CHAPTER I

INTRODUCTION

Rationale of the study

Social anxiety is an illogical, chronic and intense fear in social situations. It is a

discomfort and inhibition feeling of a person that he / she may be the center attention and

evaluation in social context (Shields, 2004). Social anxiety disorder is also known as social

phobia. Socially anxious individuals are afraid of being watched, judged and criticized

negatively by others. They have perception of negative social self-presentation.

Social anxiety causes fear of social rejection, personal distress and impairment of

interpersonal and occupational functioning. It is continually found in late childhood and

early adolescence for cognitive progress and increased pressures. Socially anxious children

face extreme distress in different social situations such as reading in class, speaking publicly

in school, playing or interact with other children, they show social withdrawal and

avoidance. Social anxiety hampers student’s social interactions and relationships, attention

to study, work completion and good school performance. Generally academic achievement

means to acquire knowledge from educational institution. It is the degree of success of a

student after a specific educational program or training in a specific time by the instructor. It

is measured by examination test scores or by marks assigned by teachers or by both.

Social anxiety is one of the major predictors of academic performance. Students with

social anxiety disorder display a passive attitude in their studies such as lack of interest in

learning, poor performance in exams, and on assignments.

 In particular, social anxiety is one of the important variable which can affect

the academic performance. It is characterized by excessive and persistent worry of

embarrassing one self, or showing anxiety symptoms, in social and /or performance

situations. Described social anxiety as the fear of social situations and interaction with other

people that can create the feelings of self-consciousness, judgement and inferiority in an

individual.

People having high level of social anxiety prefer to go on isolation. They seldom

have intention for seeking support from others, availing an opportunity offered to them, or

enjoy a recreational activity. Extreme levels of social anxiety in adults, causes serious

adjustment problems in daily life. People with chronically high level of social anxiety are

found to display avoidance behavior such as social interaction, work-related commitments,

and opportunities. Such people are vulnerable to serious clinical problems likes, social

phobias, alcohol, and depression. Social anxiety may create a sense of negative self-

evaluation in an individual, which may lead to further increase in social anxiety level.

Within the context of the above mentioned premises, the researchers deems it

necessary to do further study on social anxiety and its effect on the academic performance.

This study will answer what is the correlation or the relationship between the social

anxiety and academic performance of Junior High School Students in Madridejos, National

High School.
 Statement of the Problem

This study will examine the relationship between the social

anxiety and academic performance of the Junior High School
Students in Madridejos National High School.

Specifically, this study seek answers to the following

questions.

1. What is the demographic profile of the students in terms of

the following:
a. Gender
b. Age
c. Grade level
d. GWA
2. What are the scores of the respondents in the two scales?
3. Is there a significant difference between the means of the
respondents in Social Interaction Scale (SIAS) and Social
Phobia Scale (SPS)?
4. What is the relationship between students’ social anxiety
and their academic performance?
Conceptual Framework
 Significance of the Study

The results of this study aims to find meaning and significance to the following

beneficiaries:

Junior High School Students. Through this study, the learners will have a clearer orientation

of their social anxiety. It hoped that the learners will be able to improve on how they learn

in any subjects by overcoming their social anxiety.

Teachers. This study will serve as a guide for teachers in addressing the social anxiety of

their students.

Researchers. This study will also be a benchmark for further researches to be conducted

about the relationship of students’ social anxiety and academic performance.

Readers. The results of this study will allow readers to widen their knowledge about the

outgoing relationship between the social anxiety and academic performance among

students.

Hypothesis

The following hypotheses will be tested at .05 level of significance.

Ho1. There is no significant relationship between the social anxiety and academic

performance of the students.

Ho2. There is no significant difference between the scores of students in Social Phobia Scale

(SPS) and Social Interaction Anxiety Scale (SIAS).

Scope and Delimitation of the Study

This study will examine the social anxiety of Junior High School Students in

Madridejos, National High School enrolled during the S.Y. 2022-2023 in relation to their

academic performance. The researchers randomly selected students from each grade level

to be part of the sample.

Definition of Terms

To ensure better understanding of this study, the following key terms are hereunder

defined operationally:

Social Anxiety. This refers to an anxiety that occur as a result of one’s being

concerned about others perception and evaluation about oneself. It is the experience of

distress, discomfort, fear and anxiety in social situations, and as a fear of negative

evaluation which leads to the intentional escaping from social situations.

Academic Achievement/Performance. It is the measurement of student

achievement across various academic subjects.

