MARY THE QUEEN COLLEGE

SAN MATIAS, GUAGUA, PAMPANGA

AN ASSESSMENT OF STRESS OCCURRENCE ON SELECTED SENIOR HIGH SCHOOL STUDENTS OF

ST. AUGUSTINE ACADEMY OF PAMPANGA

A Final Research Presented to the

Instructor of STATAPP

In Partial Fulfillment of the Final Requirements for

Statistical Analysis with Computer Applications

Aniciete, Harley T.
Dizon, Ma. Jubelle B.
Flores, Reineth B.
Mercado, Joyce Denise V.
Quiambao, Hunnylyn D.
Vitug, Ann Princess F.

December 2021
 RUBRICS

Excellent Very Good Satisfactory Questionable Unacceptable

Criteria (10) (8-9) (5-7) (3-4) (1-2) Total
I. Timeliness
II. Introduction
III. Collection of Data
IV. Organization of Data
V. Presentation of Data
VI. Analysis of Data
VII. Interpretation of Data
VIII. Supporting Documents
Grand Total

Rating Description
Excellent

• Exemplary solution which demonstrates full comprehension of the skill.

• The strategy follows directly from theoretical results.
• No errors.
• Student has clearly interpreted solution in highly articulate Statistical and English language.
Very Good
• Cogent solution which demonstrates good comprehension of the skill.
• The strategy was apparent and effective.
• Errors are insignificant.
• Student has interpreted solution in understandable Statistical and English language.
Satisfactory
• Understandable solution which demonstrates reasonable comprehension of the skill.
• The strategy was recognizable and mostly effective.
• Errors are minor.
• Student has interpreted solution in decipherable Statistical and English language.
Questionable
• Incomplete solution which demonstrates partial comprehension of the skill.
• The strategy was potential effective.
• Errors are significant.
• Student has interpreted solution incompletely or misused in Statistical and English
language.
Unacceptable
• Poor solution which demonstrates little to no comprehension of the skill.
• The strategy was unclear or ineffective.
• Errors are striking.
• Student has misinterpreted solution completely or used unclear Statistical and
English language.
 ACKNOWLEDGEMENT

The researchers would like to extend their gratitude and appreciation to the people who have helped

and supported them throughout the conduct of the study.

First and foremost, to Engr. Fernando B. Canlas, the instructor and mentor who shared his

knowledge and expertise. Without his guidance and patience, the researchers would not be able to

accomplish the said study.

To Ms. Ma. Ireza S. Cunanan, the principal of the Senior High School Department of St. Augustine

Academy who allowed the researchers to conduct their study in their respective school.

To the St. Augustine Academy of Pampanga Senior High School Supreme Student Government

Officers who assisted the researchers in conducting the survey virtually.

To the participants, who shared their time and effort in collaboration for answering the

questionnaires without any hesitation.

To the families of the researchers for the utmost support and understanding.

Lastly to the Almighty God, for the gift of knowledge and wisdom. For the guidance and

unconditional love. For making all things possible.

Harley
Jubelle
Reineth
Joyce
Hunnylyn
Ann
 CHAPTER I
INTRODUCTION
Background of the Study

Stress is an inescapable part of life that affects individuals regardless of their age, gender, and

status. Each individual has a human stress response that is complex. It enables the body to produce

hormones that will lead to responding to changes present in the environment. It can be in the form of

physical, mental, or emotional responses.

Stress is defined in Merriam Webster Dictionary as “a state of mental tension and worry caused by

problems in your life, work, etc.” It is the term applied to pressure responded by a human body due to

certain life events or situations. It is usually triggered when encountering something that challenges the

mindfulness and one’s feeling of not having the power or control over what is happening currently.

It is natural for the human body to react and respond to what is happening around which results in

continuous stress that can elevate the body for a positive or negative response. Eustress pertains to stress

that has positive effects that drive individuals to take actions essential for survival. It involves responding

to dangerous situations ensuring to remain unharmed. A positive outlook can be developed while

overcoming challenges in this category of stress. An example is an individual stress that motivates an

individual to perform something useful. Distress is the negative stress that is regarded as threats or

challenges in coping up with changes continuously. It causes people to feel terrified or unable to manage

a situation by keeping them in a permanent state of tension. Way of thinking and decision-making can also

be of poor influence in this case.

In the rapidly changing era, being in a more stressed condition commonly happens among the

younger generation particularly students. Most students try to balance their lives in school and at home

while dealing with factors that lead them to feel pressured about things they can or cannot control.

Considering high school students could further experience overlapping stressors in secondary school,

although cases vary from person to person. Academic, personal, or environmental: busy schedules due to
 exams, interpersonal issues, and social gathering that includes public speaking are root causes of stress

among students (Imodium, 2016).

The current age group appears to be more flexible in sharing about their mental health as evidenced

by connecting through social networking sites and sharing their experiences (Cuncic, 2021). However,

news and information that concerns suicides, anxiety, dropout, and other mental health problems among

students are still prevalent. Despite the change in the situation, there has been an improvement as most

individuals became more knowledgeable regarding the stressors that influence their well-being.

Excessive stress relates to increased mental, physical, and behavioral illnesses among teenagers,

particularly students, who are at an extreme stage in which they struggle to balance their personal and

academic life. Senior High School is the stage in a student’s life in which they have to make important

decisions that can affect their future. Academic performances, career choices, peer and family pressure,

college entrance examinations are some of the things they need to deal with.

The researchers devised a study to assess the occurrence of stress on selected Senior High School

students from St. Augustine Academy of Pampanga. It aims to learn about how frequently the students

experience stress caused by different factors such as Physical, Interpersonal Relationship, Academic and

Environment.

Review of Related Literature

The lives of every individual consist of an element known as stress that serves as a constant

outcome of daily living. Transitioning from adolescence to adulthood provides a significant impact on the

life of an individual as a student. Changes can be fast-paced which affects students’ way of adaptability

knowing how vulnerable they are to different situations. According to some Eastern Institute of Technology

students, there are two main causes of stress: academic pressures and environmental stressors. Professors,

subject burden, grades, examination, peers, and duration are all evaluated under the heading of academic
stress among college students. Stressors from the environment have been discovered to have flaws including

the activities that hinder the everyday tasks of a student (Yikealo et al., 2018). Unexpected responsibilities

can make a person feel surprised or burdened for a student with a lot of schoolwork, adding another activity

to his or her schedule will interfere with what he or she has already planned. As a result, a student will be

stressed out on how to deal with another situation.

The main stressors for students at the Seinäjoki University of Applied Science in Finland were

discovered to be relationship problems, environmental factors, educational aspects, and personal

characteristics. Interacting with newcomers has been one of the most stressful aspects for students in terms

of relationship-related factors. Concerns about the future were also a significant factor in their

environmental variables. Academic considerations are a major source of stress for students, with the class

workload being the most common source of anxiety. For personal reasons, financial trouble is sometimes

a source of stress for students (Essel & Owusu, 2017). Learners are faced with a variety of stressors, which

might be internal or external but academic pressures are the main issue that triggers their tension.

Education students at the University of Ghana who reside in the school dorms affirmed three

significant stressors: struggling to meet academic standards, insufficient electricity and water within

dormitories, and changes in sleep and eating patterns. Students used several adapting tactics, including

prayer and meditation, as well as self-diverting activities, as coping mechanisms (Amponsah et al., 2020).

Students who live apart from their families are associated with additional difficulties. Aside from focusing

on how to satisfy scholastic criteria, students also consider their families, which has an impact on their

nutrition and sleep cycles, resulting in an unhealthy physical attribute. In figuring out how to deal with

pressures, their spirituality and religiosity become more profound in a variety of ways.

