CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Stress is a health epidemic in the 21st century. Back in the 17th century, stress was used

to portray anguish, suppression, irritation, and suffering (Peplau, 1968). Life nowadays is more

difficult and complex than before. Because of modern technology, a lot of deadlines, demands,

and pressures are being faced by the people. Stress is commonly used in daily conversations.

People have suffered stress since the beginning of human evolution. Thus, modern-day stress is

not a rare problem in humanity.

Different challenges such as academic and family problems are being faced by the

students. As students try to balance their responsibilities, stress is also being faced by them.

Stress becomes nearly a way of living for some students. This is harmful to the Senior High School

students because it can cause dangerous effects that can change the student’s life and eventually

lead to failure.

Stress is unavoidable. Furthermore, it can lead to various health problems such as

depression, anxiety, heart disease and stroke (Clark, 2013). Failure to address stress can

negatively affect the health behaviors students encounter which typically lead to drug abuse,

smoking, and consumption disorders (Economos et al., 2008). In addition, suppressed immune

system functioning, increased susceptibility to infection, recurrences of herpes infections, high

pressure, cancer, autoimmune disease, and stroke are examples of the negative consequences

on a student’s health status (Hicks & Heastie, 2008). Moreover, several studies have displayed a

reduction within the psychological state standing of students because of stress, which can

possibly increase the rates of depression (Linville et al., 2008).

Anspaugh, Hamrick, and Rosato (2003) shared the view that stress comes from different

forms and it can affect a lot of people. This implies that stress is part of our life and has many
causes, and the degree of stress is greatly dependent on the factors such as physical health the

individual, the nature of relational connections, the quantity of duties and obligations we bear, the

level of others' reliance on and desires for us, the measure of help we get from others, and the

quantity of changes of awful accidents we experience. This implies life itself is pressure related,

contingent upon the person's way of life and the dimension of social improvement. In the

Philippines, the top five overall stressors that are answered by 258 students are the academic

difficulty of subject matter, workload due to subjects, time management because of subjects,

responsibilities due to being one’s own and time management because of both subjects and

organizations.

According to the Philippine Star (2017), Philippines, specifically, Manila, is labeled as one

of the most stressful places in the world. It ranked as top 10 together with Baghdad in Iraq, Kabul

in Afghanistan, Lagos in Nigeria, Dakar in Senegal, Cairo in Egypt, Tehran in Iran, Dhaka in

Bangladesh, Karachi in Pakistan, and New Delhi in India. The environment greatly contributes to

the stress of the students. The Philippines became a stressful place because of changes in our

society.

The present generation is very different from the previous generation in terms of being a

student. High school students in the past had a lot of playtimes unlike the present generation’s

monotonous routine of tasks and deadlines. Students have too much work with a little amount of

time. The amount of work given is not the main problem; rather, it is the amount of time given to

finish a certain task.

The K to 12 curriculum of the Department of Education is said to be the boldest thing they

have implemented. Senior High School is a serious phase of a student because this will identify

the field or area of study that they want to take. Students are also given samples of the challenges

of a college student and employment in the future. However, the pressure and demands from

their subjects cause too much stress which leads to problems such as depression. An individual’s

learning ability is enhanced through stress, but excessive stress can cause physical and mental
health problems which can affect their performance (Cuerpo, 2017). Lack of sleep is also faced

by the students to finish tasks from school. The expectation from the society is higher than what

a student can do (“Mindanao Times,” 2018).

Senior high school students tend to overwork themselves because of too many activities

from school. Because of this, most of them do not have enough time to enjoy their teenage life.

Stress is a common cause for having too much work and being under pressure. Students

experience stress because of pressure from the society. Maintaining a good relationship with

friends and family, dealing with projects and with work and high expectations from everyone.

Because of the effects of stress, coping mechanisms for stress must be created by the

students to decrease the negative effects on their learning and performance (Guevarra &

Cimanes, 2017). Giving students information on what to expect, feeling of control over their

education, and feedback on how they can make their performance better is one way of decreasing

distress. Another way of decreasing distress is having good time management. Time

management is the process of organizing tasks to maximize time and energy for an individual’s

priority and minimize the time used on an individual’s least priority. It can help you succeed in

your endeavors. Establishing priorities and working to these are effective ways of managing one’s

time (Kabir, 2017).

