STATISTICAL ANALYSIS WITH SOFTWARE APPLICATION

Perceived Stress Levels and Academic Performance of

Grade 12 Students of MSC A.Y. 2020-2021

A Written Report

Group Leader

Keith Morgan P. Patigas

Members:

Dela Cruz, Alessandra M.

Jacinto, Donna May Victoria N.

Judin, Sophia Yssabel T.

Labay, Ahlea N.

Manulat, Warren Carlo G.

Ngo, Thelisha Jami M.

Uanang, Ivy Ashley C.

February 2023
A. Introduction

Students' academic achievement is their top priority, and it's a topic that fascinates not only

them but also their parents, professors, and authorities. Academic performance is officially defined

as the evaluation of a student's performance in a range of academic courses. Teachers and school

officials frequently use classroom performance to assess the levels of student accomplishment.

(Illustrated by General Weighted Average or GWA), graduation rates, and standardized test results

(Ballotpedia, n.d.).

There have been numerous studies that have identified both internal and external factors

that influence academic performance, including psychological needs, social skills, self-efficacy,

attitudes and behaviors, motivation, academic competency, collaboration, communication skills,

and team proficiencies. Students that possess these abilities are better able to manage their

schoolwork and collaborate effectively. But it is also noted that stress is one of the elements that

negatively impacts the ability to master the academic program. (Siraj, et al., 2014; Smith, 2019).

In our society, stress is the most prevalent syndrome that is neglected despite the fact that

it is connected to a mental health component. (Abdullah, Shah, & Idaris, 2020). According to

Stoppler (2018), stress is a condition of the environment in which forces from the inside or outside

of the person's body, emotions, or both are affected. According to Medline Plus (n.d.), stress is the

sensation of tension in the body or mind that can be brought on by anything that causes someone

to feel tense, anxious, or frustrated. Stress is also the body's response to a demand or difficulty.

When stress lasts for a long period, it may be harmful to one's health. People might experience

stress in their daily lives in a variety of ways because how they respond to stress depends on their

current health and how their bodies and brains will adjust to it.
 Whether a person is stressed out or not depends on his or her capacity to handle life's

problems. Thus, students may experience stress from various causes or stressors, including

difficulties with their studies, their finances, their health, the passing of loved ones or friends, etc.

(Siraj, et al., 2014). Siraj et al. (2014) discovered a favorable correlation between medical students'

stress levels and their academic performance; however, Llego, Gabriel, & Corpus (2018)

discovered a negative correlation between nursing students' academic performance and stress

levels.

However, there is still a ton of potential in this study despite the large number of relevant

studies that have already been done. They assured that they utilized various approaches that were

employed and that not all studies produced outcomes that were consistent with findings from other

studies. More significantly, respondents in all of these research were college students, with the

majority of them being especially undergraduates enrolled in health and medicine-related courses.

Furthermore, none of these investigations were conducted in the current era, that is, during the

coronavirus epidemic. Ultimately, these consequently prompted the researchers to carry out this

kind of investigation.

In order to determine the association between stress levels and academic performance they

decided to sample grade 12 Senior High School (SHS) students, wherein the researchers conducted

a quantitative study. More specifically the respondents will be centered and chosen from

Marinduque State College (MSC) distance learning students in the twelfth grade. The respondents'

levels of stress will be assessed using the Perceived Stress Scale, one of the most popular

psychological tools for assessing stress perception in practice and research (Lee & Hye, 2019),

and their GWA for the first semester of the 2020–2021 academic year will serve as the benchmark

for academic performance. The scale's elements are intended to gauge how much stress
respondents have endured at various points in their lives. Additionally, because the inquiries are

generic in nature, these items are simple to understand. To gradually increase the scale's reliability

because the previous measure was over-sufficient, the number of elements was initially reduced

from 14 to 10. Given that it retains constant test-retest reliability throughout a range of timespans,

the condensed 10-item version has proven to be a useful instrument for assessing stress levels and

was found to be superior to the 14-item version (Bastianon, 2020). The study's ultimate objective

is to offer data on students' levels of stress and academic performance, which may then be used to

help create programs, tactics, and procedures that are focused on student learning, performance,

and mental health.

