i

A QUALITATIVE STUDY OF STRESSORS, THE IMPACT OF STRESS,

AND COPING MECHANISM OF ABM STUDENTS AT MARINDUQUE

STATE COLLEGE

A Research Proposal Presented to the Integrated High School

Marinduque State College

Joana Jane B. Marquez

December 2022
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RECOMMENDATION FOR ORAL PRESENTATION

This research proposal entitled A QUALITATIVE STUDY OF

STRESSORS, THE IMPACT OF STRESS, AND COPING MECHANISM

OF ABM STUDENTS AT MARINDUQUE STATE COLLEGE submitted

by Joana Jane B. Marquez in partial fulfillment of the requirements for

Practical Research 1, Senior High School Curriculum at Marinduque

State college – Integrated High school is hereby recommended for oral

presentation.

LISA MARIE M. MANOOS, Th.D.

Subject Teacher
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APPROVALSHIP

This research proposal entitled A QUALITATIVE STUDY OF

STRESSORS, THE IMPACT OF STRESS, AND COPING MECHANISM

OF ABM STUDENTS AT MARINDUQUE STATE COLLEGE

submitted by Joana Jane B. Marquez in partial fulfillment of the

requirements for Practical Research 1, Senior High School Curriculum at

Marinduque State college – Integrated High school is hereby approved by

the committee oral presentation on ___.

LISA MARIE M. MANOOS, Th.D.

Subject Teacher

Member Member
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DEDICATION

This research paper is dedicated to the parents of researchers who

gives their outmost support, and never-ending inspiration throughout

the study. They are the one who provide the resources that needed in the

making of this study. It also dedicated the teachers who are behind in

making this research possible through guiding the researcher to

complete this study. The researchers would also like to dedicate this

study to the students to understand more about stress. Also, this study

is also dedicated to the school who gives opportunity the researcher to

nurture and test her skills to build this study.

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ACKNOWLEDGEMENT

Immeasurable appreciation and deepest gratitude for the help and

support are extended to the following persons who in one way or another

have contributed in making this study possible.

To Dr. Lisa Marie Manoos, our subject teacher in Practical Research 1

for her time and guidance.

To Mr. Rankin Nieva, our adviser, for his time to motivate us, his

guidance,

encouragement, and support

To Mrs. Portia Orlina, Guidance Counselor and English Critic, for

helping me with this research, checking and editing this study and for

lending me books and articles relevant to this study.

To my parents, who have given their emotional, financial,

inspiration, and moral support during the process of conducting this

research.
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To my friends for their help, for their undying support, for their advices

and recommendations, and for the motivation.

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TABLE OF CONTENTS

Preliminaries Page Page

Title Page --------------------------------------------------- i

Recommendation for Oral Presentation ---------------- ii

Approval Sheet --------------------------------------------- iii

Dedication -------------------------------------------------- iv

Acknowledgment ------------------------------------------ v

Table of Contents ----------------------------------------- vii

CHAPTER I: INTRODUCTION

Background of the Study -------------------------------- 9

Theoretical Framework ----------------------------------- 12

Conceptual Framework ---------------------------------- 15

Statement of the Problem -------------------------------- 16

Scope and Delimitation ----------------------------------- 16

Significance of the Study --------------------------------- 17

Definition of Terms ---------------------------------------- 17

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CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

REVIEW OF RELATED LITERATURE------------------------------------- 20

Stress and Mental Health ------------------------------------------ 20

Academic Stressor --------------------------------------------------- 22

Effect of Stress ------------------------------------------------------- 25

Coping with Stress -------------------------------------------------- 27

CHAPTER III: RESEARCH METHODS AND PROCEDURES

Research Method to be Used-------------------------------------- 30

Respondents of the Study------------------------------------------ 31

Data Collection Instruments--------------------------------------- 31

Data Collection Procedures---------------------------------------- 32

Data Analysis Plan-------------------------------------------------- 32

BIBLIOGRAPHY ------------------------------------------------------------ 34

CURRICULUM VITAE ----------------------------------------------------- 3

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CHAPTER I

This chapter of the paper presents the problem and its setting. It

includes the background of the study, the statement of the problem,

significance of the study, and scope and delimitation of the study.

