learners by differentiating instruction, providing chances for students to

see, hear, experience, and touch as they learn.

Level 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

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(formerly City College of Lucena)
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Telephone No. (042) 797-1671

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

panic level anxiety.

Formal Education

Formal education refers to the structured education system that runs from

primary (and in some countries from nursery) school to university, and includes

specialized programs for vocational, technical, and professional training. ... Formal

education usually leads to recognition and certification.

New Setting

The place or type of surroundings where something is positioned or where an

event takes place.

Society

A community, nation, or broad grouping of people having common traditions,

institutions, and collective activities and interests. companionship or association with

one's fellows. a voluntary association of individuals for common ends.

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(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

Chapter II

Review of Related Literature and Studies

This chapter presents the related and studies relevant to the present
study on how the effect of level of anxiety of students in distance learning
modalities

Related Literature

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(formerly City College of Lucena)
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Telephone No. (042) 797-1671

Personality, coping mechanisms, life experiences, and gender can all

influence anxiety levels. Anxiety levels are often divided into four categories based

on the level of distress and impairment experienced mild anxiety, moderate anxiety,

severe anxiety, and panic level anxiety. Anxiety affects 3% to 5% of children and

adolescents on any given day. Throughout childhood and adolescence, the

prevalence of GAD and specific phobias remains stable. Although girls are more

likely than boys to experience anxiety, the gender difference in the general

community is not as pronounced as it is in clinical samples, possibly because males

are less likely to be referred for treatment. Numerous studies have shown that girls

who mature sooner than their classmates have a greater incidence of anxiety

symptoms and problems; similar findings have not been seen in boys. Caspi &

Moffitt (2004).

Anxiety can become symptomatic at any age when it hinders or limits

developmentally appropriate adaptive behavior. It may arise during one or more

developmental stages, depending on the normal age-related experiences that occur

throughout this stage. Anxiety about separation is a normal developmental stage that

many young children go through. The person's ability to recover from anxiety and

remain anxiety-free in the absence of the inciting scenario is a reasonable rule of

thumb for calculating the diagnostic threshold. Adolescents are not necessarily

abnormal if they react with acute discomfort or anxiety when they encounter a peer

they find attractive. Therefore, an adolescent's lack of flexibility in affective

adaptation is an important pathological indicator. In addition, the degree of distress

and dysfunction influences diagnostic decisions; these vary with developmental

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stage, as well as with cultural and familial standards. When anxiety symptoms are

developmentally inappropriate, subjective distress is relatively more informative. For

example, separation anxiety is developmentally more congruent with early childhood

than with adolescence. In brief, three clinical features impinge on the definition of

pathological anxiety. Two of these, distress and dysfunction, vary in importance as a

function of the developmental stage. The third, symptomatic inflexibility, is

diagnostically relevant regardless of age. Klein & Pine (2001). 

distance learning, also called distance education, e-learning, and online

learning, form of education in which the main elements include physical separation of

teachers and students during instruction and the use of various technologies to

facilitate student-

teacher and student-student communication. Distance learning traditionally has

focused on nontraditional students, such as full-time workers, military personnel, and

nonresidents or individuals in remote regions who are unable to attend classroom

lectures. However, distance learning has become an established part of the

educational world, with trends pointing to ongoing growth. In U.S. higher education

alone, more than 5.6 million university students were enrolled in at least one online

course in the autumn of 2009, up from 1.6 million in 2002. An increasing number of

universities provide distance learning opportunities. A pioneer in the field is the

University Phoenix, which was founded in Arizona in 1976 and by the first decade of

the 21st century had become the largest private school in the world, with more than

400,000 enrolled students. It was one of the earliest adopters of distance learning

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(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

technology, although many of its students spend some time in classrooms on one of

its dozens of campuses in the United States, Canada, and Puerto Rico. A precise

figure for the international enrollment in distance learning is unavailable, but the

enrollment at two of the largest public universities that heavily utilize distance

learning methods gives some indication: in the early 21st century the Indira Gandhi

National Open University, headquartered in New Delhi, had an enrollment in excess

of 1.5 million students, and the China Central Radio and TV University,

headquartered in Beijing, had more than 500,000 students. (Gary A, Berg).

