Chapter III

Results and Discussions

This section will discuss the computed results of the Academic Stressors and interpreted in the

discussions

Results

The researchers gathered 117 survey questionnaires from Grade 12 and Grade 11 students. The

mean value suggests that there is a slight significant difference between the Environmental Factors,

School Activities, Academic Assessments, and Sleep Deprivation (Table 1).

Table 1. The Mean Scores of Academic Stressors

Academic Stressors Mean

Environmental Factors 3.80

School Activities 3.26

Academic Assessments 3.56

Sleep Deprivation 3.20

It is found that the Environmental Factors are more abundant in the participants with 3.80 mean.

On the other hand, Sleep Deprivation does not affect the students.

Table 2. Mean Scores by Gender

Gender EF SA AA SD

Male 3.73 3.37 3.5 3.18

Female 3.87 3.16 3.61 3.21
 Female shows higher scores concerning EF, AA, SD apart from the SA where male scores greater

though the difference between mean scores of the gender is minor (Table 2). Mutually, the genders scored

the highest upon the Environmental Factors.

Table 3. Mean Scores by Grade Level

Grade Level EF SA AA SD

Grade 12 3.84 3.38 3.66 3.27

Grade 11 3.78 3.19 3.49 3.15

The computations display that Grade 12 students are experiencing the Academic Stressors in the

study considerably bigger than the familiarity of the Grade 11 students. Both grade levels have the same

top stressors particularly the Environmental Factors and lowest Sleep Deprivation (Table 3).

Table 4. Mean Scores of Grade 11 students per Academic Strand

GRADE 11

Strand EF SA AA SD

ABM 3.77 2.98 3.59 3.24

HUMSS 3.57 3.21 3.32 2.95

STEM 3.95 3.27 3.57 3.26

All Academic Strand of the Grade 11 scored highest in agreement with the Environmental Factors

than the other stressors but the STEM strand has the topmost score. The School Activities have the least

score with the ABM. HUMSS strand in Grade 11 beat the Sleep Deprivation as bottom score. STEM

reported Sleep Deprivation at the last (Table 4).

Table 5. Mean Scores of Grade 12 per Academic Strand

Grade 12

Strand EF SA AA SD

ABM 3.74 3.19 3.73 3.24

HUMSS 4.02 3.35 3.65 3.28

STEM 3.8 3.48 3.64 3.28

The Academic Strands in the Grade 12 shared the common response that Environmental Factors

was scored greatly. Sleep Deprivation in HUMSS and STEM is minimal than other stressors while School

Activities in the ABM strand is also the least (Table 5).

Table 6. Mean Scores by Age

Age EF SA AA SD

15 3.6 3.4 2.9 3.06

16 3.81 3.21 3.51 3.19

17 3.85 3.33 3.68 3.25

18 3.56 3.18 3.38 3.01

It was computed that 15 to 18 years have the utmost mean score which is the Environmental

Factors. 16 to 18 years old are affected a little by Sleep Deprivation. 15 year old students counted

Academic Assessments with the smallest value (Table 6).

Table 7. Summary of the Main Scores of the Participants

Main Category Sub Category EF SA AA SD

Male 3.73 3.37 3.5 3.18

Gender
Female 3.87 3.16 3.61 3.21
Grade 12 3.84 3.38 3.66 3.27
Grade Level
Grade 11 3.78 3.19 3.49 3.15
ABM 3.77 2.98 3.59 3.24
Grade 11 HUMSS 3.57 3.21 3.32 2.95
STEM 3.95 3.27 3.57 3.26
ABM 3.74 3.19 3.73 3.24
Grade 12 HUMSS 4.02 3.35 3.65 3.28
STEM 3.8 3.48 3.64 3.28
15 3.6 3.4 2.9 3.06
16 3.81 3.21 3.51 3.19
Age
17 3.85 3.33 3.68 3.25
18 3.56 3.18 3.38 3.01
Overall 3.8 3.26 3.56 3.20

In conclusion the results pointed out that Environmental Factors among the three (Sleep

Deprivation, Academic Assessments, School Activities) range with the highest mean value. In addition

Sleep Deprivation resulted to the information that most of the sub categories is least affected except for

the Female, Grade 11 ABM, Grade 11 HUMSS and Grade 12 ABM The aforementioned calculated

School Activities at lowermost place. Moreover, in the age category the respondents with fifteen year old

(15) range scored Academic Assessments at least.

Discussions

The results suggest that Academic Stressors affect the Cognitive Ability of the students. The

Environmental Factors shows the highest mean score of 3.8 with “agree” qualitative description (Table 8).

Furthermore, Environmental Factors and Academic Assessments (which have 3.56 mean score interpreted

as “agree”) are considered as Academic Stressors to all students (pertaining to all sub categories). School
Activities may enhance the academic performance. Sleep Deprivation attained the lowest mean score of

3.20 with “uncertain” interpretation. This means that it may not affect the students in neither positively or

negatively in academic manner.

Table 8. Scale Range of Mean

Scale Range Qualitative Description

5 4.21-5.00 Strongly Agree

4 3.41-4.20 Agree
3 2.61-3.40 Uncertain
2 1.81-2.60 Disagree

1 1.00-1.80 Strongly Disagree

The students are disturbed by unorganized classroom, noise, and stench from inside and outside

the classroom (see Table 9) yet they are comfortable inside. “Non-auditory tasks such as short-term

memory, reading and writing are also impaired by noise” (Klatte, Bergstrström and Lachmann, 2013).

Herz (2017) stated that the odor worked through experience so people react accordingly depending on

their past experience. Thus stench affects people’s performance. surprising detail is that the lightings in

the classroom did not disturb their learning. They may learn even when is dark. The Female, Grade 12

HUMSS, Grade 11 STEM, and 17 years of age students are the sub categories who are more distressed in

the particular stressor.

School Activities do not affect the students. However majority of the students does not join clubs

but they participate in extracurricular activities (see Table 10). This also improves self-esteem of the

participating students. Massoni (2011) said that articipating in activities uplifts self-esteem and therefore

is an indicative of academic performance.

Excessive Academic Assessments (see Table 11) are sources of student stressors. Substantially,

the students are more stressful when it comes to meeting deadlines. Nonetheless, students have the right
amount of assignments which is effective to academic growth of the students. According to Herbert

(2011) when someone is chasing the deadline the more challenging and complex the task will become. It

distorts the time perception.

Lastly, the students are uncertain whether Sleep Deprivation affects their learning in overall

(Table 12). M. L. Zeek et al. (2015) proposed that it was an average that students sleep fewer than 7

hours. It is likewise undetermined that lack of sleep is indicative of students’ attention. However, lack of

sleep does not affect their grade but it affects their participation in class.

In conclusion, Environmental Factors and Academic Assessments are the stressors to have

negative cognitive effects to students. Academic Assessments may promote academic enhancement with

the right amount of work without being excessive. School Activities improves the self-esteem of students.

Sleep Deprivation does not disrupt the academic performance of the students but their participation in

class.