Physics Anxiety and Coping in College

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PHYSICS ANXIETY, ACADEMIC ACHIEVEMENT AND COPING
MECHANISMS OF SOPHOMORE BEE STUDENTS OF THE COLLEGE OF
TEACHER EDUCATION-BENGUET STATE UNIVERSITY
INTRODUCTION
This chapter provides a brief background, conceptual framework,
statement of the problem and why the study was conducted. It identifies the
problems and lays out the objectives of the study.
Background of the Study
Physics is a fundamental science encompassing subjects ranging from
atoms and the sub atomic particles, investigate the fundamental concepts of
matter, energy and space and the relationship between them. Physics relies
on experiment and a mathematical framework, it is also learned to carry out
investigations and analyze data as well as how to use scientific calculators
and data-logging and computer interfacing equipment. A casual glance of
Physics in the past demonstrates a continuum of experiment and discovery
ranging from each measurements of gravity to later conquests of space. By
studying objects at rest and in motion, scientists have been able to derive
fundamental laws for many applications in mechanical engineering. The
investigation of electricity and magnetism produces new sources of energy

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and new methods of disturbing power for all the use of mankind. An
understanding of the physical principles that govern the production of heat,
light, and sound has added countless applications that have served to make
us more comfortable and more able to cope with our environment.
Physics is something that is applied in everyday lives, and it is present
everywhere other than their books. For example, advances in the
understanding of electromagnetism and nuclear physics led directly to the
development of new products which have dramatically transformed modern-
day society, such as computers, domestic appliances, and power generation;
advances in thermodynamics led to the development of industrialization, and
advances in mechanics inspired the development of engineering and
architecture. These are some of the reason why the importance of physics in
daily life should not be undermined.
Knowledge of physics is essential to an understanding of the world. No
other science has been as active in revealing the causes and effects of natural
events. Physicists search for general rules or laws that bring understanding to
the chaotic behavior of our surroundings. It is difficult to imagine a single
product available today that does not represent an application of some physics
principle. This means that regardless of your career choice, you will need to
understand physics in some way. Granted there are some occupations and
professions that do not require the depth of understanding necessary for
engineering applications, but all fields of work utilize and supply these
concepts. With a thorough understanding of mechanics, heat, sound, and

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electricity, you carry with you the building blocks for almost any career.
Physics is useful. Architects, mechanics, builders, carpenters, electricians,
plumbers and engineers are only some of the people who use physics every
day in their jobs or professions. In fact every living person uses physics
principles every hour of the day. The movement of an arm can be described
using principles of the lever.
The basic of physics is really universal communication in the language
of mathematics. The physicists describe physical phenomena in an orderly
form in mathematical terms understood worldwide. Mechanics is the base on
which almost all other areas of physics are built. Motion, forces, work,
electricity, and light are topics confronted daily in industry and technology. The
basic laws of conservation of energy are needed to understand heat, sound,
wave motion, electricity, and electromagnetic radiation.
Physics is always changing as new frontiers are established in the
study of the nature of matter and physics today. However, it will probably not
be greatly changed with new research and remain a classical foundation for
vocational work in many, many fields.
Physics, as a lot of people think, is something that is learned in school
as one of the most difficult subjects, and some or several people may even
despise it. Aside from having animosity towards physics, fear of the subject is
also one of the most difficult challenges for educator to instill the abstract
concepts of each independent subject. In the Frank Herbert novel “Dune”

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there’s a “litany against fear”, it is stated that, “Fear is the mind-killer.” But in
math and physics, facing fear is not a mystical struggle over emotions. There
is much more practical and effective solution: practice working problems until
problems are not something to fear. If these emotions are not kept in check,
there is possibility of anxiety to emerge which could be detrimental to the
learner.
According to Narayanswamy (2012) as cited by Domalleg-Tome (2014),
Math phobia or the fear of Mathematics is a feeling of anxiety that stops one
from efficiently tackling mathematical problems. People think math is an
extremely rough subject. Geist (2010) as cited by Domalleg-Tome (2014)
stated that “Negative attitudes toward mathematics are serious obstacles for
children in all levels of schooling today.” This negative attitude stops them
from focusing on the subject or problem they are tackling.
Every individual experiences anxiety in everyday life and it manifest
differently for each person. The “Mayo Clinic Family Health Book” stated that
anxiety is a normal response to stress and includes feelings of apprehension,
uneasiness, uncertainty or even dread. There are different levels of anxiety
ranging from fleeting, worrying thoughts to full blown panic attacks and
obsessions. Becoming aware of the different levels of anxiety can help a
person keep track of their own particular level and communicate it effectively
to others.

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Effects of anxiety on academic performance are not always obvious.
Anxiety is one of the most difficult concepts in the world to define precisely. Its
definition usually rest on the various reaction one has psychologically and
physically. According to Sullina (1993), as cited by Domalleg-Tome (2014),
“Anxiety is an intense unpleasant state arising from an apprehension of
disapproval in interpersonal relations.”
According to professor Eysenck (2009), “A lot of negative effects of
anxiety appear to be caused by difficulties with controlling attention. This
suggests that training techniques designed to enhance attention control the
ability to ignore distractions and to which switch attention from one task to
another could help anxious students to achieve their academic potential.” In
addition, the study showed that anxious individuals often perform at a
comparable level to non-anxious ones but only do so at a greater cost in terms
of effort or perhaps long term stress. “This shows that it is important that
teachers focus not only on whether the student had to put in to achieve a
student’s academic performance seems to be okay but also on how much
effort the student had to put in to achieve that level. Anxious students may be
trying desperately hard just to keep up and this could be a great psychological
cost.”
Liebert and Moris (1997) distinguished two components of anxiety,
worry and emotionality. Worry is the negative component of anxiety consisting
of self-deprecatory thoughts about one’s performance. Emotionality is the

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affective component of anxiety including feelings of nervousness, tension, and
unpleasant physiological reactions to perform in any situations.
Adeola (1986) said that the age long concept of anxiety has been linked
with the development of neurotic problems. The vagueness of its cause has
led some therapists to refer to it as “free floating” which means that it may not
be attached to anything specific which the person can identify. However some
types of anxiety can be attached to some specific stimulation situations e.g.
examinations, speech weight, continent etc. But when in such causes a large
amount of free floating still exists.
Morgan et al. (1979) postulated that anxiety is vague, fearful feelings
which are the hall-mark of many behavior disorders. According to them, it is
usually concealed by the defensive behavior such as avoidance responses or
compulsive actions which a person used to reduce it.
Conceptual Framework
It is projected that student factors (age, gender or sex and ethnicity) are
some of the factors that affect students level of anxiety in Physics however the
student factors is altered by the teachers strategy, silent environment and
students experiences in physics (see Figure 1).
The study corroborates to the study of Tome (2014) that male students
have lesser Physics anxiety level compared to female students. But the
assumption contradicts however, the study of Yan (2009) which stated that the
level of science anxiety of students in Eastern Luzon Colleges (now King’s

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College of the Philippines) when grouped according to sex is not related.
Moreover, the study of Bacaso (2014) supported the study of Yan (2009)
Figure1. Paradigm of the Study
which contradicted this research saying that La Trinidad pupil’s gender has no
influence in the level of anxiety of students in the subject mathematics.
Contradicting this research also, Carreon’s (2008) finding showed that whether
lowlanders or highlanders manifest the same statistics anxiety level.
Therefore, statistics anxiety has nothing to do with ethnicity.
Anxiety
Anxiety is a state of apprehension and fear resulting from the
anticipation of a threatening event or situation (Nordqvist, 2009). As described
by Spielberg (1997) as cited by Lickias (2006), anxiety is a result of a chain
Level of anxiety
in Physics of the
sophomore
college students.
Coping
mechanisms of
the respondents
towards Physics
anxiety.
Student Factors
a. Age
b. Gender/ sex
c. ethnicity
Grades of the
respondents in
Physics.

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reaction, a cognitive that consists of stress or perception of threat, a state
reaction, a cognitive appraisal and coping. Math anxiety has been explained in
a chain of reaction or cycle. Kaplan and Sadock in the Concise Textbook of
Clinical Psychiatry (1996) state that anxiety “is characterized by a diffuse,
unpleasant, vague sense of apprehension. Mallow (19181) as sited by
Czernick and Chiarelott (1984), “science anxiety”, means the general fear or
aversion by students and society toward science concept, scientists and
science-related activities as a whole.
Anxiety is an unpleasant state of inner turmoil, often accompanied by
nervous behavior, such as pacing back and forth, somatic
complaints and rumination. It is the subjectively unpleasant feelings of dread
over anticipated events, such as the feeling of imminent death. Anxiety is not
the same as fear, which is a response to a real or perceived immediate
threat; whereas anxiety is the expectation of future threat. Anxiety is a feeling
of fear, worry, and uneasiness, usually generalized and unfocused as
an overreaction to a situation that is only subjectively seen as menacing. It is
often accompanied by muscular tension, restlessness, fatigue and problems in
concentration. Anxiety can be appropriate, but when it is too much and
continues too long, the individual may suffer from an anxiety disorder.
Anxiety is distinguished from fear, which is an appropriate cognitive and
emotional response to a perceived threat and is related to the specific
behaviors of fight-or-flight responses, defensive behavior or escape. Anxiety
occurs in situations only perceived as uncontrollable or unavoidable, but not

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realistically so. David Barlow (2004) defined anxiety as "a future-oriented
mood state in which one is ready or prepared to attempt to cope with
upcoming negative events,” and that it is a distinction between future and
present dangers which divides anxiety and fear. Another description of anxiety
is agony, dread, terror, or even apprehension. In positive psychology, anxiety
is described as the mental state that results from a difficult challenge for which
the subject has insufficient coping skills.
The behavioral effects of anxiety may include withdrawal from situations
which have provoked anxiety in the past. Anxiety can also be experienced in
ways which include changes in sleeping patterns, nervous habits, and
increased motor tension like foot tapping.
The emotional effects of anxiety may include "feelings of apprehension
or dread, trouble concentrating, feeling tense or jumpy, anticipating the worst,
irritability, restlessness, watching (and waiting) for signs (and occurrences) of
danger, and, feeling like your mind's gone blank" as well as "nightmares/bad
dreams, obsessions about sensations, deja vu, a trapped in your mind feeling,
and feeling like everything is scary."
The cognitive effects of anxiety may include thoughts about suspected
dangers, such as fear of dying. "You may ... fear that the chest pains are a
deadly heart attack or that the shooting pains in your head are the result of a
tumor or aneurysm. You feel an intense fear when you think of dying, or you
may think of it more often than normal, or can't get it out of your mind."