Most of the dentistry students at the University of the Philippines were considered to have high-

stress vulnerability. The two types of stressors were external and internal stress. The most common external

stressors were academics and clinical obligations, while irritation and overwork were the most known

internal stressors. As a result of this investigation, it may be possible to eliminate unnecessary stressors and

develop therapeutic measures. Then students will have a better study environment and maximize learning
potential (Salvacion, 2015). In addition to the academic pressure, being overloaded due to studies is a major

source of stress minimizing the student’s ability to learn. A student could execute the needed activities in a

less mobilized manner. As a result, an exquisite learning environment is necessary for learners to perform

at their best.

According to selected students of Political Science from Leyte Normal University, the most

common source of stress for them is educational responsibilities and activities. Flag ceremonies, demanding

parents, and malnutrition are secondary stressors. Whereas it is acknowledged that when male students are

anxious, they are unable to get a decent sleep, resulting in physical weariness while women may experience

irritation or sadness. To relieve their tension, students prefer listening to music, facing, and solving

problems as well as praying to God. Students further claimed that they are less inclined to smoke and drink

alcohol. Thus, they will not use illegal drugs as a coping method (Mazo, 2015). Expectations have a

significant impact on the academic qualifications of a student, resulting in tough school life. This then

causes stress, and students devise a variety of stress management to alleviate the frustration.

Statement of the Problems

The study aims to assess the stress occurrence on selected Senior High School Students of St.

Augustine Academy of Pampanga. The researchers attempted to answer the following questions:

1. What is the demographic profile of the students based on the following:

1.1 Age

1.2 Sex

1.3 Strand

2. What is the frequency of stress occurrence among the students?

3. Is there a significant relationship between age and stress occurrence of the students?
4. Is there a significant difference between male and female students in the occurrence of stress?

5. Is there a variation between the strands of the students to the occurrence of stress?

Conceptual Paradigm

INPUT PROCESS OUTPUT

Demographic profile of the

Survey Questionnaire
students based on:
Method

1.1 Age
Statistical Treatment
Assessment of Stress
1.2 Gender
Presentation and Occurrence on Selected

1.3 Strand Interpretation of Data Senior High School

Students of St. Augustine

Assessment of Stress
Academy of Pampanga
Occurrence on Selected

Senior High School Students

of St. Augustine Academy of

Pampanga

To describe the flow of the study, the researchers made use of the I. P. O. mode or known as the

Input – Process – Output. The input will show the relativity of data to the process. The process contains

all the activities required that will result in the output.

The input is composed of the demographic profile of the respondents who are the selected students

of St. Augustine Academy of Pampanga according to their age, gender, and strand. The aim is to assess

the stress occurrence which is also included in the input section. Survey Questionnaires were used to
collect the necessary data which were statistically treated, presented, and interpreted in an organized

manner. The expected outcome is the assessment of stress occurrence.

 CHAPTER II
COLLECTION AND ORGANIZATION OF DATA

This research used the quantitative approach in assessing the stress occurrence among the selected

students. Quantitative research is a kind of research used to quantify the problem by way of generating

numerical data that can be transformed into usable statistics to analyze the data gathered from the

respondents.

The collection of data is the process of gathering and measuring relevant information about the

variables that aid in answering the research questions and interpreting outcomes. The questionnaire

method was used in collecting information. The questionnaires were placed in Google Forms and

disseminated through Facebook Messenger among the selected students of St. Augustine Academy of

Pampanga. The organization of data was administered through the use of Microsoft Excel Software.

Participants, Sampling Techniques, and Questionnaire

The researchers conducted the study at St. Augustine Academy of Pampanga, located at Alvenida

St., Barangay Poblacion, Floridablanca, Pampanga. The population of the study involves students from

the Senior High School Department. The simple random sampling technique was used by the researchers

in choosing 100 participants from different strands.

Due to the current pandemic, questionnaires were provided through Google Forms to avoid any

physical contact. In gathering information, the questionnaire by Mohammad Aziz Shah Mohamed arip

entitled “Student Stress Inventory” was used in assessing the stress occurrence among the selected students

of St. Augustine Academy of Pampanga. The questionnaire comprises 40 items consisting of questions

related to Physical, Interpersonal Relationships, Academic, and Environment which are some factors that

contribute to stress. A nominal scale was designed with a corresponding value mark in which there are
four possible answers, “Always” (4), “Frequent” (3), “Somewhat Frequent” (2), or “Never” (1). In

addition, the demographic profile of the respondents such as name, age, and strand were also included.

Data Gathering Procedure

In gathering the information needed to answer the research questions, the researchers first asked

permission through sending an email containing a formal letter addressed to the Principal of the Senior

High School Department of St. Augustine Academy of Pampanga to conduct the said study. Upon the

approval, the researchers created the questionnaire through the Google Forms. In administering the survey

proper, the researchers in cooperation with the Supreme Student Government Officers of the school

conducted the survey. Confidentiality was observed throughout the study. Different types of statistical

tools and treatments such as the T-test, Pearson Correlation Coefficient and Analysis of Variance, were

used to tally, tabulate, and analyze the data.

 CHAPTER III
PRESENTATION OF DATA

Table 1.1

Profile of Respondents According to Age

Age Frequency Percentage

16 - 17 91 91.00%
18 - 19 9 9.00%
Total 100 100.00%

Table 1.2
Profile of Respondents According to Sex

Sex Frequency Percentage

Male 42 42.00%
Female 58 58.00%
Total 100 100.00%

Table 1.3
Profile of Respondents According to Strand

Strand Frequency Percentage

Accountancy, Business and Management 20 20.00%
Home Economics 8 8.00%
Humanities and Social Sciences 20 20.00%
Information and Communication Technology 10 10.00%
Science, Technology, Engineering and Mathematics 42 42.00%
Total 100 100.00%
Table 2
Frequency of Stress Occurrence of the Respondents

Verbal
Item Mean SD
Interpretation
1. Headaches 2.58 0.84 Frequent

2. Back Pain 2.82 0.95 Frequent

3. Sleep Problem 3.10 1.02 Frequent

4. Difficulty Breathing 1.77 0.87 Somewhat Frequent

5. Excessive Worry 2.84 0.98 Frequent

6. Stomach pain/Nausea 1.71 0.81 Never

7. Constant Tiredness/Fatigue 2.79 0.94 Frequent

8. Sweating/Sweaty Hands 2.48 1.10 Somewhat Frequent

9. Frequent Cold/Flu/Fever 1.74 0.73 Never

10. Drastic Weight Loss 1.75 0.86 Never

11. I find it difficult to meet my high parent's expectation 2.39 1.03 Somewhat Frequent

12. My parents treat me as a helpless person 1.56 0.83 Never

13. I feel guilty if I fail to fulfill my parent’s hope 2.98 1.02 Frequent

14. My parents wish only for my success 3.17 1.11 Frequent

15. I find difficult to get along with groupmates in doing

academic task 2.42 0.84 Somewhat Frequent

16. My friends did not care about me 1.33 0.60 Never

17. I feel disturbed when having problem with my

boyfriend/girlfriend 1.35 0.70 Never

18. My families are not supportive 1.38 0.69 Never

19. My lecturers/ teachers are not supportive 1.44 0.69 Never

20. I feel frustrated by the lack of faculty management 1.84 0.85 Somewhat Frequent
21. I have a financial problem because of the expenses of