The foci of the research study are the causes and symptoms of stress among students;

and how they deal with it with such harmful effects on health. The purpose of this study is to

provide the basis for the enhancement of programs and policies in school in addressing stress.

This also aims for full awareness on mental health and well-being of an individual in relation to

stress. In addition, through this research, the teachers, parents, and fellow students learn what to

do in helping others in dealing with stress. Lastly, this aims to provide general adoption of a new,

positive approach to the life of the students, thereby, ensuring their success in academics.
Theoretical Framework

The theory used in this study is the Transactional Theory of Stress and Coping. Richard

Lazarus started writing about this theory in 1966. Eventually, there was a collaboration between

him and Susan Folkman for the purpose of developing his research.

Lazarus and Folkman proposed that stress involves an encounter (transaction) between

an individual and external environment. An individual’s evaluation of the stressor and their coping

mechanism are the bases of one’s stress response. This focuses on how a person interprets a

stressor for them to experience a stress response or not. An appraisal is an individual’s

interpretation of the stressor and their ability to cope with it. Even if people experience the same

stressor, their stress response will be different from each other because their appraisal varies.

One example is a test taken by the students. It is the same stressor or stimulus for every student,

but they might have a different appraisal. The appraisal of a student who studied very hard is

different from a student who did not. Therefore, they will have different results.

When there is an imbalance between a person’s appraisal and the demands of the

situation and their estimation of their ability to meet those demands, they will experience a stress

response. If a person does not think that he cannot cope, then he will experience a stress

response. An appraisal is not necessarily a conscious process, it is subjective and highly personal.

It depends on the estimation of our ability to cope with it.

There are two different types of appraisal: primary appraisal and secondary appraisal.

Under secondary appraisal, there is a term called reappraisal. In primary appraisal, a person

evaluates the significance of the situation. When an individual encounter a stressor, his primary

appraisal would involve answering questions if oneself is in trouble or he must deal with something.

The outcomes of the primary appraisal may be judging that the situation is: irrelevant, benign-

positive, or stressful. If a situation is perceived as stressful, additional appraisals are engaged.

These additional appraisals can come in three forms: harm/loss, threat, or challenge. In

secondary appraisal, coping options and resources are evaluated. This may be internal or
external. Examples of internal are motivation and determination of oneself while examples of

external support from family and help from teachers. In reappraisal, additional resources needed

in coping situations are reconsidered. Examples of reappraisal are helped from teachers,

watching tutorials, and reassessing how much time a student must study for an examination.

Effective coping with stress must be learned because stress response is inevitable. Coping is the

process of constantly changing cognitive and behavioral efforts to manage specific internal and/or

external stressors that are appraised as troublesome or exceeding the resources of an individual.

The Transactional Theory of Stress and Coping provided the study the framework on how

the students are evaluating the processes of coping with the stressful occurrence. This theory is

chosen by the researchers because all theoretical models that interpret stress as a transaction

are based on the theory of Lazarus. This theory is also known as Cognitive-Relational approach.

According to Lazarus (1966), among the preceding theories, none of it could precisely explain

which factors or causes may lead some people to appropriately manage their stress. He stated

that previous theories are insufficient of the interpretation of the factors that make some of the

people to have a longer time to adjust into a stressful situation.

Figure 1

Diagram of Transactional Theory of Stress and Coping

Conceptual Framework

As illustrated in Figure 2, the paradigm of this study presents the following as an input: the

demographic profile of the students in terms of age, gender, grade level, and strand; in-depth

Interview on Senior High School students; online Interview on a psychologist; and observations

and brainstorming on the stressors, symptoms, and coping mechanisms of Senior High School

students.

The figure also shows the following three expected outputs of the study: [1] provide full

awareness on the mental health and well-being of an individual in relation to stress; [2] help

students to lessen the effects of negative stress; and [3] implementation of better programs and

policies in school regarding stress

To attain the above outputs, the researchers will try to explore and determine the different

stressors; signs and symptoms students exhibit under stress; and coping mechanisms of the

Senior High School students in Good Shepherd Cathedral School.

Input Process Output

Demographic profile of ➯ Determine the principal ➯ Full awareness on the

the students in terms of: causes of stress among mental health and well-

a) Age- 15-19 years Senior High School being of an individual in

old students. relation to stress.

b) Gender- male and Determine the signs and Help students to lessen

female symptoms student exhibit the effects of negative

c) Grade level- 11 under stress. stress.

and 12 Determine the different Implementation of better

d) Strand- STEM, coping mechanisms of programs and policies in

ABM, and Senior High School school regarding stress.

