CHAPTER III

RESEARCH METHODOLOGY

RESEARCH DESIGN

The study is qualitative in nature that uses the phenomenology approach in which

investigate respondents experience and perception or thought of stress and its effect to

the Senior High School Students.

RESEARCH ENVIRONMENT

This study are conducted inside the premises of University of Cebu Lapu-Lapu and

Mandaue along the streets of A.C Cortes Avenue, Looc, Mandaue City.

RESEARCH RESPONDENTS

The respondents are from different strands composed of five randomly selected

Senoir High School Students that is available within the area of the university.

RESEARCH INSTRUMENT

The researcher used a survey questionnaire to the randomly selected Senior High

School Students. It is composed of the students profile including the name, age and

section. Another part of the survey form is composed of questions based on the

respondent’s opinions.

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RESEARCH PROCEDURE

DATA GATHERING

The researcher’s submit a letter to the principal before the study and ask

permission to the teachers to conduct the interview. After the approval, the researchers

also ask permission of the respondents. Upon the respondent’s approval, the researchers

starts the interview. While interviewing the respondent’s, the other researchers write

down the answers of the respondents and record the voice. After the interview, the

researchers gather the data and analyse it. In the study, the researcher’s use the

structured interview in which the researcher’s prepare a specific set of questions and read

the question exactly to individuals to establish an understanding of ideas on a topic.

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DEFINITIONS OF TERMS:

STRESSOR- a stimulus that makes stress, anxious and worry

EFFECT-a change or the results of something; consequence of a cause or an action

SEMINAR-an event use to disseminate information

CONDUCT-to be held; to do

RESEARCH-a study that gather and gives information of a certain chosen topic

7
 SCOPE AND DELIMITATION

The study only delimits Senior High School students encountering different stressor

in their study and the effect of it. This will not go beyond to the stressor they encounter

in their family, love life or any personal matters.

This study discusses about the student’s stressor factors that may cause and affect

their studies and the effective ways in overcoming this kind of issue. This will not further

explain about the sensitive situations that they will encounter.

6
 SIGNIFICANCE OF THE STUDY

The study’s intention is for the people to be cognizant about the perception of the

student’s stressors and its effect. For this study can help or benefit anyone especially

students who need to cope up from stress in academic or not. The study also help them

to be mire responsible in handling stress that every student have as a part of their journey.

The work provide new perception about this certain issue which is relevant to our society

especially to the students.

This give the students fully understanding and deeper awareness to the different

factors of the student’s stressor that can affect their study. Meanwhile, this provide

information to the teachers to understand the situation of their students who are currently

experiencing stress. Along with the teachers are the parents, the study is a big help for

them to be aware of their child as a student, as a result they can give encouragement to

the child by giving them advices to face and surpass their current situation. Whereas for

the future researcher’s, this serve as a guide for them in conducting another study

regarding about this topic.

5
EFFECT OF STRESS TO THE SENIOR HIGH SCHOOL STUDENT

A Thesis presented to the faculty of the

Senior High School Department

University of Cebu-LM Cebu City, Philippines

In Partial Fulfilment of the Requirements for the Subject Research 1

BY:

Malagapo, Earl Francis Rey

Gimena, Cynthia

Goopio, Kisses

Taghoy, Jiserill

Uy, Chekiet

March 2018
 TABLE OF CONTENTS

Title page i

Chapter I INTRODUCTION

Rationale of the study 1

Theoretical background 3

THE PROBLEM

Statement of the problem 4

Significance of the study 5

Scope and Delimitation 6

Definition of Terms 7

Chapter II

Review of Related Literature 8

Chapter III RESEARCH METHODOLOGY

Research Design 12

Research Environment 12

Research Respondents 12

Research Instrument 12

Research Procedure

Data Gathering 13

Chapter IV PRESENTATION OF DATA ANALYSIS

14

AND INTERPRETATION

Chapter V SUMARY OF FINDINGS, CONCLUSION 15

AND RECOMMENDATIONS
APPENDICES

MAP 17

INSTRUMENT 18

BIBLIOGRAPHY 20

CURRICULUM VITAE

THE PROBLEM

STATEMENT OF THE PROBLEM

The study aims to determine the effect of stress and to look into the ways to

manage the stressors of Senior High School Students of the University of Cebu Lapu-Lapu

and Mandaue during the S.Y 2017-2018. This research will be the basis to conduct a

seminar entitled “EFFECT OF STRESS AND HOW TO MANAGE IT”.

Specifically, this study aims to answer the following questions:

1. What are the causes for the students to be stressed?

2. Does it affect their study habits?

3. What are the ways for students in overcoming this stress?

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CHAPTER II

RELATED LITERATURE REVIEW

Publication Date: 1985-00-00 Author: Whitman, Neal A. - And Others Source: Association

for the Study of Higher Education.|

ERIC Clearinghouse on Higher Education Washington DC. Student Stress: Effects and

Solutions. ERIC Digest 85-

1. Stress is any situation that evokes negative thoughts and feelings in a person. The

same situation is not evocative or stressful for all people, and all people do not experience

the same negative thoughts and feelings when stressed.

