THE PERCEPTION OF ST.

JOHN XXIII SEMINARIANS

ON ACADEMIC STRESS AMIDST COVID-19 PANDEMIC

Submitted in Partial Fulfillment of the Requirements for the

Subject Inquiries, Investigation, and Immersion

Jherome Abellera
Mark Louie Budias
John Carlo Cawasan
Andrie Pastidio

SAN ISIDRO COLLEGE

MAY 2022
 Abstract

This research study entitled The Perception of St. John XXIII on Academic Stress

Amidst Covid-19 Pandemic aims to delve into the perceptions of the seminarians on

academic stress specifically when it comes to Academic Expectation, Seminary Work, and

Examination of Students' Academic Self-Perception. This study will employ a descriptive

quantitative method design, a quantitative type of research. The research method of this study

is descriptive since it will answer the “what” and “how” of the problems (Formplus Blog), to

describe the perception of St. John XXIII seminarians on academic stress amidst the Covid-

19 pandemic. Moreover, it will utilize a quantitative approach, which is described as a

systematic investigation of phenomena by gathering quantifiable data and performing

statistical, mathematical, or computational techniques since the study needs numerical data

and statistical analysis to answer the research questions. Academic stress, notably connected

to academic demands and various components of academic stress, has been faced by the

College and Pre-college Seminarians of St. John XXIII Seminary as a result of the Covid-19

Pandemic. The St. John XXIII Seminarians specifically the College and the Pre-College

community most of the time experienced academic stress related to the Academic Self-

perception because of the Covid-19 Pandemic. St. John XXIII Formators may continue to

organize seminary activities such as recreational activities or any other activities that

somehow draw seminarians'' attention away from their academics. The seminary is

developing activities to help the seminarians cope with the stress and pressure of academic

performance. As a result, seminarians should take advantage of seminary opportunities to

cope with stress. They may use the structure to focus their attention away from the indicators,

allowing them to maintain their academic performance.

Keywords: Covid-19 pandemic, seminarians’ students, academic stress. 

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 Acknowledgement

 The researchers are grateful to all the persons involved in the study entitled: “The

Perception of St. John XXIII on Academic Expectation Amidst Covid-19 Pandemic” First, we

are thankful to God for the strength and guidance that He has showered upon the group to

finish the study. Second, we thank the Pre-College and College Seminarians for their

participation as our respondents. Lastly, we thank the teachers who have been part and who

have been with us from the beginning, especially the panel members: Ma’am Nancy A.

Omboy MA, Prima A. Panchacala MA, and Dorothy Portal MAT. We also thank Ms. Gela

Zamayla, our research adviser, Roseve E. Miras, our subject teacher in Inquiries,

Investigation, and Immersion, and The Forrmators of St. John XXIII Semianry. We are

grateful for their support and guidance. Thank you. May God bless us all.

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 TABLE OF CONTENTS

Title Page

Abstract i

Acknowledgement ii

Table of Contents iii

Chapter 1 1

The Problem 1

Background of the Study 1

Statement of the Problem 3

Conceptual Framework 4

Significance of the Study 4

Scope and Limitation 5

Definition of Terms 6

Chapter 2: 7

Review of Related Literature and Studies 7

Academic Stress 7

Academic Expectation 10

Seminary Work and Expectation 11

Students’ Academic Self-Perception 11

Theoretical Framework 12

Summary and Conclusion 12

Chapter 3: 14

Research Methodology 14

Research Design 14

Research Locale 14

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 Respondents of the Study 16

Sampling Design 16

Data Gathering 17

Research Instrument 17

Scoring Procedure 18

Treatment of the Data 19

Chapter 4 20

Presentation, Analysis, and Interpretation of Data 20

Respondents’ Profile According to Community 20

Chapter 5 29

Summary of Findings, Conclusions, and Recommendations 29

Summary of Findings 29

Conclusions 30

Recommendations 31

References 33

Appendices 38

Letters 38

Survey Questionnaire 43

Curriculum Vitae 46

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 List of Tables

Table 1:

Respondents of the Study 16

Table 2:

Scale on the Seminarians’ Perception on the Stress related to Academic

Expectations 19

Table 3:

Classification of Respondents according to the Community they belong 20

Table 4:

Mean Distribution on the Seminarians’ Perceptions on Academic Stress pertaining to

Academic Expectations 21

Table 5:

Mean Distribution of the Seminarians’ Perceptions on Academic Stress pertaining to

Seminary Work & Examination. 23

Table 6:

Mean Distribution on the Seminarians’ Perceptions on Academic Stress pertaining to

Students’ Self-Perception. 25

Table 7:

The summary Results on Academic Stress of Students 27

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 List of Figures

Figure 1:

Schematic Diagram 4

Figure 2:

Map of St. John XXIII College Seminary, DFC-1 Impalambong,

Malaybalay City, Bukidnon 15

Figure 3:

Map of St. John XXIII Precollege Seminary-PFY Community, Pal-ing, Pat-Pat, Malaybalay

City Bukidnon 15

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 Chapter One

The Problem

This chapter presents the background of the study, statement of the problem,

conceptual framework, the significance of the study, scope and limitation, and the definition

of terms.

Background of the Study

The fight against the threats of the COVID-19 pandemic suffered profound effects

and impacts on almost all sectors of the human race. These have resulted in the widespread

disruption such as travel restrictions (Chinazzi et al., 2020), closure of schools (Viner et al.,

2020), global economic recession (Fernandes, 2020), political conflicts (Barrios & Hochberg,

2020), racism (Habibi et al., 2020), and misinformation and controversies (Enitan et al.,

2020), to name a few. One of the most affected is the educational sector. The St. John XXIII

Seminary, an educational institution in itself, despite its isolation, has never been spared the

challenges brought by the pandemic. The new standard of education brought weight to the

seminarians' academic performance, specifically the Pre-college and College seminarians in

the Diocese of Malaybalay. Due to the multiple internal and external expectations placed on

students' shoulders, including the seminarians, stress has become a component of their

academic lives. Adults, among others, are prone to the factors associated with academic stress

since they are going through personal and social transitions. Consequently, it is critical to

comprehend the causes and consequences of academic pressure to develop an appropriate and

effective new treatment.