the university 1.93 0.90 Somewhat Frequent

22. I find difficult to juggle time between study and social

activity 2.68 0.89 Frequent

23. I feel nervous delivering the class presentation 3.16 0.84 Frequent

24. I feel stressed as submission deadline neared 3.23 0.90 Frequent

25. I feel stressed to sit for examination 2.92 0.86 Frequent

26. I find difficult to juggle time between study and society

involvement 2.55 0.95 Frequent

27. I loss interest towards courses 2.19 0.92 Somewhat Frequent

28. I feel burden of academic workloads 2.77 0.98 Frequent

29. I feel stressed dealing with difficult subject 3.15 0.90 Frequent

30. I feel difficult in handling my academic problem 2.72 0.96 Frequent

31. I have transportation problem 1.70 0.77 Never

32. I feel stressed with bad living condition of hostel 1.60 0.83 Never

33. Surrounding noise distracted me 2.56 1.04 Frequent

34. Pollution make me uneasy 2.57 1.11 Frequent

35. Hot weather make me avoid to go out 3.03 1.05 Frequent

36. Messy living conditions distracted me 2.82 1.00 Frequent

37. I feel frustrated of inadequate campus facilities 2.06 0.87 Somewhat Frequent

38. Crowding make me feel uneasy 2.49 1.05 Somewhat Frequent

39. Waited in a long line make me feel uneasy 2.71 1.04 Frequent

40. I feel scared being at the insecure place 2.93 1.04 Frequent
Table 3
Pearson Correlation Coefficient between Age and Student Stress Occurrence

Age STRESS OCCURENCE

Age 1

STRESS OCCURENCE -0.0796 1

Table 4
T-test of the Student Stress Occurrence between Female and Male

Female Male

Mean 98.98275862 90
Variance 214.8944344 384.39024
Observations 58 42
Pooled Variance 285.8059465
Hypothesized Mean Difference 0
df 98
t Stat 2.622483361
P(T<=t) one-tail 0.005061303
t Critical one-tail 1.660551217
P(T<=t) two-tail 0.010122606
t Critical two-tail 1.984467455

Table 5
Analysis of variance between Student Stress Occurrence and Senior High School strands

SUMMARY
Groups Count Sum Average Variance
Science, Technology, Engineering and Mathematics 42 3959 94.2619 256.637
Accountancy, Business and Management 20 2056 102.8 244.8
Humanities and Social Sciences 20 1851 92.55 257.5237
Home Economics 8 725 90.625 934.8393
Information and Communication Technology 10 930 93 201.7778
ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 1548.446 4 387.1115 1.293724 0.278047 2.467494
Within Groups 28426.14 95 299.2226

Total 29974.59 99
 CHAPTER IV
ANALYSIS OF DATA

This section involves the tabulation, examination and interpretation of the following methodologies

and statistical treatments used in the study.

1. The distribution of respondents' responses from the google form survey questionnaire was

determined using Frequency and Percentage. It also describes the age, gender, and strand which

are the profile of the respondents.

Percentage

P=f/n

Where:

P= percentage

f= frequency

n= sample size or the total no. of respondents

2. The Mean and Standard Deviation were used to determine the stress occurrence of the selected

students of the Senior High School Department at St. Augustine Academy of Pampanga which

were answerable by Never, Somewhat Frequent, Frequent and, Always.

Mean

∑𝑥
x̅ =
𝑛

Where:

x̅ = mean

∑ 𝑥 = the summation of the values of the sample items

n = sample size or the total no. of respondents

 The verbal interpretation of the mean was determined using the four-point scale.

1.00-1.75 Never
Somewhat
1.76-2.50
Frequent
2.51-3.25 Frequent
3.26-4.00 Always

Standard Deviation

∑(𝑥𝑖 − x̅)2
𝑆𝑥 =
𝑛−1

Where:

𝑆𝑥 = sample standard deviation

𝑥𝑖 = observed values of the sample items

x̅ = mean

3. Pearson Product Moment of Coefficient Correlation was used to determine the correlation between

the age and student stress occurrence of the selected students of the Senior High School Department

in St. Augustine Academy of Pampanga through a scale that measures the correlation.

Size of Correlation Interpretation

.90 to 1.00 (-.90 to 1.00) Very high positive (negative) correlation

.70 to .90 (-.70 to -.90) High positive (negative) correlation

.50 to .70 (-.50 to -.70) Moderate positive (negative) correlation

.30 to .50 (-.30 to -.50) Low positive (negative) correlation

.00 to .30 (.00 to -.30) Negligible Correlation

 4. T-Test was utilized with a 0.05 level of significance to know if there is a difference between male

and female students of the Senior High School Department in St. Augustine Academy of Pampanga

in the occurrence of stress.

5. Analysis of Variance was used with a 0.05 level of significance to know if there is variation between

the strands of the selected students of the Senior High School Department in St. Augustine

Academy of Pampanga to the occurrence of stress.

Analysis of Tabulations

The respondents are classified according to their age, sex and strand. Table 1.1 reveals that among

the 100 respondents, 91.00% falls under the age bracket of 16-17 and 9.00% are on the age bracket of 18-

19. Table 1.2 presents that 42.00% are male and 58.00% are female. Table 1.3 shows that 20% of the

respondents come from Accountancy, Business and Management, 8.00% from Home Economics, 20.00%

for Humanities and Social Sciences, 10.00% in Information and Communication Technology and 42.00%

from Science, Technology, Engineering and Mathematics.

Table 2 shows the mean and standard deviation of the survey questionnaires wherein the highest

mean of 3.23 which is the “I feel stressed as submission deadline neared” got a standard deviation of 0.90

with a verbal interpretation of FREQUENT. The lowest mean of 1.33 which is the “My friends did not care

about me” got a standard deviation of 0.90 with a verbal interpretation of NEVER.

Using the Pearson Correlation Coefficient, Table 3 indicates that there is a negligible correlation

between age and stress occurrence wherein the result was -0.0796.

Table 4 illustrates the T-test of the Student Stress Occurrence between male and female. The mean

of the female participants is 98.98275862 which is greater than the mean of the male participants with only

90. The P – value is 0.010122606 which shows that there is a significant difference between male and

female in terms of stress occurrence.

 Lastly, Table 5 shows the analysis of variance between the strands and Stress Occurrence. The P-

value is 0.278047 which indicates that there is no significant variation.

 CHAPTER V
INTERPRETATION OF DATA

Based upon the results that were gathered by the researchers, it shows that the stress occurrence of

the students is “FREQUENT”. Among the stress indicators in the questionnaire, “I feel stressed as

submission deadline neared” gained the highest mean of 3.23. This indicates that the selected Senior High

School Students of St. Augustine Academy of Pampanga frequently feel stressed once the submission for

their activities or requirements is nearby. Key (2015) stated that researchers found that deadlines kill brain

cells and reduce creativity which led to stress. As deadlines of requirements often come simultaneously

which causes the students not to rest and end up draining them, this can be the reason why students feel

stressed most of the time.

In addition to that, the data shows that the respondents are frequently experiencing sleep problems

when they are stressed. “Sleep Problems” had the highest mean of 3.10 among the Physical Attributes.

According to Johnson (2018) stress has a major effect on the length and quality of sleep while not having

enough sleep increases the level of stress. The reason behind the sleep problems of the students may be due

to overthinking the deadlines of their activities. Students who either feel restless or do not experience

enough sleep are more prone to experience stress.

On the other hand, “My friends don’t care about me” garnered the lowest mean (1.33). The result

shows that the students never feel stressed when it comes to their friends. This concluded that the students

feel the support and care of their friends. The respondents have a companion when they are at the lowest

and they have someone to talk to regarding their problems and difficulties.