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Fear and anxiety can be differentiated in four domains: (1) duration of
emotional experience, (2) temporal focus, (3) specificity of the threat, and (4)
motivated direction. Fear is defined as short lived, present focused, geared
towards a specific threat, and facilitating escape from threat; while anxiety is
defined as long acting, future focused, broadly focused towards a diffuse
threat, and promoting excessive caution while approaching a potential threat
and interferes with constructive coping. Symptoms of anxiety can range in
number, intensity, and frequency, depending on the person. While almost
everyone has experienced anxiety at some point in their lives, most do not
develop long-term problems with anxiety.
People often experience a general state of worry or fear before
confronting something challenging such as a test, examination, recital, or
interview. These feelings are easily justified and considered normal. Anxiety is
considered a problem when symptoms interfere with a person's ability to sleep
or otherwise function. Generally speaking, anxiety occurs when a reaction is
out of proportion with what might be normally expected in a situation.
People facing anxiety may withdraw from situations which have
provoked anxiety in the past. There are different types of anxiety. Existential
anxiety can occur when a person faces angst, an existential crisis,
or nihilistic feelings. People can also face test anxiety, mathematical
anxiety, stage fright or somatic anxiety. Another type of anxiety, stranger
anxiety and social anxiety are caused when people are apprehensive around
strangers or other people in general. Anxiety can be either a short term 'state'

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or a long term "trait". Anxiety disorders are a group of mental
disorders characterized by feelings of anxiety and fear, whereas trait anxiety is
a worry about future events, close to the concept of neuroticism. Anxiety
disorders are partly genetic but may also be due to drug use including alcohol
and caffeine, as well as withdrawal from certain drugs. They often occur with
other mental disorders, particularly major depressive disorder, bipolar
disorder, certain personality disorders, and eating disorders. Common
treatment options include lifestyle changes, therapy, and medications.
The philosopher Soren Kierkegaard, in The Concept of Anxiety (1844),
described anxiety or dreads associated with the "dizziness of freedom" and
suggested the possibility for positive resolution of anxiety through the self-
conscious exercise of responsibility and choosing. In Art and Artist (1932), the
psychologist Otto Rank wrote that the psychological trauma of birth was the
pre-eminent human symbol of existential anxiety and encompasses the
creative person's simultaneous fear of and desire for separation, individuation
and differentiation.
The theologian Paul Tillich characterized anxiety as "the state in which
a being is aware of its possible nonbeing" and he listed three categories for
the nonbeing and resulting anxiety: ontic (fate and death), moral (guilt and
condemnation), and spiritual (emptiness and meaninglessness). According to
Tillich, the last of these three types of anxiety, i.e. spiritual anxiety, is
predominant in modern times while the others were predominant in earlier
periods. Tillich argues that this anxiety can be accepted as part of the human

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condition or it can be resisted but with negative consequences. In its
pathological form, spiritual anxiety may tend to "drive the person toward the
creation of certitude in systems of meaning which are supported
by tradition and authority" even though such "undoubted certitude is not built
on the rock of reality".
According to Viktor Frankl, the author of Man's Search for Meaning,
when a person is faced with extreme mortal dangers, the most basic of all
human wishes is to find a meaning of life to combat the "trauma of nonbeing"
as death is near.
According to Yerkes-Dodson law, an optimal level of arousal is
necessary to best complete a task such as an exam, performance, or
competitive event. However, when the anxiety or level of arousal exceeds that
optimum, the result is a decline in performance.
Sources of Anxiety
Ormrod (2007) as cited by Domes-Yan (2009) stated that sometimes
learners develop feelings of anxiety about particular stimuli. He further stated
that they are also more likely to experience anxiety, especially debilitating
anxiety, when they face a threat, a situation in which they believe they have
little or no chance of succeeding. On the other hand, facilitating anxiety is
more common when learners face a challenge, a situation when they believe
they can probably achieve success with significant yet reasonable amount of
effort (Deci and Ryan, 1992).

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Ormrod (2007) identifies some degree of anxiety on children and
adolescents in many of the following circumstances: 1) a situation in which
physical safety is at risk; 2) a situation in which self – worth is threatened; 3)
concerns about physical appearance; 4) a new situation; 5) judgment or
evaluation by others; 6) frustrating subject matter, excessive classroom
demands; classroom tests; concerns about the future.
Cordero (1998) as cited by Bengal (1999) mentioned that students
encountered difficulties in study of Chemistry due to three factors: the
environment, the teachers and the students themselves. According to Elliot
(1996) as cited by Carreon (2008), with in the classroom setting there are
numerous sources of anxiety for students: teachers, examinations, peers,
social relations, achievement settings, what girls think of boys, what boys think
of girls, like or dislike subjects and distance from home ( for younger pupils).
Anxiety may generalize from one subject of teacher to another. Older students
may develop distaste for school that affects their overall achievement. Another
possible source of anxiety related to learning science is rooted in the student’s
level of intellectual development (Udo, Ramsey and Mallow, 2004).
Ellis (2000) as cited by Domes-Yan (2009) identified reasons behind
Math and Science anxiety among students: 1) outdated mental pictures; 2)
faulty assumptions; 3) negative self – talk; 4) poor reading skills; 5) doing it
alone; 6) inadequate current knowledge and/or learning strategies; and 7) not
being prepared for homework or assigned readings for class and laboratory in
science.

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There are three ways of developing anxiety according to Franker and
Wadsworth (2007): 1) classical conditioning is a conditioned emotional
response results when an emotional response such as fear or anxiety is
classically conditioned to a previous stimulus; 2) observational learning which
is a form of cognitive learning, results from matching and modeling and does
not require the observer to perform any observable behavior or receive a
reinforce; and 3) unconscious conflict which Freud hypothesized that there are
divisions of the mind; the id, the ego and the superego, that at times may be in
conflict over how a need should be satisfied this internal, unconscious conflict
may result in feelings of anxiety.
Manifestation of Anxiety
According to Beyer (1991) as cited by Domes-Yan (2009), it is natural
for new, unfamiliar, or challenging situations to prompt feelings of anxiety or
nervousness. Facing an important test, a big date, or major class
presentations can trigger normal anxiety (Gabel, 1981). Anxiety can be
accompanied by physical sensations such as heart palpitations, nausea, and
chest pain, shortness of breath, tense muscles, sweaty palms, headaches and
stomachaches. Gorman (2002) identified that physically, the body prepares
the organism to deal with threat. Blood pressure and heart rate are increased,
sweating is increased, blood flow to the major muscle groups is increased and
immune and digestive system are intensified (the fight or flight response).
External signs of anxiety may include pale skin, sweating, trembling, and
papillary dilation. Emotionally, anxiety may be experienced as a sense of

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dread or panic and irritability and the symptoms are; anger, fear, suspicion,
and embarrassment, fear of having a heart attack, feeling that you are dying,
and feeling of impending doom. Cognitive symptoms of anxiety (cognitive =
thinking) may include; difficulty concentrating, problem thinking clearly,
distractibility, mental fatigue, memory problems, decreased problem-solving
ability, and negative thinking.
Causes of Anxiety
The exact cause of anxiety disorders is unknown; but anxiety disorders,
like other forms of mental illness, are not the result of personal weakness, a
character flaw, or poor upbringing. As scientists continue their research on
mental illness, it is becoming clear that many of these disorders are caused by
a combination of factors, including changes in the brain and environmental
stress. Anxiety risk factors include family history (e.g. of anxiety) and parenting
factors including parental rejection, lack of parental warmth, high hostility,
harsh discipline, high maternal negative affect, anxious childrearing, modeling
of dysfunctional and drug-abusing behavior, and child abuse (emotional,
physical and sexual).
Like other brain illnesses, anxiety disorders may be caused by
problems in the functioning of brain circuits that regulate fear and other
emotions. Studies have shown that severe or long-lasting stress can change
the way nerve cells within these circuits transmit information from one region
of the brain to another. Other studies have shown that people with certain
anxiety disorders have changes in certain brain structures that control

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memories linked with strong emotions. In addition, studies have shown that
anxiety disorders run in families, which means that they can at least partly be
inherited from one or both parents, like the risk for heart disease or cancer.
Moreover, certain environmental factors -- such as a trauma or significant
event -- may trigger an anxiety disorder in people who have an inherited
susceptibility to developing the disorder.
Researches upon adolescents who as infants had been highly
apprehensive, vigilant, and fearful finds that their nucleus accumbens is more
sensitive than that in other people when deciding to make an action that
determined whether they received a reward. This suggests a link between
circuits responsible for fear and also reward in anxious people. As researchers
note, "a sense of 'responsibility', or self-agency, in a context of uncertainty
(probabilistic outcomes) drives the neural system underlying appetitive
motivation (i.e., nucleus accumbens) more strongly in temperamentally
inhibited than non-inhibited adolescents". Anxiety is also linked and
perpetuated by the person's own pessimistic outcome expectancy and how
they cope with feedback negativity. Temperament and attitudes (e.g.
pessimism) have been found to be risk factors for anxiety.
Some writers believe that excessive anxiety can lead to an over-
potentiation of the limbic system, giving increased future anxiety, but this does
not appear to have been proven.
According to Stoppler (2012), anxiety may be caused by a mental
condition, a physical condition, the effects of drugs, or from a combination of

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these and one external cause is stress from school. Anxiety may be caused by
environmental factors, medical factors, genetics, brain chemistry, substance
abuse, or a combination of these. It is most commonly triggered by the stress
in our lives. Usually anxiety is a response to outside forces, but it is possible
that we make ourselves the worst will happen.
Anxiety is like an “alerting signal” for the body. “As an alerting signal, it
can be considered basically the same emotion as fear. Anxiety warns of an
external or internal threat; it has lifesaving qualities (Kaplan and Sadock,
1996). Anxiety affects the whole being. It affects how much you thinks, feels,
behaves and has physical symptoms (Barker and Meletis, 2004). It feels like
fear, but one does not know what he is frightened of and it can be triggered by
stress in life. Barker and Meletis (2004) stated that often time negative self –
talk can make anxiety worse by assuming the worst and is a problem if it
interferes with life in the absence of a real threat, or goes on too long after the
danger has passed.
One of the causes of anxiety is biological. According to Lydiard (2003),
low levels of GABA (Gamma – aminobutyric acid), a neurotransmitter that
reduces activity in the central nervous system, contribute to anxiety. A 2004
study using functional brain imaging techniques suggests that the effects of
SRIs in alleviating anxiety may result from a direct action on GABA neurons
rather than as a secondary consequence of mood improvement (Bhagwagaret
et al., 2004).