Social Phobia Scale (SPS). A tool that was developed by Matrick and Clark (1998) to

measure anticipatory anxiety when actually being observed, and anxiety felt when engaging

in activities in presence of others.

 Social Interaction Anxiety Scale (SIAS). It is a self-report scale that measures the

distress when meeting and talking with others that is widely used in clinical settings and

among social anxiety researchers.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the review of related local and foreign literature and studies, which

are relevance to this study. These related literature and studies have guided the researchers

to conceptualize this paper.

A. Related Literature

On Social Anxiety

Social anxiety is one important variable which can affect academic performance of

the students. Social anxiety has been defined as anxiety that occurs as a result of one’s

being concerned about other’s evaluation and perception about one self. It is the

experience of distress, discomfort, fear and anxiety in social situations and a fear of negative

evaluations which leads to intentional escaping from social situations. Richards (2007)

described social anxiety as the fear of social situations and interaction with other people

that can create the feelings of self-consciousness, judgement and inferiority in an individual.

After critically analyzing various definitions. It can be concluded that social anxiety is

fear of being judged and evaluated negatively by other people in real life or imaginary social

context which can create feelings of inadequacy, embarrassment, humiliation, and

inferiority in an individual and can lead to deliberate avoidance from social situations.

Existence of social anxiety have been reported cross-culturally with its multiple dimensions,

which signifies the fact that the experience of social anxiety is a universal phenomenon.

Social anxiety is also considered as an extreme form of shyness. Many people hide

their anxiety, feeling ashamed of their symptoms. For some, the symptoms of social anxiety

are severe enough to result in significant impairment in life functioning.

Moreover, this adversely impacts daily routine (e.g., walks most places to avoid

taking public transportation), family life (e.g., doesn’t go out with the family), social life (e.g.,

few friends), academic performance (e.g., won’t do presentation, wasn’t able to cooperate

in a group project, won’t talk to teachers), and occupational functioning (e.g.,

underemployed because avoids certain jobs especially public services job) which all result to

reduced quality life.

On Academic Performance

Academic performance, also referred to as academic achievement, has been defined

“the specified level of attainment of proficiency in academic work designated by test scores”.

Academic performance, for the purpose of this study, refers to the students’ level of

academic achievement or how well they have done in their studies.

Vitasari (2010) stated on his study entitled, “The Relationship between Study Anxiety

and Academic Performance among Engineering Students” that there was a significant

correlation of high level anxiety and low academic performance among students.

B. Related Studies
Foreign Studies

The relationship between social anxiety and academic achievement has been widely

studied by social and educational researchers. Most of them found negative relationship

between these variables. One of the major negative effects of social anxiety on academic

achievement is drop out of students.

Ameringen, Mancini and Forvolden 2003) in their study, “The Impact of Anxiety

Disorders on Educational Achievement” administered school leaving questionnaire and self-

report measures of anxiety, depression and social adjustment to the patients meeting

Diagnostic and Statistical Manual of Mental Disorders (DSM) IV criteria for a primary anxiety

disorder and found that social phobia is major reason of early withdrawal from the school.

The study of Strahan (2000), “The Effects of Social Anxiety and Social Skills on

Academic Performance, Personality and Individual Differences” reported that socially

anxious students were at the greater risk of drop out as compared to the non-anxious

students. The performance of the students with social anxiety who kept on their studies was

also affected.

Wattenberg’s study (2004) entitled, “Social Anxiety in 17 – year - old’s in Stockholm,

Sweden A Questionnaire Survey” reported that 21 percent of the respondents from a

sample comprising 237 students attending the first year of Swedish upper secondary school

had impaired functioning due to social anxiety; the performance of about one half of them

was related to school performance. Social anxiety is also associated with other patterns of
maladaptive behavior like drug abuse and problematic internet use. Such problems may

have negative consequences for academic achievement of the students. These findings

indicate the possibility of an indirect relationship between social anxiety and academic

achievement.

The study of Gills, Turk and Fresco (2005) entitled “Social Anxiety, Alcohol,

Expectancies, and Self – Efficacy as Predictors of Heavy Drinking in College Students”, found

three way interactions among social anxiety, expectancies and self-efficacy when amount

and frequency of drinking was the dependent variable. The researcher further found that

students with low self- efficacy for avoiding heavy drinking in social situations and high

positive expectancies for social facilitation have more alcohol consumption than other

socially anxious individuals.