Moreover, using Pearson R Correlation presented that there is a negligible correlation between the

age and stress occurrence of the selected senior high school students of St. Augustine Academy of

Pampanga. Based on the results, the researchers concluded that age does not have any connection to stress
occurrence as most of the students experience stress no matter what their age is. Academic stress may be

one of the major factors, however, there could be personal problems that could also affect the mental state.

In addition, using the Independent Sample T-test indicated that there is a significant difference

among the stress occurrences of males and females. The result shows that female students tend to be more

stressed than males. With this, the researchers concluded that the reason why females feel more stressed

could be because of health reasons. Females are more emotional and vulnerable to extreme levels of stress

than males due to hormones, menstrual cycle, and other health reasons.

Meanwhile, using Analysis of Variance showed that there is no significant variation among the

occurrence of stress between the strands of the senior high school students. This made the researchers

conclude that no matter what the strand of a student is, all experience the frequency of occurrence of stress.

After all, all of them are trying their best to successfully pass their subjects and do their part as a student.

This also shows that there is no hierarchy among the strands and all experience stress in their manner.

Based on the results, the following conclusions were made:

1. Senior High School Students in St. Augustine Academy of Pampanga are frequently stressed

once the submission of their deadline is near.

2. There is a negligible correlation between the age of the respondents and stress occurrence.

3. There is a significant difference in the stress occurrence of males and females.

4. There is no significant variation in the occurrence of stress between the strands of the

respondents.
 With regards to the findings and conclusions formulated from the gathered data, the researchers

propose the following recommendations:

1. Students should practice and improve their time management. It is important to be organized

and to manage time efficiently so workload would not pile up and be rushed. It is also important

to remove the practice of procrastination as it reduces the productivity of a person. Students

should learn to plan efficiently so they can achieve their schedule or accomplish the number of

tasks that they planned to do in a particular time frame.

2. Meditating should be practiced by the students. It can help the students to ease their minds and

relax their bodies. This could also eliminate stress and fatigue which can increase the

productivity of a student and improve their health.

3. Teachers should give more consideration to students. They can give extensions for the activities

such as three days or a week. They should also announce the major project way before it is to

be done or passed. Schools can implement a mental health break for the students to help them

rest and meditate even for days or a week.

 APPENDIX
References

Amponsah, K. D., Adasi, G. S., Mohammed, S. M., Ampadu, E., & Okrah, A. K. (2020). Stressors And
Coping Strategies: The Case of Teacher Education Students at University of Ghana. Retrieved
from https://www.tandfonline.com/doi/full/10.1080/2331186X.2020.1727666.
Cuncic, A. (2021). Why Gen Z Is More Open to Talking About Their Mental Health. Retrieved from
https://www.verywellmind.com/why-gen-z-is-more-open-to-talking-about-their-mental-health-
5104730.
Essel, G., & Owusu, P. (2017). Causes Of Students’ Stress, Its Effects on Their Academic Success, And
Stress Management by Students. Retrieved from
https://www.theseus.fi/bitstream/handle/10024/124792/Thesis%20Document.pdf?sequence=1&i
sAllowed=y.
Imodium. (2016). 5 stress triggers college students can relate to. Retrieved from https://news.abs-
cbn.com/advertorial/life/11/18/16/5-stress-triggers-college-students-can-relate-to
Johnson, J. (2018). How to tell if stress is affecting your sleep. Retrieved from
https://www.medicalnewstoday.com/articles/322994
Key, K. (2015). The Dark Side of Deadlines. Retrieved from
https://www.psychologytoday.com/us/blog/counseling-keys/201506/the-dark-side-deadlines
Mazo, G. N. (2015). Stress: Its Causes, Effects, And the Coping Mechanisms Among Bachelor of Science
in Social Work Students in A Philippine University. Retrieved from
https://pdfs.semanticscholar.org/6b75/9259421f8997c703790a41b3a3ee33703c56.pdf.
Salvacion, M. S. (2015). Stress Profile Among Students of The Up Manila College of Dentistry. Retrieved
from https://pjhrd.upm.edu.ph/index.php/main/article/view/50.
Yikealo, D., Karvinen, I., & Yemane, B. (2018). The Level of Academic and Environmental Stress Among
College Students: A Case in the College of Education. Retrieved from
https://www.scirp.org/journal/paperinformation.aspx?paperid=88342
https://www.merriam-webster.com/dictionary/stress
Accepted Letter of Permission
Survey Questionnaire

Greetings! We are 2nd year Bachelor of Science in Accountancy Students from Mary The Queen
College who are currently working on our study entitled "AN ASSESSMENT OF STRESS
OCCURRENCE ON SELECTED SENIOR HIGH SCHOOL STUDENTS OF ST. AUGUSTINE
ACADEMY OF PAMPANGA".
We humbly ask for your voluntary involvement in our study as part of our requirements in partial
fulfillment of the requirements for the subject Statistical Application with Computer Applications.

Age: ______ Sex: ____________ Strand: ______________________________________

STUDENT STRESS INVENTORY

By Mohammad Aziz Shah Mohamed arip

Always Frequent Somewhat Never

Frequent

PHYSICAL
1 Headaches
2 Back pain
3 Sleep problem
4 Difficulty breathing
5 Excessive worry
6 Stomach pain/nausea
7 Constant tiredness/fatigue
8 Sweating/sweaty hands
9 Frequent cold/flu/fever
10 Drastic weight loss
INTERPERSONAL RELATIONSHIP
11 I find difficult to meet my high parent’s
expectation
12 My parents treat me as a helpless person
13 I feel guilty if I fail to fulfill my parent’s hope
14 My parents wish only for my success
15 I find difficult to get along with groupmates in
doing academic task
16 My friends did not care about me
17 I feel disturbed when having problem with my
boyfriend/girlfriend
18 My families are not supportive
19 My lecturers/ teachers are not supportive
20 I feel frustrated by the lack of faculty
management
ACADEMIC
21 I have a financial problem because of the
expenses of the university
22 I find difficult to juggle time between study and
social activity
23 I feel nervous delivering the class presentation
24 I feel stressed as submission deadline neared
25 I feel stressed to sit for examination
26 I find difficult to juggle time between study and
society involvement
27 I loss interest towards courses
28 I feel burden of academic workloads
29 I feel stressed dealing with difficult subject
30 I feel difficult in handling my academic problem
ENVIRONMENT
31 I have transportation problem
32 I feel stressed with bad living condition of
hostel
33 Surrounding noise distracted me
34 Pollution make me uneasy
35 Hot weather make me avoid to go out
36 Messy living conditions distracted me
37 I feel frustrated of inadequate campus facilities
38 Crowding make me feel uneasy
39 Waited in a long line make me feel uneasy
40 I feel scared being at the insecure place
Summary of Results