Introduction

One of the most fundamental issues affecting all aspects of human

endeavor is stress. In the field of studying it, stress is described as more

drastic than the gentle shredding of neurons that occurs in everyone's

head. Stress is something that presents a threat or difficulty to a man's

health. Many people claim that life would be boring and worthless

without any stress at all, yet it keeps us going and they are beneficial for

us.

Everyone experiences stress. There is essentially an unending

number of things that can get you worked up and make you feel frazzled,

whether they come from work, relationships, health issues, or financial

difficulties. Stress is defined as “The sum of physical, emotional, and

mental strains or tensions of a person". Stress can be the outcome of a

person's response to a circumstance in which they feel pressurized,

threatened, or occasionally both. Stress can be found anywhere,

including at home, with friends, at work, in school, and in the classroom.

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It's right around the corner. It is simply unavoidable because it is a part

of being human. In fact, many people deal with stress on a daily basis.

There could be a variety of causes for it. Each person experiences stress

differently, as do its origins and intensity. No one is immune to stress, no

matter how privileged, sensible, clever, or intelligent he may be.

Frustrations, losses, changes, and confrontations will test everyone at

some point in their lives. Blona (2005) emphasized the importance of

understanding one's stress in order to effectively manage it. This

includes understanding what stress is and what generates it. He defined

stress as any situation or occurrence that tests or surpasses a person's

capacity for coping. According to Ellison (1990), stress is the body's

physiological reaction to a threatening circumstance. One place where a

lot of people frequently gather is the school. It is a known reality that

when individuals come together, stress will inevitably arise.

The common sources of stress for students in today's fiercely

competitive world include their academic subjects, requirements and

projects, oral and written exams, announced or unannounced quizzes

and graded recitations, finances, problems with parents or guardians,

love lives, their professors and instructors, and many others. Academic

stress is defined as mental distress caused by anticipated academic

challenges or failure, or even the risk of academic failure. New

educational problems that kids are encountering nowadays demand

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more work from them. In addition, there are numerous expectations

placed on students by society, many of which are ill-defined, inconsistent,

and impossible to fulfill in the current sociocultural, economic, and

bureaucratic contexts of our society. This puts a lot of academic pressure

on students, particularly high school students, and contributes to their

high levels of stress. The transitional stage, which is a stage between

childhood and adulthood, is experienced by students in their teens.

On a national scale, the learning process is the most crucial

component of the academic stress experienced by high school students.

Since academic works or activities are unavoidable in the school setting,

the performance of these constituents plays a crucial role in establishing

academic achievements that are connected to what individuals value in

experiencing stress.

Because of the rising number of student suicides worldwide, schools

and authorities are taking the mental health of students, particularly in

terms of academic stress and its effects, very seriously. Stress

management requires ongoing transactional activity, which makes it

challenging. The setting in which we live is dynamic. It never ceases

stressing us out and keeps getting in the way of our capacity to

effectively handle each stress. Teenagers are especially susceptible to the

issues brought on by scholastic stress since they are going through both

personal and social transitions. Stress is therefore not a common

 12

occurrence that can be disregarded. To avoid its worst effects, it is

important to pay close attention to it as soon as the symptoms appear

and to respond appropriately. Students are expected to put forth their

best effort and achieve above their own expectations in order to survive

university life because the academic obligations, projects, and other

tasks are so numerous and occasionally nearly impossible to complete. A

student may feel stressed out by all of these. This study attempts to

determine the causes of stress, the effects of stress, and the stress

coping mechanisms of ABM students of Marinduque State College –

Integral High School.

Theoretical framework

According to the definition of stress given by ESPREVMED 2020,

stress is the body's capacity to adapt to change.

It was once believed that "stress" was merely a generalized emotion

rather than a specific medical term, as TIME described in a cover story

from 1983. There was no concrete description or means to quantify it.

Nevertheless, it was obvious that something was wrong. Doctors first

became aware of a condition known as "soldier's heart" during the

American Civil War. According to TIME, the strong artillery vibrations of

World War I were first thought to be the cause of the incapacitating fear
 13

known as shell shock since it was thought that they would harm the

brain's blood vessels. By the time World War II arrived, this notion had

been debunked, and the issue had been given the named "battle fatigue."