Related Studies

Tuncay and Uzunboylu (2010) investigated student anxiety and resistance to

learning through distance education. Precisely the study pursued answers to

questions

such as why students did not choose distance learning courses, the symptoms of

anxiety if any, the performance of distance learners for distance learning, gender and

the perception of distance learners, or any relationship between these factors. 120

distance education students from Near Eastern University were observed, 96 of

whom were interviewed. Computer anxiety, language anxiety, and social anxiety are

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 DALUBHASAAN NG LUNGSOD NG LUCENA
(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

some of the reasons why students resist distance learning. Akinsola and Nwajei

(2013) conducted a

research to explore the relationship between test anxiety, depression, and academic

performance. The results showed that test anxiety, trait anxiety, and depression

coexisted

and were positively correlated, and negatively correlated with academic

achievement. Shakir’s (2014) study focuses to explore the relationship and impact of

academic anxiety and student academic achievement.

The researchers reviewed relevant academic anxiety literature and identified

factors that led to serious academic anxiety. Exploratory research design is used for

qualitative analysis. The results show that personal, family, institutional, social and

political factors are considered to be potential threats to students' serious academic

anxiety. For students with severe academic anxiety, various preventive measures

can be

taken both non-clinical and clinical. The need for hours is to build awareness among

students so they can get help from professionals at the right time. Exploratory

research design is used for qualitative analysis. The results show that personal,

family, institutional, social and political factors are considered to be potential threats

to students' serious academic anxiety. For students with severe academic anxiety,

various preventive measures can be taken both non-clinical and clinical. The need of

the day is to build awareness among students so they can get help from

professionals at the right time.

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The word anxiety is derived from Latin word “angere,” meaning to cause

distress (Sharma & Sharma, 2015). Per the DSM V, generalized anxiety is

“anticipation of future threat” and is often associated with “vigilance in preparation for

future danger and cautious or avoidant behaviors” (American Psychiatric

Association, 2013, p. 189). A study recently done by the Anxiety and Depression

Association of America (n.d.) revealed that seven out of ten adults in the United

States experience a moderate level of anxiety or stress daily (as cited in Beiter et al.

2014). Normative anxiety may include being concerned about issues such as money,

health, and/or family problems, but those with an anxiety disorder are extremely

worried about these or other things, even when there is little or no reason to worry

about them. They are very anxious about getting through the day, have a negative

outlook, and think that things will go wrong. National Institute of Mental Health,

(2013).

Chapter III

Theoretical Framework and Research Methodology

This chapter presents the theoretical framework, research design, description

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Theoritical Framework

This study is founded on the theory of Plato. Anxiety is a negative,

prospective emotion that students experience when they are worried about failure

(value) and feel only partially certain about their ability to control the outcome

(Pekrun et al., 2007). Despite its assignment as a negative emotion, anxiety is also

considered an activating emotion in terms of its impact on student interest and

motivation (in contrast, hopelessness is an example of a deactivating emotion).

Therefore, although the impact of anxiety is generally negative on average, its

outcome varies by individual students based on their interest and motivation levels

(Pekrun et al., 2007). Several studies have revealed lower student performance

associated with higher anxiety (Zusho et al., 2003; Akgun and Ciarrochi, 2010;

England et al., 2017); however, students with midlevel anxiety earned the highest

exam scores in a statistics course (Keeley et al., 2008). This follows the Yerkes–

Dodson law (Yerkes and Dodson, 1908), which shows a bell curve–type

relationship between anxiety and performance, with very low and very high anxiety

impeding performance, but midrange anxiety heightening performance.