HUMMS students.
 In-depth Interview on

Senior High School

students.

Interview on a guidance

counselor and

psychologist.

Observations and

brainstorming on the

stressors, symptoms,

and coping mechanisms.

Figure 2

Research Paradigm

A Qualitative Study of Stressors, Stress Symptoms and Coping Mechanisms Among Senior

High School of Good Shepherd Cathedral School

Statement of the Problem

This study aims to know the stressors, stress symptoms and coping mechanisms of the

Senior High School students of Good Shepherd Cathedral School.

Based on this general purpose, the study aims to answer the following specific

questions:

1. What are the principal causes of stress on Senior High School students?

2. What are the signs and symptoms students exhibit under stress?

3. What are the different coping mechanisms of Senior High School students?

Significance of the Study

It is expected that the outcomes of this study will be beneficial to the following:
 Senior High School students. This study mainly benefits the Senior High School

students for its primary analyses their stress level in different kind of stressors or situations

depending on their strand. This study will also help the Senior High School students realize and

find the answers to their questions or even perceive that they have been experiencing stress

without them knowing which regards in making things more forthright. And this study will benefit

the Senior High School students as stress had had a broad effect on their emotions, behavior,

mood, and their way of thinking.

Parents. This study also benefits the Senior High School student’s parents, for them to

acknowledge their child’s academic performance. Aiding their children can also build student

strength and motivation in doing school works. And understanding their child’s situation and

assisting them in their problems can relieve and give them comfort. And this research is beneficial

to parents as it is their duty to give support and it is their responsibility as a parent.

Teachers. The study will be very beneficial to the teachers as they were the ones who

give and assigned works to the students, specifically to the Senior High School students. They,

therefore, will comprehend and provide equitable works to Senior High School students. Teachers

will also assist and encourage students, help them asses the level of their students’ capabilities

assigning what best suits them as well as giving them ideas in what approaches they should do

and work on to control their students’ stress level.

School. The results of this study will be significant to the school, particularly to Good

Shepherd Cathedral School, as this study will serve as a guide for the school to know how to

enhance and promote their education level by students, simply by giving their full potential while

having minimum stress to themselves. As these Senior High School students competing with

other schools or competing with specified activities will allot motivation and alleviate stress to the

school itself.

Administrator. This study benefits the administrator in Good Shepherd Cathedral School

specifically the principal, Dr. Carina Dacanay, as the principal oversees all works in schools such
as handling inquiries, communications, direct programming and makes decisions that can make

an impact to the academic community. The role of the administrator then benefits the students to

get all the details they need promptly.

Curriculum Planner. The study will also help the curriculum planner, particularly the

Department of Education, to help and assist students to focus on a specific topic in a creative and

equitable way. And this research can be a help to DepEd to know what programs and policies

they will need to work and plan on.

Society. The study will also benefit society as students are also a part of society. Social

interaction of each individual then shares their interest and ideas about their experiences. Thus,

this study helps them be smart in their decision making which makes every student helpful and

from Dr. Jose Rizal himself have said: “The youth is the hope of this society.” Therefore, they are

the rising star and are the awaited heroes of our society.

Future researchers. It is expected that the researchers will benefit this study as it can be

a help to fully understand and recognize as well as to find out ways on how to relieve and prevent

stress. This study benefits the researches as it can be a help to focus and reduce their problems

as well as to improve their research skills. And this research will be able to help and spread the

main idea and ways on how to control their stress.

Scope and Delimitation

This research focuses on the Senior High School students’ stress level and how they cope

up with stress. One-on-one interview will be conducted as well as observations on the Senior High

School students of Good Shepherd Cathedral School. Interviews will be conducted during

breaktimes of chosen respondents. This research will be on-going until the end of the school year

2018-2019.

Definition of Terms
 As used in this study, the following terms are hereby defined by the researchers

operationally:

Coping Mechanisms. This refers to responses that help Senior High School students

manage their external and internal stress. To deal student’s stresses, managing their external

stresses can help to ease and change their psychological state. Meditation, reading, and spending

time with loved ones can be practiced.