One model that is useful in understanding stress among students is the person-

environmental model. According to one variation of this model, stressful events can be

appraised by an individual as "challenging" or "threatening" (Lazarus 1966). When

students appraise their education as a challenge, stress can bring them a sense of

competence and an increased capacity to learn.

When education is seen as a threat, however, stress can elicit feelings of helplessness and

a foreboding sense of loss. A critical issue concerning stress among students is its effect

on learning. The Yerkes-Dodson law (1908) postulates that individuals under low and high

stress learn the least and that those under moderate stress learn the most. A field study

and laboratory tests support the notion that excessive stress is harmful to students'

performance.

Mechanisms that explain why students perform badly under stress include

"hypervigilance" (excessive alertness to a stressful situation resulting in panic—for

example, over studying for an exam) and "premature closure" (quickly choosing a solution

to end a stressful situation--for example, rushing through an exam).

WHAT IS STRESSFUL FOR UNDERGRADUATES?

Students react to college in a variety of ways. For some students, college is stressful

because it is an abrupt change from high school. For others, separation from home is a

source of stress. Although some stress is necessary for personal growth to occur, the

amount of stress can overwhelm a student and affect the ability to cope. Since World War

II, changes in American higher education include growth in the size and complexity of

institutions and increased diversity among students. A consequence of that rapid growth

has been a loss of personal attention to students. One measure of excessive stress, or

distress, in college students is the use of mental health services. Symptoms commonly

reported by campus psychiatrists portray a general picture of school-related stress, for

example, the inability to do school work and the fear of academic failure. A second

measure of distress in college students is the dropout rate. Although nationwide figures
are difficult to obtain, an estimated 50 percent of entering freshmen do not finish college

four years later (Hirsch and Keniston 1970). Studies of college dropouts associate

dropping out with the aversive side of the "fight or flight" formula; that is, students, feeling

a mismatch between themselves and their college, wish to distance themselves from the

source of stress, the college environment (Falk 1975; Hirsch and Keniston 1970; Katz and

others 1969). Solutions suggested for reducing distress in college students include "stress

inoculation" -- for example, informing students in advance of what difficulties they might

face and encouraging them to develop their own strategies to achieve personal goals.

Other suggestions include improving campus mental health services and organizing peer

counselling and self-help groups.

WHAT IS STRESSFUL FOR GRADUATE STUDENTS?

The accelerated growth in undergraduate programs has also been felt in graduate schools,

resulting in an oversupply of Ph.Ds. Consequently, graduate students, facing poor

employment opportunities when they finish their doctoral programs, feel stress associated

with the uncertainty of their career choice and future prospects. Often, graduate students

perceive that faculty exert great power over their lives and feel that they live in a state of

substantial powerlessness (Altbach 1970). Another source of stress is the difficulty of

achieving social intimacy. It is difficult to find a mate or maintain a relationship with an

existing one. Graduate students tend to lack the time and/or the opportunity to develop

interpersonal relationships (Hartshorn 1976). Specific tasks that produce stress in

graduate students are preliminary exams and the doctoral dissertation. Fear of academic

failure related to these tasks is a definite stressor (Kjerulff and Wiggins 1976; Kolko 1980).
Solutions for alleviating distress include improved orientation for new graduate students,

more flexibility in core requirements, and expanding the role of faculty advisors.

WHAT OVERALL APPROACHES ARE RECOMMENDED?

Stress is necessary to challenge students to learn. Approaches are needed that reduce the

negative aspects of stress (distress) which lessen students' learning and performance. The

key to reducing distress is providing students with a feeling of control over their education,

information about what to expect, and feedback regarding what can be done to improve

their performance. Students who do not feel helpless will adopt their own coping

strategies. Reactive coping, that is, dealing with one's own thoughts and feelings, can be

facilitated by accessible professional and peer counselling, student support groups, and

adequate faculty advising. Active coping, that is, dealing with the actual stressful situations

or events, can be strengthened by providing students with early success.

Good teaching cannot be overestimated as a key to preventing and minimizing distress

among students. Of course, faculty may not be good teachers if they are themselves

stressed and if they feel unrewarded for good teaching. How to reduce stress among

faculty and reward good teaching are questions for further study.
 11

THEORITICAL BACKGROUND

SELYE’S THEORY- Hans Selye is often considered one of the early pioneers of modern

stress theory. His scientific research helped to shape our understanding of stress. Variety

of stimulus events applied intensely and long enough are capable of producing common

effects, meaning not specific to either stimulus event. Hans Selye distinguished between

distress and eustress. Both distress and eustress result in the activation of the General

Adaptation Syndrome. However Selye noticed that changes we feel upset about (distress)

cause much more biological damage than changes we feel good about (eustress).

LAZARUS THEORY AND COPING THEORY

Lazarus stress is defined as an “imbalance between demands and resources.” What the

two researchers meant by this was that every person has resources and skills available to

them. When talking about stress, these skills are known as coping mechanisms. People

develop coping mechanism both during early life and adulthood. Either way, these coping

mechanism are the resources you have when facing the demands of life. The demands of
life are everything that creates stresses. , the Lazarus stress and coping theory is all about

the interaction between the skills we have the stresses we face.