Effects of Separation Anxiety on the Academic Performance of Grade One Pupils in Cluster Baras, Cardona, Morong, and Teresa (BCaMT)

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{"abstract":"The study aimed to determine the extent of effects of separation anxiety on the academic performance of grade one pupils in selected public elementary schools in the cluster Baras, Cardona, Morong, and Teresa (BCaMT), Division of Rizal during the School Year 2024-2025. A descriptive survey research design was employed, utilizing a researcher-made questionnaire checklist as a tool in gathering the needed data. The instrument assessed the extent of effects of separation anxiety on the performance of grade one pupils as perceived by the respondents with respect to pupils' motivation, concept application, and transfer of learning. It considered the total population of grade one teachers, consisting of 120 teachers, in selected public elementary schools in the said district. The study found that separation anxiety has a high effect on the performance of grade one pupils as perceived by the respondents with respect to pupils' motivation, concept application, and transfer of learning as reflected by the obtained composite mean of 4.19, verbally interpreted as High Effect. Likewise, it was found that there was no significant relationship between the extent of effects of separation anxiety with respect to the cited aspect. The study concluded that teachers' age, civil status, position title, educational attainment, and length of service are not predictors of their perception about the extent of effects of separation anxiety on the performance of grade one pupils. However, sex and in-service trainings attended are predictors. Separation anxiety does not correlate with the level of academic performance of grade one pupils. Furthermore, the study recommended that school administrations may provide regular in-service training focused on managing separation anxiety, child development, and socio-emotional learning to equip teachers, especially considering the significant differences observed based on sex and training attendance.","abstract_source":"original","authors":["Cristina G. Oyangoren"],"date":"2026-03-21","doi":"10.70838/pemj.530609","id":7415,"issue":6,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"6aaec658e23904606d99153e839943ab6beee151a0c4a4ebd366089fec1da047","schema":"scimatic-article/1","title":"Effects of Separation Anxiety on the Academic Performance of Grade One Pupils in Cluster Baras, Cardona, Morong, and Teresa (BCaMT)","volume":53}

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001cf7"},"latest"]}'

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