This review paper is asserted so that we can analyze the methodologies used and review

the statistical analysis and instruments that were utilized in the study, and if needs be, correct and

make the study more efficient and effective so as to improve the general material reviewed.
C. DISCUSSION OF ANALYSIS, ERROR, AND OTHER MISUSE OF STATISTICAL

ANALYSIS

I. Research Title

The title summarizes the main idea of a study. It is an integral part of the research since the

title is typically what people read first, and it is the section of a paper that is most frequently read

by people. In order for readers to understand the study's main thesis, the research title must include

the study's key concept.

The primary objective of the study is to perceive the level of stress experienced by 12th

grade students of Marinduque State College (MSC) during the academic year of 2020-2021, and

its correlation to their academic performance. In particular overview of all the relevant details of

the study, the researchers utilized a descriptive correlation study, which might be provided as a

subtitle. The research title has correctly used the narrative of the research, as they have highlighted

the two key dependent variables which are the students' stress levels and their academic

performance. Moreover, the researchers have effectively made use of proper terminologies to help

shape the depth of the study, that is to know and understand the degree of stress encountered by

the students and its relation to their academic performance, as well as effectively establishing the

scope of the study, particularly limiting it to students in grade 12 at Marinduque State College for

the 2020–2021 academic year. The research title's strong articulation of the study's core premise

and ideas as a whole demonstrated a great manifestation of clarity, paving the way for

understanding the study's complexities and scope. However, the study’s critiques identified that

the researchers weren’t able to specify the statistical method they used to conduct the research

paper in the title. Since a study's title generally summarizes its key points, mentioning the analysis
method is crucial because it supports the study and makes it simpler for potential readers to

understand its purpose and objectives.

II. Statement of the Problem

The statement of the problem consists of a general problem with 4 specific problems that

the researchers seek to answer. The general problem of the study is about the perceived stress

levels and its relationship with academic performance among grade 12 students of Marinduque

State College (MSC). It is followed by 4 specific problems that aims to seek the answer to the

following; the profile of the selected students in terms of their age, sex, and strand, the perceived

stress levels (PSL) of the students as measured by the Perceived Stress Scale (PSS) as grouped by

their age, sex, and strand, the academic performance of the students in terms of their 1st semester

General Weighted Average (GWA) as grouped by their age, sex, and strand and lastly, to know if

there is any correlation between the students' perceived stress levels as measured by the PSS and

their academic performance in terms of their 1st semester GWA.

The research questions presented in the study are clear and specific as it gives the outline

of the study and it is correct in establishing the aims and objectives of the paper which is to identify

whether perceived stress and General Weighted Average (GWA) of Grade 12 Marinduque State

College (MSC) students has a positive, negative, or no correlation. Therefore, the researchers are

successful in being simple and straightforward in transforming the generalized problem into a

targeted and well-defined problem as it is consistent in giving a clear picture of the scope of the

study.
Figure 1. Statement of the Problem
III. Hypothesis

The researchers conducted a study entitled "Perceived Stress Levels and Academic

Performance of Grade 12 Students of MSC A.Y. 2020-2021". Its hypotheses were constructed

clearly and concisely since the researchers predicted based on the proposed study that were

intended to foresee the correlation between the independent and dependent variables upon

statistical method using the Pearson Product Moment Coefficient of Correlation (PPMCC) to

support and prove it. These aforementioned hypotheses were also aligned with the study's primary

focus which was to examine the perceived stress levels and their relationship to academic

performance among Marinduque State College (MSC) grade 12 students for the academic year

2020–2021.

Figure 2. Hypotheses of the Study

IV. Conceptual Framework

According to Swaen (2022), a conceptual framework is a representation of the relationship

expected to see between the variables. It should set the stage to present the research question that

drives the topic being studied based on the problem statement (McGaghie et al., 2001).
 The researchers used the primary design components of boxes and arrows. The first arrow

starts from Perceived Stress Levels to Academic Performance, and vice versa for the second arrow.