Moreover, Caplan (2007) also conducted a study entitled “Relations Among

Loneliness, Social Anxiety and Problematic internet Use” to examine the extent to which

social anxiety explains results previously attributed to loneliness as a predictor for online

social interaction and problematic internet use. The researcher found that relationship

between loneliness and preference for online social interaction was spurious and social

anxiety was confounding variable. Group work is very useful for effective learning at school

level but the students with high level of social anxiety avoid participating in group work.

In like manner, the study of Cantwell and Andrews (2002) entitled “Cognitive and

Psychological Factors Underlying Secondary School Students’ Feelings Towards Group

Work” reported that secondary school students reporting a preference for group work also

indicated higher levels of sociability, lower levels of social anxiety, stronger mastery and
performance goals, and greater levels of metacognitive awareness. Students expressing a

preference for individual work environments reported lower levels of sociability and higher

levels of social anxiety, but were not differentiated on any of the cognitive measures.

Students reporting discomfort in groups similarly reported enhanced levels of social anxiety

combined with lower levels of sociability, but also indicated lower levels of metacognitive

awareness.

Strahan’s (2003) study, “The effects of Social Anxiety and Social Skills on Academic

Performance, Personality, and Individual Differences” examined whether social anxiety,

social skills, and other academic variables affect college grade point average (GPA) and

academic persistence. First-year students(n=253) provided baseline data. Those who

reported emotional control (e.g. hiding emotions) were less likely to persist. For GPA over

the first 2 years of college, predictors included social skills, institutional commitment,

academic and social adjustment, high school class rank, quantitative aptitude scores, gender,

and ethnicity. Emotional control became a significant predictor of lower GPA by the third

semester. Those with higher college adjustment scores, higher class ranks, higher

quantitative aptitude scores, and female gender were more likely to earn higher GPAs.

Social anxiety did not emerge as a significant predictor of college persistence or GPA.

In the study of Shibli et. al. (2015) entitled, “The Effects of Anxiety on Achievement

and Performance: A College Study”, they interviewed 150 students

selected on the bases of low performance and high performance during the current year

and were asked to express their personal experiences during the recent examinations to
assess the relationship of anxiety with the academic achievements. The responses reveal no

significant relationship between anxiety and academic achievements.

However, a fair number of previous studies have found a significant relationship

between achievement and anxiety (Diaz et al, 2001).Given that engagement and integration

in university/college are considered key to successful academic achievement, the identifying

features of social anxiety, including fear of negative evaluation and distress and avoidance

of new or all social situations, may be particularly disadvantageous in the social and

evaluative contexts that are integral to university/college life.

Thus, the purpose of Brook & Willoughby’s (2015) study entitled, “The Social Ties

That Bind: Social Anxiety and Academic Achievement Across the University Years”, was to

examine the direct effects of social anxiety on academic achievement, as well as investigate

an indirect mechanism through which social anxiety might impact on academic achievement,

namely, the formation of new social ties in university. The participants were 942 (71.7 %

female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern

Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and

academic achievement for three consecutive years. The results from an autoregressive

cross-lag path analysis indicated that social anxiety had a significant and negative direct

relationship with academic achievement. Moreover, the negative indirect effect of social

anxiety on academic achievement through social ties was significant, as was the opposing

direction of effects (i.e.,the indirect effect of academic achievement on social anxiety

through social ties). These findings highlight the critical role that social ties appear to play in
successful academic outcomes and in alleviating the effects of social anxiety during

university/college.

Another study conducted by Ibiene (2012) entitled “Influence of Social Anxiety

Disorder on the Academic and Social Adjustment of University Undergraduates”

investigated the influence of social anxiety disorder (SAD) on students “university

undergraduates” in their academic performance, social adjustment and academic

adjustment. By means of Likert scale questionnaire named Influence of Social Anxiety

Disorder on University Undergraduates(ISADUU). The instrument was divided into two (2)

sections to elicit response the sample. Simple percentage and chi square were used to

provide solution to the research questions and hypotheses. However, the result shows that

Social anxiety disorder had significant influence in both academic and social life of university

undergraduates.