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Anxiety can result from a single factor, the interaction of many
factors, or no apparent reason at all. The following factors can contribute to
the appearance of anxiety disorders (Hobson, 2006).
• Biological/ brain chemistry. Individuals with anxiety disorders may
have fatale or too much of certain brain chemicals called
neurotransmitters. Research shows that charges in the
neurotransmitters serotonin and gamma-aminobutyric acid (GABA)
could contribute anxiety.
• Genetic. An individual with a family of anxiety disorders has an
increased risk for developing anxiety disorders.
• Situational/ Environmental Factors. Difficult life events, including
family problems, financial of death of loved one, stress from school
and stress from work can contribute to anxiety. The use and
withdrawal from addictive substance which includes alcohol,
caffeine, and nicotine can also worsen anxiety.
Udo, Ramsey and Mallow (2004) in their study of students taking
general science courses found out that past bad experiences in science
classes, exposure to science anxious teachers who are teaching science in
elementary and secondary schools, lack of role models, gender and racial
stereotyping, and the stereotyping of scientists in the popular media are the
causes of science anxiety among students.

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Jegede (2007) in his study of students anxiety towards the learning of
chemistry found out some causes of science anxiety among students which
includes lack of teachers interest, methodology and teaching aids, science
subject is too wide which is demanding rather than cumbersome, lack of well-
equipped chemistry laboratories, excursions and field trips.
Factors Contributing to Anxiety
It is common for all ages to experience school anxiety related stress
(Scott, 2008). Scott (2008) as cited by Domes-Yan (2009), identified factors
that contribute to school anxiety of students.
• Social Stressor. Many students experience some level of stress or
anxiety in social situations they encounter in school. While some of
the issues provide important opportunities for growth, they must be
handled with care and can cause anxiety that must be dealt with.
• Teachers. A good experience with a caring teacher can cause a
lasting impression on the child’s life and so can a bad experience.
While most teachers do their best to provide students with positive
educational experience, some students are better suited for
teaching styles and classroom types than others, if there’s a
mismatch between students and teachers, a students can form
lasting negative feelings about school or on his abilities. Tobin and
Fraser (1998) as cited by Osborne (2003) in their study of American
teachers point out that because teachers did not have the content

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knowledge, errors of fact were made and opportunities to elaborate
on students understanding and to diagnose misunderstandings were
missed. They further stated that in some instances, flaws were
evident in attempt to explain concepts with which students were
having difficulty and in to their cases, analogies were selected which
compounded stunts problems in understanding concepts.
• Friends. More students would say that friends are one of their
favorite aspects of school. However, they can be the source of
stress. Concern of not having enough friends, not being in the same
class as friends, not being able to keep up with friends in one
particular area or another, interpersonal conflict, and peer pressure
are few of the very common ways students can be stressed by their
social lives at school.
Chan (2008) identified four problems associated with student anxiety:
• Anxiety Blocks the Normal Thought Process. Anxiety and panic
seriously interfere with memory, attention, and concentration and
are emotionally draining. Energy is deflected from, rather than
concentrated onto, attending to discussions and instructions. Suck
blocks can lead to poor understanding, poor results and a loss of
self-confidence.

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• Anxiety Favors a Passive Approach to Material rather Than
Interaction with It. Anxious students prefer to wait for the material to
be fed to them, rather than actively engage in or attempt to use it.
• Anxiety is Associated with a General Sense of Incompetence. The
favored passive approach seems to result from disbelief that a more
active approach would be of any value. Student lacking confidence
fail to engage actively with the material, thus fail to internalize
concepts and then do poorly on assignments, thereby reinforcing
the feeling of incompetence at the core of the cycle. The insecurity
builds upon itself leading the student eventually to give up.
• The Anxious Students has Little Inspiration for Learning the
Material. Students are forced to come to clad because it is a
required course, but in the face of the problems listed here the result
is either a complete lack of interest in learning the material or, at
best, a desire only to learn the bare minimum to pass the course.
According to Rahm and Charbonnaeau (1997), major contributors to
these feeling of anxiety is a mistaken belief that an aptitude for science and
math is innate, math and science are intrinsically difficult, students are good at
math and science or at reading language, math and science are domain
dominated by male geeks. Czerniak and Chiarelott (1984) in their study
explained that people because of anxiety and repeated bad experiences find
confrontation with science a distasteful experience. They tend to become

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frustrated, avoid science, deny competence in science, and finally dislike and
avoid anything scientific.
Mallow (1981) as mentioned by Czerniak and Chiarelott (1984)
suggested that a widespread consequence of math and science avoidance is
the widespread avoidance of anything quantitative. He further concluded that
anxiety toward science was being reflected by dropping enrolment in science.
Udo, Ramsey and Mallow (2004) point out in their study that one factor
contribute to science anxiety is the mismatch between the student’s
intellectual development and the teaching method.
Physics Anxiety and Gender/ Sex
Physics is the field of science with the fewest female students (Tobias
and Venkatesan, 2002). According to Mallow (2010), females tend to interpret
their relative absence in certain areas of science such as physics as a sign of
inability to succeed in those areas. The best predictors of science anxiety are
non-science anxiety; the nest best is gender (Mallow, 1984). According to
Meija (2003) as cited by Domes-Yan (2009), female students have serious
math anxiety while male have low math anxiety which contradicts what
Hoffman (2002) as cited by Carreon (2008) stated. He stated that girls usually
seen being interested in “technical” or “hard” subjects such as mathematics
and physics. Globally as of 2010, approximately 273 million (4.5% of the
population) had an anxiety disorder. It is more common in females (5.2%) than
males (2.8%) (Vos et.al., 2010).

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It is inferred that females are prone to anxieties that males (Meija,
2003). The findings are the same as with the study of Carreon (2008) that
female group has moderately statistics anxiety compared to male group which
is low statistics anxiety level. These finding correlates with the study of Jegede
(2007) that female student show more fear or anxiety towards learning of
chemistry than male counterparts. The females are scared mostly by the
broadness of the syllabus, too much calculations, more failure than passes,
and methodology of chemistry teachers. Comber and Keeves (1973) as cited
by Czerniak and Chiarelottt (1984) reported sex differences in science
achievement in nineteen different countries. They have shown that boys did
better than girls in nearly all areas and that sex have differences were larger
for older students than for younger students. Researchers have frequently
observed that the fields of mathematics, science, and technology are typically
viewed by students as being dominated by males (Eisenberg and Martin,
1996).
Contextual factors that are thought to contribute to anxiety include
gender and learning experiences. In particular, learning mastery (the degree to
which people perceived their lives to be under their own control) and
instrumentality, which includes such traits as self-confidence, independence,
and competitiveness fully mediate the relation between gender and anxiety.
That is, though gender differences in anxiety exist, with higher levels of anxiety
in women compared to men, gender socialization and learning mastery explain
these gender differences. Research has demonstrated the ways in which

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facial prominence in photographic images differs between men and women.
More specifically, in official online photographs of politicians around the world,
women's faces are less prominent than men's. Interestingly enough, the
difference in these images actually tended to be greater in cultures with
greater institutional gender equality.
Physics Anxiety and Age
According to Bower (1990) cited by Mejia (2003), by about age 12,
students who feel threatened by Mathematics start to avoid Mathematics
courses, do poorly in the few mathematics classes they take and earn low
scores on math-achievement tests. Some scientists have theorized that
children having little math aptitude in the first place justifiably dread grappling
with numbers. That conclusion does not add up, at least for college student
(Ashcraft and Kirk, 2001) as cited by Mejia (2003).
On the contrary, people’s intrusive worries about math temporarily
disrupt mental processes needed for doing arithmetic and drag down math
competence.
Ashcraft and Kirk (1998) cited by Mejia (2003) added that math anxiety
exerts this effect by making it difficult to hold new information in mind while
simultaneously manipulating it. Psychologists regard this capacity known as
working memory, as crucial for dealing with numbers. Ashcraft and Kirk (1998)
cited by Mejia (2003) added that math anxiety soaks up working memory

25
resources and makes it harder to learn mathematics, probably beginning in
middle school.
In early childhood, individuals begin to develop skills in order to master
the many everyday tasks that they will face in life. Each new task a child
realizes adds insight and wisdom into his/ her daily life behaviours. This
process of learning and developing is often referred to as intelligence, which is
defined as “the ability to think abstractly and to learn readily from experience.”
Physics Anxiety and Ethnicity
Ethnicity in the study refers to the ethnic origin of the respondents as
being Kankana-ey, Ibaloi, Kalanguya, Ilocano, Tagalog and others. Carreon
(2008) in her study of statistics anxiety found out that highlander graduate
student and lowlander has the moderate anxiety level. The findings are the
same in the study of Baldwin and Burns (1999), as cited by Domes-Yan (2009)
that ethnicity was not a significant predictor of performance in college
chemistry.
Physics anxiety
In 1977, Mallow identified the phenomenon for which he coined the
term science anxiety. It usually manifests itself as a crippling panic on exams
in science classes, but it is distinct from general test or performance anxiety.
Students suffering from science anxiety are often calm and productive in their
non-science courses, including their mathematics courses (Mallow 2006).

