The Learning Anxiety of the students in the Context of Basic Education
Keywords:
Learning anxiety, test anxiety, Communication and evaluation anxiety
Abstract
This study assessed the Anxiety of the learners in times of new normal in education. The researchers used the descriptive research method to gather information about the respondents’ demographic profile, level of learners anxiety. The data obtained were analyzed using percentage weighted mean, andchi-square to determine the significant degree of relationship between learners profile and the level of learners anxiety. Finding shows that learners have different aniety on different subjects. Moreover, data shows that test anxiety was the most dominant cause of learners anxiety. In addtion, data showed that test and class anxiety are highly correlated with the grade level. This shows that anxiety occurs in different grade level. To sum-up, findings have shown that there is a need to strenghten the connection between students and teachers in order to provide quality education and prevent the existence of academic anxiety.
References
1. Ajmal, M., & Ahmad, S. (2019). Exploration of Anxiety Factors among Students of Distance Learning: A Case Study of Allama Iqbal Open University. Bulletin of Education and Research, 41(2), 67-78.
2. Bernardo, A. B. (2004). McKinley's questionable bequest: Over 100 years of English in Philippine education. World Englishes, 23(1), 17-31.
3. Cole, R., Hirschman, L., Atlas, L., Beckman, M., Biermann, A., Bush, M., ... & Zue, V. (1995). The challenge of spoken language systems: Research directions for the nineties. IEEE transactions on Speech and Audio processing, 3(1), 1-21.
4. Davies, L. (2006). Global citizenship: Abstraction or framework for action? Educational review, 58(1), 5-25.
5. Deshpande, S. W., & Kawane, S. D. (1982). Anxiety and serial verbal learning: A test of the Yerkes-Dodson law. Asian Journal of Psychology & Education.
6. Dressman, M. (2019). Multimodality and language learning. The handbook of informal language learning, 39-55.
7. Gallagher, J. (2014). Learning about an infrequent event: evidence from flood insurance take-up in the United States. American Economic Journal: Applied Economics, 206-233.
8. Jackson, J. (2014). Introducing language and intercultural communication. Routledge.
9. Jegede, O. J., Alaiyemola, F. F., & Okebukola, P. A. (1990). The effect of concept mapping on students' anxiety and achievement in biology. Journal of research in science teaching, 27(10), 951-960.
10. Punthumasen, P. (2007, December). International program for teacher education: An approach to tackling problems of English education in Thailand. In The 11th UNESCO-APEID International Conference Reinventing Higher Education: Toward Participatory and Sustainable Development (pp. 12-14).
11. Madrunio, M. R., Martin, I. P., & Plata, S. M. (2016). English language education in the Philippines: Policies, problems, and prospects. In English language education policy in Asia (pp. 245-264). Springer, Cham.
12. Melitz, J. (2016). English as a global language. In The Palgrave handbook of economics and language (pp. 583-615). Palgrave Macmillan, London.
13. McArthur, T. (2001). World English and world Englishes: Trends, tensions, varieties, and standards. Language teaching, 34(1), 1-20.
14. Ohata, K. (2005). Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the US. TESL-EJ, 9(3), n3.
15. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18(4), 315-341.
16. Peconcillo Jr, L. B., Peteros, E. D., Mamites, I. O., Sanchez, D. T., & Suson, R. L. (2020). Structuring Determinants to Level Up Students Performance. International Journal of Education and Practice, 8(4), 638-651.
17. Putwain, D., Chamberlain, S., Daly, A. L., & Sadreddini, S. (2014). Reducing test anxiety among school-aged adolescents: A field experiment. Educational Psychology in Practice, 30(4), 420-440.
18. Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English, 327-355.
19. Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in psychology, 6, 1994.
20. Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold.
21. Spitzer, R. L., Kroenke, K., Williams, J. B., & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: the GAD-7. Archives of internal medicine, 166(10), 1092-1097.
22. Suson, R., & Ermac, E. (2020). Computer aided instruction to teach concepts in education. International Journal on Emerging Technologies, 11(3), 47-52.
23. Verplaetse, L. S. (1998). How content teachers interact with English language learners. TESOL journal, 7(5), 24-28.
24. Westheimer, J., & Kahne, J. (2004). Educating the “good” citizen: Political choices and pedagogical goals. PS: Political Science & Politics, 37(2), 241-247.
25. Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation.
26. Young, D. J. (1991). Creating a low-anxiety classroom environment: What does the language anxiety research suggest? Modern Language Journal, 75, 425-439.
2. Bernardo, A. B. (2004). McKinley's questionable bequest: Over 100 years of English in Philippine education. World Englishes, 23(1), 17-31.
3. Cole, R., Hirschman, L., Atlas, L., Beckman, M., Biermann, A., Bush, M., ... & Zue, V. (1995). The challenge of spoken language systems: Research directions for the nineties. IEEE transactions on Speech and Audio processing, 3(1), 1-21.
4. Davies, L. (2006). Global citizenship: Abstraction or framework for action? Educational review, 58(1), 5-25.
5. Deshpande, S. W., & Kawane, S. D. (1982). Anxiety and serial verbal learning: A test of the Yerkes-Dodson law. Asian Journal of Psychology & Education.
6. Dressman, M. (2019). Multimodality and language learning. The handbook of informal language learning, 39-55.
7. Gallagher, J. (2014). Learning about an infrequent event: evidence from flood insurance take-up in the United States. American Economic Journal: Applied Economics, 206-233.
8. Jackson, J. (2014). Introducing language and intercultural communication. Routledge.
9. Jegede, O. J., Alaiyemola, F. F., & Okebukola, P. A. (1990). The effect of concept mapping on students' anxiety and achievement in biology. Journal of research in science teaching, 27(10), 951-960.
10. Punthumasen, P. (2007, December). International program for teacher education: An approach to tackling problems of English education in Thailand. In The 11th UNESCO-APEID International Conference Reinventing Higher Education: Toward Participatory and Sustainable Development (pp. 12-14).
11. Madrunio, M. R., Martin, I. P., & Plata, S. M. (2016). English language education in the Philippines: Policies, problems, and prospects. In English language education policy in Asia (pp. 245-264). Springer, Cham.
12. Melitz, J. (2016). English as a global language. In The Palgrave handbook of economics and language (pp. 583-615). Palgrave Macmillan, London.
13. McArthur, T. (2001). World English and world Englishes: Trends, tensions, varieties, and standards. Language teaching, 34(1), 1-20.
14. Ohata, K. (2005). Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the US. TESL-EJ, 9(3), n3.
15. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18(4), 315-341.
16. Peconcillo Jr, L. B., Peteros, E. D., Mamites, I. O., Sanchez, D. T., & Suson, R. L. (2020). Structuring Determinants to Level Up Students Performance. International Journal of Education and Practice, 8(4), 638-651.
17. Putwain, D., Chamberlain, S., Daly, A. L., & Sadreddini, S. (2014). Reducing test anxiety among school-aged adolescents: A field experiment. Educational Psychology in Practice, 30(4), 420-440.
18. Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English, 327-355.
19. Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in psychology, 6, 1994.
20. Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold.
21. Spitzer, R. L., Kroenke, K., Williams, J. B., & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: the GAD-7. Archives of internal medicine, 166(10), 1092-1097.
22. Suson, R., & Ermac, E. (2020). Computer aided instruction to teach concepts in education. International Journal on Emerging Technologies, 11(3), 47-52.
23. Verplaetse, L. S. (1998). How content teachers interact with English language learners. TESOL journal, 7(5), 24-28.
24. Westheimer, J., & Kahne, J. (2004). Educating the “good” citizen: Political choices and pedagogical goals. PS: Political Science & Politics, 37(2), 241-247.
25. Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation.
26. Young, D. J. (1991). Creating a low-anxiety classroom environment: What does the language anxiety research suggest? Modern Language Journal, 75, 425-439.
Published
2022-02-16
How to Cite
[1]
Alindao, J.-A., Catacio, E.B., Alay, M.F.T.A.-, Belleza, L.C., Omeres, J.R., Cezar, M.B., Larida, A., Neri, R.B., Mortejo, R. and Suson, R. 2022. The Learning Anxiety of the students in the Context of Basic Education. International Journal on Integrated Education. 5, 2 (Feb. 2022), 152-158. DOI:https://doi.org/10.17605/ijie.v5i2.2737.
Section
Articles
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