The researchers did not state which variable is the independent and dependent variable, which

would have been more helpful in understanding the diagram and the study. Nevertheless, they used

the appropriate visual representation that reflects the relationship between Perceived Stress Levels

and Academic Performance. However, instead of using two different arrows, the researchers

should have used a two-headed arrow. It is to emphasize the research process of the study and the

significant relationship between the two variables.

Figure 3. Conceptual Framework

V. Scope and Delimitations of the Study

This part describes the extent and boundaries of the research study, which is important

because it might or might not have affected its findings and interpretations; consequently, it helps

the readers establish its reliability and validity by identifying such constraints of the study. The

necessary information was transparently communicated, including what the study explored, its

target population, duration, and research methods used.

The study stated the focus of the research, which is the relationship between perceived

stress levels and the academic performance of students. The researchers provided the

characteristics of the sample targeted: grade 12 students studying at Marinduque State College

(MSC) for the academic year 2020-2021 who (a) have complete grades for the first semester and

(b) are bona fide students (i.e., learners that are still attending classes) a few weeks preceding and

during the data gathering process. It was stated that the study only covered data gathering from the

first semester of the academic year 2020-2021 at MSC. The researchers also included the data

targeted on collecting: (a) the students' perceived stress level, also indicating the use of the

Perceived Stress Scale (PSS), (b) the students' GWA during the first semester, (c) their age, (d)

their sex, and (e) their strand. The researchers mentioned other topics that were not included in

the study, which were the students' learning strategies, stressors, and coping mechanisms. Lastly,

the method used in data collection was stated, which is online text-based communication tools

such as electronic mail and online surveys to acquire the data. The researchers could have specified

what applications were used.

The scope and delimitation of the study served their purposes.

VI. Research Design

This research is a quantitative study, and the research design utilized in the study is correct

based on the statement of the problem and research questions. In order to rightfully answer the

research problems, the researchers used a correlational research design because, based on the

research questions, they were seeking answers to the significant relationship between stress level

and academic performance without inferring causation and also the characteristics of these

variables based on the data gathered from the survey.

VII. Sampling Size and Sampling Technique

The researchers administered the survey questionnaires to 81 grade 12 Senior High School

(SHS) students from 5 different strands under the Basic Education Program of Marinduque State

College (MSC) for the academic year 2020-2021. The Accountancy, Business, and Management

(ABM) had 82 students, the General Academic Strand (GAS) with 40 students, the Humanities

and Social Sciences (HUMSS) with 76 students, the Science, Technology, Engineering, and

Mathematics (STEM) with 91 students, the Technical Vocational Livelihood-Information and

Communications Technology (TVL-ICT) with 39 students, and the Technical Vocational

Livelihood-Electrical Installation and Maintenance and Automotive (TVL-EIM and Automotive)

with 37 students with the total of 365 grade 12 SHS students who qualified to be part of this study.

In identifying the sample size, the researchers consulted a statistician who recommended

the use of Slovin’s formula to narrow the population and to achieve the appropriate sample size

using a certain margin of error or confidence interval that would be the primary basis for whether

the obtained value is worthy to represent a population or not. However, the researchers are not

consistent in stating the population size. In the computation of sample size, they used 370 as the
number of population, while the stated population size in the tabular presentation is only 366 but

the summation of population stratum results in 365 only. We conclude that the difference in

population size is because the researchers are also grade 12 students. They may have excluded

themselves from the sample size. However, if it is the case, the researchers should disclose it to

avoid confusion about the actual sample size. Therefore, retesting the population size using the

sample size 365, the population size should be 78.495 ≈ 78.

The researchers used the formula (n/N)h to find the value for the quota per stratum.

