EFFECTS OF ANXIETY ON THE ACADEMIC PERFORMANCE OF SECOND YEAR BEED STUDENTS IN BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

Anxiety is a prevalent emotional response characterized by feelings of unease, fear, or worry. Academic challenges, tests, and social pressures can serve as triggers for anxiety, significantly impacting school performance. For instance, a study utilizing data from the Programme for International Student Assessment (PISA) 2015 for Italy examined the relationship between test anxiety and school performance. The findings indicated that higher levels of test anxiety negatively affected students' performance across subjects like mathematics, literature, and science. ​   Similarly, research has shown that academic stress can lead to increased anxiety among college students, further affecting their academic achievements. A study conducted during the COVID-19 pandemic found that academic stress significantly contributed to anxiety levels in college students, highlighting the need for effective coping mechanisms to mitigate these effects. ​   These studies underscore the critical need for educational institutions to implement strategies that address anxiety and its impact on academic performance. Such interventions may include stress management programs, counseling services, and the promotion of a supportive learning environment to help students navigate academic challenges more effectively. The present research examines the impact of anxiety on the academic performance of second-year BEED students at Bestlink College of the Philippines using a descriptive methodology. Ninety respondents with Tuesday, Thursday, and Saturday schedules were chosen from the pool of second-year BEED students using purposive sampling. For analysis, statistical techniques such as frequency, ranking, percentage, and composite mean calculation were used. The vast majority of respondents, who were mostly female and under 20, had household incomes that were frequently less than $15,000, according to demographic data, which put them in the socioeconomic class category known as poor. A G.P.A. of 2.00 was mostly indicative of academic performance. Anxiety-related difficulties and their effects on academic achievement included issues related to social, mental, physical, and emotional health. Specific challenges were noted by the respondents, including perfectionism, negative self-talk, presentation anxiety, fear of failing, time pressure during tests, and trouble focusing in class. The findings demonstrate the intricate relationships between anxiety and how it affects both general wellbeing and academic achievement. The research suggestsThe findings demUsing mindfulness techniques that are in line with Dr. Elizabeth Edwards' Attentional Control Theory, the study suggests an anxiety-reduction intervention strategy. Counseling, encouraging a growth mentality, positive self-talk, relaxation techniques, and breaks are all part of this approach for second-year BEED students. A promising strategy for improving academic performance and attentional control is this one.