UNIVERSITY OF BAGUIO

Baguio, City

STRESS LEVEL AND ACADEMIC PERFORMANCE OF ACCOUNTANCY STUDENTS OF

THE UNIVERSITY OF BAGUIO

RESEARCHERS:

SARMIENTO, Jefferson D.

MAALA, Rhea Mae

LORENZO, Desiree L.

IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS IN MATHEMATICS IN THE

MODERN WORLD

BSAC 2

MS. DYESEBEL CHINAYO

DECEMBER 2, 2020
 CHAPTER 1

INTRODUCTION

This chapter presents an overview of the study. It also shows the inter-relationship among

the important topics and variables. The problems and the assumption results of this study are also

presented in this part.

Background of the Study

Stress is defined as a state of mental tension and worry caused by problems, or something

that causes strong feelings or anxiety, physical force or pressure (Merriam Webster Dictionary).

Being stressed has always been a part of being a college student. In fact, school is one of the

main sources of stress among adolescents and “increased class workload, lower grade, many

hours of studies, language difficulties, procrastination, examinations, missing lectures, and

frustration due to misunderstanding ” are the factors that causes so much stress to students

(Koski, 2017).

Stress has long been found to be a major contributing factor to academic performance and

its impact on students’ academic achievement is noticeable. Kaplan & Sadock (2000) stated that

an optimal level of stress can enhance one’s learning ability. However, many studies claimed

(Elliot, Shell, Henry, & Maeir, 2005; Hofer, 2007; Robbins, Allen, Casillas, Peterson, & Le,

2006; Trautwein, Ludtke, March, Koller, & Baumert, 2006; and Was, Woltz, & Drew, 2006) that

too much stress can cause physical and mental health problems to a person and that it affects a

student’s academic achievement. However in 2014, Emmanuel, Solomon, & Adom figured out

that stress and academic performance are not always significantly correlated. Although their

study showed a relationship between the two variables, the academic performance of their

sample students were not significantly influenced by stress.

 In a study conducted by , academics and workload turned out as the top stressor of

students. Their findings showed that academics workload due to subjects, time management,

responsibilities due to being one’s own and financial problems.

Accountancy students of University of Baguio is quite guilty to this issue. Many of its

students would always complain about stress when undergoing many of the stressors which were

mentioned earlier. The school is always commended when its students represent it in out-of-

school events and win several awards. Upon return, the students would have to finish the

activities which they have missed during their absence and stress, indeed, from the competition

to the school is what they would have to deal with. Still, not at least a seminar on stress

management is conducted for them. Not even their stress levels are measured nor studied.

Importance

To understand further the relationship between stress and academic performance, to

prove whether or not stress influences one’s academic achievement, and to know the level of

stress of Accountancy students of the University of Baguio, this study was purposely conducted.

Conceptual Framework

Stress in psychology, according to Rathus (2000), is the demand made on an organism to

adapt, to cope, or to adjust. Some stresses are healthful and necessary to keep us alert and

occupied, while some can overtax people’s capacity to adjust, dampen their mood, impair their

ability to experience pleasure, and harm their body [ CITATION Rep93 \l 13321 ] . The stresses

which positively affect a person is called eustress or the, while those which negatively affect one

is referred to as distress (Chun-Tung Li et., al, 2016). Both kinds of stress is caused by

environmental and internal demands that need to be managed in order to cope with the situation.

However, these environmental and internal demands are unique to each individual.
 Paradigm of the Study

Figure 1. Paradigm of the Study

Academic Track
INDEPENDENT VARIABLE

DEPENDENT VARIABLE
INTERVENING VARIABLES
Performance Level Accouncy Students Stress Level (based
(2nd Semester on one's score from
Average Grade, SY the Stress Test)
2019-2020)
Stress-free (0-25)
Outstanding (90-100)
Low to Moderate
Very Satisfactory Degree (26-50)
(85-89)
Moderate to High
Satisfactory (80-84) Degree (51-75)
Fairly Satisfactory Very High Degree
(75-79) (76-100)
Did Not Meet
Expectations (Below
75)

The research paradigm illustrates the conceptual framework of the study. It shows the

relationship between the independent variable, the intervening variables, and the dependent

variable of the topic. This framework served as the guide on how the research was done.