26
Physics anxiety in fact is no diverse from science anxiety. Actually
science and mathematics anxiety are both the most famous anxiety students
encounter in their school life either in primary, secondary and high school
courses. Anxiety may not be one of the listed problems of students in school
but almost seven percent of college students are reported having symptoms
according to research as stated in the brochure titled “Got Anxiety” (2014).
Physics anxiety as compared to its root definition anxiety is a disorder felt by
anyone most preferably students may it be elementary, secondary or college
students when they encounter or when upon hearing the subject Physics.
Physics anxiety just like science anxiety and mathematics anxiety is a
normal phenomenon sensed by anyone of us and was considered a kind of
response to situations of uncertainty trouble or feeling unprepared. However,
having the habit of anxiety every day or regularly leads to bad evaluation on
self-esteem for someone who experiences such.
Fighting Physics Anxiety
Many people believe mathematics and science can be conquered by
certain kinds of people (Delisio, 2006). This myth destroys potential, provides
excuses and limits possibilities what is required is persistence and patience.
She further suggests five ways to overcome math/ physics anxiety:
• Do not confine yourself to exact answer or processes. Most
problems have more than one method for reaching answer.
Sometimes it is easier to work from an answer to a problem/
question than vice-versa;

27
• Do not use self-defeating talk. Use constructive self-talk when
referring to your abilities in mathematics and physics;
• Do not run away from your intuition. Doing so will lead you towards
a possible solution and understanding of the concepts and
application;
• Do not consider your questions dumb or stupid when something is
unclear or questionable;
• Do not run away from math/ physics frustration. Try to keep a
journal where you jot down strengths, triumphs, area to further
agree, and emotions about areas of study.
The following suggestions in overcoming math and physics anxiety
were mention by Mallow and Greenburg (1982): 1) change your thoughts; 2)
learn how to learn; 3) read slowly and actively; 4) use cooperative learning;
and 5) use laboratory sessions to your advantage. Furthermore, he also
suggested some tips for teachers in dealing math and physics anxiety of
students: 1) do not rush and make sure the class is appropriate to the
students; 2) encourage questions and do not dismiss student question as
dumb and naïve; 3) pay close attention to gender equity in calling on students;
4) do your bests to make a particular topic stimulating, adopt an investigative
approach; 5) identify a question to answer and problem for your students; 6)
do not solve problems for your students; and 7) let them solve problem for
themselves.

28
In addition, Franker and Thomson (2007) as cited by Domes-Yan
(2009), mentioned two ways to cope up with anxiety: 1) extinction – which is
characterized as being problem-focused, conscious coping techniques, this
represents active attempts to deal with the problem itself; and 2) Freudian
mechanism – defense mechanisms are emotional-focused coping techniques
because it tries to manage a person’s emotions rather than resolving the
problem that is causing anxiety. The occasional use of defense mechanisms is
normal and helps reduce anxiety and one can continue to function as the work
one real cause of problems.
Student factors
Student factors come in different ways, may it be literarily observed or
not. Student factors as a whole contributes to the way students learn and react
to things. Personality factors as one of the psychological branch of student
factor are observed to make it more likely that a student will exhibit difficult
behaviors.
In a research, 21% of teachers surveyed in the MetLife Survey of the
American Teacher 2001 reported that “problems such as hunger, poverty or
troubled family lives” were a big problem in their schools. These problems
were reported more frequently by urban teachers (29%) than by teachers in
suburban/rural schools (18%) (Harris Interactive, 2001).

29
Academic Achievement
Academic achievement in this study refers to the achievement in
science of the respondents. As to the use in this study, it denotes to midterm
grade of the sophomore students in science.
Hansen (2000) as cited by Hijazi and Nagui (2006) mentioned that
students’ performance is affected by different factors such as learning abilities
because new paradigm about learning assumes that all students should learn
at higher levels but it should not be considered as a constraint because these
other factors like race, gender, sex, can affect students’ performance. Britner
(2007) as cited by Yan (2009) described academic achievement by many
factors such as attitudes, motivation, aptitude, and self-efficacy. In science
classes, achievement is related to academic preparation, motivation and the
use of learning strategies (Garcia et. al, 1993) as cited by Britner (2007).
According to Walberg (2000), in his review of hundred of students, nine
general factors that influence student achievement: ability, stage of
development, motivation, instruction quality, instructional quantity, home
environment, classroom social group, peer group, and use of out of scholl
time.
Cansarkar ans michaelhoudis (2001) as cited by Yan (2009) explained
the effects of age, qualification, and distance from learning place on students’
performance. Student performance very much dependent on socioeconomic
background as per their statement, “High school students’ level of

30
performance is with statistically significant difference, linked to their gender,
grade level, school location, school type and socio-economic background
(Walter and Soyibo, 1998).
Zahorik and Armand (2003) as cited by Yan (2009) analyzed classes
with smaller student teacher ratios and found that there was a difference in
teacher effectiveness within these smaller classes. They suggested three
major factors that contribute to better teacher effectiveness to improve
academic performance: 1) Instructional Orientation. the type of content that
the teachers emphasized in their lessons and how it was taught; 2)
Management Style. how the teacher disciplines their students and organized
their lessons; 3) Individualization Focus. how much time and energy the
teacher spent working with individual students, providing one-on-one
instruction.
Odiem (1999) cited by Amansec (1990) that among other things, there
is a significant relationship between academic performance and educational
attainment, civil status, age, and number of years in teaching. The author
expounded that new teachers should observe older teachers so that they can
profit from their fellow teachers experiences in teaching.
Based on the assumption that academic performance is a complex
product of the students’ total personality, their experiences, and their
socioeconomic factor. Legario (1990) as cited by Odiem (1999) conducted a
survey to find out some facts about academic success and found out that: 1)

31
academic performance is related to study habits; 2) upper-class homes offered
more advantages for intellectual growth not otherwise found in low-class
homes; 3) the students’ effort in academic performance were beyond their
control and partly affected by their study habits and attitudes towards student
work; 4) student with good home conditions and good study facilities generally
came out with better academic achievement than those with poorer home
conditions and poor study habits.
Odiem (1999) cited by Yan (2009) in her study identified problem
encountered by the students arranged is a descending order of ranking: low
mental ability, inadequate reference books and other reading materials,
poverty, poor study habits, classrooms not conducive to learning, high prices
of basic needs and commodities, lack of transportation facilities, defective
teaching strategies of some instructors, and far distances between home and
school. The degree of difficulty of the subject, interests of the students, poor
study habits, sleepiness, laziness and afraid to recite can also affect academic
performance of the students (Chaguna, 2008). Poor science performance
among students is due to high vocabulary demands and the abstract
understanding associated to science learning (Chiapetta and Koballa, 2006).
Lardizabal (1991) as cited by Chaguna (2008) mentioned that some
pupils are more interested in other subjects than in science. Teacher needs to
motivate the pupils and understand the pupils’ experiential background and
personality. However, Niesser (1996) as mentioned by Plotnik (2005)

32
described that performance in academic setting depends on personal
characteristics such as one’s interest in school and willingness to study.
Science teachers may consider age, sex, and academic achievement of
the learners in the use of a specific approach in their teaching is science
(Pesioles, 2005). He further stated that teacher must have to be creative and
analytical in using specific teaching technique and the strength and
weaknesses of specific teaching techniques must be evaluated for its effective
use.
Adediwura and Tayo (2007) cited by Yan (2009), added that teachers’
characteristics such as personal teaching efficacy, modeling and enthusiasm,
caring and high expectation promote learners’ motivation. Thus, these
characteristics are also associated with increase in students’ achievement.
High level of learning may occur as well as learners feeling good about
themselves and the material they are learning when teachers use instructional
time efficiently. The way teachers interact with students influences their
motivation and attitude towards school.
According to Rajah (2000) cited by Carreon (2008), it cannot be denied
that the factors affect an individuals’ performance. These factors include
genetics and heredity. The potentialities of an individual pot regarding
vocabulary, number, problem solving, concepts and others are innate and
grossly related to genetics. The degree of such potentialities, however, differ in
every individual and become sharpened or suppressed in the process of

33
learning and even as the individual is affected by factors such as the gender,
country/ region, year level and college affiliation.
Benbow and Stanley (1990) from John Hopkins University conducted a
study in response to the debate revolving around the preposition, “men do
better in Mathematics than woman”. They tested 10, 000 talented seventh and
eighth grades between 1972 and 1979 using scholastic Aptitude Test in which
mathematics questions are meant to measure ability rather than knowledge.
They discovered distinct sex difference. Likewise, they found that while the
verbal abilities of the males and females hardly differ, twice as many boys and
girls score over 500 (on a scale of 200 to 800) on mathematics ability, at the
700 levels. The ratio was 14 to 1. Thus, they concluded that males have
inherently superior mathematical reasoning ability.
Cox revealed that there are gender differences that were fairly well
established: 1) that boys excel in visual-spatial and; 2) that boys excel in
mathematical ability. The two sexes are similar in their early acquisition of
quantitative concepts in their mastery of mathematics during the grade school
years. Beginning at about ages 12-13 boys’ mathematical skills increase faster
than girls. The greater rate of improvement appears to be bot entirely function
of the number of mathematics courses taken. The magnitude of gender
differences varies greatly from population to another and is probably not as
great as the difference in spatial ability. The male advantage on spatial ability
test increase through the high school years up to a level of about 0.40 of a

34
standard deviation. Both spatial and verbal processes and sometimes involved
in the solution of mathematical problems.
In contrary, Backian (1996) as cited by Eslava (2001) revealed that the
girls performed better that boys in mathematics. In addition, Kiley (1994)
revealed that the performance of female pupils in the National Elementary
Achievement Test is slightly higher than that of the males and the difference is
significant. It was different from the study conducted by Tapalla (1976) cited by
Garcia (1996) who found that academic performance was not affected by sex
at all.
Orduna 91984) showed in his study on scholastic performance of senior
high school students of the University of Baguio that ethnic background did not
significantly affect the academic performance of the students. It was seconded
by Mendosa (1998) in the study of freshman students in mathematics at Tabuk
National High School that the level of performance of first year students in
their grades in Mathematics IV is not significantly affected by gender, age and
ethnic background.
However, the study conducted by Abbott and Joireman (2001) did not
say that ethnicity is unimportant or unrelated to achievement. They concluded
that the relationship of ethnicity and academic achievement is mostly indirect:
ethnicity relates to low income and low income relates to academic
achievement.