Primary appraisal. This refers to the evaluation that renders a student’s behavior and to

allow meaning from the possible stressor. The result in primary appraisal leads to a wider category

of event that influences the way a student internally and externally reacts.

Secondary appraisal. This refers to evaluation that estimates an individual’s coping

resources and options on how to deal with their stress. Coping resources and options may be

internal or external stress.

Stress. This refers to the response of a body that identifies the emotional strain or

pressure experienced by the Senior High School students. Stresses may be external or internal.

External, if stress came from the environment, social situations, or mental. And internal if the

stress came from an illness or medical procedure.

Stressors. It is used as a stimulus or the initial cause of stress which can be considered

as challenging, demanding and threatening to a student. And it may be physiological stressors

and psychological stressors. Emotional problems, the death of a loved one, and moving to a new

home are an example of main stressors in life.

Stress Symptoms. This refers to identify what are the physical and emotional symptoms

experienced and encountered by Senior High School students. Irritability, headaches, and

insomnia may be an example of physical stress symptoms. And being more emotional, lack of

energy, and drinking alcoholic drinks to relieve or forget stress for emotional stress symptoms.

CHAPTER II
 REVIEW OF RELATED LITERATURE

This chapter presents some literature and conducted studies which have some bearing

on the present study. Specifically, studies regarding the stressors, stress symptoms, and coping

mechanisms of students, conducted locally and overseas, are presented in this review. These are

presented to establish the relationship they have to the topic of this research.

Related Literature

Foreign

In the 17th century, the word stress is first used in physics by Engineer Robert Hooke. He

associated stress in designing physical structures as the amount of pressure or load of physical

structures. Human stress is first seen in the book of Hans Selye entitled the Stress of Life in

1950s. Doctor Selye found out that rats show physiological response when they are exposed to

harsh physical conditions such as extreme heat or cold, injected insulin, and X-rays. The adrenal

glands of the rat was enlarged while its thymus gland was shrunk. It also developed stomach

ulcers. These shows that rats were reacting or giving stress response to the stressors or the harsh

physical conditions. Hans Selye also found out that animals do not have the same stress response

to the same stressors. Similarly, humans have different reactions and symptoms when he or she

undergoes stress. There are differences in stress response because the perspective and

appraisal of an individual varies. The common body responses are headaches; tension in your

neck and shoulders; churning of stomach; being tensed, nervous, and anxious; and feeling

depressed, unfocused and irritable (Brosan & Todd, 2009).

Moreover, Barry (2010) stated that an individual determines an event as stressful when it

is difficult. Yet stress itself is misunderstood, such that a person usually cannot classify their cause

of stress (stressors) and body’s stress system activation (stress response). The implication of

stress can be classified as healthy or unhealthy as stress is defined as the reaction of stress

system to a person’s internal or external stressor which depends on the stress systems’ response
to a certain situation. Being “stressed” is referred if a person cannot cope their problems or

particular situation which leads to negative physical and mental symptoms which is why stress

was used as an absolute negative sense. One of the types of stress is the acute or chronic stress.

This type of stress is not generally harmful but can cause a person to be unhealthy. But this type

of stress depends on the length of time it was experienced and what are physical and mental

effects on a person’s body. If this was experienced multiple times, toxic stress occurs. In the

revolution of humans, in the ancient times, human beings were fit and active. While in the present

time, our bodies is believed to be posed in serious risk as we do not exercise our body to be fit.

In short, humans in the modern times are less likely to cope their stress but instead they often

over-eat, drink alcohol or smoke cigarettes to forget their problems. Yet instead of feeling good,

this causes their bodies to act and will destroy their bodies. Basically, stress system was ensured

in the ancient times which threaten our lives today. And in order to prolong activation of stress

system, we must appraise the stress first.

Seaward (2015) has similar statements about the origin of the word stress. According to

him, it was first used in physics in describing the tension to destroy or break an object. Hans Selye

first made it popular in his book The Stress of Life. Stress applied in human condition was

described in his book to make a clear explanation of physiological responses to chronic stress

and its connection to illness. On the present day, stress is often used to describe tension or

pressure people feel because of demands and their responsibilities. He added that a stressor is

any situation, state, or other stimulus which are seen as a threat. It also generates or creates

stress. Rapid-onset stressors which occur suddenly causes acute stress. There are three main

types of stressors namely Bioecological Influences, psycho-intrapersonal, and social influences.

