Flexible Learning, Anxiety And Academic Performance Of Pre-Service Teachers: Input To Curriculum Adjustment

Abstract

This descriptive-correlational study was conducted among randomly selected pre-service teachers of Isabela State University-Echague, Isabela. The purpose of which is to assess their attitude on blended learning, anxiety level and academic performance as an input to curriculum adjustment. Most of the participants of the study were female, user of cellular phone, messenger, and prepaid data. Also, the respondents are receiving financial and moral support from their parents while receiving help for their academics in their friends. In terms of their anxiety level, most of the respondents were suffering from moderate to severe level while they are performing on the average level. Generally speaking, the respondents have a positive attitude on blended learning.

Data shows that there is a higher probability that male respondents, user of FaceBook and prepaid data and those who do have someone to support their financial needs have higher level of anxiety. Statistically, the anxiety level of the respondents affects negatively the academic performance of the respondents. Furthermore, there is also a higher possibility that the respondents’ academic performance get better when they have unlimited access to learning materials, with conducive place for learning, with organize time management, and comfortable with the use of laptops and technology-based materials. On the other hand, it was statically proven that when students get bored over the online learning and develop the feeling of being isolated, there is a probability that their grades will be affected negatively