The present pandemic has affected approximately 1.6 billion students in over 200

nations through the lens of education. More than 94 percent of the world's student population

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has been touched by school, institution, and other learning facility closures. This has resulted

in significant changes in every part of our life. Social alienation and limited movement

policies have considerably disrupted traditional educational techniques. Once the restrictions

have been lifted, the reopening of schools is another challenge, as many new standard

operating procedures have been implemented. (SumitraPokhrel and RoshanChhetri 2021)

In response to these challenges, our body releases hormones that cause us to be

stressed. Stress is now understood as a lifestyle crisis affecting individuals regardless of their

developmental stage. (Banerjee &Chatterjee, 2016) The only task students were expected to

undertake was to study, and studying was never perceived as stressful. The bureau registered

1.8% of students who committed suicide due to failing examinations and an 80% rise in

suicide rates during a one-year time frame.

As seminarians and students in general, the Pre-College and College seminarians had

suffered the same amount of stress, especially when multiple activities needed to be finished

in a short period. In addition, the new normal educational set-up made it even worse.

The stability of the self of a seminarian is also essential to consider as they are forming

themselves to become a better person someday. That is why it is necessary to look at their

perception if they are academically stressed to maintain the rational growth of the

seminarians in the course of the formation.

As future preachers, they need to develop a solid intellectual pillar as part of the

seminary's formation. The academy is set to view here. The seminary, particularly St. John

John XXIII, has developed a grading standard for every seminarian for them to work out.

Hence, seminarians should pass the seminary's grade and suffice all their school obligations,

both academic and non-academic related.

The St. John XXIII Seminary in the Diocese of Malaybalay is divided in 3 communities and

they have diverse experiences in dealing with academics during this time of the pandemic.

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The researchers will delve into the perception of St. John XXIII Seminarians on Academic

Stress Amidst COVID-19 pandemic.

Statement of the Problem

The purpose of this study was to find out the perception of St. John XXIII
seminarians on academic stress amidst pandemic

In details, this study pointed to answer the question:

1. What are the perceptions of Seminarians on academic stress amidst Covid -19
pandemic in terms of:

1.1 Academic Expectation

1.2 Seminary Work and Examination

1.3 Students Academic Self-Perception

Conceptual Framework

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 The Perception of St. John XXIII Seminarians on Academic Stress amidst COVID -

19 Pandemic was described in the research in terms of their perception on academic

expectation, seminary work and examination, and students’ academic self-perception. In the

research, these variables were used to assess and identify the seminarians’ perception.

Figure 1: Schematic Diagram

Dependent Variables
Independent Variables
ACADEMIC STRESS
The Perception of St.

1.1 Academic Expectation  John XXIII Seminarians on

1.2 Seminary Work and Academic Stress amidst

Examination Covid -19 Pandemic

1.3 Students Academic Self-

Perception

Significance of the Study

This study is looking forward to finding out the necessary information on the

perception of St. John XXIII seminarians on academic stress amidst Covid-19 pandemic.

This study contributes to the following:

To the Seminary formators: they would be informed about the status of seminarians in

dealing with the academics amidst the pandemic if they experienced stress in adapting the

different types of modalities. This study will serve as the basis and key for the assigned

personnel in the said office to ensure the seminarian's academic status.

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To the seminarians: the results may serve as valuable information that may help the

seminarians fully grasp the importance of academic stress. They will understand their status

in the educational situation and know how to deal with it.

To the teachers: They will be able to know and understand the seminarian’s status in the

current academic situation and give them an idea of what should be done. It may serve as

their basis and an advantage in dealing with their students who are academically stressed.

To the parents: Through the help of the formators, they will be informed of their child's

situation in Intellectual formation amidst the Covid-19 pandemic through communication

using cellular phones or Sunday visit during free time.

To the future researchers: The study would provide information regarding the perception of

St. John XXIII seminarians on the impacts of academic stress on spiritual formation amidst

the pandemic. Future researchers can use this as their basis for future research. They can give

them a glimpse of the seminary structure.

Scope and Limitation

          This study focused on Pre-college, Grade 12 Seminarian Students, and College

students; from 1 year to Special Year. The study covers all the aforementioned students,
st

male, from ages 18-25. The study did not involve students who do not belong to the aforesaid

level and are 17 and below and 26 and above.

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Definition of Terms 

Academic Stress- is defined as the body's reaction to academic demands that surpass

students' adaptive capacity. (Saleh A, et al, 2018). In the study, the term was used to define

the body’s response to academic-related demands that exceed adaptive capabilities of

seminarian students.

Academic expectations-It refers to the students' responsibilities, which include completing all of

their requirements and putting up effort in their assignments. According to the Great School

partnership (2013), in their article the High expectations, stated:  Refers specifically to any attempts to

keep all learners in a class, school, or education system to the same high educational standards.

Seminary Work and examination - it refers to the seminarians who pray together every

day, attend daily Mass, meet with their formation directors, and are assigned pastoral

responsibilities. (Retrieved from the book: What is seminary like? 2021) 

Students’ academic-self-perception - It is the academic self-concept, or a student's

perception of his or her own academic ability. (Cherry, 2020) In the study, academic-self-

perception pertains to how the students see themselves academically.

 Seminarians- it refers to a man who is discerning God's call to the priesthood in the Roman

Catholic Church. (DC Priest 2017)

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 Chapter 2

Review of Related Literature

This chapter presents the review related literature and studies to further

understand the study. concepts, ideas, opinions and findings of different studies are

discussed to understand the variables used in the research.