Too much stress that is unusually recognized is found to be unhealthy. Overly stress can

cause an individual to have an urge to drink more than usual; inability to sleep or sleep walking

in middle of the night; sentimental or more likely to feel emotional; furious; either increase or

decrease intake of food; threatened because of life struggle or from other people; increase of
irritation; humourlessness; increment addiction of caffeine, tobacco or other mood-altering

substances; digestive disorders such as peptic ulcer disease; minor ailments like colds, flu, and

coughs which shows how your immune system lowered; extreme sweating; memory-loss or

memory gap; palpitations; pounding of heart excessively; hard to think or complicated in decision

making; feeling indispensable; unrelaxed; unhappy or felt that joy was out of an individual’s life;

constantly feeling rushed or in a hurry; and hesitant or even resistant to change. If a person

constantly experience or encounter these symptoms daily, it is a sign that a person is carrying too

much stress. In which must be reappraise on how a person must live and whereof aspect of school

or home life must be the origin of stress for a person to be better (Balfour, 2013).

Blackwell (2015) stated that each person has their own way on coping on a

detected stressful event. There are three main types of coping mechanisms namely problem-

focused, emotion-focused, and avoidant coping strategies. Problem-focused coping is used for

problem solving to limit or eliminate a stressor. Emotion-focused coping is used to regulate an

individual’s negative emotional reactions to a stressor. Avoidant coping strategies are actions to

escape the stressful event.

Local

According to Villafuerte (2017), the world we live in is a fast-paced and stressful world.

Stress is very common in daily conversations. Stress happens every time; and it is an inevitable

thing in life. Stress is good but excessive stress is harmful on our health and wellbeing. Fight or

flight response can be triggered by stress. However, it can make you suffer from high blood

pressure and even heart disease. When stress is prolonged, it can cause emotionally-induced

illnesses such as anxiety, aggression, or depression. People usually do things in a rush and treat

everything as a race that’s why individuals tend to forget to relax and to be calm.

Mendoza (2013) supported the statement of Lazarus and Folkman in 1984 that when an

individual cannot cope with the pressure, it causes stress. Mendoza also had similar statement

with Villafuerte about stress and its effects. The common causes of stress, in general, are negative
self-perception when people compare themselves to others; treating life as a competition to win;

low assertion; being an all-around person which overloads an individual with responsibilities;

paranoia and anxiety; and unrealistic expectations which usually leads to disappointment.

Stressful events can cause heart disease, diabetes, and cancer. It is hard to avoid but people can

learn how to cope with it. The usual coping mechanisms are embracing oneself despite of flaws,

meditation, proper time management, exercise, recreational activities to unwind and rest, and

prayers.

Centeno (2017) stated that students of today’s generation have lesser time for everything.

Compared to the students of 1980s-1990s, students of this generation are more stressed out and

spend less time in socializing. Students are having a hard time in managing and balancing their

responsibilities. Teachers, parents, and relatives expects the student to do better and achieve

something. An individual also pressures itself to reach and fulfill their goals and be successful in

life. These stressors cause them to develop anxiety, feel pressure, and not having enough sleep.

Education begins since the day people were born until their death. All of the aspects of

learning and expectations that a person remains adaptable and responsible to changing norms

of the society. Educators and students should be able to be flexible to constant changes and clear

rigidity. It is suggested that the school should have education and policies for mental hygiene at

any grade level so students and teachers can avoid stress. This should include adjustment of

tasks and effective methods of study and work (Gaerlan et al., 2008).

According to the article “5 stress triggers college students can relate to” (2016), stress is

one of the challenging events students face. A lot of students grumble about being stressed about

piling academic requirements and deadlines. Top causes of stress among students are being

overly busy especially when having an upcoming final examination and cramming to accomplish

requirements; nerve-wracking oral examination; speaking in front of people; obligatory social

event that needs to be present at; and having personal problems which usually deals with our
emotions. These are part of being a student. However, it may negatively affect us by causing

sickness.

Related Studies

Foreign

According to Shahmohammadia in his study about academic anxiety, stress, and coping

strategies of the students conducted last 2011 to selected 100 grade 11 and grade 12 students

from government secondary schools located in Tehran, India. The study used a survey

questionnaire which revealed that 26.1% of the secondary students are distressed. Top stressors

of students in Tehran India were examinations, the curriculum has too much content, student’s

difficulty in understanding lessons, too much number of home works, fear of not reaching tertiary

education, and too much packed school timetable. This causes then shows that all of the students’

stressors were all connected to academic matters. Coping mechanisms were done in a matured

way, yet students tend to withdraw from the problems they faced in life. The usual coping strategy

of female students were praying while male students cope up their stresses by doing drugs and

drinking alcohol.

