Academic Anxiety, Academic Environment and Pupils' Performance: Basis for Designing an Intervention Program

Abstract

INTRODUCTION

The kindergarten up to the grade six level serves as a foundation of experiences for the later years of a child but various aspects may affect children in achieving great educational success. These motivated the researcher to conduct an investigation on academic anxiety, academic environment, and the pupils' performance as bases for designing an intervention program. Poor school performance should be seen as a symptom reflecting a larger underlying problem not properly addressed.

METHODS

The researcher used the descriptive method. The study also attempted to correlate academic anxiety, academic environment, and pupils' performance. The data were gathered from multiple variables and then correlational statistical techniques were applied to the data. The goal was to establish an existing relationship between the variables in a single study. This provided information concerning the degree of the relationship between the variables being studied.

RESULTS

The research found out that the general average of the pupils had a moderate correlation in the academic achievement and self-esteem of students while their positive attitude had no correlation on their general average. However, the achievement test was found out to have no correlation in pupils' academic achievement, study skills, self-esteem, and school attitude. The general average of the pupils was found out to have a moderate correlation in pupils' microsystem and exosystem, while the mesosystem was found out to have a high correlation in pupils' general average. Academic anxiety has a significant correlation to the academic performance of the pupils. It means that pupils with high academic anxiety have lower academic performance while pupils with low anxiety have high academic performance. The academic environment is significant to the academic performance of the pupils. It means that their low level of academic performance in their grade level is greatly affected by their academic environment.

DISCUSSIONS

Sustainable monitoring and support from parents may be given to ensure the high performance of the pupils. These interventions will help them learn to be more independent and let them know how to handle situations with appropriate behavior. Teachers may implement activities in school to get a high mean percentage in their different subjects and help them develop their study habits.