In the study of Singh and Thukral (2009) “The Role of Anxiety in Achievement”

investigated the relationship of anxiety with achievement of high school students and also

to see the regional and gender differences on the basis of their anxiety. The study was

conducted over a sample of 400 (200 boys and200 girls) high school students studying in Xth

class in 8 different schools (4urban and 4 rural) affiliated to CBSE, New Delhi. Sharma's

general anxiety scale for children was used to measure anxiety and the aggregate score of

the selected students in the board examinations was taken to show their level of

achievement. The results reported that there exists a negative and significant relationship

between anxiety and achievement. Significant differences were observed between boys and

girls, rural and urban students on the basis of their anxiety. Similarly, many studies

conducted in this context found noticeable relationship between the construct anxiety and
academic achievements. In one such study it was found that the anxiety can be considered

as major predictor so far as academic success is concerned (Prima et al 2010). Another such

study found a marked impact of anxiety on academic achievements (Muhammad et al 2012).

‘Under achievement’ and ‘Low performance’ of students were also related with the

construct anxiety (Rizwan & Nasir 2010) the findings of Sing & Thukra (2009) were also

similar who found that negative and significant relationship exists between anxiety and

academic achievements. Some researchers explored further analytical aspects related with

the relationship of anxiety and academic achievements. In one such study, it was found that

those who were in senior terms and were familiar with the academic tests were less

exposed to anxiety as compared with the ones who were less familiar (Farhan et al 2011).

Ahmad’s study, on “Academic Achievement and Its Relationship with Social Anxiety and Self

Esteem in Male and Female School Students’ in University of the Punjab, Lahore” (2009)

investigated the relationship of academic achievement with social anxiety and self-esteem

in male and female school students. Research findings show that persons with social anxiety

report poor employment performance reduced social interaction and difficulties in school

life. More over self-esteem has been found to be positively related with academic

achievement. So it was hypothesized that educational achievement is negatively correlated

with social anxiety and positively correlated with self-esteem. The sample for the study

consisted of 551 boys and 449 girls of 9thclass. The sample was taken by using stratified

random sampling technique from the high schools of city district Lahore. Academic

achievement was measured by a valid achievement test, especially developed for this

purpose. SmajiIztrabk-aPaimana that is an adapted Urdu version of Interaction Anxiousness

Scale was used to assess the intensity of social anxiety. Qadr- e-ZaatkaPaimana (adapted

Urdu version of Rosenberg self-esteem scale) was used to assess the self-esteem of the
students. A series of t tests, Pearson product moment correlation, regression analysis and

one way ANOVA were used for statistical analysis of the data. The results show that

academic achievement has positive relationship with self-esteem and negative relationship

with social anxiety. Self-esteem has negative relationship with social anxiety. Female

students performed better than male students on academic achievement test. However the

boys have higher level of self-esteem and lower level of social anxiety as compared to the

female students. Parents’ education and monthly income of family has positive relationship

with academic achievement and negative relationship with social anxiety. Birth order, class

size and age were found not to be related with academic achievement, self-esteem or social

anxiety. Total number of siblings was related to academic achievement but not related to

self-esteem or social anxiety.

McManus, Clark and Hackmann’s study, “Specificity of Cognitive Biases in Social Phobia and

Their Role in Recovery (2000) found that social phobia is associated with a specific increase

in subjective estimates of both the probability and cost of potentially negative social events

and reductions in overestimation is related to success in cognitive and drug treatment. The

researchers further found that reductions in over estimation were closely related to the

degree of symptomatic improvement in both treatments.

The research conducted by Berk, Cooper, Liu, and Marazita entitled, “Social Anxiety

in Chinese Adults with oral – Facial Clefts” (2000) also supported the self- presentational

theory of social anxiety. Chinese adults, when compared with unaffected siblings and peers,

not necessarily lack social skills. The possible reason of their social anxiety may be their

experience or anticipation of interactional difficulties.

 According to Hofmann (2007), individuals with Social Anxiety Disorder view

themselves negatively as social objects and overestimate the negative consequences of a

social interaction. They believe that they have little control over their emotional response,

and have inadequate social skills to effectively cope with the social situation.

Local Studies

The study of Ballado (2014) entitled, “Mathematics Anxiety and Academic

Achievement of Junior pre–Service Teacher Education students” found out the correlation

of the level of mathematics anxiety to the academic achievement of junior Bachelor of

Elementary Education students in the University of Eastern Philippines taking a course in

Problem Solving in the second semester of SY 2012-2013. It also tried to determine the

difference in the level of mathematics anxiety and academic achievement among the male

and female respondents. Using a 24-item Mathematics Anxiety Inventory, majority of the

respondents have Moderate to High anxiety levels. Females have higher level of

mathematics anxiety. There was a significant difference in the math anxiety levels of male

and female students. The respondents had the top five highest levels of anxiety in items

relating to tests, homework and the rudiments of mathematics, particularly algebra Majority

of the respondents have Average to Low academic achievement There was no significant

difference in the math achievement of the two groups. A significant negative relationship

was found between anxiety level and mathematics achievement.