What earlier doctors studying soldiers had missed was that the long-term

activation of the famed fight-or-flight response could cause problems that

endured even in times of peace. That changed thanks to Hans Selye, “the

father of stress research.”

What earlier medical researchers examining troops had missed was

the possibility that chronic stimulation of the well-known fight-or-flight

response could result in issues that persisted even during peaceful times.

The "father of stress research," Hans Selye, was responsible for that

transformation.

Selye was a medical researcher in Montreal who researched

hormonal changes in rats when, in the late 1930s, he recognized that the

rats he was investigating were responding not only to his hormone and

placebo injections, but also to the stress created by the studies. The rats

got sick and died as a result of that stress. According to Selye

(1930) general adaption syndrome theory, an excessive amount of stress

on the body could result in shock, alarm, and eventually exhaustion.

In contrast, the study "General Adaptation Syndrome" by Sevilla

(1988) and Cooley's "Symbolic Interaction Theory" as adapted by Basibas

 14

(2000) states that individuals are capable of coming up with their own

answers to problems. It holds that social processes, in this case "stress,"

and the ability to symbolize have an impact on and shape the "self."

Human behavior is the result of numerous interactions both within and

between people. People engage in dynamic social interactions and act in

accordance with how they define the situation. When applied to this

study, it suggests that since everyone has the capacity to come up with

strategies for dealing with stress, pupils can manage the pressure they

experience. General adaptation syndrome, which refers to the

physiological process that emerges when an organism is exposed to

stress, was conceptualized by Sevilla. He bases his theory on the idea

that the body experiences stress in three stages: an alarm reaction stage;

a period of resistance; and finally, a stage of exhaustion. The

Transactional Model of Stress and Coping serves as a foundation for

analyzing coping mechanisms. Stressful situations are seen as

interactions between people and their environments. These transactions

are dependent on how the external pressures are felt. The two-pronged

method to appreciating the stressor focuses first on the individual's

assessment of the stressor and then secondly on the social and cultural

resources at hand.
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Conceptual Framework

Input Proccess Output

A.Demograp A.Survey • Most

hic profile B.Data common
of the Gathering stressors
students C.Analyzing and coping
a.Name Data mechanism
b.Age and
different
c.Gender
effects of
d.Section stress in
A.Acadeic ABM
Stressors students of
B.Effect of Marinduqu
Stress e State
C.Coping College –
Mechanis Integral
m High
School.

Figure 1: Conceptual Framework

Figure 1 shows the conceptual framework of the study. The system

approach (input–process–output system) is used to describe the

conceptual framework of this study. The input consists of the 3 problems

that needed to be answered in this study. The researcher created a

questionnaire used to find out the common stressors and different effects

of stress and coping mechanism of students in MSC – IHS and provide

the beneficiary with advice and guidance.

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Statement of the Problem

The purpose of this study is to know the impact of stress on the ABM

students in Grade 11 and 12 of Marinduque State College – Integral High.

Additionally, it covers the numerous stressors that accounting students

face and how they cope with them. The demographic profile of the

respondents, particularly their age, gender, civil status, and residence,

must be included in the data collected.

1. What types of stressors are ABM students most likely to report

experiencing?

2. What impact does stress have on Marinduque State College's

Grade 11 and 12 ABM students?

3. Which strategies and techniques do students use to effectively

cope with stress?

Scope and limits of the Study

This study primarily focuses on gathering information and learning

how academic stress affects students. It also seeks to understand the

academic stressors among students as well as how they manage and deal

with the situation.

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The study is intended primarily for individuals in the teenage age

range. Other age groups are not included by the study. The ABM student

from Marinduque State College – Integral High School, whose age ranges

from 17 to 19, who will serve as a representative of the young population,

is the subject of this study. Data will be gathered digitally and using

Google Forms survey.

Significance of the Study

This section outlines the many implications of the research that will

be done. The following will benefit specifically from the study:

Students. They could gain valuable insight from the study into

techniques or strategies for managing stress. For their own development,

they will be inspired to put forth more effort in the classroom. They will

be inspired, educated, and benefited in such a way that it will serve as

the foundation or benchmark of their goal or motivations to try and avoid

or prevent this kind of stress; even though they are aware that stress is a

significant outside factor affecting them, they will still pursue achieving

their goal despite the fact that it contributes to challenges and struggles

in life.