According to the tabular presentation, the actual sample size exceeds the computed sample size. It

is due to the rounding off in HUMSS and TVL-ICT’s strata quota results. Slovin’s formula allows

a researcher to sample the population with a desired degree of accuracy (Ellen, 2020). Therefore,

the researchers should not round off the result in HUMSS and TVL-ICT. Nevertheless, the result

is still incorrect because of the sample size. Retesting the population using the Slovin’s Formula

and 365 as the population size results in a sample size of 17.523 ≈ 18 for ABM, 8.548 ≈ 9 for GAS,

16.241 ≈ 16 for HUMSS, 19.447 ≈ 19 for STEM, 8.334 ≈ 8 for TVL-ICT, and 7.907 ≈ 8 for TVL-

EIM and Automotive with a total sample of 78. Contrarily, in the research made by Tejada, J. and

Punzalan, J. (2012), they corrected the wrong impression that Slovin’s Formula can be use in any

sampling problem. They carefully scrutinized the formula and concluded that it should typically

be used in sample size estimation for proportions because it is optimal only when the unknown

population proportion believes to be close to 0.5 or when the confidence coefficient is 95%. The

researchers did not explain nor state what their confidence coefficient is. They simply showed the

formula to be used with a margin of error of 10%.

The researchers used stratified random sampling, as suggested. With this sampling

technique, a population is broken down into strata, or smaller subgroups. It is appropriate since it
contains 5 different strands. Regarding the random selection process per strata, the researchers

utilized a free-to-use online tool named the "Research Randomizer" from Randomizer.org. The

researchers successfully chose the sample without biases. Furthermore, before applying the said

sampling technique, the researchers already used judgment or purposive sampling by excluding

students that do not meet the criteria stated in the scope and delimitation. The researchers ensure

that the individuals have the information that the research needs.

Figure 4. Sampling Size and Sampling Technique

Figure 4.1. Sampling Size and Sampling Technique

Figure 4.2. Sampling Size and Sampling Technique

 Figure 5. Sample Size and Quota Per Stratum

VIII. Research Instrument

The researchers were able to collect data by distributing survey questionnaires to the

intended respondents. In accordance with the study, a correlation type of research was utilized,

which necessitates information being collected directly from the individuals who are the subject

of the investigation. The researchers made the decision to construct and disseminate survey

questionnaires, which allowed them to collect crucial data for their study as well as the personal

information of their respondents.

The survey questionnaire has three parts: the first part asks for the demographic profile of

the participants, i.e., it collects personal data about the respondents, specifically their age, sex, and

strand. The second part is the Perceived Stress Scale (PSS), which measures the respondents'

perceived stress levels (PSL). The PSS that is utilized in this study is adapted from Cohen,
Kamarck, and Mermelstein, and it is regarded as the most widely used psychological instrument

for measuring the perception of stress of an individual; it is a measure of the degree to which

situations in one’s life are appraised as stressful. The scale itself contains ten items, all of which

are multiple-choice questions, and is described by Cohen, Kamarck, and Mermelstein (1994) as

"are of general nature and easy to understand." The researchers used a Likert scale in order to rate

each question about the frequency of stress-associated activities that an individual experiences at

a given period. Moreover, the PSS that is used in this study can legitimately be used in this study

without causing any ethical or legal problems or incurring any usage fees because the researchers'

intention is to use the instrument only for academic and nonprofit reasons.

In testing for reliability, one method that can be used is Cronbach's alpha reliability. The

internal consistency or reliability between a number of items, measurements, or ratings is measured

by Cronbach's alpha. In other words, it determines the stability of the tools by estimating how

accurate the responses to a survey (or the survey's domain) are based on the instrumentation or

rating assessed by participants (Mohamad Adam Bujang, Evi Diana Omar, and Nur Akmal

Baharum, 2018). The internal reliability of the questionnaire will be determined by computations

that will produce Cronbach's alpha coefficient, which the researchers did not disclose in any

reliability test presentation. The findings of their survey may potentially be regarded as reliable

data if they were successful in establishing the validity and reliability of the questionnaire that they

employed to collect them. However, another concern about the survey of the researchers is the

missing tabulated responses to the questionnaire. Considering that the aforementioned

questionnaires are the research instrument and are one of the primary components to obtaining

valuable data, they ought to be provided and presented to further demonstrate the reliability of the

study's findings. Lasty is part 3, which covered the respondents’ General Weighted Average
(GWA) in the 1st semester of the 2020-2021 academic year. Furthermore, the questionnaire is

administered through the use of an online text-based communication tool that the respondents

themselves selected.