35
Erfe (1891) cited by Cruz (2001) conducted a study on the mathematics
proficiency of college freshmen studied had a low level of mathematics
proficiency of the eleven (11) degree programs studied. Bachelor of Science in
Civil Engineering was found to be the most proficient and students enrolled in
mathematics-oriented courses performed significantly better than those
enrolled in non-mathematics oriented courses. Sex was found to be an
indicator of mathematics proficiency but the grade of fourth year high school
mathematics was not a significant indicator in mathematics proficiency.
Physics Anxiety and Academic Performance
According to Murtonen (2005), cited by Carreon (2008), anxieties can
be very harmful to learning. In addition, Driscoll stated that excessive anxiety
could interfere with learning and performance, leading to a reduction in
continuing motivation to learn. Regardless of the cause of level of anxiety, one
thing is for sure: anxiety will affect performance. For example, in a study of
sixty classes of junior high school students, Hecht and Tittle (1992) as cited by
Carreon (2008) found that anxiety improved math performance for high
achievers who displays moderate levels of anxiety.
Pretorius and Norman (1992) as cited by Carreon (2008) compared
anxious and non-anxious psychology students on a research methodology
course in terms of passing or failing and found that the most anxious students
did not pass the course. This was also seconded by the study of Mejia (2003)
as cited by Carreon (2008) wherein she concluded that students with high

36
grades in math are low-math-anxious and those with low grades are high-
math-anxious. it was seconded by Lickias (2006) as cited by Carreon (2008)
that math anxieties were significantly related to mathematics performance.
The effect of anxiety on achievement is not agreed upon in the
literature. For example, in the context of math, Llabre and Suarez (1985) as
cited by Carreon (2008) stated that math anxiety had little to do with
performance once anxious students were already enrolled in the course.
Adams and Holcomb (1986) as cited by Carreon (2008) found that while math
anxiety were negatively related to performance in statistics, there was no
significant relationship between performance in statistics and traditional
measures of state and trait anxiety. Furthermore, the study of Zeidner (1991)
cited by Carreon (2008), on social science and education students suggests
that there would be a weak correlation between statistics anxiety and statistics
course performance. In addition, Lalonde and Gardner (1993) cited by
Carreon (2008) found an indirect negative relationship between what they
referred to as “situational anxiety” and performance in statistics.
More recently, Onwuegbuzie (1998, 2000) cited by Carreon (2008)
reported his findings indicating that low achievement of college students was
related to higher levels of statistics anxiety and low computation self-concept.
Anxiety is also likely to play role in the academic lives of students
(Mazzocco and Myers, 2003) as cited by Yan (2009). Some degree of anxiety
may be helpful in the learning process; a high level of anxiety impedes

37
optimum performance in science learning (Udo et. al, 2004). It correlates with
the study of Ormrod (2007), wherein small amounts of anxiety often improve
performance and they leads students to approach their class work carefully
and reflect before making a response. All students experience anxiety from
time to time, particularly in science college courses (Seymour, 1992) as cited
by Yan (2009).
The statement is the same as with Alpert and Haben (1990) as cited by
Yan (2009) that it is true that a high level of anxiety interferes with
concentration and memory, which are critical for academic success. But
without anxiety as stated by Jarret (1999) cited by Yan (2009), students may
lack the motivation to study for exams, write paper, or do daily home works,
thus a moderate amount of anxiety actually helps better academic
performance by creating motivation. In addition, Cassady and Johnson (2007)
as cited by Rahm and Charbonnaeau (1997) stated that a moderate level of
anxiety is good, in fact, it help motivate learning.
Everson (1994) as mentioned by Plotnik (2005) stated that excessive
worrying about your performance will interfere with the ability to read
accurately and understand what he is reading and identify important concepts.
Considering these results, it is easy to see how excessive worrying can impair
performance and result in lower grades. Calvo and Carreiras (1993) as
mentioned by Plotnik (2005) that researchers found that cognitive components
could either help or hinder performance. Students who channeled their worry
into complaining rather than studying performed poorly, because their worry

38
interfered with reading the exam material and caused them to make more
reading errors. In contrast, students who channeled their worry into studying
performed better and achieve higher grades because they were better
prepares (Endler, 1994) as mentioned by Plotnik (2005).
Geist (2010) as cited by Tome (2014) stated that negative attitude
towards mathematics and what has to be known as mathematics anxieties are
serious obstacle for children in all levels of schooling today.
Based on the study conducted by the Australian Journal of Basic and
Applied Sciences (2011) as cited by Tome (2014), Physics subject is
measured as the most problematic area in secondary within the field of
science. Thus, teaching of physics in secondary schools traditionally
magnetizes fewer learners than other field of science subjects and is a
different course for students from secondary to university.
On the other hand, students’ attitude toward science significantly alter
their achievement in science (Prokop and Tuncer, 2007) as cited by Yan
(2009). Hembree (1988) as cited by Yan (2009) also mentioned in his study
that there is substantial evidence that emotions such as anxiety influence
learning and achievement in academic settings. Academic achievement is
influenced by many factors such as attitudes, motivation, aptitude, and self-
efficacy. Benford and Newsome (2008) as cited by Yan (2009) stated that
students’ attitude also influenced performance is science classrooms.
Students with more positive attitudes toward sciences tend to do better in

39
science courses. Pena (2005) cited by Yan (2009) concluded that there are
students who showed favorable attitude toward science as most respondents
claim to repute science as the best source of knowledge. Pena (2005) added
that analysis on the indicators of academic performance, showed that in
different subject areas, the students’ gender, ethnicity, and to lesser extent of
type of school they attended, interact in different ways to produce variations in
academic outcomes depending on the subject area.
Weis (1995) as mentioned by Chaguna (2008) stated that students who
have more positive attitudes toward school and learning are the students who
likely work hard, behave in the classroom and succeed in education. He
further added that right attitude and perseverance are responsible for
approximately 75% achievement. Mangaliman (2001) as cited by Malipe
(2006) revealed that poor or lack of good study habits had a negative effect on
the performance of students which will eventually lead to low achievement and
can cause academic failure of students. Poor study habits was one of the
serious problems of teacher regarding students (Austria, 2006).
Weinburg (2000) as cited by Yan (2009) suggested on how teachers
improve student achievement in foundational courses in mathematics and
science: 1) don’t confuse rigor with a high failure rate; mathematics and
science anxiety are real and need to be dealt with; 2) gender and ethnic
disparities in the college classroom persist and can be addressed; 3) new
technologies can greatly enrich science classes; and remember that students
learn most when they are actively engaged.

40
Ellis (2000) as cited by Yan (2009) identified students’ tips for academic
success in dealing with mathematics and science anxiety: 1) talk to the
professor about your feeling related to mathematics and science; 2) start new
positive self-talk; 3) notice your body sensation; 4) stay current with the
reading; read the textbook to follow the topic being discussed; 5) read slowly
when appropriate; participate actively in class; 6) learn from specific to
general; 7)ask question and; 8) study with others.
Seymour (1992) as cited by Rahm and Charbonnaeau (1997) revealed
that to ensure that anxiety remains in a moderate range, it is important for
instructors to determine how well prepared students are for the learning that
will be required for them in college science courses.
Coping Mechanism
Every man in this world when in an unusual situation has the initiative to
find out and check or solve what is the cause of unsatisfying stimuli triggering
him. Every human are programmed to make their life comfortable hence if
problem occurs in their way they are make way to solve it just to have a
desirable life. Coping mechanism in general is synonymous to this situation;
you make plans to solve your problems or to have a life full of pleasure.
Coping mechanism as stated by Catalina (2008) on her research is the
process by which a person takes some action to manage environmental and
internal demands that causes or might cause stress and that will tax the
individual’s inner resources. Familan (2012) also stated that coping can occur

41
in many ways because many things affect how a person choose a specific
strategy, such as an appraisal of the stressor, resource available to him or her
to handle it, and the desired outcome of the coping.
Khan et. al. as stated by Schmalenberg (1979) specified five ways how
coping mechanism is being brought into action. A person can cope by 1)
Complying to the strongest force, 2) persuading the different role senders to
modify demands that are incompatible, 3) avoiding the source of stress, 4)
distorting reality so that the anxiety caused by the conflicting demands is
relieved, and 5)forming emotional or psychological symptoms which help to
relieve the stress.
While it is true that we all have the ability to cope up to any problematic
situation we face, Hilsman and Garber (1995) stated that children may face
helplessness in coping to any jeopardy. This is because they are young and
less likely to have well-developed coping skills.
Coping also relies on the mood of the person, which means that an
individual may not fully come up to effective strategy to unravel the problem
when he or she is thinking other things besides the situation he or she is
facing. Environment also contributes to how an individual will come up to an
effective way to combat unfavorable situation. In a silent environment an
individual may concentrate well in developing strategies while on a noisy
environment, the noise of the people beside that individual can distract the
focus of the individual thus the strategy done by that person may be cloudy

42
and worst it may be incomprehensible and may just make the present situation
worst.
Statement of the Problem
The study focused on determining the relationship of Physics Anxiety of
Freshmen Students of CTE in BSU.
1. What is the level of Physics anxiety of the respondents according to:
a. age
b. gender or sex
c. ethnicity
2. What are the coping mechanisms adopted by the respondents in
Physics anxiety?
3. What is the effect of Physics anxiety on the grades of the respondents?
Hypotheses of the Study
1. There is a significant differences on the levels of Physics anxiety of the
freshmen students when grouped according to:
a. age
b. gender or sex
c. ethnicity
2. The respondents have significant ways in coping with Physics anxiety?
3. There is a significant effect of Physics anxiety of the respondents to
their grades.

43
METHODOLOGY
The chapter discourses the research design, population and locale of
the study, data collection instruments and treatment of the data of the
researchers.
Research Design
The study uses descriptive survey method of research in gathering the
data. The profile of the freshmen students respondents basically the age,
gender, and ethnicity were gathered from the profile questionnaire patterned
after the standardized anxiety assessment questionnaire used by Carreon
(2008) as stated by Yan (2009). All profile account of the respondents was
taken into account in the tabulation and formulation of data but still
confidentiality of these accounts is taken into consideration.
The survey questionnaire uses questions related to their anxiety when it
comes to teacher strategy or way of teaching, environment and their
experiences in the subject Physics.
Locale of the Study
The study was conducted at Benguet State University-College of
Teacher Education during the beginning of finals of students from the month of
February to March 2015. The university is located at km. 5 to km. 6 Balili, La
Trinidad, Benguet. Actually, the km.4 to km.6 is not usually used to describe

44
where the university is found instead they call it as BSU Compound, Balili, La
Trinidad, Benguet.
Benguet State University is one of the top performing SUC’s found in
Northern Luzon. The university’s college which is the College of teacher
education where the researchers conduct the study is one of the highly
accredited college. However the college is one of the most populated colleges
of the university. Figure 2 shows the locale of the study and the location of the
respondents’ college, CTE.
Figure 2. Locale of the Study

45
Respondents of the Study
The respondents of the study are sophomore college students of
Benguet State University in the College of Teacher Education who are
enrolled during the school year 2014-2015. The respondents are degree of
Bachelor of Elementary Education (BEE) section A who are currently enrolled
in the course Elem. Ed 102 (Physics of Health). Cluster sampling was utilized
to generalize the desired number of respondents. Specifically, getting the
number of respondents divided by number of sections to get how many
respondents per section. The respondents were composed of 25 males and
25 females.
Instrumentation
The study used a questionnaire survey for the collection of data. The
questionnaire was adapted from the profile of students’ questionnaire by
Morgan Earp which was used by Carreon (2008), Yan (2009), and Tome
(2014) in their study. The questionnaire was used to gather the profile of the
respondents which are categorized according to age, gender, and ethnicity.
In developing the survey questionnaire, a questionnaire was encoded
and printed and was brought to the researchers instructor for confirmation and
signature. Copies of this questionnaire were then photocopied into 50 copies
and eventually administered to sophomore college students of BSU-CTE.