Figure 1 shows the paradigm of the study using the Independent-Intervening-Dependent

Variable (IIDV) Model where the Independent Variable section consists of the stress level of the

students as categorized into Stress-free, Low to Moderate, Moderate to High, and Very High

Degrees.

Meanwhile, the intervening variable section shows that the dependent variable of the

study will vary in accordance with a student’s Track.

Finally, the dependent variable section, as a result, indicates the general view of how the

students perform academically: Outstanding, Very Satisfactory, Satisfactory, Fairly Satisfactory,

or Did Not Meet Expectations; with regards to the stated independent and intervening variables.
 CHAPTER 2

STATEMENT OF THE PROBLEM

This study focused on the relationship of the academic performance and stress level of

the Accountancy students of University of Baguio

Specifically, it sought to answer the following questions:

1. What is the academic performance of the Accountancy Students of University of Baguio?

2. What is the stress level of the Accountancy Students of University of Baguio?

3. Is there a significant relationship between the Accountancy Students’ stress level and

academic performance level?

Hypothesis of the Study

The researchers formulated the hypothesis as a guide in the conduct of the study.

There is a significant relationship between the level of academic performance and the

level of stress of the students.

Significance of the Study

The findings of the study may provide knowledge on how stress affects one’s academic

performance.

To the students, the results may motivate them to manage their stress in order to excel in

school while enjoying in class.

To the teachers and school administrators, the results may help them to understand their

students and may be used as a basis in giving appropriate requirements while ensuring effective

learning.

To the school nurses and guidance counsellors, the findings give awareness on the level

of stress of the students and may initiate activities that would address to the needs of the students
 CHAPTER 3

METHODOLOGY

This chapter explains the methods and procedures of gathering and analysing the data in

the study.

Research Design

Quantitative research approach, specifically the descriptive method, will be used to

understand how the participants perform academically with regards to their stress level.

The quantitative methods will be used for this study and included voluntary sampling

technique, adopted closed-ended questions in a survey questionnaire, systematic data collection,

and data analysis procedures.

Population or Sample of the Study

This study will conduct to the enrolled Bachelor of Science in Accountancy students for

the First Semester of School Year 2020-2021 at University of Baguio.

Non-probability sampling method, particularly voluntary sampling technique will be used

in selecting the respondents. In this sampling, it does not depend on the use of randomization to

select members and in voluntary sampling technique, participants self-select to become part of a

study because they volunteer when asked, or respond to an advert. The respondents will be

limited to 15 enrolled accountancy students for this study.

Data Gathering Method and Data Gathering Procedures

For the data collection, the researchers will prepare a two-part survey questionnaire

which was both structured and adopted. The first part shall serve as the “personal section” of the

questionnaire. It shall compose the respondent’s profile and his/her academic performance level

for the first semester of School Year 2020-2021. On the other hand, the second part of the
questionnaire will be adopted from the Headington Institute and is entitled “How stressed are

you?”

The primary aim of the questionnaire is to simply determine the stress level and the

academic performance level of the respondents. The questionnaire composes of closed questions,

which are pre-coded answers, where the respondents freely expressed their answers to the

questions by checking the appropriate column. The measuring scale will occur in five phases to

get the stress level (Stress-free; Low to Moderate Degree; Moderate to High Degree; and Very

High Degree) of each of the respondents.

Participating Pre-test will be used for pre-testing of questionnaire for its reliability and

effectiveness of the survey whereas telling respondents that the pre-test is a practice run that

usually involve an interview setting where respondents are asked to explain reactions to question

form, wording and order to determine whether the questionnaire is understandable.