Figure 6. Research Instrument (p. 52–53)

Figure 7. Respondents’ Survey Questionnaire

Figure 7.1. Respondents’ Survey Questionnaire

 Figure 7.2. Respondents’ Survey Questionnaire

IX. Statistical Tool

According to the researchers, a Pearson Product Moment Coefficient of Correlation

(PPMCC) is used because this statistical method is frequently used to assess the strength of an

association between two variables appropriate to the study's goal, which is to know whether there

is a relationship between perceived stress levels measured using the Perceived Stress Scale (PSS)

and academic performance based on the General Weighted Average (GWA). It was correct that

PPMCC is used to test if there is an existing relationship between two variables along the lines of

Spearman correlation, Kendall rank correlation, and others, but the study failed to show whether

the other assumptions for using this statistical tool were met.
To use PPMCC, there are four assumptions to consider:

1. The two variables must be measured on an interval or ratio scale.

2. There is a linear relationship between two variables.

3. There should be no significant outliers.

4. The data should be approximately normally distributed.

First, the Perceived Stress Scale (PSS) is generally used as an ordinal scale or count

measure, according to PhenX Toolkit, an online catalog of suggested measurement protocols

created for the standardization of data collection. On the other hand, the General Weighted

Average (GWA) is also an ordinal scale and is still used to assess academic performance, according

to the study of Magpily and Mercado (2015). The study did not meet the first assumption for using

the PPMCC.

Next, the researchers did not indicate whether the two variables, perceived stress level and

academic performance, have a linear relationship. No test was conducted as well. A scatterplot

could have been used to test if the variables had a linear relationship. When the points on the

scatterplot exhibit a largely straight-line pattern, then the variables have a linear relationship.

No test was conducted to show whether the data had significant outliers or was normally

distributed. Bhandari (2021) suggested that a statistical test (z score) be used in identifying the

outliers, as it tells how many standard deviations away, they are from the mean. A value with a

high enough or low enough z score can be considered an outlier. Values with a z score greater than

3 or less than -3 are often determined to be outliers. Conversely, methods like the Shapiro-Wilk

test, Kolmogorov-Smirnov test, skewness, kurtosis, histogram, box plot, P-P plot, Q-Q plot, and
mean with standard deviation could be used for testing the normality of data, as remarked on the

website of PMC PubMed Central (2019).

With all these reasons, the Pearson Product Moment Coefficient of Correlation is heavily

evidenced as an inappropriate statistical tool for the study. The study is more fitting for Spearman’s

rank correlation. Spearman’s rank correlation is used for variables that are ordinal, aren’t normally

distributed, can include outliers, and have a non-linear and monotonic relationship.

X. Presentation, Analysis, and Interpretation of Data

Participant’s Profile

The researchers presented the data gathered through pie graph and table in accordance with

the sequence of the specific problems given in the statement of the problem in Chapter 1. The

demographic profile (i.e., age, sex, and strand) which is linked to the SOP 1 were presented in a

pie graph that shows the frequency and the percentage distribution of the student respondents.

Figure 8. Participant’s Profile

Stress Level of the Respondents

The researchers were able to interpret the results they got according to classifications (age, sex,

and strand) in a straightforward way and were able to compare and contrast it with their

accumulated related literature. However, the final score for their Perceived Stress Score was

computed wrongfully. As presented, analyzed, and interpreted by the researchers, the scores were

computed by getting the average of the sum of the perceived stress scores per question per

individual.

According to Cohen et. al (1983), the final perceived stress scores of a respondent are

summed up in which the total score would scale from 0-40. A score of 0-10 would be considered

relatively stress-free, 11-20 would be considered low stress, and 21-30 would be considered

moderate perceived stress, and 30 above would indicate severe or high stress. This is already

mentioned in the third chapter of the paper “Methodology” under “Research Instrument” at page

41. Meanwhile, the indicated mean of the perceived stress scores ranges only from 1-3. This

ignores the established way of interpreting the perceived stress scores given by the authors: Cohen,

S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health

and Social Behavior, 24(4), 385–396.