Table 1. Summary of All the Responses

Age Sex Strand Stress Occurrence

16 Male STEM 81
16 Female STEM 108
16 Female STEM 123
16 Female STEM 80
16 Female STEM 101
16 Female ABM 104
16 Male STEM 110
16 Male STEM 92
17 Female STEM 90
17 Female STEM 92
17 Female ABM 104
16 Female STEM 124
16 Female STEM 88
16 Male STEM 88
17 Female ABM 98
16 Female ABM 131
16 Female STEM 85
16 Female STEM 99
17 Female STEM 93
16 Male STEM 70
17 Male ABM 102
17 Male STEM 103
17 Female HUMSS 117
17 Female HUMSS 97
17 Male HUMSS 65
18 Female STEM 86
17 Female ABM 105
17 Female ABM 110
17 Female HUMSS 108
17 Male STEM 81
17 Female STEM 96
17 Female HUMSS 103
17 Male HE 59
17 Female HUMSS 85
17 Female STEM 81
16 Female ABM 85
17 Male STEM 81
18 Female STEM 92
17 Female ABM 116
17 Male ABM 102
17 Male ICT 111
18 Female ABM 69
17 Male ABM 83
17 Female ABM 101
16 Male HUMSS 74
17 Male HUMSS 96
17 Male ABM 86
16 Female HUMSS 117
16 Female HUMSS 103
16 Male HUMSS 101
16 Male STEM 116
17 Female HUMSS 94
17 Female HUMSS 83
17 Male HUMSS 79
16 Female HUMSS 91
16 Male HUMSS 105
17 Female HUMSS 65
17 Female STEM 96
17 Female STEM 82
18 Female STEM 92
16 Male HUMSS 67
17 Female HE 130
16 Male HE 73
16 Male HE 74
18 Male ICT 96
16 Male ICT 92
18 Male ICT 74
17 Male ABM 98
17 Female STEM 87
17 Female STEM 124
16 Female HE 107
18 Female STEM 90
17 Male ICT 103
18 Female STEM 108
17 Female ICT 99
16 Female STEM 94
18 Male HE 50
17 Male STEM 130
17 Female ABM 121
17 Male HE 106
17 Male ICT 71
17 Female STEM 101
16 Female ABM 102
17 Female HE 126
16 Male ICT 77
17 Male ICT 100
17 Female STEM 99
16 Male STEM 61
16 Male STEM 64
17 Male ABM 102
16 Male ABM 136
16 Female ABM 101
17 Female HUMSS 102
17 Female HUMSS 99
17 Male ICT 107
16 Female STEM 74
16 Male STEM 93
16 Female STEM 82
16 Male STEM 121
16 Female STEM 101
 Table 2. Responses under the Physical Category
Age Sex Strand 1 2 3 4 5 6 7 8 9 10
16 Male STEM 2 1 1 1 2 1 1 2 2 2
16 Female STEM 4 2 3 2 3 4 3 2 2 2
16 Female STEM 2 3 4 2 3 3 4 2 2 2
16 Female STEM 4 4 3 1 3 1 3 4 1 1
16 Female STEM 3 2 2 2 4 3 4 3 2 2
16 Female ABM 3 4 4 3 3 3 3 3 3 3
16 Male STEM 2 4 3 2 3 2 3 3 2 3
16 Male STEM 2 3 4 1 2 1 3 4 2 1
17 Female STEM 3 1 4 1 3 1 3 1 1 2
17 Female STEM 2 2 3 1 1 1 2 1 1 1
17 Female ABM 4 2 4 1 4 1 2 2 1 1
16 Female STEM 3 3 4 3 4 2 3 4 3 3
16 Female STEM 3 2 3 2 4 1 2 2 1 1
16 Male STEM 2 2 2 2 4 2 3 2 2 2
17 Female ABM 2 4 3 1 4 1 3 3 1 1
16 Female ABM 3 4 4 4 4 3 4 3 3 3
16 Female STEM 3 4 4 1 2 1 2 1 1 1
16 Female STEM 4 2 3 3 3 1 3 3 3 1
17 Female STEM 4 3 4 3 4 1 4 4 2 2
16 Male STEM 2 1 3 1 2 1 1 4 1 2
17 Male ABM 3 4 4 2 3 2 3 2 3 3
17 Male STEM 2 3 4 1 3 2 2 4 2 1
17 Female HUMSS 3 4 4 2 4 4 4 1 3 1
17 Female HUMSS 3 3 3 3 3 3 3 2 2 2
17 Male HUMSS 2 3 3 1 2 2 2 1 1 1
18 Female STEM 3 2 4 3 4 3 4 1 1 3
17 Female ABM 2 4 4 3 4 2 3 2 2 2
17 Female ABM 2 2 3 1 2 3 4 2 2 2
17 Female HUMSS 2 2 3 2 3 2 2 4 1 2
17 Male STEM 2 2 3 1 3 1 3 2 2 1
17 Female STEM 2 4 4 2 4 2 3 3 2 2
17 Female HUMSS 3 3 3 2 2 3 3 3 2 2
17 Male HE 1 4 1 1 1 1 1 1 2 1
17 Female HUMSS 2 2 3 1 3 2 2 1 1 1
17 Female STEM 2 3 2 3 3 1 4 2 2 1
16 Female ABM 2 1 4 1 3 1 3 2 1 2
17 Male STEM 2 2 2 1 1 2 2 2 2 1
18 Female STEM 4 4 1 1 4 2 4 1 1 1
17 Female ABM 3 2 4 1 3 1 4 2 2 2
17 Male ABM 3 3 3 1 3 1 4 1 1 3
17 Male ICT 2 3 3 3 4 2 4 3 2 2
18 Female ABM 1 2 1 1 1 1 2 1 1 1
17 Male ABM 2 2 2 1 3 1 3 4 2 1
17 Female ABM 4 3 4 3 4 2 3 2 2 2
16 Male HUMSS 3 3 1 1 1 1 3 2 2 1
17 Male HUMSS 3 4 2 2 4 1 2 3 2 3
17 Male ABM 3 4 3 2 4 1 2 3 1 1
16 Female HUMSS 4 3 3 4 3 3 3 4 3 3
16 Female HUMSS 3 3 4 3 3 2 3 2 2 2
16 Male HUMSS 1 4 4 1 3 1 4 4 1 1
16 Male STEM 2 2 2 2 4 2 2 4 3 4
17 Female HUMSS 2 3 4 2 2 1 3 1 1 2
17 Female HUMSS 3 3 4 3 2 2 2 2 2 2
17 Male HUMSS 1 1 1 1 1 2 1 1 2 1
16 Female HUMSS 4 3 4 3 3 2 3 2 1 1
16 Male HUMSS 2 3 4 2 3 1 2 4 2 3
17 Female HUMSS 3 2 1 1 2 1 2 2 1 2
17 Female STEM 2 3 4 1 3 1 2 3 1 2
17 Female STEM 2 2 3 2 3 3 4 2 1 2
18 Female STEM 2 2 3 1 2 2 3 3 1 1
16 Male HUMSS 3 2 2 2 2 3 2 2 2 2
17 Female HE 3 4 4 2 4 3 4 2 2 4
