Writing Anxiety and Writing Performance: A Descriptive-Correlational Study of Grade 11 Students at Centro Escolar Integrated School Malolos
Keywords:Writing Anxiety, Writing Performance, Grade 11 Students
Using the descriptive-correlational approach, the researchers sought to establish a connection between writing anxiety and writing performance of Grade 11 students at Centro Escolar Integrated School in Malolos, Bulacan, Philippines. The results showed that majority of the respondents experience a “moderate” level of psychological symptoms of anxiety while experiencing “lack of focus,” and “fear of failure” which has the highest weighted average of among ten symptoms. In addition, no correlation was established between writing performance based on grades and level of anxiety based on physical and psychological symptoms of the respondents.
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