LEVEL OF ACADEMIC STRESS AND COPING MECHANISMS

OF GRADE 12 HUMSS MARX IN STO. NIÑO NATIONAL HIGH SCHOOL

A Research Presented to
Senior High School
Sto. Nino National High School
Sto. Nino South Cotabato

In Partial Fulfilment
Of the Requirements in Inquiries, Investigation and
Immersion

GLEA ANN OSANO

PRECIOUS LAÑADA
JAYRO FACULARIN
JECYL JAYAWON
KYLA FETROS
MARY GRACE PENDON
KARL REYVEN PARDO
ANGELINA TINGGAL

ANNABELLE FLOTE
Adviser
 CHAPTER I

INTRODUCTION
(kindly fix your introduction)
International problem
National problem
Local problem
And the transitional paragraph about why the researchers want to study this.

This study focuses on the level of academic stress and satisfaction of the Grade

12 HUMSS group for decision making and social understanding to Joseph Addison, an

English writer, “Man is but a shadow and life a dream” (you can add this second to the

last paragraph)

According to Campben-Philips, Halder, and Hasib (2020), academic stress can

cause personal inadequacy, fear of failure, interpersonal difficulties with teachers,

teacher- student relationships and inadequacy in assignments. So, to come extent,

stress ois a subjective and individual experience (Lazaruz and Folkman, 1984, Lazarus

1999, Fliege et, al, 2001). Since everyone perceives and assesses situations differently,

some people may experience stress in a particular scenario while others do not.

Therefore, a person’s physical, mental, and emotional stability can be impacted by

stress. People who are stressed have trouble concentrating, and their mental health

suffers temporary harm. However, once a person learns to manage their stress, they

can return to their normal selves. This, along with the more common approach of self-

development, may take a significant difference. People in many professions and

occupations have traditionally been perceived as having a problem with stress and its

symptoms, such as anxiety, depression and burnout.

The proliferation of publications, research studies, popular articles, and an increase in

the number of workshops held to help individuals deal with phenomena has raised

alarm in recent decades (Keinan and Perlberg 1986). In the meantime, the activities that

the students engage in here will work to build their minds. Through perseverance in the

school, it will be accomplished. You cannot be an athlete unless you train your body,

and you cannot be much of a scholar until you develop your intellect. The beneficial

information you lean through serous study may not be retained permanently and may

not appear to have, much excellence, but as a result of your efforts, your mind is a

better and more successful tool.

THEORETICAL FRAMEWORK

Theory is so different from practices question which he had been asked and had

answered in school and put in such unexpected forms in real life. He said “Here’s the

problem that has been solved by his preparation in college. He has not failed, but he

has been taught to face everything that come to him as a problem, not something to be

analyzed, to be studied, to be understand. He recovers himself to face his new life,

practical problem and after a little, he finds to that he has been prepared for successful

life. “We really take the good and depths of ourselves.

At the last stage of your high school education, you are about to enter another

door of life which open out in vast fields of opportunities and choices. They are al yours

to take or reject. Make a decision that are solely your own responsibilities. This is the

time to make decisions which really shape your future. What do you want to be? Are

you willing to do to achieve what you want to be.

Think of your creative abilities as mental muscles exercise and strengthen it and

visualizing its capacity. Whenever you have a good idea, write it down.
CONCEPTUAL FRAMEWORK
INDEPENDENT VARIABLE DEPEDENT VARIABLE

LEVEL OF ACADEMIC
STRESS OF GRADE 12- COPING MECHANISMS
MARX

Figure 1. Conceptual Framework

Figure 1 shows the independent variable and the intervening variable of the study.

The Independent variable of the study is the academic stressed encountered by Grade

12 Humss - Marx students. The dependent variable of the study is the coping

mechanism of the Grade 12 Humss Marx of Sto. Nino National High School. This will

show how they would cope up from academic stress they are encountered and what are

the strategies to adjust to such stressful events in school and maintain their emotional

well-being. The variables that may questions the authenticity of the result of the study

includes peer pressure, parents involvement mental health status and teacher’s

involvement.

STATEMENT OF THE PROBLEM

This study generally seeks to determine the Level Academic and Coping
Mechanism among Grade 12-Humss Marx students of the Sto. Nino National High
School.
Specially, it seeks to answer the following research:
1.) To determine the level of academic stress of Grade 12-Humss Students

2.) To determine the coping Mechanisms of Grade 12-Humss Students?

3.) Is there a significant relationship between the level of academic and coping

mechanisms of Grade 12-Humss Students?

Research Hypothesis

Null Hypothesis

There is no significant relationship between the Level of academic stress and coping

mechanism among Grade 12-Humms Marx students.