Academic Stress

In the study of Bedewy and Gabriel, 2015; Iqbal et al., 2015). The perception of

academic stress is creating a very negative impact on their well-being, their decision to

choose career options, sleeping difficulties, psychosomatic complaints, worrying about the

future, comorbid conditions like anxiety and depression, inability to manage course

workload, etc. (Bedewy and Gabriel, 2015; Iqbal et al., 2015). 

The study of Reddy et al. (2018), there is a stream-by-stream difference in student stress.

Dealing with stress on a personal, societal, and institutional level is critical. Feedback, yoga,

life skills training, mindfulness, meditation, and psychotherapy have all been demonstrated to

be effective in the treatment of stress. The key to dealing with stress is to identify the source

of it. Professionals can devise stress management solutions that are unique to each individual.

The holistic well-being of students is critical not only for the individual but also for the

institute.

According to Subramani and Kadhiravan (2017), He agreed that academic stress and

mental health are linked, and that pupils are overburdened by the educational system. Parents

and schools place far too much pressure on pupils to achieve higher grades, which

demoralizes them. Furthermore, there is insufficient advice from parents and schools. When

students participate productively in academic forums, they are mentally healthy. Due to an

abundance of homework and other academic-related assignments.

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 According to Sharma et al. (2016) reported on the utilization of a variety of stress-

reduction techniques in their study. Stress can be alleviated by performing one physical

exercise per day. One can also learn to use a variety of time management tools and participate

in leisure activities that are beneficial to pupils. It was also proposed that institutions create a

relaxing environment in order to reduce stress. Prabu (2015) conducted research on high

school students and concluded that male students are more stressed than female pupils.

Academic stress is higher among urban pupils than among rural students.

Deb et al. (2014) evaluated 400 male students in grades 10 and 12 from five private

secondary schools in Kolkata. High levels of academic stress were found in 35% of students,

while high levels of anxiety were found in 37%. When compared to pupils with better marks,

students with marginal grades were stated to have higher levels of stress. Furthermore,

students who participated in extracurricular activities were shown to be more stressed than

those who did not. Academic stress has an impact on teenagers' mental health, according to

Kaur (2014).

In his study, Bataineh (2013) looked at the academic pressures that students face at

university. The findings of the analysis revealed that unreasonable academic overload,

insufficient study time due to the extensive course content, high family expectations, and low

motivation levels are some of the causes of stress. Fear of failing is another major source of

anxiety. There was no discernible difference between the pupils of various disciplines. Khan

and Kausar (2013) concluded that stress has a negative impact on academic performance,

while there was no significant gender difference. The distinction between junior and senior

students was obvious. In addition, tress has an impact on one's capacity to learn effectively

and manage time. Studying on a regular basis is beneficial since it relieves academic strain

and allows students to achieve their objectives.

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 It was written in the study of Busari (2012) discovered that stress causes depression in

secondary school children and has an impact on academic performance. Preventative

interventions, life skills instruction, and other therapeutic procedures should all be seriously

considered. Nandamuri and Gowthami (2011) investigated stress among students of

professional studies and found that 86 percent of students were stressed because of

curriculum and instruction parameters, 63 percent because of placement issues, 41 percent

because of assessment issues, and 24 percent because of team work issues. The study also

found a number of micro-aspects that contribute to stress, as well as twelve sub-aspects

connected to curriculum and instruction. Once the sub-issues of each metric have been

discovered, academic administrators will have a better understanding of how to begin

measures to lessen the severity of academic stress.

In the study of  Dr. Alkenani (2022), Academic  stress  among  students  with 

learning  difficulties  is  believed  to  result  from meeting  many  academic  requirements, 

for  example,  the  school  exam,  answering questions  in  the  classroom,  and  showing 

progress  in  school  subjects,  understanding the content that the teacher teaches, competing

with his classmates, and fulfilling the academic expectations of teachers and parents; in

addition to social problems, family problems, and problems surrounding them. student with

learning difficulties also face stress because they sometimes fall into the trap of making

decisions that follow rules and orders, or achieving achievements that exceed their

capabilities and correspond to the expectations of their teachers  and  parents  who  prepare 

them  to  compete  in  the social system where society is scrambling towards modernization

so that they are not left  behind.

Academic Expectation

The Philippine school system, like that of many other nations, is heavily academically

oriented, forcing adolescents to focus on competitive exams and evaluations. Families,

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teachers, and others have high expectations for an adolescent's academic success. According

to Ho and Yip (n.d), adolescents are under pressure to perform well in school and to obtain

well-paid, high-status jobs. As a result, parental academic expectations can have an impact on

adolescent–parent career alignment and stress levels.

Parents have a significant impact on goal setting and achievement (i.e., feeling the

need to succeed in education and schooling; Luo, Tamis-LeMonda, & Song, 2013).

According to Sangma et al., (2018) Education is a global priority and academic stress is a

rising problem of global significance. Academic expectation continues to grow. Parental

expectations may differ by parental education level and parental occupation (Sangma et al.,

2018), and particularly maternal education can positively affect academic expectations

(Augustine, 2017).  However, in contrast to this research, findings from Sangma et al. (2018)

found that parents who are non-graduates put more pressure on their children than those who

were graduates. Research has also suggested self-expectations may be higher if you are an

only child or the only child to enter higher education (Goudreau, 2013). However, on the

other hand if you have older siblings that have already been through this level of education

this could also increase self-expectations and trigger competitiveness (Alongi & Brennan,

2015).

As a result of these variables, adolescents may be more willing to accept parental

expectations, resulting in improved adolescent–family career alignment. It was demonstrated

in a number of studies that parental pressures and teachers’ expectations were associated with

stress around the time of examinations or about choosing a particular academic study or a

future career. For example, students who joined dentistry due to parental pressure, with

associated fear of facing parents after failure, described greater stress than those who joined

their accord Tangade et al., 2011). As a result, there may be less conflict between adolescents

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and their parents when it comes to academic demands, as teenagers are more willing to obey

or accept their parents' academic expectations. This relates to the indicator, “The unrealistic

expectation of my parents stresses me out ( Al-Omari et al, 2020 ).