Anxiety can also be related to persistence. England et al. (2017) identified a

difference between the average general class anxiety levels of undergraduate

students who intended to stay in or leave the biology major, with those intending to

leave having higher anxiety. Witt et al. (2014) found that receiver apprehension

(students’ fear that they may not be able to understand the presented material) was

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(formerly City College of Lucena)
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Telephone No. (042) 797-1671

negatively associated with the intent to persist in students’ respective majors. A

study of 883 undergraduates at a STEM-focused German university reported that

increased student anxiety was related to intent to drop out, but not to academic

achievement (Respondek et al., 2017). In a study on course climate, Barthelemey et

al. (2015) found that academic stress was negatively related to persistence (stress

has the same physiological reactions as anxiety, but the cause of the reaction is

considered more specifically identifiable [Endler and Parker, 1990]; however, stress

and anxiety are very closely related).

Just as anxiety can differ by individual, anxiety also differs among

demographic subsets of students in academic environments. The most widely

studied differences have been between females and males, with females having

consistently higher anxiety then males (Misra and McKean, 2000; Bayram and Bilgel,

2008; Bryant et al., 2013). Anxiety is also higher in freshmen compared with upper-

level students (Bayram and Bilgel, 2008). Anxiety in terms of underrepresented

minorities has been studied in the context of stereotype threat (Steele and Aronson,

1995), in which invoking membership in a group

with a negative stereotype causes lower student performance compared with peers.

This effect is hypothesized to be mediated by increased anxiety among these

students (Steele et al., 2002).

Research Design

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The study will employ a descriptive survey method with a standardized

design. This is a scientific process that begins with a definition based on the

observation of an event or events, after which theories may be developed to explain

the observations. Case studies, surveys, observations, interviews, and psychological

tests are some of the techniques used to describe behavior in psychology. The

statistical relationship between two or more variants is described using this design.

This research design will be employed to investigate the level of anxiety of students

in distance learning modalities.

Description of the Respondents

The respondents of this study are the selected BTVTE Students in

Dalubhasaan ng Lungsod ng Lucena. They are the ones who have enough

knowledge to answer this problem about the level of anxiety of students in distance

learning modalities. They answered the questionnaire that I gave to them which

supplies the information that I need in this study.

I need at least 20 students of BTVTE Students to become my respondents in

this study. And I will conduct a survey and ask for some information about how

anxiety level affects their academic performance during distance learning modalities.

Sampling Technique

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The instrument was constructed to examine the level of anxiety of students in

distance learning modalities. The changes suggested by the experts were

incorporated into the research instrument, and then the modified research instrument

was tested. It was suggested that after covering questions based on the

respondents' demographic profile, questions based on their investment profile be

covered, and questions based on their anxiety be asked in the final section. The

language used in the questions should be simplified and made easier to understand.

After removing these disadvantages and simplifying the language, the final research

instrument for the study was prepared. For assessing students' levels of anxiety

among respondents, questions based on their effects on academic performance in

distance learning modalities were asked.

Statistical Treatment Of Data

The gathered data will be summarized, tabulated, analyzed, and interpreted.

In this study, the researcher will use the weighted mean to assess the level of

anxiety among

BTVTE students at Dalubhasaan ng Lungsod ng Lucena. Based on the scaled

points, the collected data will be summarized, and an adjectival interpretation will be

used for analysis.

The formula is as follows:

WM=4f+3f+2f+f

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(formerly City College of Lucena)
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Telephone No. (042) 797-1671

W=Weighted mean

F=Frequency

Wm= Total number of the students

The following weighted percentage scale would be referred to for the interpretation

and analysis of the data.

Scale Points Range Qualitative Description

4 3.35-4.00 Strongly Agree (SA)

3 2.60-3.25 Agree (A)

2 1.85-2.50 Disagree(DA)

1 1.00-1.75 Strongly Disagree(SD)

Chapter IV

Presentation, Analysis, and Interpretation of Data

The statistical data relevant to the concerns are presented in this chapter. This
section of the study includes the related data analysis and interpretation.