Alternative Hypothesis

There is significant relationship between the level of academic stress and the coping

mechanism among Grade 12-Humms Students.

Significance of the study

Stress can lead to poor academic performance and a loss of interest in social activities.

This study will help the school address the factors that contribute to students

experiencing stress, which can eventually lead to mental issues, vices, depression or

suicide.

School Guidance Coordinator- it will help the school guidance coordinator to

brainstorm ideas and program on how to assess the student’s mental health status in

this time of pandemic.

Teacher- it will them to communicate and check their students status from time to time.

School- it will the school address the reason of dropped outs in Sto. Nino National High

School. Also, it will help to approve such recommendations of programs coming from

the school guidance coordinator.

Student-it will help better understand what is academic stress and the coping

mechanisms to overcome it and to maintain a healthy stable mental health status.

Parents-it will encouraged the parent to be aware of the new normal setup of the

students learning. It will also help them to better understand the new normal set-up and

they should give their children a consideration and supervise them from time to time.

Scope and Limitations

The parameter of this Research will be in Grade 12 Humss Students of Sto. Nino

National High School. In order to identify the Level of Academic Stress, the researchers

will only employ the Campben-Philips, Halder, and Hassib which developed as a

research instrument to assist stress as a continuum ranging from low to high on the

different categories:

Emotional exhaustion, depersonalization and reduce personal accomplishments. I

n addition, the researcher will utilize Brief Coping Orientation to Problems Experienced

(Brief-COPE) a self-report questionnaire developed to assist a broad range of coping

responses to measure the coping strategies of the Grade 12 HUMSS Students. On the

other hand, Other senior High School strands and sections that are not mentioned will

be subjected to the study.

Definition of terms
In order to ensure comprehensive analysis and precise understanding of this study, the

following terms are operationally defined:

Academic Stress- conceptually, it is defined as a student’s psychological state

resulting from continuous social and self-imposed pressure in a school environment that

depletes the student’s psychological reserves. Operationally, it refers as a negative

reaction to prolonged study in the Face-to-face class of grade 12 HUMSS students.

Mental Health-a state of well-being in which an individual realizes his or her own

abilities, can cope with the normal stresses of life, can work productively and is able to

make a contribution to his or her community. In this study it refers to the mental health

status of all Grade 12 Humss who experienced Academic Stress

Peer Pressure-The direct and indirect influence on people of peers, members of social

groups with similar interests, experience, or social status. In this study it refers to all
Grade 12 Humss who are categorized as an intelligent and have an interest in complex

things students on how they influenced each other

HUMSS- stands for Humanities and Social Sciences students with a wide range of

discipline with the use of their experiences and skill into the investigation and inquiry of

human situations by studying its behavior and social changes using empirical,

analytical, and critical method techniques.

 CHAPTER II
REVIEW OF RELATED LITERATURE (RRL)

(you should have sub title)

This character presents the related literature and studies that are significant in

this study. This consist of some of the common stressors reported in an academic

setting include excessive assignments poor time managements and social skill, peer

competition, etc. stress has become part of student’s academic life due to various

internal and external expectations planned from their shoulders. Adolescents

particularly vulnerable to the problems associated with academic stress transitions

occur at an individual and social level. It, therefore, becomes imperative and understand

the sources and impact of academic stress in order to derive adequate and efficient

intervention strategies. The study employed a quantitative research design where

participants and screened using academic stress scale (Rajendran and Kaliappan,1991

from four streams namely, commerce, management, humanities, and basic sciences.

Academic Stress

(definition, how it is related sa study nyo)

The five dimensions of sources such as personal inadequacy, fear of failure,

interpersonal difficulties with teachers, teacher pupil relationship and inadequate study

facilities were further analyzed and gender differences were also obtained.
Understanding the sources of stress would facilitate the development of effective

counselling modules and intervention strategies by school psychologists and

counsellors in order to help students alleviate stress. Academic stress is defined as a

student’s psychological state resulting from continuous social and self-imposed

pressured in a school environment that deptates the students’ psychological reserves.

Academic stress among undergraduate students that the case of education faculty King

Seud University. This study investigated the academic stressors experienced by the

students at university. Marwan Zaid Batainch (2003).

The study examined the impact of academic stress among the management students.

Stress management encompasses techniques to equip a person with effective coping

mechanisms for dealing with psychological stress. Students have different expectations,

goals and values that they want to fulfil, which is only possible if they are integrated with

that of the institution. The objective of the study is to find out the students, the takes into

account various criteria like physical, psychological, individual, demographical, and

environmental factors of stress among the management students. Stress does not

affect all people equally, but stress can lead into illness and negative experiences

Coping with stress is therefore an important factor, it effects whether and how people

search for medical care and social support and how they believe the advice of the

professionals (Passer and Smith 2007).