School Administration. This could serve as their guidance for

developing programs to help students manage with stress in their

 18

individual strands, courses, or programs. They will obtain insights on the

perceived stress that has been occurring within the institution. for them

to learn more about the psychological problem before it. And by being

aware of it, it might inspire them with ideas and encourage them to try to

solve these problems.

Researchers. The study's findings or conclusions will be an excellent

source of accurate and relevant information for them. It can also serve as

a foundation for them as other perceived stressors emerge that they may

use to relate or connect to research they will do in the future in a

different setting. If they want to have a more comprehensive grasp of the

implications of perceived stress on students, they can also build on their

past knowledge using the information provided.

Definition of Terms

ABM Students. The population where the researchers will get the

respondents.

Academic Challenge. Is the degree to which students' expectations and

assessments challenge them to learn

Academic Failure. Failure to maintain the minimum grade point average

that each student is expected to maintain over the course of two

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consecutive semesters or the entire school year. When a student doesn't

demonstrate the expected level of competency

Academic Pressure. A situation in which a student is pressured by time

and energy demands in order to fulfill specified academic goals.

Academic Stress. Student's psychological state as a result of constant

social and self-imposed strain in school, which depletes the student's

psychological reserves

Coping Mechanism. Adaptation to academic stress based on conscious

or unconscious choice that improves control over behavior or provides

psychological comfort.

Effect of Stress. The impact of stress on students whether it may be

positive or negative.

Marinduque State College. The setting or scope of the study.

Mental Distress. Experiences of a person's internal existence that are

typically seen as distressing, perplexing, or unusual.

Perceived Stress. The Stress that is determined to know which stressor

the students respondents are facing and how it affects the academic

performance of students.

Stressors. What causes students' stress.

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CHAPTER II

Review of Related Literature

This description helps the reader understand the research questions

and appreciate why they are being asked (Creswell, 2013). Additionally,

this is where you will share relevant evidence from your study that

solidifies findings about the relationship between stress and academic

performance. Previous research will aid researchers in conceptualizing,

hypothesizing, and critically evaluating phenomena. In order to learn

more about the topic or issue that may be relevant in the area, the

researchers analyzed relevant papers and literature.

Stress and Mental Health

There are various ways to characterize stress, including approaches

for emotional, structural, physical, and mental stress. It often begins

with a terrible situation, which may have begun accidentally when a

person was young, and develops into a state that is firmly ingrained.

Studies show that concern is most usually experienced by Indians

because of things like unemployment, cozy relationships, betrayal,

unexpected youth, etc. Adolescence has occasionally been influenced by

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this to infer friendships, which are frequently supported by stressors to

release tension. A neurological or mental disorder will affect one in every

four persons at some point in their lives. These issues today have a

negative impact on 450 million individuals worldwide, making mental

illnesses one of the main causes of sickness and impairment worldwide.

In general, there are roughly 3.5 percent of stressors in India alone, with

10 to 17 percent in critical stages of pressure. Most of them have no idea

that pressure has an impact on them, and even if they did, they wouldn't

know how or where to get help. Frequently, they believe that the general

population will think they are crazy or psychotic. Males are often more

likely to experience stress on a regular basis, especially between the ages

of 20 and 25. Stress and its symptoms, including as anxiety, desperation,

and burnout, have always been seen as a common problem among

people in a variety of vocations and occupations. The growth of books,

research reports, well-known articles, and the increasing number of

organized workshops in recent years have only served to increase

awareness and attempt to prepare people for this marvel (Keinan and

Perlberg, 2000).

Stress is a response to change or to conditions that we perceive as

threatening, according to the article "The Impacts of Stress on Your

Mental Health." It may be connected to happy occasions (marriage, a

baby's birth, etc.) or unhappy occasions (financial worries, job loss,

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death of a loved one, etc.). Different ways for the mental, enthusiastic,

physical, and in various structures can be used to describe stress. It

typically starts with an undesirable condition that can develop

throughout unexpected adolescence and progresses until it is deeply

imbedded. Stress has a psychological effect that may show up as anger

or aggression, a sense of being out of control, insomnia, exhaustion or

fatigue, sadness or tears, memory or concentration issues, or other

symptoms. Constant stress can result in depression, anxiety, or burnout,

among other issues. Your quality of life and mental health are improved

by effective stress management (The Impacts of Stress on Your Mental

Health n.d.).