Academic expectations stress produced by family expectations and adolescent–parent

career congruence are important elements determining adolescent career development Ray,

Halder, & Goswami, 2012). The nature of the relationship between teenagers and their

families has an impact on professional development in this environment. Because parents

play such an important role in their adolescent child's career development as supporters,

models, and facilitators, the current study looked at the relationship between adolescent–

parent career congruence and the important career development variables of career

exploration  (Creed, Tilbury, Buys, & Crawford, 2011).

Seminary Work and Examination 

Sharma et al. (2016) in their study have delineated various methods for dealing with

stress. These methods included exercise, time management, leisure activities etc. Also, the

importance of a conducive environment in reducing stress was stated. Change in the style of

delivery from teachers and providing mentors can also help in creating a stress-free

environment. According to Elsalem et al (2020). Exam time was cited as a source of stress

by 78.07 percent of students who found distant tests to be more stressful, compared to 54.17

percent who found in-person exams to be more difficult.

Students’ Academic Self-Perception 

According to Colom (2012) and Ahmadi (2020), Iranian students' self-perceptions of

their own capacity and competence to complete a specific activity are highly related to

academic achievement. A later study validated the impact of academic self-efficacy and

11
emotions on university students' academic success. As a result, larger levels of positive

emotionality were linked to greater achievement (De la Fuente et al., 2019).

According to the study of Chiang (2015) A criterion can be any variable that one has

reason to believe should be connected with the construct being measured, and there will

almost always be several. Test anxiety scores, for example, should be inversely connected

with exam performance and course grades while being positively correlated with overall

anxiety and blood pressure during an exam.

Theoretical Framework

This study was anchored on the researcher's concepts and theories critically examined

from which relevant variables were taken. These theoretical foundations have helped the

researcher refine the research problem and develop the conceptual framework of this study. 

The theory adopted was the Academic Stress Theory by Dalia Bedewy and Adel Gabrie

(2015) which states that by the use of the three variables namely: Academic Expectation,

Seminary Work and Examination, and Students Academic Self-Perceptions. The first thing to

do is to give the questionnaire, so that we can see and we can know the situation of the

seminarians during the new normal or the online learning. 

Summary and Conclusion

The lack of appropriate support is the main source of stress. There is a conventional

evaluation procedure in place that does not provide students adequate room to experiment

and push the boundaries in order to excel. Students are stressed due to a variety of personal

and social issues. Lack of clarity and the lack of appropriate career counselors result in a lack

of direction, and even after graduation, students are ignorant about their careers. Academic

pressure, extracurricular activities, assignments, and other aspects of the study have all

12
expanded dramatically. Parents want their children to participate in the “rat race” and

outperform their peers in order to improve their own social status. In this era of cutthroat

competitiveness, running behind the statistics is the new fad, a sad truth but true. Because

each child is unique, it is critical for parents and formators to teach their children or

seminarians the value of discovering their skills and encouraging them to seek a vocation in

an area where they excel. It is critical to do what you enjoy or to enjoy what you do.

Managing time properly and ensuring that at least one physical exercise is performed on a

regular basis can help to reduce stress and enhance attention span, allowing you to be more

productive in the classroom and in seminary.

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 Chapter 3

Methodology

This chapter presents the methods that will be used in conducting the study. It

describes the research design, the locale of the study, sampling design, respondents, the

data gathering procedure, research instrument, scoring procedure, and the statistical

treatment and data analysis 

Research Design
The study, “The Perception of St. John XXIII Seminarians on Academic Stress amidst
Covid-19 Pandemic,” employed the descriptive quantitative method design, quantitative type
of research. The research method of this study is descriptive since it will answer the “what”
and “how” of the problems (Form plus Blog), to describe the perception of St. John XXIII
seminarians on academic stress amidst pandemic . Descriptive research design attempts to
collect numerical information for statistical analysis of the population. With the help of the
acquired data, the researchers can identify the results. Moreover, it will utilize a quantitative
approach, which is described as a systematic investigation of phenomena by gathering
quantifiable data and performing statistical, mathematical, or computational techniques; since
the study needs numerical data and statistical analysis to answer the research questions.
 
Research Locale
The study was conducted at (1) the St. John XXIII College Seminary, DFC-1
Impalambong, Malaybalay City, Bukidnon, and at (2) St. John XXIII Precollege Seminary-
PFY Community, Pal-ing, Pat-Pat, Malaybalay City Bukidnon. Both are Roman Catholic
Seminary Community of the Diocese of Malaybalay to form young aspiring-priests’ entire
well-being to serve God. The researchers will conduct the research specifically with the grade
twelve seminarian students’ and college seminarian students’ participation. 
 

Figure 2: Map of St. John XXIII Precollege Seminary-PFY Community, DFC-1

Impalambong, Malaybalay City, Bukidnon

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Figure 3: Map of St. John XXIII College Seminary, Pal-ing, Pat-Pat, Malaybalay City

Bukidnon

Respondents of the Study

The respondents of the study are the seminarians coming from the St. John XXIII
seminary, composed of seven (7) pre-college, grade-12 seminarian students, fourteen (14)
college seminarian students; six (6) of which are first year college seminarian students,
another four (4) are second year college seminarian students, three (3) are from the third year,
and one (1) of them are in Special Year or those who only took a year without taking classes,
with ages 18 but not older than 25. In total, we will be having 21 respondents; all of them are
currently taking classes via modular learning.