Coping Mechanisms
The transactional model of stress and coping (Lazaruz and Cohen 1997) is an approach

for evaluating the coping process of stressful situations. Stressful situations are viewed

as the transactions between an individual and environment.

The consequence of Academic stress is can reduce motivation, hinder

achievement ,and lead to increased college dropout rates (Pascoe et

al.,2020).Academic stress has also been shown to negatively impact mental health in

students ( Li and Lin 200;Ersenberg at al; 2009 Green at al,2001).Moreover, positive of

both negative and positive mental health indicates over time ( Margaf

et.al,2020)Further exploring the relationship between academic stress an mental well-

being has been shown and affect academic performance in college( Tennaht et, al

2007; Eisenbag et al,2009;Freire et al,2016)

Reddy et al. (2018) in their study concludes that stream wise difference in stress does

exist in students. It is important to deal with stress at personal, social and institutional

level. Remedies such as feedback, yoga, life skills training, mindfulness, meditation and

psychotherapy have been found useful to deal with stress. To identify the main reason

deal with stress. The integrated well-being of the students is important not only for the

individual but for the institute as well. Dimitrov (2017) in his study claimed that stress

can be addressed by ensuring that the students give utmost importance to their welfare.

Food, exercise, work, recreation are some of the areas to focus on. He also concluded

that the education system is more to do with the academic qualifications and does not

contribute enough to the holistic development of students.

The Study results of Jayashankara Reddy, K., Karishmarajanmenon, MS., ans

Anjanathattiil (2018) stated that the dimensions of academic stress differed significantly

among males and females and fear of failure was the only significant dimension that

varied with respect gender. Yashwant Kumar Nagle and Usha Sharma (2019) observed

that over a period of time, academic stress among students has increased drastically

due to parental expectation and competitive environment among students . This has

resulted in having harmful effect to the individual, parents, society, and nation at large .

In order to overcome such as issues, the counsellors and health professionals must

take initiative to create awareness among the parents and teachers about their role in

fostering a healthy environment. Dr. Prabhu,M. and Mohan, G. ( 2014) noted that

anxiety largely contributes to the stress of students, hence teaching faculty and

concentrate on addressing anxiety of students, which will automatically reduce stress

among the students, Sibnath Deb (2015) found that the students reported feeling

pressure from their parents for better academic performance . The degree of parental

pressure experience experiences differed significantly across the educational levels of

the parents, mother’s occupation, number of private tutors, and academic performance.

Abha Subba RAo (2008) observed that schools and teachers can play a significant role

in reducing academic stress. IN some, administrators did not uniformly expect their

students to earn high marks in the exams; instead, students were told that they were

expected to ‘meet their potential, ‘or perform to the best of their ability, this expectation

was associated with a certain degree of stress. Debyani Roy Bhowmick (2017) revealed

that high expectation of teachers/parents in terms of marks/grades, scolding from

teachers/parents followed by poor performance, excessive competition, financial

problem etc. are the factors causing stress among students. Rachana Parikh and

Madhuri Krishna (2019) noted that proximal environments (home, schools, peers and

neighbourhood) played a major role in causing stress in adolescent’s daily lives. Salient

social environments included academic pressure, difficulties in romantic relationship,

negotiating parental and peer influences, and exposure to violence and other threats to

personal safety. Nitin Joseph and Aneesha Nallapati (2020) indicated that worrying

about future and poor self-esteem was independently associated with academic stress

among students. Male students adopted more of unhealthy means of coping with

academic stress. Therefore, they need to be educated regarding the healthy coping

methods.

Kadapatti and Vijayalakshmi (2012) concluded that as the number of siblings increased

the academic stress of the students also increased. Family size was negatively and

significantly related indicating that as the family size increased the academic stress

decreased. Type of family was significantly related to academic stress indicating that

students from the joint family had more academic stress than nuclear families. Sibnath

Deb (2016) opined that academic stress increased, male with high parental support

were likely to be depressed than female. In conclusion, high parental support was

related to a reduced risk of depression in female: in male, parental support had a

significant moderating effect on the relationship between academic stress and

depression. Vishnu Vardhana Rao and Laxmanaiah (2011) stated that Students of both

Government and Private Schools were found to have a similar stress perception. The

students of Government- run schools exhibited more of avoidance coping strategies and

therefore suitable for a systematic study on chronic stress for early intervention.
 Subramani and Kadhiravan (2017) revealed the link between academic stress and

mental health among students. He endorsed that academic stress and mental health

are correlated and that students are cramped with the academic structure. Parents and

schools pressurize the students way too much for the higher grades that disheartens

the students, further to add on there is not enough support from the parents and school

in terms of guidance. The students are mentally healthy when they perform

constructively in the academic forums. They also propounded that students from private

schools are more pressurized as compared to students from government schools due to

the excess of homework and other academic related assignments. Significant difference

in mental health of students from private and government schools was found. He

asserted that students from private schools have a different nurturing and vast exposure

as compared to government school students who belong to poor socio economic

background and lack of exposure. This is one of the reasons for the escalation of stress.
 CHAPTER III