Statistical Analysis Result

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Number of
4(SA) 3 (A) 2(DA) 1(SD)
Questions

1 13 7 0 0

2 12 8 0 0

3 7 9 4 0

4 6 11 3 0

5 6 10 4 0

6 6 7 1 6

7 7 9 4 0

8 7 10 3 0

9 3 12 5 0

10 7 8 5 0

Table 1.
This table contains the results of a survey conducted on BTVTE students,
which shows what high results were obtained by the survey. And which they prefer
when it comes to the impact of anxiety on themselves.

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Fx4 Fx3 Fx2 Fx1 Total W. Mean

52 21 0 0 73 3.65 SA
48 24 0 0 72 3.6 SA
28 27 8 0 55 3.15 A
24 33 6 0 57 3.15 A
24 30 8 0 54 3.1 A
24 21 2 6 47 3.25 A
28 27 8 0 63 3.15 A
28 30 6 0 64 3.2 A
12 36 10 0 58 2.9 DA
28 24 10 0 62 3.1 A

Table 2.

This table depicts the exact outcome of the high level of anxiety. Many

students have firsthand knowledge of how it affects their academic performance

when using distance learning modalities. This is something that half of the BTVTE

students are going through.

Chapter V

Summary of Findings, Conclusion and Recommendation

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This chapter presents the study's summary and conclusion, which is to prove the

level of anxiety of BTVTE students in distance learning modalities in Dalubhasaan ng

Lungsod ng Lucena.

Summary of Findings

The findings of the study were summarized

According to the survey, other BTVTE students experience high levels of

anxiety during distance learning modalities. Their anxiety level greatly affects their

academic performance because they are unable to focus well. and increasing levels of

anxiety also affect their thinking and actions. It is based on the results of the survey

conducted.

According to the study, 70 % of respondents find it difficult to focus on their

academic performance during distance learning modalities because they are under

pressure and think too much. And it has an impact on their performance as well as

their ability to think clearly. and 30 % of the respondents prefer to be alone because

they are more comfortable. they do not interact much with others because they are

afraid that they may not understand their situation and they do not want to be criticized

so other students with anxiety prefer to be alone.

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 DALUBHASAAN NG LUNGSOD NG LUCENA
(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

Conclusions

The study was conducted to explore the level of anxiety of students in

distance learning modalities among the BTVTE students in Dalubhasaan ng

Lungsod ng Lucena. when the student is anxious they cannot think correctly and do

well because they cannot focus on their goal. there are others who are unable to tell

other people that they are feeling anxious because they may be judged and not

understood so there are some cases where the level of their anxiety increases

because they are not able to express and share the problem they are carrying.

Recommendations

It is recommended to establish information correctly so that students are

aware of this disorder. so that they also know how to deal with it and what they

should do in case they experience anxiety especially in today’s time. and I

recommend that when you have feelings of anxiety you should tell or share with

someone close to you that you know can understand you so that you can be

proactive and not get worse because anxiety is not easy to go through it can be the

reason for death.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of

Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., &
Sammut, S. (2014). The prevalence and correlates of depression, anxiety, and
Stress in a sample of college students. Journal of Affective Disorders. 173, 90-96.

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 DALUBHASAAN NG LUNGSOD NG LUCENA
(formerly City College of Lucena)
City Hall Annex, Isabang, Lucena City
Telephone No. (042) 797-1671

Boekaerts, M., & Pekrun, R. (2015). Emotions and emotion regulation in academic
settings.

doi: 10.1007/s10964-015-0262-8

Campbell, C., Bierman, K., & Molenaar, P. (2016). Individual Day-to-Day Process Of
Social Anxiety in Vulnerable College Students. Applied DevelopmentalScience,
20(1), 1-15.

https://www.researchgate.net/publication/

320656547_Anxiety_Performance_in_Online_Learning#:~:text=Findings%3A

%2030%25%20of%20students%20seem,taking% %20and%20quality%20of%20life.

https://files.eric.ed.gov/fulltext/EJ1229454

https://www.frontiersin.org/articles/10.3389/fpsyt.2020.579750/full

Purdon, C., Antony, M., Monteiro, S., & Swinson, R. P. (2001). Social anxiety in
college students. Journal of Anxiety Disorders, 15(3), 203-215.

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