Academic Performance of the Respondents

The study was able to present efficiently the data through tables by categorizing the

respondents' age, gender, and strand by the respondents in accordance with the sequence of the

specific problems specified in the statement of the problem. The academic performance of the

respondents by Age table 3.0 was presented and interpreted clearly by presenting the respondents'

age range, getting the mean of the general weighted average (GWA) from the respondents, and
providing a descriptive analysis according to the respondent’s GWA. In contrast, in table 3.1, the

academic performance of the respondents was correctly classified as men and women, resulting in

outstanding academic performance for the women. Furthermore, in table 3.2, the academic

performance of respondents by Strand was only limited to the existing strands on MSC, and the

strands were correctly presented in alphabetical order rather than in a bias sequence.

However, the researchers failed to include the basis for the descriptive equivalent. It is

critical to establish the foundation of the equivalent analysis so that it can have a basis to rely on.

It may be well argued that the presentation of the data concerning the academic performance of

the respondents were put together cohesively; and was efficiently presented.

Relationship Between Perceived Stress Levels and Academic Performance

The Pearson Product Moment Coefficient of Correlation (PPMCC) was used by the

researchers to test whether there is an existing relationship between perceived stress levels and

academic performance. Although Spearman's rank correlation is recommended as an alternative

to PPMCC, the latter will still be the focus to present this section.

Based on the PPMCC formula provided by the researchers, the first step to computing the

correlation is to determine the variables being observed, which is the Perceived Stress Level

measured using the Perceived Stress Scale (PSS) and General Weighted Average (GWA) of the

samples. Next, compute the deviation of each variable. After getting the deviation, multiply the

deviation of the two variables, then sum them. The sum of the product of the deviations of the

variables is then substituted to Σ𝑑𝑥𝑑𝑦 into the formula. Next, square the deviations of each variable

and get the sum of each. The sum of the squared deviation of one variable is substituted to Σ𝑑 2 𝑥,
while the other sum of the squared deviation of the other variable is substituted to Σ𝑑 2 𝑦. After

substituting the values, the formula can now be computed.

Figure 9. Formula of PPMCC

The resulting r value from the formula shall be interpreted based on the following:

Figure 10. Interpretation of yielded r-value

The researchers provided correlations between each of the 10 items of the Perceived Stress Scale

and the GWA of the samples and then averaged them. Instead of testing the correlation between

the perceived stress levels measured using the PSS and the GWA of each sample, the answers per

question on the PSS were averaged and then tested to see if they were correlated to the GWA. The

perceived stress level of the samples is not determined in such a manner but by adding the scores

of each sample from the 10-item PSS. Meaning, each of the 81 respondents must have their own

PSS, which will then be tested to see if it is correlated with each GWA of the same 81 respondents.

The perceived stress level variable is not presented correctly. Furthermore, no significant data was

presented for better understanding how the computation arrived at its result, including the tabulated
results of the PSS and GWA. The researchers arrived at a negative slight correlation, an almost

negligible relationship, with the resulting r-value of -0.07, consequently barely rejecting the null

hypothesis of the study. With all the reasons stated above, it is impossible to assume whether this

resulting r-value was correct.

Figure 11. Coefficient of Correlation Between PSL and GWA

XI. Summary of Findings

In writing a summary of findings, the actual statement of the problem must be introduced

initially and then followed up by the findings of the study. The researchers were able to back up

the key findings of their study and associate it along with a comparison to their related literature.

The findings were matched onto the results and are compared and contrasted along with the

literature the researchers have gathered.

 The statement of the problem should be included and emphasized as well as the reiteration

of the type of the research, nature of the research, size of the sample and locale of the study though

some of these were not presented on their summary of findings. The problem is stated on the last

part but was able to express the major findings and an identification if the null hypothesis was

rejected or failed to be rejected. This can be done in a much simpler way rather than using

complicated words to avoid confusion of the readers.