46
Statistical Analysis
The data were analyzed using descriptive statistics. The scale used to
determine the level of physics anxiety of sophomore students of CTE are as
follows:
Scale Range Descriptive Equivalence
5 4.21-5.00 Very High Anxiety (VHA)
4 3.41-4.20 High Anxiety (HA)
3 2.61-3.40 Moderate Anxiety (MA)
2 1.81-2.60 Slight Anxiety (SA)
1 1.00-1.80 No Anxiety (NA)
The range’s interval was derived using the formula for getting the range
of cumulative frequency wherein the highest value of scale was deducted to
the smallest scale value divided by the number of scales multiplied by one
hundred [(HVS-LVS)/N]x100%.
The profile of the respondents were collected and tabulated to find out
the level of anxiety of the respondents and gain general weighted means are
computed to get the total level of anxiety of the respondents.

47
RESULTS AND DISCUSSION
This chapter presents the findings of the study after the implementation
of the survey and gathering of pertinent data. The data gathered were
analyzed and interpreted in response to the following concerns: level of
physics anxiety of the respondents according to gender; level of physics
anxiety of the respondents according to age; level of physics anxiety of the
respondents according to ethnicity; correlation of physics anxiety and
academic performance of the respondents; and the coping mechanisms of the
respondents to physics anxiety.
Profile of the Respondents
Table 1 presents the distribution of respondents according to gender,
age, ethnicity and academics.
In terms of gender, thirty-six (36) or 87.80% were predominantly
females compared to only five (5) or 12.20% males.
According to age, twenty-five (25) or 60.98% were within the 17 to 18
years old group while sixteen (16) or 39.02% were within the 19 years old and
above group.
According to ethnicity, nineteen (19) or 46.34% were Kankana-ey;
fifteen (15) or 36.59% were Ibaloi and seven (7) or 17.07% were Ilocano.
Kankana-ey were significantly more in numbers compared to Ibaloi and
Ilocano indicating that respondents were predominantly Kankana-ey.

48
Table 1. Profile of the Respondents
Profiles Frequency Percentage (%)
Gender
Male 5 12.20
Female 36 87.80
Total 41 100
Age
17 to 18 years old 25 60.98
19 years old and above 16 39.02
Total 41 100
Ethnicity
Kankana-ey 19 46.34
Ibaloi 15 36.59
Ilocano 7 17.07
Total 41 100
Academic/ Grades
1.0-1.8 (Excellent) 0 0
1.9-2.6 (Outstanding) 16 39.02
2.7-3.4 (Good) 25 60.98
3.5-4.4 (Satisfactory) 0 0
4.5-5.0 (Passing) 0 0
Total 41 100
Level of Physic Anxiety of the Respondents
Table 2.a presents the level of anxiety of the respondents when not
grouped according to gender, age, or ethnicity. Based on the result, the
respondents do not experience very high anxiety, high anxiety or minimal
anxiety on any of the item. The respondents experience moderate anxiety on
items 1, 2, 7, 9, 11, 14, 15, 18, 19, and 22. However, on items 3, 4, 5, 6, 8, 10,
12, 13, 16, 17, 20 and 21 the respondents experience partial anxiety. The
general weighted mean is 2.64 described as moderate anxiety.

49
Table 2a. Anxiety Levels of the Respondents
Physics Anxiety
RESPONDENTS
N=41
WM DE
1.
I was worried when I was informed that Physics was a
requirement for my course.
2.95 MoA
2. I felt a lot of pressure/stress/burden in my Physics subject 3.02 MoA
3.
I felt my heartbeat faster whenever I went to my Physics
class
2.41 PA
4. I was worried about being called in my Physics class. 2.54 PA
5. I cringed when I had to go to my Physics class. 2.34 PA
6. I felt uneasy when asked to recite in my Physics class. 2.44 PA
7. I could hardly concentrate in my Physics class. 2.65 MoA
8. I couldn’t do my Physics assignment alone. 2.34 PA
9. I had difficulty understanding Physics concepts. 3.00 MoA
10. I couldn’t sleep well before every Physics exam/quizzes. 2.39 PA
11. I feared failing the Physics class. 3.27 MoA
12. I sweated a lot whenever I took my Physics test/quizzes. 2.07 PA
13.
My mind seems to go blank during Physics quizzes and
unit tests.
2.34 PA
14.
Physics terms were difficult for me to remember during
test/quizzes.
2.61 MoA
15. I am confused with many topics in Physics. 3.12 MoA
16. I hate Physics topics. 2.49 PA
17.
I had difficulty developing conclusions based on Physics
solutions.
2.51 PA
18. The teacher discussed too fast the topic, I cannot catch up. 2.93 MoA
19. The Physics schedule is too early or too late. 2.61 MoA
20.
I hardly understand the medium of instruction used in
teaching Physics.
2.56 PA
21. I cannot follow and learn from activities in Physics. 2.51 PA
22. I worry about how well am doing in Physics. 2.90 MoA
TOTAL 2.64 MoA
Legend: 4.21- 5.00 – VeryHighAnxiety(VHA)
3.41- 4.20 – HighAnxiety(HA)
2.61- 3.40 – Moderate Anxiety(MoA)
1.81- 2.60 – Partial Anxiety(PA)
1.00- 1.80 – Minimal Anxiety(MA)
Level of Physics Anxiety by Gender
Table 2.b presents the level of anxiety of the respondents according to
gender. Based on the result, the respondents do not experience very high
anxiety, or minimal anxiety on any of the items. However, both male and

50
Table 2b. Level of Physics Anxiety by Gender
Physics Anxiety
MALE
N=5
FEMALE
N=36
WM DE WM DE
1.
3.4 MoA 2.89 MoA
2. I felt a lot of pressure/stress/burden in my Physics subject 3.6 VH 2.94 MoA
3.
class
3.0 MoA 2.33 PA
4. I was worried about being called in my Physics class. 3.4 MoA 2.42 PA
5. I cringed when I had to go to my Physics class. 3.2 MoA 2.11 PA
6. I felt uneasy when asked to recite in my Physics class. 3.0 MoA 2.25 PA
7. I could hardly concentrate in my Physics class. 3.0 MoA 2.61 MoA
8. I couldn’t do my Physics assignment alone. 3.4 MoA 2.19 PA
9. I had difficulty understanding Physics concepts. 3.4 MoA 2.94 MoA
10. I couldn’t sleep well before every Physics exam/quizzes. 3.2 MoA 2.25 PA
11. I feared failing the Physics class. 3.6 VH 3.22 MoA
12. I sweated a lot whenever I took my Physics test/quizzes. 2.8 MoA 1.97 PA
13.
unit tests.
3.2 MoA 2.22 PA
14.
test/quizzes.
3.6 VH 2.47 PA
15. I am confused with many topics in Physics. 3.6 VH 2.92 MoA
16. I hate Physics topics. 3.4 MoA 2.36 PA
17.
solutions.
3.4 MoA 2.39 PA
18. The teacher discussed too fast the topic, I cannot catch up. 3.6 VH 2.83 MoA
19. The Physics schedule is too early or too late. 3.2 MoA 2.53 PA
20.
teaching Physics.
3.0 MoA 2.50 PA
21. I cannot follow and learn from activities in Physics. 3.4 MoA 2.39 PA
22. I worry about how well am doing in Physics. 3.2 MoA 2.86 MoA
GENERAL WEIGHTED MEAN 3.3 MoA 2.53 PA
Legend: 4.21- 5.00 – VeryHigh Anxiety(VHA)
female have moderate anxiety level on items 1, 7, 9 and 22. Female
respondents experience moderate anxiety level on items 2, 11, 15 and 18 and
experience partial anxiety level on items 3, 4, 5, 6, 8, 10, 12, 13, 14, 16, 17,
19, 20 and 21. On the other hand, male respondents experience moderate
anxiety level on items 3, 4, 5, 6, 8, 9, 10, 12, 13, 16, 17, 19, 20, and 21 and

51
experience high anxiety level on items 2, 11, 14, 15 and 18. Results show that
the level of physics anxiety of the respondents is measured to be moderate
anxiety level as indicated by over-all weighted mean of 3.30 for male and 2.53
for female described as partial anxiety. Statistical computations confirm that
there is a significant difference between male and female. Therefore, the
hypothesis that there is a significant difference on the level of physics anxiety
of the respondents when grouped according to gender is accepted.
The result somehow corroborates with the study of Czerniak and
Chiarelott (1984) as cited by Yan (2009). They mentioned that on the average,
girls did as well as or slightly better than boys in primary grades, but girls
began to fall behind boys in adolescent years.
The result contradicts the study of Mejia (2003) that female are prone to
anxieties than males. It also contradicts the study of Carreon (2008) that
female group has moderately statistics anxiety compared to male group which
is low statistics anxiety level.
Level of Physics Anxiety by Age
Table 2.b presents the relationship of age and level of physics anxiety
as encountered by the respondents. Based on the results, the respondents do
not experience very high anxiety, or minimal anxiety on any of the items.
The respondents, both age groups, experience moderate anxiety on 1,
2, 7, 9, 14, 15, 17, 18 and 22 and experience partial anxiety on items 3, 5, 6,