METHODOLOGY

This chapter presents an outline of research methods and procedures on how the data

will be collected to aim the objectives of the study. It provides information about the

research design, locale of the study, participants of the study, research instrument, data

gathering procedure and statistical treatment. Research design is also described by the

researcher as why it is chosen and its purpose in the study.

Research Design

This study will use a descriptive- correctional research design in order to describe the

level of academic stress by Grade 12 HUMSS students amidst the face-to-face classes

and their coping mechanism. In addition, the study will also examine the correlation or

relationship between the independent and dependent variables

Locale of the study

 Figure 2. Map of Sto. Nino National High School, Sto. Nino, South Cotabato

This study will be conducted at Sto. Nino National High School. The chosen locale of

the study is a public high school that caters 5000 Junior High School and Senior High

School students which is topographically convenient for the researchers to achieve the

purpose of the study.

Respondents of the study

The Grade 12 Humss Students of Sto. Nino National High School, particularly the

students from Marx, Reinach, Dewey, Kant, Locke will serve as the respondents as they

best suit to attain the purpose of the study.

Sampling Technique

The research sampling technique will be total enumeration because the 119 students

from all Grade 12 – HUMSS of Sto. Nino National highschool will all be subjected to this

study and will serve as respondents.

Research Instrument

A modified survey questionnaire will be used as the research instrument of this study. A

questionnaire is a research tool featuring a series of questions used to collect idea

useful information from respondents (Flores 2022).

Data Gathering Procedure

The researchers will write a letter to the office of the principal to secure permission to

conduct the study. Once the approval is granted, the researchers will coordinate with

the Registrar for the official list of all Grade 12 HUMSS students who will serve as the

respondents of the study. The researcher will prepare questionnaires containing the

interview questions to record the data after which the data will transcribed and encoded.

Once permission is granted, the researchers then will ask willing participants to answer

the questionnaire. Then, the researchers will administer the questionnaires to one

hundred nineteen (119) respondents. Once the researcher obtained the data, it will then

be analyzed and interpreted.

Statistical Treatment

After gathering the data from the respondents of the study, the data will be analysed

using a descriptive statistic and Pearson product moment of correlation (Pearson r) to

answer the specific problems and hypothesis of the study.

Mean and standard deviation will be used to measure the level of academic burn out

and coping mechanisms among Grade 11 STEM students.

Formula for Mean

x=
∑ fx
N

Where:

∑ fx = is the summation of the products of the frequency and class mark

N = total number of population
Formula for Standard Deviation:

s=
√ ∑ f ( x−x ¿) ¿
N−1

Where:

∑f = total number of frequency

x = score

x = mean

N = total number of population

Table 2. Likert scale for verbal interpretation of the participants’ level of academic
burnout

SCALE RANGE VERBAL

INTERPRETATION
0 0.00 – 0.85 Extremely Low Extent
1 0.86 – 1.71 Very Low Extent
2 1.72 – 2.57 Low Extent
3 2.58 – 3.43 Moderate Extent
4 3.44 – 4.29 High Extent
5 4.30 – 5.15 Very High Extent
6 5.16 – 6.00 Extremely High Extent

Table 3. Likert scale for verbal interpretation of the participants coping mechanism
SCALE RANGE VERBAL INTERPRETATION
1 1.00 – 1.49 I haven't been doing this at all
2 1.50 – 2.49 A little bit
3 2.50 – 3.49 A medium amount
4 3.50 -4.00 I've been doing this a lot

Pearson r correlation will be used to measure the relationship of academic

burnout and coping mechanism.

Formula for Pearson r

 N ∑ xy−∑ x ∑ y
r=
√ ¿¿ ¿
Where:
x = the observed data for independent variable
y = the observed data for dependent variable
N = sample size
r = degree of relationship between x and y

Table 4. Quantitative interpretation of the degree of linear relationship

RANGE OF VALUES INTERPRETATION

± 1.00 Perfect positive (negative) correlation
± 0.91−± 0.99 Very high positive (negative) correlation
± 0.71−± 0.90 High positive (negative) correlation
± 0.51−± 0.70 Moderately positive (negative) correlation
± 0.31−± 0.50 Low positive (negative) correlation
± 0.01−± 0.30 Negligible positive (negative) correlation
0.00 No correlation