Figure 10.1 Summary of Findings

Figure 10.2 Summary of Findings

XII. Conclusion

The conclusion of the study was incredibly straightforward. In fact, it was too cohesive,

not leaving anything for questions that would prove to be relevant and significant for the study and

its potential for future studies. Sacred Heart University (2008) clearly states that in formulating a

conclusion, the reader is supposed to understand from the conclusion why your research should be

important to them. A conclusion is a synthesis of important elements, not just a review of your

arguments or a restatement of your research problem. Although in rare circumstances a two- or

three-paragraph conclusion may be necessary, for the majority of essays one well-developed

paragraph serves as the conclusion. The study made use of the latter formulation of the paragraph;

however, the content is more of a quick summary of the actual findings rather than a

comprehensive conclusion as to why the study is important in the first place. It leaves out details

that are crucial as to how a reader interprets the result, as the actual conclusion is found only in the

last sentence. The conclusion isn’t meant to be a summary of the findings but rather of the

implications, evaluations, insights, etc. that the researchers make as they develop the study. The

conclusion also fails to inform the readers how the research contributes to a new understanding or

fills an important gap in the literature relevant to its context. Furthermore, what the conclusion

sentence itself states, fails to explain the implications of having a negative correlation, and the

“negligible relationship with each other” signifies” and creates more questions than answers.

Additionally, they should lay the groundwork for future studies on the research issue by

introducing potential fresh or extended perspectives on the research challenge.

D. Conclusion and Recommendation

This essay's goal is to review and make observations on Rabi, Mirafuente, Orlanda, Guizon,

Saez, and Nepal's study on the relationship between grade 12 students at MSC A.Y. 2020-2021's

perceived stress levels and academic performance. If there were any inconsistencies that needed

to be corrected or if the methods, processes, tests, or other statistical instruments and methods were

applied correctly. There were no major problems encountered right up until their methodology was

reviewed. To give an analytical summary, their flaws were centered around the things we thought

were the original plan for the study versus what was actually presented:

It would have been easier to grasp the graphic and the study if the researchers had specified

which variable is the independent and dependent variable in their conceptual framework.

Nevertheless, they made use of the proper graphic depiction to show how perceived stress levels

and academic performance are related.

1. In terms of sampling size and technique, the researchers consulted a statistician to

help them determine the sample size, and he suggested using Slovin's formula to

reduce the population and arrive at the right sample size using a specific margin of

error or confidence interval that would serve as the main criterion for determining

whether the result is worthy of representing the population or not. The population

size, however, is not consistently stated by the researchers. While the stated

population size in the tabular presentation is only 366, they chose 370 for the

computation of sample size, even though the sum of the population strata only

yields 365. We get to the conclusion that the researchers' grade 12 status is the

source of the population size disparity. They might have left out themselves from

the sample size.

2. With regard to their research instrument, the researchers withheld this information

from any reliability test presentation, however, calculations that result in

Cronbach's alpha coefficient will be used to assess the questionnaire's internal

reliability had they used Cronbach's alpha reliability method. If they were

successful in proving the validity and reliability of the questionnaire, they used to

gather the data, the survey's results may be considered to be reliable information.

The lack of tabulated responses to the questionnaire is a concern with the survey

of researchers. The aforementioned questionnaires should be provided and

presented because they are the research instrument and one of the key elements in

gathering significant data. This will help to further illustrate the validity of the

study's conclusions.

3. Although the study could not demonstrate whether the other presumptions for

utilizing this statistical tool were met, it is valid that PPMCC is used to assess

whether there is an existing link between two variables, similar to that of Spearman

correlation, Kendall rank correlation, and others. First, the PhenX Toolkit, an

online repository of recommended measuring methods developed for the

standardization of data gathering, states that the Perceived Stress Scale (PSS) is

often an ordinal scale or count measure. On the other hand, the study by Magpily

and Mercado found that the General Weighted Average (GWA), which is also an

ordinal scale, is still utilized to evaluate academic success (2015). The first

assumption for employing the PPMCC was not met by the study.
 Furthermore, the researchers made no mention of the possibility of a linear link between

the two variables, perceived stress level and academic achievement. Also, no test was carried out.

To determine whether the variables had a linear connection, a scatterplot may have been employed.

The scatterplot's points will show a primarily straight-line pattern if the variables are related

linearly. Moreover, no test was run to determine whether the data had large outliers or was

distributed properly.