Everyone experiences stress as a reaction to circumstances deemed

to be harmful or threatening. Your body responds to stress by generating

physical and mental reactions. Positive stress reactions can keep you

motivated, attentive to danger, or adaptive to new circumstances.

Although stress in and of itself is not a disease, it increases the risk of

mental health issues like depression, anxiety, psychosis, and substance

abuse when it occurs repeatedly (What to Know About Stress and How It

Affects Your Mental Health, 2021).

Academic Stressors
 23

Your body responds to stress by generating physical and mental

reactions. Positive stress reactions can keep you motivated, attentive to

danger, or adaptive to new circumstances. Although stress in and of

itself is not a disease, it increases the risk of mental health issues like

depression, anxiety, psychosis, and substance abuse when it occurs

repeatedly (What to Know About Stress and How It Affects Your Mental

Health, 2021).

According to Bernstein et al. (2008), every situation or event that

undermines to upset people's day-to-day functioning and forces them to

make changes represents the wellsprings of anxiety. These sources of

stress are referred to as "Stressors."

Stressors are demands made by an internal or external condition

that upset balance, affecting one's bodily and mental well-being and

anticipating action to restore balance. Nevertheless, they differ in terms

of degree and duration of strain; what upsets one person might not be a

stressor for another.

For instance, missing a few activities might be disappointing for a kid

depending on his or her level of desires, but it might not be upsetting for

another student. Being attacked by a ferocious lion, where great

excitement could inspire battling or feeling, is not comparable to taking

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his last exam of the year or being stuck in rush hour traffic. Tragic

occurrences, actual life transitions, and everyday hassles are considered

to be significant groups of stressors that place demands on people that

they must adapt to.

According to Kouzma and Kennedy's (2004) study, the most common

causes of academic stress were exams and their results, having too much

to accomplish, worrying about the future, choosing a career, choosing

how much to learn, having to perform well under pressure from others

and from oneself.

According to Austria-Cruz (2019), the majority of students find it

difficult to interact with teachers, complete obligations, and cope with

cheating classmates. The students concurred that their lack of sleep and

fatigue from schoolwork were affecting their moodiness and self-

confidence.

College students were questioned by Schafer (1996) about their most

challenging everyday struggles. He saw that the daily concerns that

bothered people the most were typically related to education, such as the

constant pressure to study, the lack of time, the need to write term

papers and take tests, planning, and dull instructors. One of the main

causes of academic stress among the stressors is test or exam anxiety,

and most students appear to be more emotionally vulnerable to exams

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(Fisher, 1994). Receiving a worse grade than anticipated is a common

source of stress experienced by most college students (Evans &

Fitzgibbon, 1992; Kohn & Frazer, 1986; Mallinckrodt et al., 1989; Ratana,

2003). Students fear failing in their academic work and in terms of their

grades. Falling short of one's own or others' standards in work, school,

sports, or any other activity has both internal and external costs, such as

a threat to one's future academic or professional opportunities, rejection,

embarrassment, and guilt.

However, while excessive stress can hinder a student's ability to

focus, prepare, and execute, constructive stress can benefit pupils by

inspiring them to perform at their best (Pfeiffer, 2001).

Effect of Stress

It has been said that being focused can cause an individual to have

restless thoughts, difficulty thinking or remembering, etc. Additionally,

stress can cause changes in a person's habits, such as nail biting,

excessive breathing, gripping the teeth, and hand wringing. People who

are being watched may experience chilly hands and feet, stomach

butterflies, and even an enlarged pulse. These symptoms are all

considered to be common physiological effects of pressure and might be

related to feelings of strain (Auerbach and Gramling, 2000). Stretching

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typically results in both physical and mental reactions, especially when

pressures become more severe. In any case, several reactions can be

influenced by a particular class of pressure reactions. For instance, mild

chest pain may cause the mental pressure reaction of worrying about

having a heart attack. When someone escapes from a terrible accident or

other horrific situations, they may experience physical symptoms like

rapid breathing, increased heart rate, sweating, and even trembling for a

short period of time. These reactions are a part of a general pattern of

behavior called the fight-or-flight disorder. Changes in feelings,

considerations (discernment), and behaviors can all be signs of the

mental responses to stress (Bernstein et al., 2008).