A study about stress, coping, emotional and behavioural problems was conducted by

Eppelmann et al. last 2016 to 350 high school students in year 11. This study was conducted in

Germany and results were shown with the use of the German version of problem questionnaire

by Seiffge-Krenke in 2009. The results showed that the adolescents who is facing the transition

from secondary to post-secondary education or job has a higher risk and level of perceived stress

as well as students who has a problem related to school and future, which was considered as a

problematic domain, these students was associated with more emotional/behavioral problems.

The future-related or overall model was lower than compared to the proportion of the indirect

effect in the school. Eppelmann et al. (2016) suggested that future researchers should focus on
stress, significantly with school and future, and to pay attention to specifics of withdrawal in every

context.

According to the study of Furman (2018), coping up stress of college students can have

an impact from the relationship between stress and health indicators (sleep quality and nocturnal

blood pressure). In 2018, this study was conducted with a participant of 131 students (60.3% of

female students) in Pepperdine University in California. Using a demographic questionnaire and

testing their BP dipping and sleep quality after the questionnaire for 24 hours, results show that

majority of students who perceive more stress have a less sleep quality. Researcher then

suggests that these relationships are very complex; and that further research should be

conducted to continue expanding the literature on the effect of coping mechanisms on health

indicators. And including more diverse sample that considers the health of students can lessen

multiple factors such as relative ratio of adaptive to maladaptive coping, when examining the

relationships between stress, coping strategies, and health.

The study of Assana (2016) was conducted for 1,112 students of High School students in

grades 10-12. It was found that the quality of life, mental health and educational stress of students

in Northeast of Thailand was prevalent because of educational stress, anxiety and depression

were high and confirm the finding of other studies in 2016. With the use of structured questionnaire,

the National Entrance Examination for high school students for university admission also puts

high educational stress on high school students. High expectations of family, school, and peer

caused students to be diagnosed for chronic stress and depression which was found to have a

strong influence on a students’ quality of life. Promoting counselling skills development activities

can help improve parents understand their children; and reduced expectations of parents towards

students can help in improving the quality of life of grade 10, 11, and 12 students.

According to Walburg (2014), his study about the synthesis of sixteen literatures of burnout

of high school students was conducted in 2014 with a scope of high school students, using a

literature search strategy through EBSCO search engine and selection criteria with a scope
among adolescents(12-18 years old). In various geographical locations (Northern Europe,

Eastern Europe, Asia, Turkey, and Malaysia), different studies reviewed in this paper was

suggested that phenomenon is not geographically or culturally restricted but it might be found

among students with different school/college organizations and tutorial policies. The results of the

studies have the same outcome which indicates that school-related burnout increases the risk for

internal problems of students. Risks of depression, anxiety as well as somatic symptoms were

found to increase because of burnout encountered by students. School related burnout also

causes students to drop out of school and to lower engagement and achievement of performance

of students. The idea of suicide was found to be one of coping mechanism of students. In addition,

academic track in senior high school was more at risk of burnout than those on vocational or

professional track. And girls experienced higher levels of internalized problems than boys.

Particular studies indicate some protective factors like problem resolution coping strategies, high-

achieving peer groups, and pursuit of achievement-related goals. Walburg (2014) then also

suggested to have more analysis is required for an improved understanding of risk factors and

implications on mental state of high school students but also for developing scales and potential

protective factors and interventions on self-efficacy, coping mechanisms or psychological feature

beliefs regarding academic competency must be then explored in the future.

Local

According to Ledesma in her study about the stress management program conducted last

2009 to selected higher education institution in Baguio City using a survey questionnaire revealed

that despite the age, gender, personality type, social lifestyle and well-being lifestyle of the chosen

359 students of the three selected higher educational institution as their preference on stress

reduction activities such as physical, cognitive, affective, perceptive, environmental strategies and

skills strategies are used. Reducing stress can help students with the guidance and support they

receive from their superiors. The data were treated statistically using weighted means, t-test, and

ANOVA. Weighted mean used to describe the level of preferences of stress reduction activities
as to gender, personality type, and social and well-being lifestyle. Analysis of Variance (ANOVA)

was used to determine the differences of stress reduction activities as to age.