52
Table 2c. Level of Physics Anxiety by Age
Physics Anxiety
17 to 18 Years
Old
N=25
19 Years Old
and Above
N=16
WM DE WM DE
1.
3.0 MoA 2.94 MoA
2. I felt a lot of pressure/stress/burden in my Physics subject 3.16 MoA 2.81 MoA
3.
class
2.52 PA 2.25 PA
4. I was worried about being called in my Physics class. 2.72 MoA 2.25 PA
5. I cringed when I had to go to my Physics class. 2.28 PA 2.36 PA
6. I felt uneasy when asked to recite in my Physics class. 2.48 PA 2.36 PA
7. I could hardly concentrate in my Physics class. 2.68 MoA 2.63 MoA
8. I couldn’t do my Physics assignment alone. 2.48 PA 2.13 PA
9. I had difficulty understanding Physics concepts. 3.16 MoA 2.75 MoA
10
.
I couldn’t sleep well before every Physics exam/quizzes. 2.48 PA 2.25 PA
11
.
I feared failing the Physics class. 3.48 HA 2.86 MoA
12
.
I sweated a lot whenever I took my Physics test/quizzes. 2.12 PA 2.0 PA
13
.
unit tests.
2.4 PA 2.25 PA
14
.
test/quizzes.
2.76 MoA 3.0 MoA
15
.
I am confused with many topics in Physics. 3.20 MoA 2.69 MoA
16
.
I hate Physics topics. 2.56 PA 2.38 PA
17
.
solutions.
2.8 MoA 2.69 MoA
18
.
The teacher discussed too fast the topic, I cannot catch
up.
2.96 MoA 2.88 MoA
19
.
The Physics schedule is too early or too late. 2.76 MoA 2.38 PA
20
.
teaching Physics.
2.72 MoA 2.25 PA
21
.
I cannot follow and learn from activities in Physics. 2.72 MoA 2.19 PA
22
.
I worry about how well am doing in Physics. 3.04 MoA 2.69 MoA
GENERAL WEIGHTED MEAN 2.75 MoA 2.49 PA

53
8, 10, 12, 13, and 16. Respondents on the age group of 17 to 18 years old
experience moderate anxiety level on items 4, 19, 20 and 21 and experience
high anxiety level on item 11. On the other hand, respondents on the age
group of 19 years old and above, respondents experience moderate anxiety
level on item 11 and experience partial anxiety level on items 4, 19, 20 and 21.
The general weighted mean indicates that 17 to 18 years old has higher
anxiety level with a total of 2.75 described as moderate anxiety compared to
that of the weighted mean of 19 years old and above with a total of 2.49
described as partial anxiety.
Therefore, the hypothesis that there is a significant difference on the
level of physics anxiety when grouped according to age is accepted. The
younger the respondents, the higher the level of anxiety they have.
According to the result of the study of Carreon (2008) indicated the
possibility that the older group , being more matured and experienced, know
how to deal with their anxieties.
On the other hand, the result contradicts the finding of Lickias
(2006) that there was no difference on the level of mathematics anxieties
when grouped according to age.
Level of Physics Anxiety by Ethnicity
Table 2.d presents the relationship of ethnicity and level of physics
anxiety as encountered by the respondents. There were three (3) ethnic

54
Table 2d. Level of Physics Anxiety by Ethnicity
Physics Anxiety
KANKANA-EY
N=19
IBALOI
N=15
ILOCANO
N=7
WM DE WM DE
WM DE
1.
3.16 MoA 2.87 MoA
2.71 MoA
2. I felt a lot of pressure/stress/burden in my Physics subject 2.84 MoA 2.8 MoA 3.14 MoA
3.
class
2.53 PA 2.2 PA
2.57 PA
4. I was worried about being called in my Physics class. 2.47 PA 2.53 PA 2.71 MoA
5. I cringed when I had to go to my Physics class. 2.47 PA 2.27 PA 2.14 PA
6. I felt uneasy when asked to recite in my Physics class. 2.58 PA 2.33 PA 2.29 PA
7. I could hardly concentrate in my Physics class. 2.84 MoA 2.53 PA 2.43 PA
8. I couldn’t do my Physics assignment alone. 2.68 MoA 2.07 PA 2.0 PA
9. I had difficulty understanding Physics concepts. 3.16 MoA 2.8 MoA 3.0 MoA
10
.
I couldn’t sleep well before every Physics exam/quizzes. 2.58 PA 2.13 PA
2.43 PA
11
.
I feared failing the Physics class. 3.47 MoA 2.8 MoA
3.26 MoA
12
.
I sweated a lot whenever I took my Physics test/quizzes. 2.21 PA 2.0 PA
2.43 PA
13
.
unit tests.
2.42 PA 2.13 PA
2.57 PA
14
.
test/quizzes.
2.74 MoA 2.47 PA
2.57 PA
15
.
I am confused with many topics in Physics. 3.0 MoA 2.93 MoA
3.0 MoA
16
.
I hate Physics topics. 2.58 PA 2.53 PA
2.0 PA
17
.
solutions.
2.68 MoA 2.53 PA
2.57 PA
18
.
The teacher discussed too fast the topic, I cannot catch
up.
3.0 MoA 2.87 MoA
2.86 MoA
19
.
The Physics schedule is too early or too late. 2.74 MoA 2.47 PA
2.57 PA
20
.
teaching Physics.
2.63 MoA 2.47 PA
2.14 PA
21
.
I cannot follow and learn from activities in Physics. 2.63 MoA 2.33 PA
2.29 PA
22
.
I worry about how well am doing in Physics. 3.05 MoA 2.6 PA
3.14 MoA
GENERAL WEIGHTED MEAN 2.75 MoA 2.48 PA 2.58 PA
3.41- 4.20 – HighAnxiety (HA)

55
groups namely Kankana-ey that composed of 19 respondents, Ibaloi
composed of 15 respondents and Ilocano composed of 7 respondents.
Respondents on the three ethnic groups do not experience very high
anxiety, high anxiety or minimal anxiety on any of the items. Based on the
result, respondents on the three ethnic group experience moderate anxiety
level on items 1, 2, 9, 11, 15 and 18 while experience partial anxiety level on
items 3, 5, 6, 10, 12, 13 and 16. Kankana-ey group experience moderate
anxiety level on items 7, 8, 14, 17, 19, 20, 21 and 22 while experience partial
level anxiety on item 4.Furthermore, Ibaloi group experience partial anxiety
level on items 4, 7, 8, 14, 17, 19, 20, 21 and 22. Meanwhile, Ilocano
experience moderate anxiety level on item 4 and 22 while experience partial
anxiety level on items 7, 8, 14, 17, 19, 20 and 21.
Moreover, Kankana-ey group has a total weighted mean of 2.75
described as moderate anxiety, Ibaloi group has a total weighted mean of 2.48
described as partial anxiety and Ilocano group has a total weighted mean of
2.58 described as partial anxiety.
Therefore, the hypothesis of the study that there is no significant
difference on the level of physics anxiety of the respondents when grouped
according to ethnicity is rejected.
Academic Achievements
Table 4 shows that many of the respondents have grades ranging from
3.4 to 1.9. Based on the results it may be inferred that most of the students

56
Table 4. Academic Achievement
Academic Performance Number of respondents Percent
Excellent 0 0
Outstanding 16 39.02
Good 25 60.98
Satisfactory 0 0
Passing 0 0
Total 41 100
Legend:
1.00-1.80 Excellent (E)
1.90-2.60 Outstanding (O)
2.70-3.40 Good (G)
3.50-4.40 Satisfactory (S)
4.50-5.00 Passing (P)
perform well while others have outstanding performance additionally none of
the students are neither excellent nor satisfactory nor passing in their physics
subject.
The grading system of Benguet State University considers only two
categories; class standing and periodical examination. Class standing
includes; quizzes and seatwork, assignments, projects, oral recitation and
attendance. 60 % comes from class standing while 40 percent comes from
periodical examination. Given these circumstances one can easily obtain 75 %
even y just exerting more effort in the class standing alone since class
standing got more ratio than periodical examination.

57
Coping Mechanism of the Respondents
Table 3 presents the coping mechanisms applied by the respondents in
dealing physics anxiety when not grouped according to age, gender, or
ethnicity.
The overall weighted mean is 2.91 described as often which indicates
that the coping mechanisms is often applied by the respondents. In other
words, the respondents cope with their physics anxiety positively. Based on
the data gathered, hence all the respondents employ coping mechanism often
when dealing with physics anxiety.
A further examination of Table 3 shows that the respondents always
apply items 4, 5, 15 and 16 in coping with their physics anxiety. Apparently,
items 3, 8, 9, 11, 12, 13 and 14 are often applied by the respondents. Lastly,
respondents seldom apply items 1, 2, 6, 7 and 10 in dealing physics anxiety.
According to Aldrin (1991) the use of coping strategies has viewed as
decreasing with age, increasing with age or showing little or no age related
differences, depending on the conceptual framework and methodological
techniques used.
McCrare (1982) found out that older adults used fewer escapist and
hostile strategies when coping with problems. Moreover, Labouxie-Vief et. al.
(1987) found out that older individuals used coping strategies similar to those
younger individuals.

58
Table 3. Coping Mechanism of the Respondents
Coping Mechanisms
RESPONDENTS
N=41
WM DE
1. I ask assistance or help from my classmates or friends. 2.29 S
2. I participate well during discussions and activities. 2.49 S
3. I try or practicing solving problems about physics. 2.93 O
4. I take down notes during discussions. 3.41 A
5. I attend my class regularly. 3.80 A
6. I use my free times studying my notes. 2.49 S
7. I get along with my teacher. 2.27 S
8. I aim for higher grades or scores. 3.10 O
9.
I am addressing my problems/ difficulties in physics instead
of feeling helpless about them.
2.83 O
10. I do not use self-defeating talk. 2.46 S
11. I establish good study habits. 2.98 O
12. I read book or a magazine. 2.90 O
13. I try to come up with a plan before I do anything. 2.93 O
14. I worry about all the bad things that could happen. 2.76 O
15. I remind myself to relax. 3.32 A
16. I pray to make things better. 3.56 A
TOTAL 2.91 O
Legend: 3.25-4.00 – Always(A)
2.50-3.24 – Often(O)
1.75-2.49– Seldom(S)
1.00-1.74 – Never(N)
According to Calm Clinic Website (calmclinic.com) men are absolutely
prone to anxiety. Anxiety in men may be especially problematic because men
are likely to seek help.