Duque (2007) mentioned a few fundamental effects of pressure.

These include lack of sleep, headaches, backaches, bowel obstruction,

loose stools, high blood pressure, cardiovascular disease, grief, and

alcohol, cigarette, or pharmaceutical use. He suggested doing the

following: 1) After seeing the doctor, tell people in your area about your

treatment plan. Talk to friends and family members and describe your

symptoms; 2) If your doctor has prescribed a medication, take it exactly

as directed. Try to continue taking your medication until your doctor

directs you to stop; 3) Attend all of your future appointments with your

doctor; 4) Keep in mind that feeling better may take some time; 5) Tell

your doctor if you experience drug reactions, and 6) look for experienced
 27

guidance. The moment has arrived to find more advantageous methods

of pressure adjustment if your current ones are not improving your

physical and emotional health. There are many effective ways to manage

and adjust to pressure, but they all need change. Either you can alter

the situation, or you can alter your reaction. It is helpful to keep in mind

the four A's when deciding which option to choose: avoid, modify, adjust,

or acknowledge. There is no "one size fits all" solution for managing

worry as everyone's response to worry is unique. Because no single

strategy works for everyone or in every situation, look into alternative

methods and methodologies. Focus on the things that give you a sense of

calm authority.

Coping with Stress

Not everyone is affected by stress in the same way; instead, stress

can lead to illness and unpleasant interactions. Being able to handle

pressure is therefore a crucial component that affects how people search

for social and therapeutic support as well as how much they believe the

advice of professionals (Passer and Smith 2007).

It is stated by C. Labon. (2018), that asking for assistance shows

togetherness rather than weakness. Additionally, keep in mind that

treatment is effective. People who receive the right care can recover from
 28

psychological instability and dependency and have fulfilling lives. A

simple conversation and understanding from the general public toward

those who have psychological well-being concerns could considerably aid

to breaking this shame, in addition to therapy, recovery, and other

therapeutic treatments. However, simply encouraging awareness is

insufficient. The period when we, more than any other person, fight the

living, demonic forces within ourselves. The people around us will merely

serve as our emotional support system during this battle because we are

the ones who must maintain and protect our psychological security.

Although the government should make great efforts to support the

general public in providing them with the information and services they

need to defeat dysfunctional behaviors, We have the chance to help

people with their deeply felt needs and to cheer up the public by bringing

up the sensitive subject. This clearly demonstrates how we should

approach these discussions with awareness and openness, as well as the

reasons why we shouldn't interfere. It is a significant problem that

Filipinos are concerned about, and it deserves a lot of attention. This is a

struggle for everyone involved, including those who are determined to

have such illnesses and those who will help them get through it.

According to Grandea (2006), Southville International School and

Colleges' first-year recruits' stress levels and coping mechanisms were

the focus of a clarifying study strategy. There were 201 respondents who
 29

were students. High seen pressure was felt by the respondents who were

understudies. Academics were the notable principal stressors. The

understudy responders used positive pressure as a stress-reduction

technique. The understudy respondents' perceived pressure and coping

mechanisms were independent of their profile.

The effective use of coping methods can be planned to assist kids in

managing their stress and performing well enough academically,

according to Austria-Cruz (2019). Teachers may constantly assist the

pupils in developing a cordial and professional rapport with them. To

prepare the students for strengthening their analytical skills in

situational settings by solving both complicated and easy problems,

discussion for the most practical adaptation to prevent the existence of

excessive amounts of stress in the students should be conducted.

Moreover, the pupils' physical, psychological, and mental conduct should

be protected from pressures by providing as many activities as possible.