16 Male HE 3 3 3 1 1 1 3 2 2 1
16 Male HE 3 3 3 1 1 1 2 4 1 1
18 Male ICT 2 2 3 1 3 1 3 2 2 1
16 Male ICT 2 3 3 1 2 1 1 4 3 2
18 Male ICT 3 2 1 2 2 1 2 4 1 2
17 Male ABM 1 2 2 2 2 2 1 1 1 1
17 Female STEM 3 4 4 1 4 1 4 3 2 1
17 Female STEM 3 4 4 2 4 2 4 4 2 1
16 Female HE 2 2 2 2 3 2 3 3 2 1
18 Female STEM 1 2 3 1 3 2 3 3 1 1
17 Male ICT 2 4 4 1 3 1 4 1 1 1
18 Female STEM 3 2 4 3 4 2 3 2 1 2
17 Female ICT 2 4 4 1 4 1 4 4 3 1
16 Female STEM 2 4 4 2 3 1 3 1 3 1
18 Male HE 1 3 3 1 1 1 1 1 1 1
17 Male STEM 4 3 4 4 4 2 1 4 4 1
17 Female ABM 4 3 3 3 4 3 4 4 2 2
17 Male HE 2 3 1 1 1 1 2 3 2 2
17 Male ICT 2 2 1 1 2 1 2 1 1 1
17 Female STEM 4 4 3 1 3 1 2 4 2 2
16 Female ABM 3 2 4 1 3 2 3 4 1 1
17 Female HE 3 2 4 1 4 1 2 1 1 1
16 Male ICT 3 1 1 2 1 2 3 1 2 1
17 Male ICT 4 3 4 2 3 2 4 1 1 3
17 Female STEM 2 3 4 1 2 3 3 3 2 2
16 Male STEM 1 4 1 1 3 1 1 2 1 1
16 Male STEM 2 1 2 1 1 1 1 3 1 1
17 Male ABM 3 2 4 2 4 2 4 2 3 2
16 Male ABM 3 4 4 3 3 2 3 4 2 4
16 Female ABM 2 4 3 4 3 1 4 4 1 4
17 Female HUMSS 4 4 4 3 3 3 4 3 3 2
17 Female HUMSS 3 4 4 1 4 2 3 3 2 2
17 Male ICT 2 1 3 2 2 3 3 3 3 3
16 Female STEM 4 4 4 1 2 1 3 4 1 2
16 Male STEM 2 3 3 1 2 1 2 1 1 1
16 Female STEM 2 3 4 2 2 2 3 1 1 1
16 Male STEM 3 4 4 2 4 1 4 3 2 4
 Table 3. Responses under the Interpersonal Relationship Category
Age Sex Strand 11 12 13 14 15 16 17 18 19 20
16 Male STEM 2 1 4 4 2 2 1 2 1 2
16 Female STEM 2 1 2 4 3 1 2 1 1 2
16 Female STEM 4 2 3 4 3 2 2 3 2 3
16 Female STEM 1 1 2 4 2 1 2 2 1 1
16 Female STEM 3 2 3 3 2 2 1 1 2 2
16 Female ABM 4 3 4 3 3 1 1 4 3 4
16 Male STEM 2 2 3 1 3 2 2 1 3 2
16 Male STEM 2 1 2 4 3 1 2 1 1 1
17 Female STEM 4 2 4 4 2 1 1 2 1 2
17 Female STEM 3 2 4 3 2 1 1 1 1 2
17 Female ABM 3 1 4 4 4 1 1 3 1 1
16 Female STEM 4 2 4 3 3 2 2 2 2 3
16 Female STEM 2 1 2 4 2 2 2 1 2 2
16 Male STEM 2 2 3 3 2 1 1 1 2 2
17 Female ABM 4 1 4 4 3 2 1 1 1 1
16 Female ABM 3 3 4 4 4 1 2 2 3 3
16 Female STEM 3 1 4 4 3 1 1 1 1 1
16 Female STEM 2 2 3 3 2 1 1 2 1 1
17 Female STEM 2 1 4 3 2 1 1 1 1 1
16 Male STEM 1 1 4 1 1 1 2 1 1 1
17 Male ABM 3 1 2 3 3 3 1 2 2 3
17 Male STEM 4 1 4 3 3 2 1 1 2 3
17 Female HUMSS 3 1 4 2 3 1 1 1 2 2
17 Female HUMSS 2 2 4 4 3 2 2 2 2 2
17 Male HUMSS 1 2 2 1 2 1 1 1 1 1
18 Female STEM 1 1 1 1 2 1 1 1 1 2
17 Female ABM 4 1 4 1 3 1 1 1 1 1
17 Female ABM 2 1 3 4 2 1 1 1 1 2
17 Female HUMSS 3 3 4 4 3 2 1 2 1 2
17 Male STEM 3 1 4 4 1 1 1 2 1 1
17 Female STEM 2 1 4 4 3 1 1 1 1 2
17 Female HUMSS 3 2 3 3 3 1 1 1 1 1
17 Male HE 1 4 1 4 3 1 1 1 1 1
17 Female HUMSS 1 1 1 4 3 1 1 1 1 2
17 Female STEM 2 2 3 3 1 1 1 3 1 1
16 Female ABM 1 1 3 3 2 1 1 1 1 2
17 Male STEM 2 1 2 4 2 1 1 1 1 2
18 Female STEM 1 1 1 1 1 1 1 1 3 2
17 Female ABM 2 1 4 4 3 1 4 1 3 3
17 Male ABM 3 1 2 1 2 2 1 1 2 3
17 Male ICT 3 2 3 3 3 2 1 2 2 2
18 Female ABM 1 1 2 2 2 1 1 1 1 2
17 Male ABM 3 1 2 4 1 1 1 1 1 1
17 Female ABM 3 1 4 2 3 1 3 2 1 1
16 Male HUMSS 2 1 1 4 2 2 2 1 1 1
17 Male HUMSS 4 2 4 3 3 1 1 1 1 2
17 Male ABM 3 1 3 2 1 3 1 1 1 2
16 Female HUMSS 3 3 4 3 3 2 2 3 2 2
16 Female HUMSS 1 2 4 4 1 1 2 2 1 2
16 Male HUMSS 1 1 2 4 3 4 1 2 1 1
16 Male STEM 1 1 4 4 3 1 1 1 3 4
17 Female HUMSS 2 2 3 1 2 1 1 2 2 3
17 Female HUMSS 1 1 2 2 2 1 1 1 1 2
17 Male HUMSS 4 4 1 4 4 1 1 1 1 1
16 Female HUMSS 3 1 3 4 2 1 1 1 2 4
16 Male HUMSS 3 3 4 4 3 1 1 2 2 1
17 Female HUMSS 2 1 1 4 1 1 1 1 1 1
17 Female STEM 1 1 2 4 3 1 1 1 3 3
17 Female STEM 1 1 3 4 2 1 1 1 1 1
18 Female STEM 2 1 4 4 2 1 1 1 1 2
16 Male HUMSS 2 2 2 2 2 2 2 1 1 1
17 Female HE 2 2 4 4 4 2 1 1 2 4
16 Male HE 3 1 3 4 3 1 1 1 1 1
16 Male HE 3 1 4 3 3 1 1 1 1 1
18 Male ICT 1 1 4 4 3 1 1 1 1 2
16 Male ICT 3 1 2 4 1 1 1 1 3 3
18 Male ICT 1 2 3 2 4 1 1 1 1 1
17 Male ABM 3 1 4 4 2 1 2 1 3 3
17 Female STEM 1 1 2 4 1 1 1 1 1 2
17 Female STEM 3 1 4 4 3 1 1 1 2 3
16 Female HE 4 2 4 2 4 1 1 1 1 2
18 Female STEM 2 1 3 2 2 1 3 1 2 1
17 Male ICT 1 2 4 4 2 2 2 1 1 1
18 Female STEM 4 2 3 4 3 1 3 1 1 3
17 Female ICT 4 1 4 4 3 1 1 1 1 1
16 Female STEM 2 1 3 2 4 1 1 1 1 1
18 Male HE 1 4 1 1 1 1 1 1 1 1
17 Male STEM 4 4 4 4 4 3 1 1 1 1