Rodrigo, Sierra, & Soriano (2016) conducted a study entitled "Level of Resiliency of

Selected Collegiate Students of University Belt in Relation to their Level of Stress-related Growth.”

Providing a survey questionnaire to students, mostly undergraduates, within the University Belt,

the study reveals that the sources of stress of students are balancing studies and personal life,

new responsibilities, change in sleeping habits and death of a loved one. Majority of the

respondents who experienced a very stressful event have exhibited a high-level of stress-related

growth such as depression, heart failures, and problems in communication comprehension. Most

of the respondents who have an intimate relationship with others, they tend not to easily get

stressed as they have a better self-concept, self-worth, and had a strength to face future-related

worries.

Chansopal (2014) conducted a study entitled "Perceived Academic Stress Coping and

Academic Emotion and Coping Strategies among Cambodian College Students: Examining the

Role of Achievement Emotions as Moderators" in Cambodia using survey questionnaire revealed

that because of students' hectic schedule, it is quite difficult for them to achieve all of their needed

requirements. Anxiety is more often stimulated because they cannot cease their problems and

failures. According to control value theory of achievement emotions, with the focus on how to

prevent failure and with control over the situation, anxiety is activated. By seeking for emotional

social support from their loved ones and having a positive reinterpretation, they learned how to

control their anxiety. Students were expected to use more problem focused coping strategies

since anxiety has its own motivational function in supporting the students in establishing more

efforts in studying to prevent failures. In addition, students use less religious coping strategies,

especially young adults, because they are less active in religious activities.

According to Dy (2015) in her study about the different response and coping strategy of

Filipino male and female college students in the University of the Philippines Los Baños using a
questionnaire revealed that male students cope-up with stress through affective response which

is having fun and/or not limiting their emotions and mood. While female students go through

cognitive response which is learning and solving the problem right away. Generally, regardless of

the students' academic classifications, they pointed out that school works and no time

management are their main cause of stress. Out of 11,305 students, 258 were chosen as a

sample through convenience sampling.

According to Guevarra and Cimanes (2017) in his study about stress coping mechanisms

and its impact; and the relationship of the use of Instrumental Social Support, Mental

Disengagement, Use of Emotional Social Support, Planning and Active Coping pertaining to age

of the respondents conducted to selected students in Technical-Vocational Livelihood strand

aging 17 to 18 in Parañaque High School Baclaran using a survey questionnaire revealed that

instrument social support, mental disengagement, planning, active coping, and use of emotional

support revealed that planning the most effective coping strategy among the five indicators and it

has a significant relationship depending on their age.

Synthesis of the Reviewed Literature and Studies

The reviewed literature suggested commonalities in terms of the stressors, stress

symptoms, and coping mechanism of students. From foreign and local literatures, different

countries but overall, they have the same statements, beliefs and as well as experiences

encountered. Seaward, Brosan and Todd referred to the book of Hans Selye entitled the Stress

of Life in the determining the origin of stress applied in human condition. Seaward, Barry, and

Balfour stated that a stressor can be distinguished when a person perceives an event as a threat.

There are also similar statements on the signs and symptoms of stress. Villafuerte and Mendoza

stated that high blood pressure, heart disease, diabetes, prolonged emotional sickness, and

induced illness such as anxiety and depression can indicate that an individual is stressed. Balfour
and Barry stated that overeating, drinking alcoholic beverages and smoking cigarette are the way

of students for coping-up their problems.

The reviewed studies suggested commonalities in terms of stressors and coping

mechanisms of students. Shahmohammadia, Epplemann et al., Assana, Walburg, Chansopal,

Rodrigo, Sierra and Soriano all claimed in their study that academic related problems are the

cause of stress among students like examinations, deadlines, and school works. Aside from that,

Shahmohammadia and Chansopal also claimed that because of the hectic schedule and overload

of work, stress can be activated. Meanwhile, Furman, Ledesma, Dy, Guevarra and Cimanes

focused on the coping mechanisms of students to stress. Social, mental, and emotional support

were used by students who has close relationships and has a better self-worth and self-concept

while those who used the affective response which is using drugs, drinking alcohol and committing

suicide were students who thinks they can’t overcome the problem they are facing.