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Table  1: Respondents of the Study

Section Number of Students Percentage

Pre-college 7 33.33%

6 28.57%
First Year College

4 19.05%
Second Year College

Third Year College 3 14.29%

  1 4.78%
Special Year
Total 21 100%
 
Sampling Design
            The researchers used stratified random sampling. It is a sampling design in which the
population is divided into groups based on their characteristics (Corporate Finance Institute,
n.d.). In the study, the college and pre-college seminarian students of St. John XXIII
Seminary, with ages 18 but not older than 25, will be chosen to be the respondents. They will
be grouped into two, college students and pre-college. From that group, the researcher will
select the sample. The researchers presume all the proposed 21 respondents will be sufficed.
 
Data Gathering Procedure
            In the process of gathering the data, the researchers made a letter to the IBED
principal's permission of approval as well as the approval of St. John XXIII Pre-college and
College seminary through the Rector and the Director to conduct the study in their respective
institution.  Aside from that, the researchers will also ask for the expertise of the panel to
validate the questionnaire. Thereafter upon approval, the study was conducted with21
seminarian students as respondents. Each seminarian will be given a survey questionnaire to
answer, needless to say, with their approval and indulgence for the researchers to get the data
needed. After collecting all data, the researchers will tabulate and tally the driven data.
Subsequently, the results would be the basis for the perception of St. John XXIII seminarians
on academic stress amidst pandemic.
 
 Research Instrument
The study used survey questionnaires to gather data and information. The
questionnaire was adopted and modified from the study, “The Perception of Academic
Stress Scale,” of Dalia Bedewy and Adel Gabrie (2015). The questionnaire is widely used
in the Philippines, and this certifies its validity. This is an 18-item questionnaire
with different indicators or subscales. The questionnaire has three (3) parts with eighteen
(18) questions in total. The first part determines the seminarians’ perception on the stress
related to academic expectations. The second part has four (4) questions that determine

16
 the seminarians’ perceptions on stress related to various components of academic stress
experienced by them. In all the three parts, the researchers used a four-point Likert scale
to determine how frequently the respondents experiences the scenarios with each
statement indicated in the questionnaire by putting a check in the boxes. Lastly, the third
part determines the seminarians’ perception on stress related to students’ academic self-
perceptions.

Scoring Procedure

This part shows how the questions on the Likert scale will be interpreted.

The questionnaire uses a 4-point Likert scale. In the modified questionnaire, the

questions are centered on how frequently the respondents had the same situation with the

researchers’ given scenarios. All items in the questionnaire will ask the participants to

indicate a featured response on the Likert scale namely; 1 (Never), 2 (Sometimes), 3

(Most of the Time), 4 (Always), for interpretation of the percept letter on of St. John

XXIII seminarians on the impact of academic stress in spiritual formation.

The questionnaire has three (3) parts with eighteen (18) questions in total. The

first part determines the seminarians’ perception on the stress related to academic

expectations. The second part has four (4) questions that determine the seminarians’

perceptions on stress related to various components of academic stress experienced by

them. In all the three parts, the researchers used a four-point Likert scale to determine

how frequently the respondents experienced the scenarios with each statement indicated

in the questionnaire by putting a check in the boxes. Lastly, the third part determines the

seminarians’ perception on stress related to students’ academic self-perceptions. 

For the Likert Scale, the response, “always” which has the corresponding

interpretation, “seminarians are stressed all the time.” For the response, “ most of the

time,” it is interpreted, “ seminarians are often stressed” for the response “sometimes” the

corresponding interpretation is most of the time the seminarians are stressed. for the

17
 response “never” the corresponding interpretation is that seminarians are sometimes

stressed.

Table 2: Scale on the Seminarians’ Perception on the Stress related to Academic

Expectations

Scale Mean Interval Qualitative Interpretation

Description
 The seminarians experienced
academic stress amidst COVID-19
4 3.26- 4.00 Always pandemic all the time.

 The seminarians experienced

3 2.51- 3.25
2 1.76- 2.50
academic stress amidst COVID-19
Most Of The pandemic often.
Time
 The seminarians experienced
academic stress amidst COVID-19
Sometimes pandemic most of the time.

 The seminarians experienced

academic stress amidst COVID-19
1 1.00-1.75 Never pandemic sometime.

  
 Treatment of the Data
            In the analysis of data, the following statistical tools will be utilized. These tools were
presented and discussed below.
P1) Mean score was used to determine the average score of seminarians’ perception
on academic stress amidst COVID-19 while standard deviation was utilized to identify how
measurements for a group were spread out from the average (mean) or expected value. A low
standard deviation indicates that the data points tend to be close to the mean (also called the
expected value) of the set, while a high standard deviation indicates that the data points are
spread out over a wider range of values.

Chapter Four

Presentation, Analysis, and Interpretation of Data

This chapter presents the results of the study. The interpretation, analysis, and

implications of the results are also found in this chapter.

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Respondents’ Profile According to Community

Table 3: Classification of Respondents according to the Community they Belong

Community Frequency Percentages

Pre-College 7 33.33%
College 14 66.66%
21 100%

The table shows that among 21 seminarian-student respondents from Saint John

XXIII College and Pre-college Seminary, there are more college student-seminarian

respondents with 14 or 66.66% of the total sample than pre-college student-seminarian

respondents with only 7 or 33.33%. The College and Pre-college seminarian students were

chosen to be the respondents because as stated by Voelker et al., (2015) in “Perceptions in

Adolescents: Current Perspectives,” adolescence ages 12 to 18 years old is a crucial period

for the development of matured perspectives as changes in different aspects like social,

physical, and psychological happen during this period.

Table 4: Mean Distribution on the Seminarians’ Perceptions on Academic Stress pertaining

to Academic Expectations

19
 Statements Mean Standard Quantitative
Deviation Description
1. Competition with my peers Sometimes
for grades is quite intense. 2.09 0.81

2. My teachers are critical omy Most Of The Time

academic performance 2.76 0.61

3. Teachers have unrealistic Sometimes

expectations of me. 2.48 0.74

4. The unrealistic expectation Sometimes

of my parents stresses me 2.22 1.08
out.