17 Female ABM 3 3 3 4 3 1 1 1 1 2
17 Male HE 3 1 3 3 3 1 1 1 2 3
17 Male ICT 2 1 2 1 2 1 1 1 1 1
17 Female STEM 3 2 4 4 2 1 1 1 1 1
16 Female ABM 4 2 3 4 2 1 1 2 1 1
17 Female HE 3 4 2 4 3 2 2 4 3 3
16 Male ICT 3 2 2 4 2 2 2 2 1 1
17 Male ICT 1 1 1 2 3 1 1 2 1 1
17 Female STEM 2 1 2 4 1 1 1 1 1 2
16 Male STEM 3 1 2 1 1 1 1 1 1 1
16 Male STEM 2 2 3 4 2 1 1 1 1 1
17 Male ABM 2 1 1 4 1 2 4 3 2 2
16 Male ABM 3 3 2 4 3 2 4 2 2 3
16 Female ABM 1 1 3 4 1 1 1 1 1 2
17 Female HUMSS 1 1 2 4 3 2 1 1 1 1
17 Female HUMSS 1 1 4 1 3 1 1 1 1 2
17 Male ICT 3 2 3 2 3 3 3 3 3 3
16 Female STEM 1 1 4 4 2 1 1 1 1 1
16 Male STEM 4 1 4 4 2 1 1 1 1 2
16 Female STEM 2 1 4 1 2 1 1 1 1 2
16 Male STEM 4 1 4 1 2 1 1 1 2 2
 Table 4. Responses under the Academic Category
Age Sex Strand 21 22 23 24 25 26 27 28 29 30
16 Male STEM 1 4 2 4 2 2 1 1 4 2
16 Female STEM 2 4 4 4 4 4 3 4 4 4
16 Female STEM 3 3 3 4 4 3 3 3 4 4
16 Female STEM 1 1 2 3 2 1 2 3 3 2
16 Female STEM 2 3 4 4 3 2 3 3 3 2
16 Female ABM 1 1 3 1 4 1 4 4 2 4
16 Male STEM 3 3 3 4 4 4 3 4 3 3
16 Male STEM 2 3 2 1 2 2 1 2 3 2
17 Female STEM 1 2 4 3 3 2 2 1 4 4
17 Female STEM 1 2 4 4 4 2 1 2 2 2
17 Female ABM 1 4 4 4 4 4 4 4 4 4
16 Female STEM 2 3 4 3 4 3 3 2 3 3
16 Female STEM 1 2 4 2 2 2 2 2 2 2
16 Male STEM 2 3 2 2 2 2 1 3 4 2
17 Female ABM 1 3 2 4 4 2 2 3 3 3
16 Female ABM 3 3 4 4 3 3 3 4 4 4
16 Female STEM 2 2 3 4 2 2 2 3 3 2
16 Female STEM 3 3 3 4 4 3 3 3 3 3
17 Female STEM 1 2 2 4 2 2 1 2 4 2
16 Male STEM 2 3 3 3 1 1 1 2 2 1
17 Male ABM 3 4 4 3 3 3 2 2 2 2
17 Male STEM 3 2 4 4 3 2 3 4 3 3
17 Female HUMSS 2 4 3 4 3 4 4 4 4 3
17 Female HUMSS 3 2 3 4 3 2 2 2 2 2
17 Male HUMSS 3 2 2 2 2 2 1 1 1 2
18 Female STEM 1 3 3 3 4 2 3 3 3 2
17 Female ABM 2 2 4 4 3 2 2 3 4 4
17 Female ABM 2 4 4 4 4 4 4 4 4 4
17 Female HUMSS 2 2 3 3 3 3 2 3 4 3
17 Male STEM 2 2 2 3 3 2 2 2 2 3
17 Female STEM 2 3 3 3 3 3 2 3 3 3
17 Female HUMSS 2 2 4 2 2 2 3 2 3 2
17 Male HE 2 1 1 2 2 1 1 1 2 2
17 Female HUMSS 1 2 4 3 4 2 2 2 4 2
17 Female STEM 2 2 3 3 3 2 1 2 2 2
16 Female ABM 2 2 3 3 2 2 2 3 4 3
17 Male STEM 2 3 2 2 2 2 2 2 3 2
18 Female STEM 1 4 4 4 4 4 1 3 3 3
17 Female ABM 2 3 3 4 4 3 3 4 4 3
17 Male ABM 4 3 2 4 4 3 3 3 4 4
17 Male ICT 2 3 4 4 3 3 3 4 3 3
18 Female ABM 2 2 2 2 2 2 2 2 2 2
17 Male ABM 1 2 4 3 2 2 2 2 2 2
17 Female ABM 1 1 2 4 3 1 3 4 4 4
16 Male HUMSS 2 2 2 2 2 2 1 2 2 2
17 Male HUMSS 1 2 2 4 3 3 2 3 4 3
17 Male ABM 2 3 4 3 2 2 1 3 3 3
16 Female HUMSS 1 2 4 2 3 2 3 2 3 3
16 Female HUMSS 2 4 3 4 3 4 3 4 3 3
16 Male HUMSS 2 4 3 1 2 4 4 4 4 4
16 Male STEM 4 4 2 4 4 4 2 4 4 4
17 Female HUMSS 1 2 2 4 4 2 3 4 4 3
17 Female HUMSS 1 1 2 3 3 3 2 4 4 4
17 Male HUMSS 1 2 2 4 2 2 3 4 2 1
16 Female HUMSS 1 2 4 4 3 3 2 4 4 4
16 Male HUMSS 2 3 2 4 4 3 2 3 4 4
17 Female HUMSS 1 2 3 3 2 2 2 2 2 2
17 Female STEM 1 2 3 4 4 2 2 2 4 2
17 Female STEM 1 2 4 2 2 2 1 2 2 1
18 Female STEM 2 2 4 4 4 2 1 3 3 2
16 Male HUMSS 3 2 2 2 2 1 1 1 1 1
17 Female HE 4 4 4 4 4 4 3 4 4 4
16 Male HE 2 3 3 2 2 1 2 1 1 1
16 Male HE 1 3 3 3 2 1 1 1 4 1
18 Male ICT 2 3 4 4 4 3 3 3 3 3
16 Male ICT 2 3 3 3 3 3 1 2 4 3
18 Male ICT 2 2 3 4 2 2 1 1 1 1
17 Male ABM 3 3 2 3 3 3 3 3 3 3
17 Female STEM 1 3 4 4 3 3 2 2 4 3
17 Female STEM 3 3 4 4 4 3 3 4 4 4
16 Female HE 2 2 4 4 4 4 1 3 4 4
18 Female STEM 1 2 3 4 3 1 2 3 3 2
17 Male ICT 2 4 4 4 4 4 2 4 4 2
18 Female STEM 3 4 4 3 3 2 2 4 4 3
17 Female ICT 3 4 4 4 2 3 2 3 4 3
16 Female STEM 2 3 3 2 2 2 2 2 3 3
18 Male HE 1 1 4 1 1 1 1 1 1 1
17 Male STEM 4 3 4 4 4 4 4 4 4 4
17 Female ABM 3 4 4 3 3 4 2 3 4 4
17 Male HE 3 4 4 4 3 4 1 3 4 4
17 Male ICT 1 2 4 2 2 2 1 3 3 2
17 Female STEM 2 4 4 4 3 2 2 3 3 3
16 Female ABM 1 3 4 4 3 2 2 3 4 4
17 Female HE 4 4 4 4 4 4 4 4 4 4
16 Male ICT 2 3 2 3 2 3 2 3 3 3
17 Male ICT 1 4 4 3 4 4 3 3 4 2
17 Female STEM 4 3 4 4 3 3 1 4 4 3
16 Male STEM 1 1 2 4 2 1 1 1 2 1
16 Male STEM 1 2 3 2 2 2 2 2 3 1
17 Male ABM 1 2 3 3 3 2 1 2 3 3
16 Male ABM 2 4 4 3 4 4 4 4 4 4
16 Female ABM 4 3 4 4 2 2 2 1 2 1
17 Female HUMSS 2 2 3 3 2 3 2 3 3 3
17 Female HUMSS 1 2 3 4 4 4 3 4 4 3