This study will offer a qualitative approach rather than quantitative. The research design

will be phenomenological. This study focuses on stress instead of other mental health problems

such as depression and anxiety. This will be exclusive to the senior high school students of Good

Shepherd Cathedral School. This will be a way to have a deeper understanding about stress. This

will also be a way to find programs and policies to be implemented in Good Shepherd Cathedral

School.
 CHAPTER III

RESEARCH METHODS AND PROCEDURES

This part of the research discusses the methods and processes to be conducted by the

researcher in order to collect objective and factual data to be presented in this study.

Research Design

Phenomenological study aims to describe experiences, in other term, the “lived

experiences”. The purpose of phenomenological research is to explore and further examines a

particular experience of an individual from a given situation thus researchers will not be exploring

what is the reality but exploring what it is perceived to be.

According to Center for Innovation in Research and Teaching (n.d.), these are the main

characteristics of phenomenology research:

1. To understand how people experience a certain situation or phenomena; and

2. To spot themes or make generalization of the data gathered in reference to however

a particular situation is perceived or experienced.

3. Phenomenological research is conducted through in-depth interviews and

conversations; while some researchers collect data from diaries, drawings, or observation.

4. Open-ended interview questions must be given to the respondents. For the respondents

fully describe the experience from their own viewpoint.

5. Phenomenology center participants’ experiences, with no regards to social or cultural

norms, traditions, or preconceived ideas concerning the experience.

6. Phenomenology focuses on four aspects: lived spaced, lived body, lived time, and lived

human relations to enlighten and clarify ones’ experience from a certain phenomenon.

This research is a phenomenological study that aims to present through systematically

describing the stressors, stress symptoms and coping mechanisms of Senior High School

students in Good Shepherd Cathedral School in the school year 2018-2019. It mainly aims to
describe and analyze perceived stress, which includes students’ experiences in order to yield in-

depth knowledge and understanding of the phenomenon.

Respondents of the Study

A total of twenty one (21) selected senior high school students (three students each

section), one (1) guidance counselor and one (1) psychologist will be interviewed by the

researchers. These particular students will be coming from the seven (7) sections of the senior

high school level. The 21 students are selected as respondents based on their first-hand

experience on the various stressors and stress symptoms encountered; and coping mechanisms

used in Good Shepherd Cathedral School through their senior high school years. The guidance

counselor will also help in determining the stressors, stress symptoms, and coping mechanisms

of students through observations and past consultations. The psychologist then comes to explain

the findings of the current stress of senior high school students of Good Shepherd Cathedral

School.

Sampling Procedure

The researchers are going to choose the respondents to form the participants of the study

using a non-probability purposive sampling technique since they can understand the phenomenon.

It will be used in the selected senior high school students of Good Shepherd Cathedral School

who are able to undergo the first-hand experience on the various stressors, stress symptoms,

and coping mechanisms that they have encountered in school from the year 2018 to 2019.
Data Gathering Procedure

Date
March 1,2019 Setting appointments
March 2 – 9, 2019 Interview
(3 interviewees per day)
March 10 – 16, 2019 Analyzation of Data Gathered
March 17 – 23, 2019 Evaluation of validity
1. Bracketing process
2. Researcher’s subjectivity statements
A phenomenological study mainly involves in-depth interviews and observations as its

data gathering procedure. Data to be presented in this research will be collected through

interviews to be conducted to twenty one (21) selected students who will be coming from the

seven (7) sections of the senior high school division, one (1) guidance counselor, and one (1)

psychologist. The researchers will also do brainstorming and observations to support the data

that will be gathered from the interviewees.

As suggested by Moustakas (1994), phenomenological studies could be done in a social

conversation so that the interviewee will be comfortable in sharing their experience. He also

suggested the following steps in analyzing data gathered:

1. Horizontalizing, or listing of all relevant expression.

2. Reduction of experiences to the invariant constituents

3. Thematic clustering to create core themes

4. Comparison of multiple data sources to validate the invariant constituents

5. Constructing of individual textural descriptions of participants

6. Construction of individual structural descriptions

7. Construction of composite structural descriptions

8. Synthesizing the texture and structure into an expression

All data gathered by the researchers will be evaluated for its validity by the following:

1. Bracketing process

2. Researcher’s subjectivity statements

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