This paper investigates the phenomenon of frustration when taken alone and when part of other affective sequences. The study attempted to determine the incidence of frustration and sequences involving frustration and their relationship with student achievement. 60 high school students from a university in the Philippines were asked to use Physics Playground for 120 minutes. Human observers recorded student cognitive affective states following BROMP while the game itself logged student activity. Frustration was found to have the second highest incidence from among the other affective states. Frustration, as well as sequences involving frustration, was found to be negatively correlated to student achievement occurring more than chance.