5. School requirements are too 2.71 0.76 Most Of The Time

heavy

TOTAL 2.46 0.44 Sometimes

Table 4 presents the perceptions of seminarians on academic stress in terms of

academic expectations. The overall mean is 2.46, which depicts that the seminarians

sometimes experienced academic expectation stress.

The highest mean is 2.76 and the indicator is “My teachers are critical of my

academic performance.” Thus, the respondents often experienced this academic stress.

Teachers who make an effort to get to know each of their students might help students feel a

sense of belongingness and connection to school. This is related to the study of Bataineh

(2013) which looked at the academic pressures that students face at university. The findings

of the analysis revealed that unreasonable academic overload, insufficient study time due to

the extensive course content, high family expectations, and low motivation levels are some of

the causes of stress. Fear of failing is another major source of anxiety, which can be shown in

chapter two. On the other hand, the indicator “Competition with my peers for grades is quite

20
intense.” has the lowest mean of 2.10 with the qualitative description of “Sometimes”. This

means that the seminarians believes that there is a competition for grades with their friends.

It was demonstrated in number of studies that parental pressures and teachers’ expectations

were associated with stress around the time of examinations or about choosing a particular

academic study or future career (Acharya, 2013). This explains the indicators above, “My

teachers are critical of my academic performance,” “Teachers have unrealistic expectations of

me.” Parents compete for high-quality educational opportunities for their children, and better

educational opportunities lead to higher academic achievement. Second, parental behavior

and educational support for their children may influence academic success through

cultivating children's learning habits Zhonglu Li & Zeqi Qiu (2018). As a result, there may

be less conflict between adolescents and their parents when it comes to academic demands, as

teenagers are more willing to obey or accept their parents' academic expectations. This relates

to the indicator, “The unrealistic expectation of my parents stresses me out.” More so, the

findings also correspond to the study conducted by Al-Omari et al (n.d), which states that one

of the most common causes of academic stress is psychosocial pressures which includes

academic expectations.

In the given data, it is noticeable that 2 indicators prevailed among the rest; (1) my

teachers are critical of my academic performance, and (2) school requirements are too heavy.

Seminarians think that these two factors highly contribute to their academic stress. These

findings support Terada (2019) Teachers that help students improve their academic and

behavioral skills boost their long-term results, such as their chances of graduating from high

school. On the other hand, the other indicator, “school requirements are too heavy,” is also

supported by the study of Nibusiness Info. It was stated in their article, “How to deal with

Stress,” if someone thinks that their workload is heavy, their body response is stress, making

them feel rushed, under pressure and overwhelmed. Also, Excessive homework, according to

21
the study from Gate way High School ( 2021) , prevents pupils from meeting their

developmental needs and cultivating other important life skills at the same time. To put it

another way, students are more likely to abandon extracurricular activities, spend less time

with friends and family, and abandon interests. The seminarians’ perception on academic

stress pertaining to academic expectation still have room for improvements and if not

improved, it will affect them more in a negative way as Gallinari (2018) stated in “Academic

Expectation: Friend or Foe? Exploring the Relationship between Academic Expectation,

Social Comparison, Self-Esteem and Its Effects,” that academic expectations affect the

students’ entire well-being, and will continue to affect as people tend to still believe in the

stereotype of having standards in everything, forcing young people to live up and mold

themselves in those standards.

Table 5: Mean Distribution of the Seminarians’ Perceptions on Academic Stress pertaining

to Seminary Work & Examination.

Statements Mean Standard Quantitative

Deviation Description
1. The time allocated for classes and Most of the Time
academic work is enough. 2.57 0.73

2. The size of the curriculum 2.38 0.49 Sometimes

(workload) is excessive.
3. I believe that the amount of work Sometimes
assignments is too much. 2.09 0.64

4. I am unable to catch up if getting Sometimes

behind my work. 2.33 0.89

5. I have enough time to relax after Most of the Time

work. 2.67 1.05

6. The examination questions are 0.90 Most of the Time

usually difficult. 2.62

22
 7. Examination time is short to complete 2.14 0.96 Sometimes
the answers.

8. Examination times are very stressful Most of the Time

to me. 2.52 1.14

TOTAL 2.42 0.42 Sometimes

Table 5 presents the perceptions of seminarians on academic stress in terms of

seminary work and examination. The overall mean is 2.42, which depicts that the seminarians

The table shows the mean distribution of the seminarians’ perceptions on academic stress

pertaining to seminary work & examination. Based on the given data, statement 5 got the

highest mean of 2.67, which means that the factor highly contributes to academic stress of

seminarians, followed by statement 6 with 2.619, with the same interpretation as of that of

statement 5, then statement 1 with the mean of 2.571, which can be interpreted as the factor

highly contributes to academic stress of seminarians, and statement 8 with 2.524, with the

same interpretation of that of the prior statements. 

 In general, it was found that the things related to seminary work and examination

with a mean of 2.42, and a standard deviation of 0.42, this means that the seminarians

experienced academic stress amidst COVID-19 pandemic “sometime.”

In a number of research, writers discovered that the Exam time was cited as a source

of stress by 78.07 percent of students who found distant tests to be more stressful, compared

to 54.17 percent who found in-person exams to be more difficult Elsalem et al (2020). This

proves the indicator, “Examination times are very stressful to me,” and “The examination

questions are usually difficult,” having high mean. A lot of studies have revealed that the

perception of a large course load and long examination time are the most crucial variables of

23
test anxiety. Hashmat et al. (2008), for example, used a structured self-administered

questionnaire with questions regarding lifestyle, study style, psychological disorders, and

examination system to investigate factors leading to test anxiety among final medical

students (n = 120). Extensive course loads (90.8 percent), lack of physical exercise (90

percent), and extended exam duration were the most often mentioned variables by students

as leading to exam anxiety, according to the authors (77.5 percent).

Indeed, a small amount of stress can challenge the students and stimulate to work

harder. Exam stress becomes problematic when it interferes with students ability to perform

and achieve the academic and learning goals.”

Table 6: Mean Distribution on the Seminarians’ Perceptions on Academic Stress pertaining

to Students’ Self-Perception.
Statements Mean Standard Quantitative
Deviation Description
1. I am confident that I will be a Always
successful student. 3.14 0.83

2. I am confident that I will be Always

successful in my future career. 3.33 0.72

3. I can make academic decisions Sometimes

easily. 2.43 0.51

4. I fear failing the subjects this year. 2.81 0.87 Most of The Time

5. I think that my worry about Most of the Time

examinations is a weakness of 2.76 1.02
character. Most of the Time
6. Even if I pass my exams, I am
worried about my future. 2.57 1.18

TOTAL 2.84 0.49 Most Of The

24
 Time

Table 6 presents the perceptions of seminarians on academic stress in terms of

Students’ self- perception. The overall mean is 2.84, which depicts that the seminarians most

of the time experience various components of academic stress.

As per interpretation, it means that the factor moderately contributes to the academic

stress of seminarians. In general, it was found that the things related to students’ self-

perception highly contributes to academic stress of seminarians with a mean of 2.841, and a

standard deviation of 0.487704, having the qualitative description, “most of the time”. This

means that seminarians, based on their perception, think that students’ self-perception highly

contributes to their academic stress.

Based on the table, 3 indicators got the highest mean; (1) I am confident that I will be

a successful student, and (2) I am confident that I will be successful in my future career, and

(3) Even if I pass my exams, I am worried about my future.. These indicators, which greatly

talk about the future, very highly contribute to the academic stress of seminarians. This may

be because seminarians have a state of apprehension, fear, uncertainty and fear of undesired

changes expected to occur in the future, and there may be a threat that something unreal is

going to happen to the individual when he/she is extremely anxious about the

future"According to Hamand (2016) Anxiety is common when objectives conflict with young

peoples unfavorable attitudes toward the future.

On the flip side, 2 indicators got a high mean as well, (1) I think that my worry about

examinations is a weakness of character, and (2) I fear failing the subjects this year. This may

be because of test and failing anxiety that we could connect to academic self-perception and

academic expectation. According to the study of Chiang (2015) A criterion can be any

variable that one has reason to believe should be connected with the construct being

measured, and there will almost always be several. Test anxiety scores, for example, should

25
be inversely connected with exam performance and course grades while being positively

correlated with overall anxiety and pressure during an exam.

Table 7: The summary Results on Academic Stress of Students

Academic Stress Factors Mean Standard Qualitative

Deviation Description
Stresses related to Academic 0.45 Sometimes
Expectations 2.46

Stresses related to Seminary Work & 2.42 0.42 Sometimes

Examination

Stresses related to Students' Academic 2.84 0.49 Most of the Time

Self-Perception

TOTAL 2.57 1.12 Sometimes

Table 7 shows the seminarians’ perceptions on academic stress amidst COVID-19

Pandemic. The table shows that the overall mean level of academic stress is 2.57 which is

described as moderate. It means that the seminarians experienced academic stress

“sometimes.”

The table above shows that the factors that highly contribute to the academic stress of

seminarians are factors related to academic self-perception. It garnered the highest mean of

2.84 and a standard deviation of 0.49, having the qualitative description, “most of the time.”

It was followed by stress related to academic expectation with the mean of 2.46, and a

standard deviation of 0.45, which, by interpretation, means it moderately contributes to the

academic stress of seminarians. Lastly, factors of academic stress related to seminary work

and examinations got the minimal mean of 2.42 and a standard deviation of 0.42It means this

factor moderately contributes to the academic stress of seminarians. In general, the 3 factors

26
garnered a mean of 2.57 and a standard deviation of 1.12. This means that the 3 factors

mentioned; academic expectation, seminary work and examination, and academic self-

perception, only contribute to the academic stress of seminarians moderately.

Among the 3 indicators above, stresses related to students' academic self-perception

prevailed as the factor highly contributes to academic stress of seminarians. The findings may

be similar to the findings of Linardon (2020) in the article “Academic Stress and Its Sources

among University Students.” He said that academic self-perception happens to be the most

prevalent cause and contributor of academic stress as it is more personal, thinking it would

absolutely ruin their entire self-reputation, and since students believe that failing would ruin

their entire living for a lifetime. More so, this would also result in failing their teachers’ and

parents’ expectations. In the study, “Coping Strategies: How to Fight Academic Stress,”

conducted by Torres, et al, 2020, they got the same sequence of findings of the causes of

academic stress as this study, having self-perceptions as the highest contributor to academic

stress, followed by academic expectations, then works and examinations. Torres (2020)

argued that, “While it is true that exams and workloads play a big role in the overall academic

stress, it only happens more or less 8 times per academic year, unlike self-perceptions and

academic expectations that happen on a daily basis.” “While this may be somewhat bizarre,

this is based on scientific findings,” he added.

Chapter Five

Summary of Findings, Conclusions, and Recommendations

This chapter presents the findings, conclusions, and recommendations of the study

entitled The Perception of St. John XXIII Seminarians on Academic Stress Amidst Covid-19

Pandemic

27
Summary of Findings

1. Stress related to Academic Expectations:

1.1 Seminarians are stressed most of the time when it comes to competition with

peers for grades.

1.2 Oftentimes the seminarians are stressed due to teachers are critical of the

academic performances.

1.3 Teachers with unrealistic expectations of the seminarians most of the time are

stressed.

1.4 Seminarians most of the time feel stressed when parents have unrealistic

expectations.

1.5 The seminarians are often time stressed due to school requirements being too

heavy.

2. Stress related to Seminary Work and Examination:

2.1 The time allocated for classes and academic work is enough that often the

seminarians are stressed.

2.2 The seminarians are most of the time stressed due to the curriculum

(workload) is excessive

2.3 Seminarians are most of the time stressed due to the amount of work and

assignments is too much.

2.4 The seminarians are most of the time stressed when they are unable to catch

up with the work and get behind it.

2.5 Oftentimes the seminarians are stressed due to the questions of the

examination being usually difficult.

2.6 Examination times are oftentimes stressful to the seminarians.

3. Stress related to Students Academic Self-Perception:

28
 3.1 Seminarians are stressed all the time thinking about their future career.

3.2 Seminarians are most of the time stressed when it comes to decision making.

3.3 Oftentimes seminarians are stressed when they fail the subjects.

Conclusions

As a result of the findings of this study, the following conclusions can be drawn:

1. Academic expectation, seminary work and examination, notably connected to

academic demands and various components that most of the time cause stress, has

been faced by the College and Pre-college Seminarians of St. John XXIII Seminary

brought by the Covid-19 Pandemic.

2. The St. John XXIII Seminarians, specifically the College and the Pre-College

community oftentimes experienced academic stress related to the Academic Self-

perception because of Covid-19 Pandemic. 

Recommendations

29
 Based on the results, findings, and conclusions, the following are the

recommendations:

1. Seminary formators 

St. John XXIII Formators may continue to organize seminary activities such as

recreational activities or any other activities to come up with programs that will help

seminarians balance all demands of formation in a healthy manner even with the

presence of stressors.

2. Seminarians

The seminary is developing activities to help the seminarians cope with the

stress and pressure of academic performance. As a result, seminarians should take

advantage of seminary opportunities in order to cope with stress. They may use the

structure to lessen the academic burdens and allow them to maintain their academic

performance.

3. Seminarians’ parents

Parents should be aware of whether or not their child is academically stressed.

Parents might use their free time to send messages to their children and talk to them

on their cellphones. They may express their positive feedback by offering inspiring

words to help their child succeed in seminary formation.

4. Future Researchers

Future researchers may use the findings of this study for more in-depth

research to determine the specific intervention after the researchers have identified the

study's problem. Future researchers could undertake a study on seminarians'

perceptions of existing seminary activities and programs, as well as the effectiveness

of seminary development for seminarians, using four pillars.

30
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36
Appendices
Letters

37
38
39
40
SURVEY QUESTIONNAIRE

41
 San Isidro College
INTEGRATED BASIC EDUCATION
Impalambong, Malaybalay City

  Greetings of Peace!

We, the researchers from Grade-12 St. Bonaventure, would like to ask your
participation for the success of our study entitled: “The Perception of St. John XXIII
Seminarians on Academic Stress Amidst Covid-19 Pandemic.” We would like to ask for your
generous time to answer this questionnaire.   Rest assured that your response to each question
will be held with utmost confidentiality.

 _______________________________________________________________________
PART I: PROFILE

Name: _____________________________________

Grade/Year Level:       

Grade 12                            First Year Second Year                      

Third Year Special Year

        

         Community:    Pre-College         College

 _______________________________________________________________________

Instruction: Answer the following questions honestly. 

Part II:

Listed below are series of statements that represent possible feeling that you may have
about academic stress as a seminarian. With respect to your own feelings about the
enumerated aspect of yourself, please indicate the degree of your feeling to every statement
by checking (/) the column that indicates the extent to which you agree to each statement.

4- Always

3- Most of the Time

2- Sometimes

1-Never

I. Stresses related to academic expectations 1 2 3 4

42
1. Competition with my peers for grades is quite intense.

2. My teachers are critical of my academic performance

3. Teachers have unrealistic expectations of me.

4. The unrealistic expectation of my parents stresses me out.

5. School requirements are too heavy

II. Stresses related to seminary work and examination. 1 2 3 4

1. The time allocated to classes and academic work is enough.

2. The size of the curriculum (workload) is excessive.

3. I believe that the amount of work assignments is too much.

4. I am unable to catch up if getting behind my work.

5. I have enough time to relax after work.

6. The examination questions are usually difficult.

7. Examination time is short to complete the answers.

8. Examination times are very stressful to me.

III. Stresses related to students’ academic self-perception. 1 2 3 4

43
1. I am confident that I will be a successful student.

2. I am confident that I will be successful in my future career.

3. I can make academic decisions easily.

4. I fear failing the subjects this year.

5. I think that my worry about examinations is a weakness of

character.

6. Even if I pass my exams, I am worried about my future.

Curriculum Vitae

44
NAME:  Sem. Jherome G. Abellera

Sex: Male

Birthdate: November 13, 2003

Age: 18 yrs old

Address: Kisolon, Sumilao, Bukidnon

Elementary School Attended: Impalutao Integrated School

Junior High School Attended: Pilar High School

Senior High School: San Isidro College

Contact No. 0997-718-5175

E-mail: abellerajherome263@gmail.com 

45
NAME:  Sem.Mark Louie L Budias

Sex: Male

Birthdate: September 20, 2003

Age: 18 yrs. old

Address: Mailag Valencia City Bukidnon

Elementary School Attended: Mailag Central Elementary School

Junior High School Attended: Good Counsel High School

Senior High School: San Isidro College

Contact No. 0935-409-6741

E-mail: marklouiebudias20@gmail.com

46
Name: John Carlo A. Cawasan

Sex: Male

Birthdate: June 17, 2003

Age: 18

Address: Zone 6, Poblacion, Sumilao, Bukidnon

Elementary School Attended: Sumilao Elementary School

Junior High School Attended: Pilar High School

Senior High School: San Isidro College

Contact No: 09652249171

E-mail:johncawasan@gmail.com

47
Name: Sem. Louise Andrei P. Pastidio

Sex: Male

Birthdate: November 29, 2003

Age: 18

Address: Dagumbaan, Maramag, Bukidnon

Elementary School Attended: Dagumbaan Elementary school

Junior High School Attended: Our lady of Fatima high school

Senior High School: san isidro college

Contact No: 09704461904

E-mail: louiseandreipastidio@gmail.com

48
49