17 Male ICT 3 3 3 2 3 2 3 2 3 3
16 Female STEM 2 2 2 2 2 2 2 2 2 2
16 Male STEM 2 4 2 2 2 4 2 2 3 2
16 Female STEM 1 2 3 2 2 2 2 2 2 2
16 Male STEM 1 2 4 4 4 4 4 4 4 4
 Table 5. Responses under the Environment Category
Age Sex Strand 31 32 33 34 35 36 37 38 39 40
16 Male STEM 1 1 4 2 4 1 1 1 3 4
16 Female STEM 2 2 2 2 3 4 3 1 3 3
16 Female STEM 2 2 4 4 3 4 3 4 4 4
16 Female STEM 1 1 2 2 2 3 1 2 2 2
16 Female STEM 2 1 3 2 3 2 2 3 3 3
16 Female ABM 1 2 1 1 1 2 2 2 2 3
16 Male STEM 2 2 3 2 4 4 2 3 2 4
16 Male STEM 2 3 4 4 3 4 3 2 3 3
17 Female STEM 1 1 1 2 4 2 1 1 4 4
17 Female STEM 3 2 4 4 4 3 2 4 3 4
17 Female ABM 1 1 1 1 4 2 1 3 4 4
16 Female STEM 2 1 4 4 4 4 4 4 4 4
16 Female STEM 3 2 1 2 3 3 3 3 3 3
16 Male STEM 2 2 2 3 2 2 2 3 3 2
17 Female ABM 1 1 1 1 4 4 2 4 4 4
16 Female ABM 2 2 2 4 3 4 3 4 4 4
16 Female STEM 1 1 2 3 3 1 2 2 2 3
16 Female STEM 2 1 3 2 3 3 2 2 2 3
17 Female STEM 1 1 3 3 3 3 1 3 3 2
16 Male STEM 1 1 2 3 4 3 1 1 1 2
17 Male ABM 3 1 1 4 2 3 2 2 3 1
17 Male STEM 2 2 3 2 3 2 3 3 2 2
17 Female HUMSS 1 1 4 4 4 4 2 4 4 4
17 Female HUMSS 2 1 1 2 2 3 3 2 2 2
17 Male HUMSS 2 1 2 2 2 1 1 1 2 2
18 Female STEM 1 1 2 2 1 3 2 3 1 3
17 Female ABM 2 2 2 4 3 3 2 3 4 4
17 Female ABM 2 1 4 4 3 3 2 4 4 4
17 Female HUMSS 3 3 3 3 4 4 3 3 2 4
17 Male STEM 1 1 2 2 2 2 1 2 4 2
17 Female STEM 2 2 2 2 2 2 2 2 2 2
17 Female HUMSS 2 2 4 4 4 3 3 4 4 4
17 Male HE 1 1 2 1 1 2 1 1 1 1
17 Female HUMSS 2 1 3 1 4 3 1 4 4 2
17 Female STEM 1 1 2 2 2 2 2 2 2 2
16 Female ABM 2 1 3 2 3 3 2 2 2 3
17 Male STEM 2 2 2 4 4 3 2 2 2 2
18 Female STEM 1 1 2 2 4 4 2 4 1 4
17 Female ABM 2 2 2 3 4 4 4 4 4 4
17 Male ABM 1 3 3 4 4 2 4 2 1 3
17 Male ICT 2 2 3 3 3 3 3 3 3 3
18 Female ABM 1 2 3 2 4 2 2 3 2 2
17 Male ABM 2 1 3 2 4 2 2 2 2 4
17 Female ABM 1 1 3 3 4 3 1 2 2 4
16 Male HUMSS 2 2 2 2 2 2 2 2 2 2
17 Male HUMSS 2 1 2 1 4 1 3 1 4 2
17 Male ABM 1 1 1 2 3 2 2 2 1 3
16 Female HUMSS 2 2 3 4 4 4 2 3 4 4
16 Female HUMSS 1 1 3 3 3 2 2 2 4 2
16 Male HUMSS 1 1 3 1 2 4 2 4 3 4
16 Male STEM 1 1 4 4 4 4 3 1 4 4
17 Female HUMSS 2 1 4 3 4 3 2 2 2 2
17 Female HUMSS 1 1 2 3 1 2 2 2 1 2
17 Male HUMSS 1 3 2 4 3 4 1 2 1 1
16 Female HUMSS 1 1 1 1 1 1 1 1 1 3
16 Male HUMSS 1 2 3 2 4 3 2 2 2 3
17 Female HUMSS 1 1 1 1 2 1 1 1 2 2
17 Female STEM 1 2 2 4 4 4 2 3 4 2
17 Female STEM 1 1 3 4 2 2 1 3 3 3
18 Female STEM 1 2 4 4 3 3 2 2 2 3
16 Male HUMSS 1 1 1 1 1 1 1 2 2 1
17 Female HE 1 4 4 4 4 4 3 3 2 4
16 Male HE 2 1 2 1 1 3 1 1 2 2
16 Male HE 2 1 1 1 3 3 1 1 1 1
18 Male ICT 2 3 1 1 4 2 2 3 3 4
16 Male ICT 2 1 2 2 4 2 2 1 3 4
18 Male ICT 1 2 2 1 1 4 2 1 2 2
17 Male ABM 2 1 4 4 4 4 3 3 3 2
17 Female STEM 1 1 3 1 3 2 1 1 2 1
17 Female STEM 3 2 4 4 4 4 3 3 4 4
16 Female HE 3 1 3 4 4 2 2 4 4 4
18 Female STEM 2 1 3 4 4 3 3 2 3 3
17 Male ICT 2 4 2 3 3 3 2 2 4 2
18 Female STEM 2 1 3 3 2 3 2 3 3 3
17 Female ICT 1 1 2 2 1 1 1 1 4 4
16 Female STEM 4 2 2 2 2 3 2 4 4 4
18 Male HE 1 1 1 1 1 1 1 1 1 1
17 Male STEM 1 4 4 3 3 4 3 3 4 4
17 Female ABM 2 2 4 4 3 4 3 4 3 4
17 Male HE 2 2 3 4 4 4 3 4 3 4
17 Male ICT 1 2 2 2 3 3 2 2 2 3
17 Female STEM 2 2 3 3 3 3 2 2 2 3
16 Female ABM 2 2 2 2 3 3 1 4 4 4
17 Female HE 4 1 4 4 4 4 4 4 3 4
16 Male ICT 1 1 1 1 2 2 1 1 2 1
17 Male ICT 1 1 4 3 4 2 1 4 3 4
17 Female STEM 2 3 2 4 2 3 2 2 2 3
16 Male STEM 1 1 1 1 4 1 1 2 2 2
16 Male STEM 1 1 1 1 1 2 2 1 1 1
17 Male ABM 2 1 4 2 4 2 4 2 4 4
16 Male ABM 4 4 4 3 4 4 4 4 4 4
16 Female ABM 2 1 4 4 4 4 1 3 3 4
17 Female HUMSS 1 1 3 2 4 4 2 3 3 3
17 Female HUMSS 1 1 3 2 2 3 1 3 3 4
17 Male ICT 3 3 3 2 3 2 3 3 2 3
16 Female STEM 2 1 1 1 1 1 1 1 1 1
16 Male STEM 2 2 4 4 4 4 2 2 4 2
16 Female STEM 2 2 2 3 4 4 2 2 2 2
16 Male STEM 4 4 4 2 4 4 2 4 4 4
Figure 1. Profile of the Respondents According to Age

Figure 2. Profile of the Respondents According to Sex.

 Figure 3. Profile of the Respondents According to Strand.

Figure 4. Responses under the Physical Category.

Figure 5. Responses under the Interpersonal Relationship Category.

 Figure 6. Responses under the Academic Category.

Figure 7. Responses under the Environment Category.