It is clear that stress can be managed. Students who can manage

their time effectively can reduce their stress. Students with better time

management skills had higher GPAs and happier lives overall. Students

may not be able to avoid stress, but with the appropriate attitude and

approach, their academic success can be maintained. However, unless

steps are done to manage it, stress is inevitable and difficult to manage.
 30

Chapter III

RESEARCH METHODS AND PROCEDURES

The study's methodology and processes, key data sources, and the

researcher's design are all covered in this chapter. Included in this are

details about the respondents, instrumentation, methods, data analysis

plan, and statistical treatment data for the study method that will be

used.

Research Method to be Used

This study used descriptive qualitative research design. According to

Kumar (2011), a study in which the main focus is on description, rather

than examining relationships or associations, is classified as a

descriptive study. A descriptive study attempts systematically to describe

a situation, problem, phenomenon, service or program, provides

information about the living conditions of a community, or describes

attitudes towards an issue. It can answer questions like what, who,

where, and when. As the name suggests, this type of research describes

the phenomenon. The main objective of this study is to understand the

effect of stress on students as well as the stressors and coping

mechanism
 31

Respondents of the Study

The study's respondents will primarily be grade 11 and 12 ABM

students of Marinduque State College – Integrated High School. The

researcher employed self-selection (volunteer) sampling to select the

respondents. As a result, the researchers considered Grade 11 and 12

ABM Strand which have 200 students as the total number of populations

in this study and a sample size of 50 students. Therefore, the researcher

will require 50 respondents in the ABM strand to participate in the data

gathering needed to achieve the goal of this research.

Data Collection Instruments

To ensure the study's reliability, the entire research will rely on data

collection tools such as textbooks, websites, and related studies. To

collect all the information required for this research, a questionnaire

created by the researcher will also be used as the instrument for data

collection. For an effective method of data collection, the researcher will

send out the survey questionnaire via Google Forms, which will be

disseminated mostly over Facebook Messenger. In order to achieve the

desired results of the research, questions were aligned with the study's

purpose.
 32

There will be two sections to the questionnaire. The first section will

comprise the respondents' demographic information, such as name, age,

and gender. The following part will include some questions that

will help the researchers achieve the goal of the study. The demographic

profile of the respondents, their sources of stress, the effect of stress, and

their coping mechanisms will all be determined by this questionnaire.

Data Collection Procedures

The researcher will develop sets of self-administered questionnaires

and will be distributing questions to the respondents over Facebook

Messenger in order to get the data required for this study. For the

current Academic Year 2022–2023, forty (50) responses will be chosen at

random among the senior high school ABM students at Marinduque

State College. The findings of the respondents' responses to the provided

questionnaire will be gathered by the researcher, and the information

gathered will be considered confidential.

Data Analysis Plan

Following the validation of the instrument, the researcher will

distribute questionnaires to the forty (40) respondents. The questionnaire

 33

will be distributed to respondents using Google Forms emailed over

Facebook Messenger, and if that is not possible, via Instagram or email.

The gathered information will be prepared for classification into its

various sections and categories. The researcher will examine it,

summarize it, and interpret it.

 34

Bibliography

Auerbach, S. M. & Gramling, S. E. (1998). Stress management:

psychological foundations. Upper Saddle River, N.J.: Prentice Hall

Austria-Cruz, M. (2019). Academic stress and coping strategies of

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mental-health
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Curriculum Vitae

Name: Joana Jane B. Marquez

Address: Purok 2, Poctoy, Boac, Marinduque

Cellphone Number: 09674337920

Email: marquezjoana245@gmail.com

PERSONAL DATA

Birthday: July 17, 2005

Place of Birth: Sta. Teresita General Hospital

Age: 17 years old

Height: 4’11

Weight: 40 kg

EDUCATION

Secondary: Marinduque National High School

T. Roque 5t, Malusak, Boac, Marinduque

(2017-2021)
 37

Marinduque State College – Integrated High School

Panfilo M. Mangueria 5t, Road Tanza, Boac,

Marinduque

(2021-present)

Elementary: Balingasa Elementary School

79b Balingasa Rd, A. Bonifacio, Quezon City, Metro

Manila

(2010-2014)

Binunga Elementary School

9WV8+Q5P, Boac, Marinduque

(2014-2017)

kindergarten

AWARDS

Academic Excellence with Honors

Marinduque National High School (S.Y. 2021-202)

Academic Excellence with High Honors

Marinduque State College – Integrated High School (S.Y. 2021-2022)

38