XIII. Recommendation

The most important goal of conducting a research study is for the researchers to find a

solution or answer to an existing problem being presented in the study through a systematic and

scientific process. If not provided with valid and correct methods, this goal of the study is not

really achieved. The study’s recommendation entailed full admission to the fact they were not able

to fill the lapses that their study presented. Hence, it is essential for the researchers to carefully

study the methods being used in the study. It is strongly recommended that the adjustments

provided in this paper should be performed and provided in the study being critiqued to produce

more detailed, transparent, reliable, and valid results of the study. In order to achieve this, the

following recommendations were presented:

1. Consider choosing a wider sample that is not restricted to a particular grade level

so that the study's findings will be truly representative of the entire student body.

2. If future researchers are given more time and funding to complete their research,

they can consider using different indicators to gauge stress levels and academic

performance, such as For the former, GWA was supplemented with grades from
 standardized tests and other academic accomplishments, and for the latter,

numerous stress assessment tools were used.

3. In order to better grasp the broader context of the issue, try to add to the study by

considering additional features and data points such as environmental factors,

stressors, coping methods, and the like.

4. To enhance awareness, comprehension, and effective learning strategies at this type

of time, think about doing research in which parents, students, and schools are all

involved.

5. Finally, the researchers strongly advise teachers, career counselors, school

administrators, as well as parents and students, to study the recent paper and studies

like this one so that they are not only aware of but also highly informed about such

an urgent issue. The researchers think that by doing this, we can understand the root

of the problem and take action to develop creative and practical solutions to help

students who are experiencing stress and other mental health problems.

Their analysis of what must be done to solidify the validity of the study is appropriate for

the scope and limitations. With this set of recommendations, future researchers that decide to pile

up from their groundwork and use this study as a foundation would find it easy to see where they

might like to focus their goals and assumptions. However, the study in general has had some major

flaws and the purpose of this critique is to present the revisions so here is a set of recommendations

amending the mistakes found in the study.

1. They used the appropriate formulas correctly, (i.e., Solvin Formula) however upon

allocation, it was revealed that instead of the proclaimed number of 79 respondents, it

overextended to 81, and an additional 2 response was admitted. It may seem insignificant,

but it raises several questions directed toward the accuracy of the study with the data used.

It is highly recommended to correct this inaccuracy and ensure that the study uses correct

and accurate data from the proposal to the presentation of results so as to not confuse future

researchers that may use this study.

2. In terms of the validity of the questions used, all of them were actually rational and

appropriate for the study used since it was based on the PSS scale. Yet, upon further

inspection, it appeared that the researchers made a change in the number of interpretations,

as they initially presented three, whereas, in the end, four interpretations were found. It is

suggested that the researchers set the record straight and settle for one single decided

number of interpretations before moving forward.

3. When conducting a study, regardless of what or why it is highly unethical and

unprofessional to assume anything. This is because, to assume, is to present potential bias

in the formulation of the study and is frowned upon in the field of research. The study did

not show any test for the normality of data, nor did they explain why they forgot or intended

to do so. The normality test is of great importance as the study has potential for future

relevant studies and because when data follow a normal distribution, parametric tests

otherwise nonparametric methods are used to compare the groups.

4. In regard to the processing of results, it does not seem proper to heavily use in terms of

PSS result interpretation. There were expectations that they would add the scores of one

respondent so they could have a grasp on the stress level of that respective person which
 was what they initially proposed on their original research plan. The researchers fail to give

any compelling explanation as to why there’s a mean per question in the appendix. It is

important to note that if a researcher fails to follow through what he or she originally plans

on doing, it’s going to present some very pesky problems down the road when defending

the research and publishing it. This seems to be a recurring problem with the entire research

itself, so it is suggested the researchers work on a stable plan and stick to it, regardless of

how it might affect the study.

5. There is strong evidence that the Pearson Product Moment Coefficient of Correlation is an

inadequate statistical technique for the investigation as stated earlier in the critique for the

statistical tool. Spearman's rank correlation is more appropriate for the investigation. For

variables with an ordinal relationship, non-normal distribution, the potential for outliers,

and a non-linear and monotonic relationship, Spearman's rank correlation is used.

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