III.

RESULTS

This section of research illustrate the fruition

Table 1. Demographic profile of Respondents

Age of the respondents

Age Percentage

11 1.8%

12 6.9%

13 14.5%

14 17%

15 12.6%

16 23.3%

17 18.9%

18 5.7%

Table 1.1 (Gender) Sexuality of respondents

Gender Percentage

Male 38%

Female 60.1%

LGBTQ+ 3.1%

Table 1.2 Grade level of the respondents

 Grade Level Percentage

7 17.4%

8 17.4%

9 17.4%

10 17.4%

11 14.9%

12 14.9%

Table 1.3 Section/Strand of the respondents

Section/Strand Percentage

Amorsolo 9.9%

Bernal 9.9%

Celerio 9.9%

Dela rama 9.9%

Edades 9.9%

Fracisco 9.9%

Guerrero 9.9%

HUMSS 5%

Caregiving 5%

STEM 5%

ABM 5%

SMAW 5%

GAS 5%
Table 2. How often do you feel stressed?

Response Percentage

Always 38.1%

Often 20.6%

Sometimes 39.4%

Never 1.9%

Table 2.2 Does stress affect your academic performance?

Response Percentage

Strongly Agree 27.5%

Agree 55.6%

Strongly Disagree 5%

Disagree 11.9%

Table 2.3 Does positive mindset can help you to relieve stress?

Response Percentage

Strongly Agree 33.5%

Agree 59%

Strongly Disagree 5%
 Disagree 2.5%

Table 2.4 Which action would you possibly take in managing your stress? (Choose

more than 2)

Respond Percentage

Listening to music 85.1%

Talking to a friend 45.3%

Using social media 22.4%

Watching entertainment media such as 31.7%

video, theater shows

Playing video games 24.8%

Reading books 2.4%

sleeping 0.6%

reading manga 0.6%

playing volleyball 0.6%

talking to my gf 0.6%

Drawing 0.6%

Writing a Diary 0.6%

talking to the family 0.6%

going outside 0.6%

Playing basket ball 0.6%

Table 2.5 Do you agree that stress management can help you to improve

academically?

Response Percentage

Strongly Agree 25.5%

Agree 56.5%

Strongly Disagree 8.1%

Disagree 9.3%

IV. DISCUSSION

As the researcher used a survey in our interview in collecting the research now

we're going to discuss the result, In this part of the research going to discuss the

collective data.

Table 1 provides valuable information about the respondents' demographic

profile, including their age, along with additional data from Tables 1.1 and 1.3. This table

focuses on capturing the characteristics of individuals within the secondary age group,

allowing us to gain a comprehensive understanding of their perspectives on gender and

life status. To collect the data, we conducted a survey that consisted of seven sections

and six strands, targeting students in grades 7 through 12. Our efforts resulted in a

successful gathering of responses from 160 participants, with an equitable distribution

across the different sections. Notably, we ensured that each grade level in Junior High

School was represented by four respondents, resulting in an average of 28 students per

grade. This meticulous approach to data collection enhances the reliability and validity
of our research, enabling us to conduct a more detailed analysis of the respondents'

viewpoints and the gender includes 95 Female, 60 Male and 3 who answered the part

of LGBTQ+.

Based on the data collected by the researchers, the findings from Table 2

regarding the frequency of stress experienced by the respondents reveal significant

insights. It is evident that a substantial proportion of individuals, approximately 38.1%,

acknowledged feeling stressed "always." Additionally, 20.6% reported experiencing

stress "often," while 39.4% indicated feeling stressed "sometimes." Interestingly, a small

percentage, approximately 1.9%, stated that they never feel stressed. These findings

suggest that a considerable number of students at East Central Intergraded School

Secondary experience stress, which has the potential to impact their academic

progress. The data further elucidates the relationship between stress and academic

performance, as indicated in Table 2.1.

The majority of students, accounting for 55.6%, expressed that they agree that

stress does indeed affect their academic performance. Additionally, 27.5% of students

strongly agreed with this sentiment. On the other hand, a smaller percentage, 11.9%,

disagreed that stress affects their academic performance, and merely 5% strongly

disagreed. These findings highlight the prevailing belief among students that stress

does have an adverse impact on their studies. It is possible that students who reported

stress not affecting their studies have developed effective coping mechanisms to

manage their stress levels. In summary, the data reveals a significant portion of East

Central Intergraded School Secondary students experiencing stress, which has

implications for their academic performance. The majority of students acknowledge the
influence of stress on their studies, suggesting the need for effective stress

management strategies. However, it is worth noting that some students may have

developed effective techniques to handle stress without it impacting their academic

performance. These findings provide valuable insights into the relationship between

stress and academic progress among students, indicating the importance of addressing

stress-related challenges to optimal learning environments.

According to the findings presented in Table 2.3, it is evident that a majority of

students recognize the positive impact of having a mindset focused on positivity,

particularly in alleviating stress. The data reveals that a significant proportion of

students, approximately 33.5%, strongly agree that maintaining a positive mindset is

effective in relieving stress. Additionally, the highest percentage, constituting 59%,

agree with this notion. However, it is worth noting that a small percentage of students,

merely 2.5%, strongly disagree with the idea of a positive mindset being helpful in

relieving stress, indicating a divergence of opinions among the respondents.

All the positive vibes that we can have give also 4 positive effect. The more we

feel negative then we must have more positive mindset. The table 2.4 in this table

Which action would they possibly take in managing the stress? The students that the

more positive mind we have the more we can have a better mind, away from stress.

The ways that student know how to handle stress, is the most effective is Listening to

music, Talking to a friend, Using social media, Watching entertainment media such as

video, theater shows, Playing video games, Reading books, sleeping, reading manga,

playing volleyball, talking to my gf, Drawing, Writing a Diary, Talking to the family, Going

outside and Playing basketball these are the respond of the respondents the most said
was Listening to a music it have 85.1% and the second following was the Talking to a

Friend it have 45.3% and the third was Watching entertainment media such as video,

theater shows this was around 31.7% and the next is Playing video games was around

24.8% the fifth was Using a social media around 22.4% and the sixth was Reading a

book have 2.4% and the last was all 0.6% who answered.

In Table 2.5, the focus is on the students' agreement regarding the effectiveness

of stress management techniques. The data reveals that a considerable portion of

students hold a positive view on stress management strategies. Specifically, 25.5% of

students strongly agree that stress management can be helpful. Moreover, the majority

of students, comprising 56.5%, agree with this notion. However, it is noteworthy that a

small percentage of students, 8.1%, strongly disagree with the effectiveness of stress

management techniques, while 9.3% simply disagree. These findings indicate a range

of perspectives among the respondents regarding the efficacy of stress management.