Relevance of the Reviewed Studies and the Present Study

The reviewed related studies are essential in framing up the data gathering

instrument and the basis of measuring the effects of the variables. The foregoing related

studies show the relationship of social anxiety and academic variables such as achievement,

social skills, professional adjustment, and other patterns of behavior. However, in the

present study, the researcher will only focus on social anxiety in relation with the academic

performance of the students and will not look into the interactions among social anxiety,

expectancies, self-efficacy, social skills and other variables.

CHAPTER III

METHODOLOGY

This chapter presents the discussions of research design, sample population, research

instrument, data gathering procedures, and data analysis.

Research Design

This is a quantitative design, the researchers used descriptive-correlational as a

method. This method according to Fraenkel (2003) determine the relationship among two

variables and seeks to investigate the latent to which one or more relationship of type exists.

Sample Population

There are 568 junior high school students enrolled in Madridejos National High

School for the S.Y. 2022-2023. The researchers used simple random probability sampling in
which every member of the population has an equal chance of being selected. The

researchers gathered 30 Junior High School Students to be part of the sample; 15 of them

are males and 15 of them are females from different grade level.

Research Instrument

The researchers used a three-sectioned survey questionnaire. The first section of the

survey questionnaire is intended for the profile of the respondents. The second section of

the survey questionnaire is intended for the two self-rating scale namely; Social Interaction

Anxiety Scale (SIAS) and Social Phobia Anxiety (SPS) developed by Mattick and Clark (1998)

and the last part of the questionnaire is for the estimated Generated Point Average (GPA) of

the students.

Data Gathering Procedure

The researchers first tested the validity of the research instrument. After the

validation of the instrument the researchers secured a written permit to the school head of

Madridejos National High School. As soon as the permit stating that the researchers wants

to conduct a study and choose the JHS students from Madridejos National High School as

the population got approve the researchers immediately distributed the survey

questionnaire in the respective grade levels. In every grade level we randomly selected 3

males and 3 females in every 5 sections (Grade 9). After the respondents have answered the

needed information; the papers were collected, tallied, interpreted and analyzed.

Data Analysis Procedure

 To get the profile of the respondents, descriptive statistic - simple percentage will be

used. To find out if there is a significant difference between the scores of the of the

respondents in Social Interaction Anxiety Scale (SIAS) and Social Phobia Anxiety (SPS), the

researchers will use t-test an inferential statistic used to determine if there is a significant

difference between the means of two groups. To find out if there is a positive or a negative

correlation between the level of social anxiety and academic performance of the students,

the researchers will use Pearson-r correlation and t test for correlation to find out if there is

a significant relationship between the two variables.

All the statistical calculations will be carried out using MS Excel and Social Science

Statistics (SSS) website.

 CHAPTER IV

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter contains detailed presentation, interpretation and analysis of data. The findings

are presented under the following major headings: Table 1. Demographic profiles of the

respondents; Table 2 Descriptive statistics of SIASS and SPS Scale; Table 3 t test result

Variable Frequency (N) Percentage (%)

Gender

FEMALE 15 50

MALE 15 50

Total 30 100

Age

12 2 6.6

13 5 16.6

14 5 16.6

15 10 33.3

16 8 26.6
 GPA

3.8-4.0 97-100% 0 0

3.3-3.7 93-96% 4 13.33

2.8-3.2 89-92% 12 40

2.3-2.7 85-88% 14 46.66

Profile of the respondents

Table 1:
I am tense mixing in a
group Numbers of answers Total percentage

YES NO TOTAL
GENDER
FEMALE 15(50%) 4(13.33%) 63.33%

MALE 9(30%) 2(6.67%) 36.67%

TOTAL 80% 20% 100%

In Table 1: shows the result of the study indicated that in a total percentage of 80%
experience of Social Anxiety and it’s Relationship with the Academic Achievement of
Junior High School Student in Madridejos National High School and 20 respondents
who answered NO in total of 100%.
Table 2:
I feel self-conscious if I have to enter
a room where others are already seated. Number of answer Total Percentage

YES NO TOTAL
GENDER
FEMALE 14(46.67) 5(16.67) 36.66%

MALE 10(33.33) 1(3.33) 63.34%

TOTAL 80 20 100%

In Table 2: shows the result of the study indicated that in a total percentage of 80%
experience of Social Anxiety and it’s Relationship with the Academic Achievement of
Junior High School Student in Madridejos National High School and 20 respondents
who answered NO in total of 100%.

Table3:
I find it easy to make friends Number of answers Total Percentage
at my own age.

GENDER YES NO TOTAL

FEMALE 12(40%) 7(33.33%) 36.67%

MALE 6(20%) 5(16.67%) 63.33%

TOTAL 60% 40% 100%

In Table 3: shows the result of the study indicated that in a total percentage of 60%
experience of Social Anxiety and it’s Relationship with the Academic Achievement of
Junior High School Student in Madridejos National High School and 40 respondents
who answered NO in total of 100%.
Table 4:
I find myself worrying that
I won’t know what to say in Number of answers Total of Percentage
Social situations.

GENDER YES NO TOTAL

FEMALE 9(30%) 63.33%

10(33.33%)
MALE 9(30%) 2(6.67%) 36.67%
TOTAL 63.33% 36.67% 100%

In Table 3: shows the result of the study indicated that in a total percentage of
63.33% experience of Social Anxiety and it’s Relationship with the Academic
Achievement of Junior High School Student in Madridejos National High School and
36.67% respondents who answered NO in total of 100%.

Table 5:

I find difficulty to disagree Numbers of answers Total of Percentage

When someone point of view

GENDER YES NO TOTAL

FEMALE 14( 46.66%) 5(16.67%) 63.33%

MALE 2(6.67%) 9(30%) 36.67%

TOTAL 53.33% 46.67% 100%

In Table 5:
shows the result of the study indicated that in a total percentage of 53.33%
experience of Social Anxiety and it’s Relationship with the Academic Achievement of
Junior High School Student in Madridejos National High School and 46.67%
respondents who answered NO in total of 100%.
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of findings, the conclusion drawn and the

recommendations made as an outgrowth of this study.

Summary of findings:
  In this study there is a total of 30 respondents 15 or 50% of them are females
and 15 or 50% of them are males.
 Majority of the respondents are in the age of 15 which is 10 or 33.3% of the

respondents.

 In the Grade Point Average (GPA) of the students the researchers found out that

out of the 30 respondents 14 or 46.6% of them got a grade ranging from 2.3-2.7

or 85-88% on its equivalent percentage.

 It was found out by the researchers that there is a total mean of 2.93 in the

respondents’ response in Social Interaction Anxiety Scale (SIAS) and a total mean

of 2.97 in Social Phobia Scale (SPS).

 The result between the correlation of Social Anxiety and Academic Achievement

showed r= -.087.

Conclusions:

 As the result in the Pearson r correlation, the researchers conclude that there is a

negative correlation between the Social Anxiety and Academic Achievement of

the Junior High School student respondents from Madridejos, National High

School.

 The researchers also conclude that there is no significant relationship between

the Social Anxiety and Academic Achievement of the respondents because the

null hypothesis one of this study is true, with the p value of .674 tested with a

significant level of .05.

  After analyzing and interpreting the data it is discovered by the researchers that

there is no significant difference between the scores of the respondents in Social

Interaction Anxiety Scale (SIAS) and Social Phobia Scale (SPS).

 The null hypothesis two of this study is not rejected because it is proven through

the t test result with a .05 level of significance that there is no significant

difference between the scores of the respondents in both social anxiety scales.

Recommendations:

Based on the conclusions, the researchers present these recommendations.

 Give students proper questionnaire to know the accuracy of their social anxiety

scores result.

 Making the sample wider to the point that it will cover almost half the

population of Madridejos National High School is a better way to derived to a

satisfying result of the study.

 Use other inferential statistics to compare other variables such as gender, age

and grade level if it has a significant relationship with their social anxiety and

academic achievement.

 Using a mix research design would be effective for the researchers to know the

perception of the respondents about social anxiety and academic performance.

 Make sure students are socially inclined so that it will not affect their

performance in any academic related matters.

 APPENDICES A

APPROVAL SHEET

Mrs. FELISA D. BATUIGAS

Principal

Madridejos National High School

Poblacion, Madridejos, Cebu

Dear Mrs. BATUIGAS

Good day!

We undersigned Senior High School Students from Madridejos National High School would
like to conduct a study entitled, “Social Anxiety and Its Relationship with the Academic
Achievements of the Junior High School Students in Madridejos National high School” as
part of our final output in Practical Research II.

In this regard, this letter would like to request the approval of your good office to conduct
data gathering and collection on May 20, 2022.

We are hoping for your whole-hearted cooperation. Thank you and God bless!
 APPENDICES B

INFORMED CONSENT

The study in which you are asked to participate is designed to examine if there is a relationship
between Social Anxiety and Academic Performance of the Junior High School Students in Madridejos
National High School. The study is being conducted by Jessa Mae Escalicas, Jerose Amoroso,Nicole
James P. Quiamco , Mhonel Jumaiguin, and Reymar Alolod,Kent Jhun Lirasan, Jonathan Rico. The
study has been approved by your school head Mrs.FELISA D, BATUIGAS.

PURPOSE. The purpose of this study is to examine if there is any relationship between the

Social Anxiety and Academic Achievement of the Junior High School Students in Madridejos

National High School.

DESCRIPTION. Participants will be given questionnaires about their academic achievement

and social anxiety. The questionnaire will include a 15-item Social Interaction Anxiety Scale

(SIAS) and Social Phobia Scale (SPS).

PARTICIPATION. Your participation in this study is totally voluntary. You can refuse to

participate in the study or discontinue your participation at any time without any

consequences.

CONFIDENTIALITY. Your response will remain confidential. The data that will be collected in

this study will be reported in group format.

DURATION. It will take 15-20 minutes to complete the questionnaire.

 APPENDICES C

QUESTIONNAIRE

Social Anxiety and Its Effect on the Academic

Performance of Junior High School Students in Madridejos
National High SCHOOL

Demographic Profile

Gender: ___________________________

Age: ______________________________

Grade Level _______________________

I. SOCIAL INTERACTION ANXIETY SCALE (SIAS)

II.

YES

NO

1. I get nervous if I have to speak with someone in authority (teacher, boss, etc.)

YES
NO

2. I have difficulty in making eye contact with others.

YES
NO

3. I become tense if I have to talk about myself or my feelings.

 YES
NO
4. I find it easy to make friends my own age.

YES
NO
5. I tense up if I am alone with just one other person.

YES
NO

6. I am at ease meeting people at parties, etc.

YES
NO
7. I find it easy to think about things to talk about.
YES
NO
8. I worry about expressing myself in case I appear awkward.

YES
NO
9. I find it difficult to disagree with someone’s point of view.

YES
NO
10. I have difficulty talking to attractive persons of the opposite sex.
YES
NO
11. I find myself worrying that I won’t know what to say in social situations.

YES
NO
12. I am nervous mixing with people I don’t know well.

YES
NO
13. I feel I’ll say something embarrassing while talking.

YES
NO
14. When mixing in a group I find myself worrying I will be ignored.

YES
NO

15. I am tense when mixing in a group.

YES
NO
 CURRICULUM VITAE

Personal Information

Name: Jessa Mae Escalicas

Age: 19
Sex: female
Address: Purok Tabagak, Talangnan Madridejos Cebu
Status: Single
Father: Jodgie D. Escalicas
Mother: Marina D.Escalicas

Academic Background
Senior High School: Madridejos National High School
Strand: Humanities and Social Sciences (HUMSS)
Address: Poblacion, Madridejos, Cebu
Junior High School: Madridejos National high School
Address: Talangnan, Madridejos, Cebu
Year Graduated: 2020-2021
Elementary: Talangnan Elementary School
Address: Talangnan, Madridejos, Cebu
Year Graduated: 2015-2016
Personal Information

Name: Kent Jhun V. Lirasan

Age: 18

Sex: Male

Address: Purok bagonlipunan, Kabangbang bantayan, Cebu

Status: Single

Father: Lilia D. ybanez

Mother: Sopriano Mahilum Lirasan

Academic Background

Senior High School: Madridejos National High School

Strand: Humanities and Social Sciences (HUMSS)

Address: bantayan, Madridejos, Cebu

Junior High School: Madridejos National High School

Address: Kabangbang , Bantayan, Cebu

Date Graduated: 2020-2021
Elementary: Vito Elementary School

Address: Kabangbang,Bantayan, Cebu

Year Graduated: 2015-2016
Personal Information

Name: Jonathan Rico

Age: 21

Sex: Male

Address: Purok kulo, kangwayan Madridejos, Cebu

Status: Single

Father: Fausto R. Rico

Mother: Morina R. Rico

Academic Background

Senior High School: Madridejos National High School

Strand: Humanities and Social Sciences (HUMSS)

