Physics Anxiety Questionnaire

Personal Information Direction: Please put a checkmark ( ) on your answer and do answer all
items. Answer honorably and sincerely.

Name: (Optional) ______________________

Sex:

Male

Female

Age: ____________

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
4
3
2
1

1.
2.
3.
4.
5.
6.
7.
8.
9.
10
.
11.
12
.
13

-Very High Anxiety

-High anxiety
-Moderate Anxiety
-Partial Anxiety
-Minimal Anxiety

(VHA)
(HA)
(MoA)
(PA)
(MA)

If your level of anxiety is about 96-100%.

If your level of anxiety is about 86-95%.
If your level of anxiety is about 71-85%.
If your level of anxiety is about 70% and below.
If you are not anxious at all.

Physics Anxiety
I was worried when I was informed that Physics was a requirement
for my course.
I felt a lot of pressure/stress/burden in my Physics subject
I felt my heartbeat faster whenever I went to my Physics class
I was worried about being called in my Physics class.
I cringed when I had to go to my Physics class.
I felt uneasy when asked to recite in my Physics class.
I could hardly concentrate in my Physics class.
I couldnt do my Physics assignment alone.
I had difficulty understanding Physics concepts.
I couldnt sleep well before every Physics exam/quizzes.
I feared failing the Physics class.
I sweated a lot whenever I took my Physics test/quizzes.
My mind seems to go blank during Physics quizzes and unit tests.

.
14
.
15
.
16
.
17
.
18
.
19
.
20
.
21
.
22
.

Physics terms were difficult for me to remember during

test/quizzes.
I am confused with many topics in Physics.
I hate Physics topics.
I had difficulty developing conclusions based on Physics solutions.
The teacher discussed too fast the topic, I cannot catch up.
The Physics schedule is too early or too late.
I hardly understand the medium of instruction used in teaching
Physics.
I cannot follow and learn from activities in Physics.
I worry about how well am doing in Physics.

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
3
2
1
1.
2.
3.
4.
5.
6.
7.
8.
9.

-Always
-Often
-Seldom
-Never

(A)
(O)
(S)
(N)

I do it every day.
I do it twice a week.
I do it once a week.
I do not do it at all.

Physics Anxiety
I ask assistance or help from my classmates or friends.
I participate well during discussions and activities.
I try or practicing solving problems about physics.
I take down notes during discussions.
I attend my class regularly.
I use my free times studying my notes.
I get along with my teacher.
I aim for higher grades or scores.
I am addressing my problems/ difficulties in physics instead of

feeling helpless about them.

10
.
11.
12
.
13
.
14
.
15
.
16
.

I do not use self-defeating talk.

I establish good study habits.
I read a book or a magazine.
I try to come up with a plan before I do anything.
I worry about all the bad things that could happen.
I remind myself to relax.
I pray to make things better.

Mammga related studies ni mam.

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%) (Voset.al.,
2010).

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 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, peoples 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 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
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).
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.
Academic Achievement
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 selfefficacy. 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.
Cansarkaransmichaelhoudis (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 performance is with statistically significant
difference, linked to their gender, grade level, school location, school type and socioeconomic 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) 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) described that performance in academic setting
depends on personal characteristics such as ones 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 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 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.
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 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 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
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
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) dont
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.
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 individuals inner resources.
Familan (2012) also stated that coping can occur 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 welldeveloped 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 and worst it may be incomprehensible and may just make the present situation
worst.