Relationship of Demographics, Perceived Stressfulness Stressors, and Writing Apprehension Level among Students of Alternative Learning System

Abstract ―​

This study explored the relationship between demographics, perceived stressors, and writing apprehension among students enrolled in the Alternative Learning System (ALS) during the academic year 2023-2024 in Angeles City, Pampanga, Philippines. A total of 139 respondents participated in the study. Data were collected using two pen-and-paper surveys measuring perceived stressors and writing apprehension. A correlational approach with quantitative analysis was employed, utilizing statistical methods such as Cronbach's alpha, contingency coefficients, and Spearman rho correlation. The results indicated no significant correlation between sex and writing apprehension (p = 0.159, χ = 0.190) or between age and writing apprehension (p = 0.542, χ = 0.269). However, a weak positive relationship was found between civil status and writing apprehension (p = 0.542, χ = 0.269). No significant correlation was observed between language and writing apprehension (p = 0.150, χ = 0.330). Additionally, no significant correlations were found between various academic stressors—including written works and assignments, assessment-related stress, task-related stress, instructional-related stress, classroom-related stress—and writing apprehension. The study highlighted the prevalence of perceived stressors among ALS students and their impact on writing apprehension. Recommendations include further research to evaluate initiatives aimed at promoting equality, enhancing educational resources, and reducing inequalities among ALS students.