Address: Poblacion, Madridejos, Cebu

Junior High School: Madridejos National High School

Address: Kangwayan , Madridejos, Cebu

Date Graduated: 2020-2021

Elementary: Kangwayan Elementary School

Address: Kangwayan Madridejos, Cebu

Year Graduated: 2015-2016

Personal Information

Name: Nicole James P. Quiamco

Age: 19

Sex: Male

Address: Purok Kulo, Kangwayan Madridejos, Cebu

Status: Single

Father: Jomar Quiamco

Mother: Rowela Quiamco

Academic Background

Senior High School: Madridejos National High School

Strand: Humanities and Social Sciences (HUMSS)

Address: Poblacion, Madridejos, Cebu

Junior High School:

Address: Talangnan, Madridejos, Cebu

Date Graduated: 2020-2021

Elementary: Kangwayan Elementary School

Address: Kangwayan, Madridejos, Cebu

Year Graduated: 2015-2016

Personal Informan

Name: Jerose L. Amoroso

Age: 18

Sex: Female

Address: Purok

Status: Single

Father: Ariel L. Amoroso

Mother: Raquel L. Amoroso

Academic Background

Senior High School: Madridejos National High School

Strand: Humanities and Social Sciences (HUMSS)

Address: Poblacion, Madridejos, Cebu

Junior High School:

Address: Kangwayan, Madridejos, Cebu

Date Graduated: 2020-2021

Elementary: Kangwayan, Elementary, School

Address: Kangwayan, Madridejos, Cebu

Year Graduated: 2015-2016

Personal Information

Name: Reymar S. Alolod

Age: 18

Sex: Male

Address: Purok Ipil-Ipil Madridejos,Cebu

Status: Single

Father: Ragador Y. Alolod

Mother: Marlyn S. Alolod

Academic Background

Senior High School: Madridejos National High School

Strand: Humanities and Social Sciences (HUMSS)

Address: Kaongkod, Madridejos, Cebu

Junior High School: Address: Madridejos, National High School

Date Graduated: 2020-2021

Elementary: Kaongkod, Elementary, School

Address: Kaongkod, Madridejos, Cebu

Year Graduated: 2015-2016

Personal Information

Name: Mhonel P. Jumanguin

Age: 17

Sex: Male

Address: Purok Kumintang

Status: Single

Father: Miguel C. Jumanguin

Mother: Nelia P. Jumanguin

Academic Background

Senior High School: Madridejos National High School

Strand: Humanities and Social Sciences (HUMSS)

Address: Kaongkod, Madridejos, Cebu

Junior High School: Address: Madridejos, National High School

Date Graduated: 2020-2021

Elementary: Tarong, Elementary, School

Address: Tarong, Madridejos, Cebu

Year Graduated: 2015-2016

 ACKNOWLEDGEMENT

We would be more than glad to allow us to acknowledge the ever-growing support

and guidance of our Practical Research teacher Mr. Justiniano Salicio in the making of the

Research. Whom he never failed to help and hand out advice in succeeding our study.

To the members of the group; achieving this Research would be incomplete without

their presence and the overall help from them.

To our parents, who supported us individually financially in order to contribute

equally and the guidance as well from them.

We'd like to thank as well our classmates, whom we influence and also been

influenced throughout the process.

To God who gave us the opportunity the making and achieve this Study as a team

and most importantly having faith within that motivated us verily.

Most importantly, thank our own selves for making this a remarkable experience

throughout the making of the study and for consuming our precious time in placing our

heart and mind in achieving it.

 ABSTRACT OF THE STUDY

It is said that social anxiety is one of the factors that affects students’ achievement

or performance in school. This research project desired to find if there is really an existing

relationship between social anxiety and academic achievement of the Junior High School

Students in Madridejos National High School. This study utilized a quantitative design by

providing existing social anxiety scales to the respondents. Within the design, three analyses

were used: descriptive statistics, t test, and pearson r correlation coefficient. The findings

agreed with the null hypotheses of this study (p>.05) meaning it is true that there is no

significant relationship between social anxiety and academic achievements of the student

respondents from Madridejos National High Schoo because the p value is greater than

(p=.674) the level of significance. Through the findings of pearson r, it was found out that

there is a negative correlation between the two variables (r= -.087), meaning there is a weak

relationship between the both of them.