Data Presentation

Tabular Presentation of data will be used in putting up all the data from the conducted

collection procedure. In the presentation, the data is organized in rows and columns.

A table will be allotted for the first part as the “personal section” as mentioned in the data

collection procedure. Wherefore, the categories and the corresponding frequency counts and the

percentage range are presented. Another table would also be apportioned to the second part of

the data collection tool. Thus the scale will show descriptive levels and percentage ranges which

correspond to the gathered data.

Data Analysis

Analysis will occur in several phases. The responses in the adopted part of the

questionnaires will be counted to get the stress level (Stress-free; Low to Moderate Degree;
Moderate to High Degree; and Very High Degree) of each of the respondents. Then, the

questionnaires will be divided into groups, depending on the stress level of a certain respondent.

Then, the number of respondents belonging to the different groups will be tallied. Eventually, the

interpretation of the result will be performed to be able to answer the study’s research questions.

The data gathered will process using frequency counts and percentage distribution.

To determine the stress level of the respondents, Percentage rank will be used.

n
P= x 100
N

Where:

N = total number of test questions

n = total number of respondents who choose a particular classification.

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 APPENDIX A
Letter to the Respondent

Dear Madam/Sir:

Good day!

We, Students of Bachelor of Science and Accountancy are conducting a quantitative study on the

relationship of stress and academic performance of the Accountancy Students of University of

Baguio. In this regard, may we ask your permission to please answer this questionnaire as honest

as you can to help us gather information for this study?

We assure you the confidentiality of this survey and that your answers shall only be used in the

study, which is a primary requisite in one of our subjects, Inquiries and Investigation.

Thank you so much for your time and consideration! May God bless you!

Sincerely,

Sarmiento, Jefferson D. Maala, Rhea Mae Lorenzo, Desiree L

Researcher Researcher Researcher

Noted:

Ms. Dyesebel Chinayo

Instructor, Mathematics in the Modern World

 APPENDIX B
Survey Questionnaire

I. Personal Section
Name (Optional): _______________________________ Strand and Section: ____________
st
Academic Performance Level (1 Semester Average, SY 2020-2021):
□ Outstanding (90-100)
□ Very Satisfactory (85-89)
□ Satisfactory (80-84)
□ Fairly Satisfactory (75-79)
□ Did Not Meet Expectations (Below 75)
II. How stressed are you? (Adopted from the Headington Institute)
INSTRUCTION: Please honestly check the appropriate column depending on how frequent you
experienced a certain situation during the past month.
Always Often Some- Seldom Never
Situation 4 3 times 1 0
2
1 I feel tired.
2 I find it very hard to relax or “wind-down.”
3 I find it hard to make decisions.
4 My heart races and I find myself breathing rapidly
5 I have trouble thinking clearly.
6 I eat too much or too little.
7 I get headaches.
8 I feel emotionally numb.
9 I think about my problems over and over again during the day.
10 I have sleeping problems (e.g., trouble falling asleep, trouble
staying asleep, trouble waking up, nightmares, etc).
11 I have trouble feeling hopeful.
12 I find myself taking unnecessary risks or engaging in behavior
hazardous to health and/or safety.
13 I have back and neck pain, or other chronic tension-linked pain
14 I use caffeine or nicotine more than usual.
15 I feel overwhelmed and helpless.
16 I have nervous habits (e.g., biting my nails, grinding my teeth,
fidgeting, pacing, etc).
17 I forget little things (e.g. where I put my keys, people’s names,
details discussed during the last work meeting).
18 I have stomach upsets (e.g., nausea, vomiting, diarrhea,
constipation, gas).
19 I am irritable and easily annoyed.
20 I have mood-swings and feel over-emotional.
21 I find it hard to concentrate.
22 I have trouble feeling that life is meaningful.
23 I am withdrawn and feel distant and cut off from other people.
24 I use alcohol and/or other drugs to try and help cope.
25 My work performance has declined and I have trouble completing
things.
TOTALS
SUM OF TOTALS Stress Level: