The Impact of Academic Pressure On The Academic Performance of Grade 12 STEM Students of The Dominican College of Sta. Rosa Laguna

DOMINICAN COLLEGE OF STA.
ROSA
The Impact of Academic Pressure on the Academic Performance of Grade 12
STEM Students of the Dominican College of Sta. Rosa Laguna
A Thesis Proposal
Presented to
The Faculty of the Senior High School Department
DOMINICAN COLLEGE OF STA. ROSA
Sta. Rosa City, Laguna
In Partial Fulfillment
Of the Requirements for the Research II
Science and Technology Engineering
And Mathematics (STEM)
AMIEL ANTHONY D. PELOBELLO

JOHN HENRICK G. RAQUEDAN
ALYSA JOY T. FLORES
MAVI REI P. NOBIO
OCTOBER 2022
Chapter 1
The Problem and Its Background
Introduction
Academic pressure is one of the factors that causes students to fail. Sharma,
Parasar and Mahto (2017) define stress as the mental response and action by
hormonal signaling, the perception of danger triggers an automatic response
system, known as response to fight or flee. Recent studies have been done on
World’s educational system (Lin, 199~; Hayhoe, 1992; Epstein, 1991; Gasper,
1989; Hayhoe, 1984; Hawkins, 1983). Some researchers have attributed Asian
students' high academic achievement to their parents' high expectations and
willing-ness to put in time and effort for their children's education (Schneider & Lee,
1990; Stevenson & Lee, 1990). While this may be true, not enough attention has
been paid to the daily experience of children under constant pressure to become
successful in school. How students actually feel, and what kind of negative
consequences have been experienced by them, have been studied much less.
Students’ academic performance is a key characteristic of education (Rono 2013). It
is considered to be the center around which the entire education system evolves.
Some factors influencing high academic achievement include daily hours of study,
parents' economic status and good learning facilities (Singh, Malik & Singh (2016).
Students face challenges in their studies due to the ineffective use of these factors
to improve academic performance. In this sense, this study seeks to discover the
negative impact of academic pressure on student achievement, the relationship
between school pressure and students’ achievement, and finally, to recommend
strategies for managing pressure at the Dominican College of Sta. Rosa Laguna,
the reason being that complex results on how academic pressure relates to
students’ performance can be provided effectively.
Background of the Study
Academic Pressure can vary in different ways, it can be caused by academic
frustration, conflicts, and anxieties (How To Help Students Cope With Academic
Pressure (goodtutorsfinder.ch). Having pressure during one’s academic
performance can be very stressful as these can be connected in their academic
performance as a whole. As time passes by and as it progresses, it can be much
heavier and take a toll on their performance. Learning with thinking a lot can be a
hard experience for students and learners who are especially graduating and taking
a strand that is deemed to be one of the hardest strands with a lot of opportunities
can be hard for learners who are experiencing a lot of pressure. The researchers of
the Grade 12 Senior High School Students of the Dominican College of Sta.
Rosa Laguna came up with the study of “The Impact of Academic Pressure on
the Academic Performance of Grade 12 STEM Students of the Dominican College

of Sta. Rosa Laguna. To know if there is any significant relationship of Academic
Pressure to the Academic Performance of the Grade 12 STEM Students.
Theoretical Framework
This study is supported by Maslow’s Hierarchy of needs. Maslow’s Hierarchy of
Needs has often been represented in a hierarchical pyramid with five levels.
● Self-actualization – includes morality, creativity, problem solving, etc.
● Esteem – includes confidence, self-esteem, achievement, respect, etc.
● Belongingness – includes love, friendship, intimacy, family, etc.
● Safety – includes security of environment, employment, resources, health,
property, etc.
● Physiological – includes air, food, water, sleep, other factors towards
homeostasis, etc.
The first four levels are considered deficiency or deprivation needs (“D-needs”) in
that their lack of satisfaction causes a deficiency that motivates people to meet
these needs. Physiological needs, the lowest level on the hierarchy, include
necessities such as air, food, and water. These tend to be satisfied for most people,
but they become predominant when unmet. During emergencies, safety needs such
as health and security rise to the forefront. Once these two levels are met,
belongingness needs, such as obtaining love and intimate relationships or close

friendships, become important. The next level, esteem needs, include the need for
recognition from others, confidence, achievement, and self-esteem. And lastly, the
highest level is self-actualization, or self-fulfillment. Behavior in this case is not
driven or motivated by deficiencies but rather one’s desire for personal growth and
the need to become all the things that a person is capable of becoming successful
In line with this, Walberg’s theory of academic achievement (1992) posits
that psychological characteristics of individual students and their immediate
psychological environments influence educational outcomes (cognitive, behavioral,
and attitudinal)
According to Academic Counselor Laurel Heidel, Academic Pressure can be
a positive force that motivates students to do well or a negative force causing
students to experience anxiety while studying, concentration difficulties, or test
anxiety.
Conceptual Framework
Independent Variable Dependent Variable
Figure 1. The schematic diagram of the Independent and Dependent Variables of the study
As shown above, the dependent variables for the study will be the data
regarding the factors affecting the social life of Grade 12 STEM Students due to
academic pressure.
Statement of the Problem
The study generally intends to examine The Impact of Academic Pressure of
Grade 12 STEM Students because of Academic Performance in Dominican College
of Santa Rosa. To supply relevant data and information needed, the researcher will
seek answer to the following problems:

1. What is the demographic profile of the respondents regarding the factors
affecting due to academic pressure of Grade 12 - STEM students.
1.1. Age
1.2. Sex
1.3. Section
2. What are the precise issues that the academic pressure will address to the
academic performance of Grade 12 STEM student as to:
2.1 Class Participation
2.2 Academic Grades
2.3 Skills and Competencies
3. What is the relevance and significance of knowing academic pressure to Grade
12 STEM? Based on the results, what development plan and activities can be
proposed?
3.1. For the students to be aware who are taking their academic activities under
pressure
Hypothesis
Ho1: There is a significant effect between the academic pressure and
academic performance of grade 12 STEM students in Dominican College of
Sta. Rosa.
Ho2: There is no significant effect between the academic pressure and
academic performance of the grade 12 STEM students of Dominican College
of Sta. Rosa.
Scope and Delimitation of the Study
The primary purpose of this study is to know the impact of class participation
to the students, the students academic grades and the skills and competencies of
the students in Grade 12 STEM of Dominican College of Sta. Rosa.
The study will focus on the Grade 12 STEM of Dominican College of Sta.
Rosa. A total of forty six (46) students, the participant’s demographic profile will
remain confidential and with the help of these it allows the researchers to better
understand a certain background of the respondents. The gathered information will
also remain exclusive and only for the study. The study provides the basis to
propose a plan for them to understand their wellbeing and their academic pressure
that are affected due to academic performance.
The researchers conducted the study in which the student’s academic
performance is being affected by academic pressure. Some of the students are
having a hard time to cope up especially with the pressure that they have given.
This 2022-2023 the researchers would like to conduct this study to know the
outstanding of the students academic performance in Grade 12 STEM of Dominican
College of Sta. Rosa.

Significance of the Study
The findings of this study will provide information and data which will be
useful to the following group of people:
Students. The students are the ones who will benefit from the study, they are the
ones who are experiencing the impact of academic pressure due to academic
performances. The students will be more aware of the situation that is affecting
them due to academic pressure.
Teachers. The teachers will give ways for those students who feel pressured with
their academics, The teachers will be the one who will support and guide the
students whenever they’ll experience difficulties in their academics. To know what
they can do and to adjust for the students' performances.
Parents. The parents will also be the guide of their children, to give support and
words of wisdom to do better. It also enlightens them to motivate their children to
cope up and overcome problems that they can possibly encounter especially when
they feel pressured when it comes to academic performances.
Future Researchers. This study will guide the future researcher’s next studies that
have a connection with this topic. The researchers will understand more the
situation of the students, especially those students who are experiencing academic
pressure.
Definition of Terms
The following terms and phrases are defined according to their uses in this
present endeavor:
Academic Pressure. In which the students are experiencing a high grades
expectation and demands of time and energy to achieve a specific academic goal.
Some of the common problems of academic pressure are poor time management,
social skills, and peer competition of one's individual.
Dominican College of Sta. Rosa (DCSR). Is a private Christian academic
type of school in Santa Rosa. A school that teaches different academic skills and
values that will enhance and develop the skills of the students. It comprises a
complete Basic Education program for Primary, Elementary, Junior High School,
Senior High School and College department.
STEM. stands for science, technology, engineering, and mathematics and
refers to any subjects that fall under these four disciplines
Senior High student. Is a student who attends grades 11 and 12.
Class Participation. The engagement of the students inside of the
classroom. Participating in discussion, recitation and group activities.
Academic Grades. Achievements of the students include the overall grades.
Indicates the students excellent and satisfactory performance in each subject.

Skills and Competencies.
Academic Performance. Achievements and completions in your school.
Where the grades are input by each subject.

Chapter 2
REVIEW RELATED LITERATURE AND STUDIES
This chapter presents a review of local and foreign literature and studies that
have bearing on the present investigation. It focuses on several aspects that will
help in the development of this study. The said literature and studies of this study
come from books, journals, articles, electronic materials such as PDF or E-Book,
and other existing theses and dissertations, foreign and local that served as
reservoir of information on the area of consolidating student’s record which has
guided the researcher in interpreting the finding of the study.
FOREIGN LITERATURE
Student Voice: Academic Pressure on Young People in Education
Ellissa Hatoum (2021), Young people have excessive pressure put on them
to achieve/exceed the academic standard in the education system in hopes to
positively impact students, in order for them to obtain high academic results.
Ironically however, this unintentionally negatively impacts students' academic

performance as it can put a strain on students' wellbeing, thus causing students to
do poorly in school and potentially leading to them developing academic stress.
Academic pressure and stress from heavy workload, extensive time studying
and high expectations have proven to negatively affect young people in terms of
their well being and health, as well as their academic performance. This academic
pressure and stress have only made it more difficult for young people in education.
It is necessary that the amount of academic pressure and stress be reduced and
managed to ensure that young people are able to perform their best academically
and socially in the education system.
on how to manage and deal with stress in order to enhance their academic
life.
Parent's expectations and academic pressure: A major cause of stress
among students
India Today Web Desk (2020), Parents should instigate positive thinking and
good lifestyle habits in students. A healthy lifestyle coupled with good eating and
sleeping habits can considerably reduce stress. Be it in academics, sports or any
other area, parents should always embrace a child's imperfections and mistakes.
They need to teach their children that failure is part of success. If a student is
experiencing fear or anxiety, parents should take the time to talk and address the
concerns. Parents should always make it a point to focus on the good aspects and
positive attributes of the student.
Teachers can educate their students about the importance of time
management that can considerably reduce stress. They should allow flexible due
dates to submit the assignments. Not only will this reduce stress but also keep them
motivated to deliver their work. Teachers should acknowledge the effort of every
student instead of discouraging them. Teachers should put in the effort to
encourage laughter and humor in the classroom.
Impact of Time-Management on the Student’s Academic Performance:
A Cross-Sectional Study
Adham Alyami, et al. (2021), The aim of the study is to find the impact of time
management on the academic performance of students among the diagnostic
radiology technology students at KAU. This study had a cross-sectional
survey-based study design.
For this study, 152 students were targeted among which 142 completed the
questionnaire, making the response rate of 93.4%. Among 142 participants, 75
(52.8%) were females and 52 (36.6%) were in the 2018 batch. Majority of the
students i.e., 107 (75.4%) had GPA between 4.5 - 5 in 2020. Whereas, 37.3%
agreed or strongly agreed that they manage their time. Here, 69.2% students with
4.5 - 5 GPA strongly agreed that they meet their deadline (p value = 0.005) and
36.7% students with 4 - 4.5 GPA strongly believed that their academic performance
decreased due to mis-planning (p value = 0.005).
In conclusion, according to students' perception, preplanning their studies
had been beneficial for their academic performance. However, less than half of the
students agreed that they manage their time. (Vol.12 No.3)
Academic Pressure: Effects and Management
Khue Minh Luu (2022), On one hand, Academic Pressure can be a
motivation for students. It can have a significant influence on students because it
helps students get out of their comfort zone to try their best while studying. On other
hand, Academic Pressure can also turn into stress which causes students to feel
burdened, leading to a downgrade in academic performance in the long term.
The urge to get an A-plus or a “100/100” mark for any tests constantly makes
the study journey of students feel like going to a battlefield. In contrast to the first
effect, academic pressure can hinder students’ enjoyment of school and study in
general. Last but not least, we want to remind you to be patient with yourself and
take the necessary time to recover from anxiety and burnout from studying.
Academic Pressure
According to Ben Davis (2021), Academic pressure is fully defined as a
situation in which a student is burdened by time and energy demands in order to
achieve specific academic goals. This stress can occur from a variety of sources
and have a wide range of consequences for students, both emotionally and
academically. Excessive academic stress can lead to an increase in the prevalence
of psychological and physical problems such as depression, anxiety, nervousness,
and stress-related disorders, which can have an impact on their academic
performance. As a result, students are seen to be affected by the negative causes
of academic stress.
School education is a critical part of a person's life and a major milestone in
their academic career. At this point, a student's academic performance is critical in
determining the next stage of their education, which in turn shapes their career. An
accumulation of academic stress during this phase can have far-reaching and
long-lasting consequences. Students face a variety of academic issues in today's
highly competitive world, along with exam stress, disinterest in attending classes,
and a struggle to comprehend a subject. Academic stress is defined as emotional
stress caused by impending academic tasks or breakdown, or simply the fear of
academic failure. (Anoushka Thakkar, 2018)
Academic stressors manifest themselves in a variety of settings for students,
including school, home, relationships with peers, and even their neighborhood.
Stress and anxiety have a significant negative effect on personal, emotional, and
academic performance. Depression is now the most common mental health
problem among college students. It also reflects a person's academic frustration,
academic conflict, academic anxiety, and academic pressure are the four main
components of academic stress that are usually visible in a student. (Anoushka
Thakkar, 2018)
As indicated by (Ellisa Hatoum, 2021), Academic pressure refers to the
stress placed on students as a result of work overload, extended periods of study,
and high-grade expectations. This article will address the negative effects of
academic pressure and stress on students, as well as ways to cope with academic
pressure and stress. Academic pressure, in some cases, motivates students to
perform more effectively at school and increases productivity levels because they
are more motivated to achieve successful performance.
Academic pressure is most noticeable in students during the time of
homework and exams because there is a lot of work to be accomplished and
students are spending hours studying. This is a challenging and stressful time for
students because there is a high demand for students to perform well, as well as
increased pressure from their parents, teachers, and society. While academic
pressure is anticipated to encourage students in school, it also burdens students
with high academic performance expectations. Academic pressure has a negative
impact on students' social, physical, cognitive, and physiological health, as well as
their likelihood of developing disorders such as anxiety, depression, sleep
deprivation, and insomnia. Academic stress involves the stress from academic
challenges in education and leads to a lack of student academic motivation. This

has increased the likelihood of students dropping out of school. (Ellisa Hatoum,
2021)
According to Cristobella Durrette (2020), Academic pressure is expressly
defined as a situation in which a student is afflicted by energy and time demands in
order to accomplish particular academic goals. This stress could really occur from a
variety of sources and have a wide range of consequences for students, both
emotionally and academically. Academic Counselor Laura Heidel said. “Academic
pressure can be a positive force, causing the student to want to do well, or it could
be a negative force, causing the student to have anxiety while studying,
concentration problems or test anxiety.”
Teacher-Related Aspect
Fredriksen, Rhodes, Reddy, and Way (2004) conducted a longitudinal study
on the effects of adolescent sleep loss during middle school. The participants’ sleep
loss had a relationship with more depressive symptoms, lower self-esteem, and
lower grades. Wolfson and Carskadon (1998, p. 1) agreed and said, “The way
adolescents sleep critically influences their ability to think, behave, and feel during
daytime hours.” These findings are in alignment with the present study’s findings
whereby feeling sleepy in class is deemed to be the most impactful on academic
performance among the personal conditions category.

Being hungry in class came in second in the same subset. This is supported by
previous research conducted by Deloitte and released by Share Our Strength which
shows that, on average, students who eat school breakfast achieve 17.5% higher
scores on standardized math tests, attend 1.5 more days of school per year.
Students who attend class more regularly are 20% more likely to graduate from
high school.
Academic Stress Amongst Students
A lot that a child is expected to achieve, but due to lack of proper support,
they feel lost at sea and are left directionless.
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 trainiJain, Singhai
(2017, 2018), Academic pressure has increased over the past few years, there are
examinations, assignments and many other activities that a student has to shuffle
through. Not only the design but teachers and parents also burden the students
with a lot of pressure of getting good grades. These expectations make the students
work relentlessly and end up creating more stress. With academics, the parents and
the institutions want the students to participate in extracurricular activities too, the
current expectation from the students is to be an all rounder.

Heavy academic workloads and the feeling that you are constantly racing to
meet another deadline can be daunting. Parental pressure on children to shine in
their study and perform well in extracurricular activities is at remarkably high.
Compelling need to excel in studies, often prone to abuse, does injure morale and
is one of the greatest causes of stress, failure and breakdown. Lack of support is a
major reason for stress amongst students. Lack of interaction with parents and
teachers keep on building on doubts and confusions that a child might have
eventually leading to stress. There is a ng, mindfulness, meditation and
psychotherapy have been found useful to deal with stress. Identifying the main
reason for stress is the key to deal with it. Professionals can develop tailor made
strategies to 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 main source of stress for the students is the inadequacy of right support.
There is a standard evaluation procedure which does not give enough scope to the
students to experiment and push the boundaries to excel. There are many personal
and social factors that lead to stress among students. Lack of clarity and
unavailability of right career counselors lead to directionless goals, and even after
graduating, students are clueless with their careers and are insecure regarding a
job.
According to (K. Jayasankara Reddy, Karishma Rajan Menon and
AnjanaThattil) Stress has become part of students’ academic life due to the various
internal and external expectations placed upon their shoulders. Adolescents are
particularly vulnerable to the problems associated with academic stress as
transitions occur at an individual and social level. It therefore, becomes imperative
to 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 were screened using Academic Stress Scale
from four streams namely, commerce, management, humanities, and basic
sciences. 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.
Grade Expectations: Rationality and Overconfidence
Magnus, Peresetsky (2018), Part of a student's grade expectation is based on
the student's previous academic achievements; what remains can be interpreted as
(over)confidence. Our results are based on a sample of about 500 second-year
undergraduate students enrolled in a statistics course in Moscow. The course

contains three exams and each student produces a forecast for each of the three
exams.
We contribute to this literature by asking how well undergraduate students
forecast their grade, given their ability and other control variables. to investigate this
issue was Murstein (1965) using a sample of 76 students from a course in
educational psychology at Louisiana State University. Persistency of
overconfidence was found, especially for the weaker students. Grimes (2002)
studied a sample of 253 students enrolled in a principles of macroeconomics course
at Mississippi State University, and found a high degree of overconfidence. Nowell
and Alston (2007) used data from a survey conducted in 32 courses, representing
every class offered by the economics department at Weber State University in Utah
during one semester. The sample consisted of 715 students with a 70% response
rate.
The side-effects of high expectations
Connell (2019), A good school must have high expectations for all students
and urge them to achieve the most they can, whatever their starting point. No-one
would argue with this statement. Conclusions from a new study suggest that
perhaps we should look more closely at the effect that applying “pressure
expectations” has on children’s learning experiences. The research finds that
teachers’ pressure expectations might lead to pupils working harder but that there
are other implications too.

Expectations across the teaching staff should be consistent and raising the
expectations of students themselves is considered a key element in tackling the
attainment gap. However, this agenda comes alongside the well-documented
concerns about the pressure of SATs and their impact on teachers and students.
And it is not only in year 6 that schools, particularly those in requires improvement
and special measures categories, are pushing their pupils to achieve the high
expectations they have set for them.
The study found that the higher the pressure expectations in a lesson the
harder a student worked in subsequent lessons. The study showed that a higher
level of effort was linked to both autonomous motivation and controlled motivation.
When the students were motivated – either through their own interest in the subject
or through external regulations such as being rewarded by good marks, or not
wanting to disappoint a teacher – they were more likely to work hard.
Academic Stress and Mental Well-Being in College Students
Barbayannis, et. al (2022), Academic stress may be the single most dominant
stress factor that affects the mental well-being of college students. We surveyed
843 college students and evaluated whether academic stress levels affected their
mental health, and if so, whether there were specific vulnerable groups by gender,
race/ethnicity, year of study, and reaction to the pandemic.

Late adolescence and emerging adulthood are transitional periods marked by
major physiological and psychological changes, including elevated stress.
Academic stress has also been shown to negatively impact mental health in
students, mental, or psychological, well-being is one of the components of positive
mental health, and it includes happiness, life satisfaction, stress management, and
psychological functioning. Positive mental health is an understudied but important
area that helps paint a more comprehensive picture of overall mental health.
Moreover, positive mental health has been shown to be predictive of both negative
and positive mental health indicators over time. Further exploring the relationship
between academic stress and mental well-being is important because poor mental
well-being has been shown to affect academic performance in college.
Academic pressure from family, society takes toll on students
Durrette (2020), Academic pressure is formally defined as an experience in
which a student is burdened by the demands of time and energy to achieve specific
academic goals. This stress can come from a variety of potential sources and have
a myriad of impacts on students both emotionally and academically. Students
struggling to manage academic pressure can find support through on-campus
resources.
Developing healthy lifestyle habits such as getting enough sleep, exercise and
good nutrition can help students handle their academic pressure.

“If you are a freshman and haven’t found out what works for you in college yet,
don’t stress,” Phillips said. “Through trial and error, you will find the way that you
deal with stress best.”
An Insight into Factors and their Influences on Academic Outcomes of
Students at Senior High Schools
Brew, et. al (2021), The good academic performance of students at the
Senior High School is of paramount importance in every educational system.
Meanwhile, numerous factors influence the academic performance of students and
have been researched, but many problems persist. The current paper used a
narrative review method to review the literature on the academic performance of
students at Senior High Schools and various factors affecting students’
performance. The paper elucidated how these factors negatively affect academic
performance and the need for them to be minimized to improve students’ academic
performance.
The basic thing that one gets from education is knowledge. One gets to know
about various things ranging from Mathematics to History, Literature to Political
Science. Educators and researchers have long been interested in exploring
variables contributing to the quality of academic performance of learners. Academic
performance is affected by many factors including parents’ education levels and
income, teachers’ knowledge of the subject, truancy, textbooks availability and
accessibility, libraries, practical laboratory, meals provision and many other factors.
The study used a narrative review method to find out how the academic
performance of students is affected by their needs in the school. To achieve this,
the researchers employed search styles and methods from previous studies with
few modifications.
Academic Pressure: How to Deal with it
According to Graduate Coach (2021), there are a wide range of factors that
can cause academic pressure. You may have high aspirations to push yourself to
achieve high grades. This can result in you placing a lot of pressure on yourself.
You may feel as though you will regret not working hard enough if you do not
achieve the grades that you want. If you are prone to being hard on yourself when it
comes to academic performance, take some time to reflect on your skills,
personality traits and interests outside of academia. If it’s to be successful in life, for
example, redirect your mindset and determination to tell yourself that regardless of
what grades you get, you’ll be successful.
The point being made here is if you really want something, you won’t let a few
bad grades stop you from achieving it. You may need to persevere and possible
spend more time working on achieving your goal, but ultimately you’ll become a
more resilient, determined and self-motivated person. With varied, high-quality work
experience, you may get a position over someone with a perfect academic record
who has never worked a day in their life. Your parents, family and friends may have
very high expectations for you to achieve high grades. This can make you feel as
though you will disappoint them if you do not get certain grades.
Some courses and qualifications are more demanding than others. If you are
studying a subject that is particularly academically rigorous such as a STEM subject
you may be prone to feeling more pressure. Academic pressure can become
counter-intuitive. This is because it can result in psychological and physical
problems that in turn negatively impact grades.
LOCAL LITERATURE
Evaluating the Academic Performance of K-12 Students in the Philippines:
According to Porferio M. Almerino (2020) In relevant domains, the
implementation of policies, strategies, and other initiatives are evaluated using
performance evaluation methods. Similarly, in education, the effectiveness of
introduced programs is reviewed in the same way. For instance, Tam proposed an
indicator system for evaluating academic performance from a quality management
perspective. Such proposal is consistent with the findings of Johnes and Taylor,
which implies that educational institutions be evaluated using the information on the
outputs aimed to be produced, inputs needed to produce the outputs, quantitative
measurements of each input and output, and technical relationship between inputs
and outputs. In the current literature, another method for measuring effectiveness in
education is by determining the effectiveness score, which is the difference
between actual and predicted graduation rates. Horn et al. showed the method’s
validity by examining the measurement properties of effectiveness scores derived
from regression residuals. Moreover, Srisakda et al. developed an indicator system
of learner’s key competencies. Such an indicator system measures students’
communication, thinking, problem-solving, applying life skills, and technological
application capabilities.
As studied by Niels Mulder (2010), The way Filipinos view the social world is
moralistic. This comes "naturally" in a hierarchicizing environment that builds on
familial arrangements in which people should behave according to their place as
defined by sex, seniority and status. There, order is founded precisely on the
premise of moral inequality and the consciousness of reciprocal obligations to
known people. And indeed, under such circumstances that arrangement is best
served by the "ethics of place" that specify that everybody should fulfill his
obligations to the members of his group from which, in his turn, he derives identity,
reputation, security, and the satisfaction of acceptance. The ethics of place belong
to a morally particularistic conception of social life in which individuals are perceived
as statuses. Also people themselves tend to identify with their position and the
prestige attributed accordingly. Often, they develop a touchiness in matters felt to
relate to honor and reputation. Consequently, they are careful in voicing opinion
while avoiding controversy. They experience their social life in a very direct manner,
a very ego-centered way. They have difficulty in distancing themselves from their
felt circumstances. Logically then, direct, concrete means of social control acquire
extraordinary importance; it is the eyes and opinions of others that matter, the dread
of gossip, revenge, or violence, and respect for hierarchy. While these are effective
means to keep people in place and the known world in order, they lose their
relevance in the "anonymous," "public" realm that appears to be run by political and
economic expediency, and the privilege of the powerful. Seen from the vantage
point of private ethics, it seems an area of moral decay, a place where people have
lost their moral guidelines. From a sociological perspective, this public space is
morally neutral. There, relationships are impersonal, monetary, opportunistic, and
business-like; such bonds are not anchored in personal self-experience, but in
contractual and immediate reciprocity.
Academic Stress
According to Mary Chris A. Austria Cruz (2019), Students who are pursuing
colleges are unquestionably confronted with numerous challenges and problems.
Everyone can admit to the difficulty of college life. It is the first real test of students'
academic intentions and abilities. Furthermore, college is a stage in which students
face a plethora of academic pressures and challenges as they strive to maintain
performance improvement or even continue to stay in the academic program.
College is a high point in some people's lives, and they look forward to that
one, enjoy it, and carry positive memories with them once they graduate. In addition
to these memorable experiences come anxieties, doubts, and struggles. (Mary
Chris A. Austria Cruz, 2019)

Academic expectations and achievements from parents, a personal desire
for students’ self, the number of assigned tasks, conflict with a fellow student, and
final writing assignments (thesis). Earning high grades is a source of pressure for
them, affecting their ability to make positive impressions on their parents,
classmates, and significant others. Failures turn into pressures caused by
intrapersonal, interpersonal, academic, and environmental stressors. (Mary Chris A.
Austria Cruz, 2019).
Academic Stress
Today, stress is on the rise among students but the fundamental concepts for
minimizing, enduring, and mastering stress are easily ignored. Students experience
significant academic distress in many locations all over the world, and not knowing
how to cope with it is a major concern that aggravated the school-setting situation.
Education and social assistance systems are key drivers in students' development
and betterment, particularly in the adoption of appropriate coping mechanisms. It
explores the relationship existing between the students' demographics and their
academic stress and coping strategies. (Dennis V. Madrigal, 2020)
Factors Affecting the Academic Performance
As intended by Antonio L. Raymundo, Jr (2017), Gender, age, students'
schooling, father/guardian social economic status, daily study hour, all have an
impact on students' academic gain and learning performance. Many researchers

conducted in-depth studies on the factors that influence student performance at
various levels of study. One possible explanation for this result is that education is a
major source of poverty alleviation in developing countries, so students from
low-income families may work really hard continually to achieve their grades. They
also do not have sufficient money to partake in other time-consuming activities.
Another important factor discovered to be significant in this study is family
background. The academic achievements are determined by his or her
socioeconomic background. If the father is educated, the student will perform better.
This could occur because knowledgeable parents recognize the importance of
education and provide their children with the moral strength to succeed.
Furthermore, fathers may exempt their children from certain household chores
when they are in lower grades. Students' performance, on the other hand, is
negatively related to the father's economic status. That is, students from
lower-income families outperform those from higher-income families.
There are numerous factors both inside and outside of school that influence the
quality of students' academic performance. This study looked at a few of the factors
outside of school that affect students' academic achievement. The most important
aspect for educators is to effectively educate their students so that they can
demonstrate quality academic performance. To achieve this goal, educators must
gain a better understanding of the factors that may affect students' academic
success.
Chapter 3
Research Design and Methodology
This chapter centralizes the discussion of the research methods and
procedures adhered to by the researchers in order to respond systematically to the
specific problems posed for investigation. Specifically, it sets the procedures to
collect, analyze and report the data to be obtained through survey. In detail, the
research methods, population and samples, research instrument, statistical
treatment of the data and used for the accurate data analysis and interpretation are
explained in this chapter.
Research Design
This study is a formal research design which is a quantitative descriptive
method and will be employed in this study. This design is suitable when the
researcher’s motive is to determine the impact of academic pressure in the
academic performance of of the Grade 12 - STEM. Descriptive type of quantitative
research is used to describe the components of a population or phenomenon.
Moreover, prior to conducting additional study, it enables the researchers to
completely understand and grasp the context of the background of the research
problem. According to Williams (2017), descriptive research is a research method
that can determine the situation in a current
phenomenon. Thus, the researcher finds this method appropriate for the study.

The time frame for this research is a longitudinal, an extended period of time.
This is conducted under cohort studies by prospective which is concurrent, done at
the same time. The main approach of the study is for the factors that are affecting
the students due to Academic pressure. The researchers selected GRADE 12 -
STEM students for the research locale of the study. Pre - Survey will be conducted
first to identify and classify if the students undergo Academic pressure. Through the
use of a descriptive research design, questions will be developed in an organized
manner.
To assure the results in the study, structured design of questions through
descriptive research design will be employed. Through the use of a descriptive
research design, questions will be developed in an organized manner. This design
is defined as quantitative design since descriptions of each measure are shown,
and respondents in evaluation study methodically scale or score each indicator to
produce measurable conclusions and data. Since this study adopted quantitative
data gathering techniques, statistics will be modified or dichotomous type of
questions. The researcher noted that the methods and design of this study would
be compatible and essential for the population to find out the foremost factors that
are affecting due to academic pressure.

Research Locale
The study will be conducted among the 46 students of the Grade 12 STEM
strand. This includes both onliners and face to face students who are attending their
classes off-site or on-site. The school is accessible through land transportation and
online. The school was chosen because of its hybrid setup and how academic
pressure affects the student’s academic performance. The researchers engaged in
this school as the researchers had direct contact with the respondents for a more
accessible and easy gathering of information.
Population and Sampling
Purposive sampling is appropriate for this study. This contains judgements,
the researchers are the ones who will choose to participate in the survey. Also that
is based on characteristics of a population and the objective of the study. The
researchers choose this sampling since it provides the data needed in the study. In
this research, the researchers will determine the impact of academic pressure to the
Grade 12 STEM due to academic performance and researcher-made interview
questions being developed and to be administered to the sample respondents.
Respondents of the Study
The study involved the Grade 12 STEM Students of Dominican College of
Sta. Rosa Laguna. The researchers settled to involve the Grade 12 Students
because of the many workloads and different tasks that have been poured to the
Grade 12 STEM Students especially since they are graduating this school year
2022-2023. There are forty-six (46) STEM students who will be chosen as
respondents. The researchers will make sure to gather data from these chosen
respondents and will rest assured valid results and data from the respondents.
Females Males
23 23
Total: 46
Research Instrument
The main research instrument of the study in gathering information with the
use of researcher’s - made survey questionnaires.
Researcher’s made Questionnaires - The questions provided are made by the
researchers as the mode of gathering information. The gathering of data is mostly
focused on Online Surveys as it is accessible and accurate.
Construction - The researcher constructed the questions after reading and
examining various readings of related literature from local and foreign. This would
be composed of two parts with PART I indicating the demographic profile of the
respondents and PART II contains the indicators which are the Class Participation,
Academic Grades and Skills and Competencies. PART III. the necessary
recommendations for the survey questionnaires.
Validation - To prove the validity or accuracy of the questionnaires prepared by the
researchers. These questionnaires will be checked by the subject teacher and the
school heads. To better validate the SQ, the subject teachers considered the
content, instructions, grammatical errors, level of difficulty and number of questions.
Administration and Retrieval of Responses - The researchers will proceed to
conduct the survey after the subject teacher and the school heads approves the
questionnaires. The assigned teacher will assist the researchers to conduct the
survey to avoid problems when recording the responses. This is to ensure the
safety of the researchers and the respondents.
Data Gathering Procedure
The interview question items will be formulated based on the readings of
literature and studies conducted by the researcher. The first draft will be submitted
to the research adviser for further perusal and suggestions for improvement. After
editing the said interview questions, requested permission from the school principal
to conduct the study. After obtaining approval, the researchers conducted an online
questionnaire for the subjects of the study that acquired answers necessary to
complete the research. The respondents have been given enough time to fulfill all
requirements in the provided instrumentation. The researchers guaranteed that all

obtained information were kept confidential for the respondents’ privacy. After
successfully acquiring information, data gathered was determined and processed
for data analyzation.
Statistical Treatment of Data
To obtain answers for the study’s treatment of the problem, the following
formula will be used.
To determine the frequency of responses of the Grade 12 STEM students
and to quantify data results from the survey specifically on the number of responses
in every indicator, this will be used to answer the questions and the statement of the
problem 1, 2, 3.
The formula for the Percentage:
%=f x 100
Where: % - percentage
f – Frequency
N – Number of cases
To get the average rate of responses of the students as respondents for each
level, the researcher will use the weighted mean.

The formula for the weighted mean is:
WM= x/n
Where:
X= is the weighted mean or the average score

BIBLIOGRAPHY
A. Journals
Almerino, P. M. (2020). Evaluating the Academic Performance of K-12 Students in
the Philippines: A Standardized Evaluation Approach
https://www.hindawi.com/journals/edri/2020/8877712/
Alyami, A. (2021). Impact of Time-Management on the Student’s Academic
Performance: A Cross-Sectional Study
https://www.scirp.org/journal/paperinformation.aspx?paperid=107573
Brew, E. A. (2021). A Literature Review of Academic Performance, an Insight into
Factors and their Influences on Academic Outcomes of Students at Senior
High Schools
https://www.scirp.org/journal/paperinformation.aspx?paperid=109636
Raymundo, A. L. (2017). Factors Affecting the Academic Performance
http://www.udyong.gov.ph/index.php?option=com_content&view=article&id=8
638%3Afactors-affecting-the-academic-performance-979798&catid=90&Item
id=1368
Vences, C. A. (2015). Time Management and Academic Achievement of Higher
Secondary Students
https://files.eric.ed.gov/fulltext/EJ1097402.pdf
B. Articles
Alos, S. B., Caranto, L. C. & David, J. J. T. (2015). Factors Affecting the Academic
Performance of the Student Nurses of BSU
http://article.sapub.org/10.5923.j.nursing.20150502.04.html
Barbayannis, G. (2022). Academic Stress and Mental Well-Being in College
Students: Correlations, Affected Groups, and COVID-19
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.886344/full
Bedewy, D. & Gabriel, A. (2015). Examining perceptions of academic stress and its
sources among university students: The Perception of Academic Stress
Scale
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5193280/
Cherry, K. (2022) What Is Behaviorism?
Behaviorism: Definition, History, Concepts, and Impact (verywellmind.com)
Hukom, K. & Madrigal, D. V. (2020) Academic Stress and Coping Strategies of High
School Students with Single-Parents
https://philssj.org/index.php/main/article/view/144
Magnus, J. R. & Peresetsky, A. A. (2018). Grade Expectations: Rationality and
Overconfidence
https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02346/full
Mary, C. A. A. (2019) Academic Stress and coping Strategies of Filipino College
Students in private and public universities in Central Luzon

https://ijaems.com/upload_images/issue_files/6IJAEMS-11120198-Academic
.pdf
Mofatteh, M. (2020). Risk factors associated with stress, anxiety, and depression
among university undergraduate students
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7870388/
C. Research
Chuna, B., etc. (2019). Factors Affecting the Academic Performance Of Grade 11
Students in English at Bestlink College of the Philippines.
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1075
Compa, N., etc. (2020). Causes and Effects of Stress on Grade 12 Students in
Bestlink College of the Philippines, S.Y. 2019–2020
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1598
Davis, B. (2021). What is academic student pressure?
https://mv-organizing.com/what-is-academic-student-pressure/
Galiher (2006) and Darling (2005). Student Performance
https://www.academia.edu/7729575/CHAPTER_2_Review_of_Related_Liter
ature_and_Studies_Foreign_Literature_Student_Performance_Galiher
Luu, K. M. (2022). Academic Pressure: Effects and Management
https://project-sprouts.com/academic-pressure-effects-and-management/#:~:
text=In%20contrast%20to%20the%20first%20effect%2C%20academic%20p
ressure,develop%20to%20be%20more%20laid-back%20and%20less%20a
mbitious.
Tus, J. (2020). Self -Concept, Self -Esteem, Self -Efficacy, and Academic
wPerformance of the Senior High School Students
https://www.researchgate.net/publication/345128758_Self_-Concept_Self_-E
steem_Self_-Efficacy_and_Academic_Performance_of_the_Senior_High_Sc
hool_Students
What Are The Effects Of Academic Pressure?
https://pacificteentreatment.com/mental-health/what-are-the-effects-of-acade
mic-pressure/#:~:text=Research%20has%20found%20that%20excessive,ca
n%20adversely%20affect%20academic%20results
STUDENT SURVEY QUESTIONNAIRE
“The Impact of Academic Pressure on the Academic Performance of Grade 12
STEM Students of Dominican College of Sta. Rosa A.Y 2022-2023”
This survey is conducted to determine the level of impact of academic pressure to the
academic performance of Grade 12 STEM students of Dominican College of Sta. Rosa.
There are no right or wrong answers and all views are highly respected and accepted. It is
also guaranteed that all obtained information will be kept confidential for the respondents’
privacy.
Fill up all information that is asked of you, only one response per question. Please
put a check on the given spaces below.
Part I: Demographic Profile
A. Age: B. Gender
〇 17 years old 〇 Male
〇 18 years old 〇 Female
〇 19 to 20 years old
Part II: Impact of Academic Pressure
4 - STRONGLY DISAGREE (SDA)
3 - DISAGREE (D)
2 - AGREE (A)
1 - STRONGLY AGREE (SA)