59
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This study determines the level of Physics Anxiety of sophomore
students according to age, gender, ethnicity and academic performance; the
extent to which the students experienced the symptoms of physics anxiety;
and the degree of seriousness of the probable causes of Physics Anxiety.
The respondents comprised 41 students of Benguet State University
College of Teacher Education BEE Sophomores. Of the 41 respondents
taken, 5 or (12.20%) were males and 36 (87.80%) were females. Focusing on
their age, 25 or 60.98% where within the 17-18 years old group while 16 or
39.02% where within the 19 years old and above group. Giving emphasis on
ethnicity, 19 or 46.34% where Kankana-ey; 15 or 36.59% where Ibaloi and 7
or 17.7% were Ilocano. With this unevenness of the respondents, it indicated
that Kankana-ey were significantly more in numbers compared to Ibaloi and
Ilocano signifying that respondents were predominantly Kankana-ey.
A survey questionnaire was used to gather data regarding the Physics
Anxiety experiences of the respondent. The gathered data were analyzed
using the Likert Type Scale.

60
The leading findings of the study are the following:
1. The result of the level of Physics Anxiety when grouped according to
age is that the younger group consisting of 17 to 18 years old has
higher anxiety than the 19 years old and above considered as old
respondents. Therefore the Hypothesis that there is a significant
difference on the level of Physics Anxiety when grouped according to
age is accepted. The younger the age of the respondents, the higher
the level of anxiety they experience.
2. The level of physics Anxiety when grouped according to gender was
measured to be moderate anxiety level as indicated by over-all
weighted mean of 3.30 for male and 2.53 for females described as
partial anxiety. Therefore the hypothesis that there is a significant
difference on the level of Physics Anxiety of the respondents when
grouped according to gender is accepted.
3. Meanwhile, the level of Physics Anxiety when grouped according to
ethnicity shows that the respondents experience moderate anxiety.
Kankana-ey people was composed of 19 or 46.34% respondents, Ibaloi
composed of 15 or 36.59% while Ilocano compose of 7 or 17.07%
respondents. In addition, Kankana-ey group has higher weighted mean
compared to Ibaloi and Ilocano group. Therefore the hypothesis of the
study that there is no significant difference on the level of Physics
Anxiety of the respondents when grouped according to ethnicity is
rejected.

61
Conclusions
In the light of the findings of the study, the following conclusions were drawn.
1. It may be generalized that young students have greater serious
physics anxiety than the older ones.
2. Male students have higher Physics Anxiety level compared to
female students.
3. Kankana-ey group has higher anxiety than Ibaloi and Ilocano group.
In contrast Ibaloi and Ilocano group have the same level of Physics
Anxiety.
4. The respondents often use coping mechanisms in dealing Physics
Anxiety.
5. The level of academic performance of the respondents in their
Physics course is average (good) and above average (outstanding).
6. The level of Physics Anxiety dissociates with the level of academic
performance in Physics course. Therefore Physics Anxiety does not
affect academic performance.
Recommendations
Based on the preceding findings and conclusions the following are
recommended.
1. Male students should be encouraged to perform more activities in their
Physics subject. Teachers are also encouraged to give students fun

62
and enjoyable physics experiments that is related to their daily living to
increase their interest in studying physics.
2. The teacher should be aware of the effects of anxiety on student’s
achievement and motivation. They should make an effort to lease
anxiety on students by giving more activities interactive games and
discussion than purely lectures to help students appreciate physics.
3. The teacher should apply different teaching strategies such as the use
of cooperative grouping, create an environment in which students do
not feel threatened and allow them to relax in teach at slow phase, thus
will help highly anxious students to cope up with the subjects.
4. The school administrator should develop programs for students that
would enable the latter to manage or overcome their anxieties in
physics. School and other stakeholders of the school should organize
physics seminars and workshops for students and teachers to be more
familiar with physics and its uses.
5. Further studies should be conducted to confirm the result of the study
and to further investigate the benefits of having lesser physics anxiety
to students and how to lessen it, likewise further study can be
conducted on how physics anxiety affects behavior and attitude of
students.

63
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STEVE P. 2012. Physics Anxiety.
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66
APPENDICES
APPENDIX A
Letter to the Respondents
Benguet State University
College of Teacher Education
La Trinidad, Benguet
Dear respondents,
We, researchers are currently conducting a research on “Physics Anxiety” in
partial fulfillment of our course Research. Results of the said research will help
improve science instruction and teaching learning process.
With this, we ask for your full assistance and cooperation in answering the
questionnaires honestly and accurately. Rest assured that your identity and your
answers will be held in strict confidentiality.
Thank you very much!
Researchers:
Abad, Manilito
Alfonso, Gardo
Dominglos, Elio
Instructor:
Prof. Dominador Garin

67
APPENDIX B
Physics Anxiety Questionnaire
Benguet State University
College of Teacher Education
La Trinidad, Benguet
Physics Anxiety Questionnaire
Personal Information Direction: Please put a checkmark ( ) on your answer and do
answer all items. Answer honorably and sincerely.
Name: ______________________ Sex: Male Female
Year and Section: _____________ Age: _____________
Ethnicity/Tribal Affiliation: Please put a check mark on the ethnic group you are
affiliated to.
Kankana-ey
Ibaloi
Ilocano
Others (Please specify): _______________________

68
II. Physics Anxieties as experienced by the respondents.
Hi respondents, this survey is for you to rate how often you experience the
listed situations.
Please check ( ) the corresponding number of frequency you think the best that
rates the condition.
Scale:
5 -Very High Anxiety (VHA) If your level of anxiety is about 96-100%.
4 -High anxiety (HA) If your level of anxiety is about 86-95%.
3 -Moderate Anxiety (MoA) If your level of anxiety is about 71-85%.
2 -Partial Anxiety (PA) If your level of anxiety is about 70% and below.
1 -Minimal Anxiety (MA) If you are not anxious at all.
Physics Anxiety 5 4 3 2 1
1.
I was worried when I was informed that Physics was a requirement
for my course.
2. I felt a lot of pressure/stress/burden in my Physics subject
3. I felt my heartbeat faster whenever I went to my Physics class
4. I was worried about being called in my Physics class.
5. I cringed when I had to go to my Physics class.
6. I felt uneasy when asked to recite in my Physics class.
7. I could hardly concentrate in my Physics class.
8. I couldn’t do my Physics assignment alone.
9. I had difficulty understanding Physics concepts.
10. I couldn’t sleep well before every Physics exam/quizzes.
11. I feared failing the Physics class.
12. I sweated a lot whenever I took my Physics test/quizzes.
13. My mind seems to go blank during Physics quizzes and unit tests.
14.
test/quizzes.
15. I am confused with many topics in Physics.
16. I hate Physics topics.
17. I had difficulty developing conclusions based on Physics solutions.
18. The teacher discussed too fast the topic, I cannot catch up.
19. The Physics schedule is too early or too late.
20.
I hardly understand the medium of instruction used in teaching
Physics.
21. I cannot follow and learn from activities in Physics.
22. I worry about how well am doing in Physics.

69
III. Coping Mechanisms as employed by the respondents to cope with Physics
Anxiety
The following lists are some coping mechanisms in Physics anxiety. Please
check the box corresponding to how often you do the coping mechanisms. Use the
scales below as your guide in rating yourself.
Scales:
4 -Always (A) I do it every day.
3 -Often (O) I do it twice a week.
2 -Seldom (S) I do it once a week.
1 -Never (N) I do not do it at all.
Physics Anxiety 4 3 2 1
1. I ask assistance or help from my classmates or friends.
2. I participate well during discussions and activities.
3. I try or practicing solving problems about physics.
4. I take down notes during discussions.
5. I attend my class regularly.
6. I use my free times studying my notes.
7. I get along with my teacher.
8. I aim for higher grades or scores.
9.
I am addressing my problems/ difficulties in physics instead of
feeling helpless about them.
10. I do not use self-defeating talk.
11. I establish good study habits.
12. I read a book or a magazine.
13. I try to come up with a plan before I do anything.
14. I worry about all the bad things that could happen.
15. I remind myself to relax.
16. I pray to make things better.

70
APPENDIX C
Letter to the Instructor of the Respondents for Their Grades
Benguet State University-La Trinidad
College of Arts and Sciences-MPS
BSU Compound, La Trinidad Benguet
March , 2015
Ma’am Jennifer Lyn S. Ramos
Instructor
Physics
BSU-College of Arts and Sciences-MPS
Dear Madame;
We are currently conducting a research entitled “Physics Anxiety of Freshmen BEEd
Students of Benguet State University” as a partial fulfillment on our course Educational
Research in Physical Science.
In view hereof, we would like to request your good office to obtain the grades in Physics of
selected BEEd students (see attached list).
Rest assured that the said data will be treated with utmost confidentiality – student names will
not appear in the final report.
Thank you very much for your favorable consideration.
Respectfully yours,
Abad, Manilito
Alfonso, Gardo
Dominglos, Elio Approved:

71
Sir Dominador Garin
Instructor
BIOGRAPHICAL SKETCH
“’A man without GOD in his life is nothing’’. This line lived by the
researcher from Tagudtud, Bagulin, La Union. He was born in Tagudtud on the
9th day of May 1996. He is the eighth child among the nine children of Matthew
P. Abad and Lolita L. Abad.
He finished his elementary education at Tagudtud Elementary School in
2008 and his secondary education at Tagudtud National High School in 2012.
In tertiary level, he is currently studying at Benguet State University with his
course Bachelor of Secondary Education major in Physical Science. He is
currently residing at Tabangaoen, Balili together with his brothers and sisters.
Manilito L. Abad

72
It was on the cold and starry evening of the 16th of January, 1994. An
ordinary couple living simply at the foot of foggy mountains at Bekes,
Catlubong, Buguias, Benguet was waiting for their fourth child to be born. At
last, the time has come, the baby come out to world. The child was a healthy
boy. The couple was very happy that you cannot erase the smile implanted on
their lips. The family welcomed the baby and soon baptized him at the Christ
the King Lutheran Church at Catlubong, Buguias, Benguet given the name
GARDO CANUTE ALFONSO. His parents were Mr. Gabriel Ommas Alfonso
and Mrs. Prescilla Canute Alfonso.
Gardo Canute Alfonso attended his grades one and two at Catlubong-
Adiston Primary School. He then continued at Bot-oan Elementary School and
graduate on March 2006. He took his secondary education at Catlubong
National High School and graduated on March 2010. In tertiary level, he is
currently studying at Benguet State University taking up Bachelor in
Secondary Education majoring in Physical Science.
Gardo C. Alfonso

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