Class Participation 4 3 2 1
I feel pressured when reciting infront of the

class.
I become anxious when the teacher calls

my name for recitation
I feel intimidated when having group

discussions
I feel pressured when we are having quizzes

and seatworks
I feel pressured when reporting infront of

the class.
Academic Grades
I feel pressured whenever I get low grades

on Projects
I feel pressured whenever I get low grades

on Performance tasks
I feel pressured when I get low grades on

Assignments
I feel pressured whenever i get low scores

in my seat works and quizzes
I feel pressured whenever i get low grades

in my exams
Skills and Competencies
I feel that my capabilities are not used to its

full extent
I feel pressured when i think my abilities

and skills are not enough
I feel envy when my classmates are doing a

better job than me
I feel pressured when i don’t easily

understand the lesson
I feel pressured when i can’t cope up easily

with the discussion
This survey questionnaire was prepared by the following researchers:

Alysa Joy T. Flores (alysaflores@dcsr.edu.ph)
Amiel Anthony D. Pelobello (amielpelobello@dcsr.edu.ph)
Mavi Rei P. Nobio (mavinobio@dcsr.edu.ph)
John Henrick G. Raquedan (johnhenrick.raquedan@dcsr.edu.ph)
Copy of responses can be submitted by request in your given email address
below:
Thank you for your participation! Your response will be a great help to the
study.

The Impact of Academic Pressure On The Academic Performance of Grade 12 STEM Students of The Dominican College of Sta. Rosa Laguna

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The Impact of Academic Pressure On The Academic Performance of Grade 12 STEM Students of The Dominican College of Sta. Rosa Laguna

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DOMINICAN COLLEGE OF STA.

The Impact of Academic Pressure on the Academic Performance of Grade 12

STEM Students of the Dominican College of Sta. Rosa Laguna

AMIEL ANTHONY D. PELOBELLO

The Problem and Its Background

hormonal signaling, the perception of danger triggers an automatic response

students' high academic achievement to their parents' high expectations and

Students’ academic performance is a key characteristic of education (Rono 2013). It

negative impact of academic pressure on student achievement, the relationship

between school pressure and students’ achievement, and finally, to recommend

students’ performance can be provided effectively.

Background of the Study

Academic Pressure can vary in different ways, it can be caused by academic

Pressure (goodtutorsfinder.ch). Having pressure during one’s academic

performance can be very stressful as these can be connected in their academic

performance as a whole. As time passes by and as it progresses, it can be much

the Academic Performance of Grade 12 STEM Students of the Dominican College

Pressure to the Academic Performance of the Grade 12 STEM Students.

This study is supported by Maslow’s Hierarchy of needs. Maslow’s Hierarchy of

● Self-actualization – includes morality, creativity, problem solving, etc.

● Esteem – includes confidence, self-esteem, achievement, respect, etc.

● Belongingness – includes love, friendship, intimacy, family, etc.

● Safety – includes security of environment, employment, resources, health,

● Physiological – includes air, food, water, sleep, other factors towards

belongingness needs, such as obtaining love and intimate relationships or close

highest level is self-actualization, or self-fulfillment. Behavior in this case is not

In line with this, Walberg’s theory of academic achievement (1992) posits

that psychological characteristics of individual students and their immediate

psychological environments influence educational outcomes (cognitive, behavioral,

According to Academic Counselor Laurel Heidel, Academic Pressure can be

a positive force that motivates students to do well or a negative force causing

students to experience anxiety while studying, concentration difficulties, or test

Independent Variable Dependent Variable

Statement of the Problem

The study generally intends to examine The Impact of Academic Pressure of

Grade 12 STEM Students because of Academic Performance in Dominican College

seek answer to the following problems:

affecting due to academic pressure of Grade 12 - STEM students.

academic performance of Grade 12 STEM student as to:

2.1 Class Participation

2.2 Academic Grades

2.3 Skills and Competencies

3. What is the relevance and significance of knowing academic pressure to Grade

Ho1: There is a significant effect between the academic pressure and

academic performance of grade 12 STEM students in Dominican College of

academic performance of the grade 12 STEM students of Dominican College

Scope and Delimitation of the Study

the students in Grade 12 STEM of Dominican College of Sta. Rosa.

understand a certain background of the respondents. The gathered information will

that are affected due to academic performance.

The researchers conducted the study in which the student’s academic

performance is being affected by academic pressure. Some of the students are

outstanding of the students academic performance in Grade 12 STEM of Dominican

College of Sta. Rosa.

useful to the following group of people:

them due to academic pressure.

students whenever they’ll experience difficulties in their academics. To know what

they can do and to adjust for the students' performances.

words of wisdom to do better. It also enlightens them to motivate their children to

they feel pressured when it comes to academic performances.

Academic Pressure. In which the students are experiencing a high grades

social skills, and peer competition of one's individual.