CHAPTER I

BACKGROUND OF THE STUDY

Rationale

Stress is a universal human experience, often arising from external events or

internal thoughts that trigger emotions such as frustration, anger, or anxiety (Khan, Lanin,

& Ahmad, 2015). While moderate stress can boost productivity, excessive or prolonged

stress can have adverse effects, particularly on students' cognitive abilities and academic

performance. Further, stress occurs when the demands placed on an individual surpass

their ability to cope (Sankar et al., 2016).

Students experience various stressors, including academic pressure, the

expectation to excel, uncertainty about the future, and challenges adapting to the

educational system. Additionally, they encounter social, emotional, physical, and family

issues that can impact their ability to learn and perform well in school. Excessive stress

can lead to both physical and mental health problems, lower self-esteem, and hinder

academic achievement (Shankar et al., 2007).

Recent studies, like one published in the Journal of the American Medical

Association in 2022, highlight the negative impact of stress on students. Elevated stress

levels are associated with higher rates of anxiety, depression, and disrupted sleep patterns

among students. Additionally, stressed students are more likely to engage in risky

behaviors like substance abuse or self-harm.

In the educational setting, both in secondary and tertiary institutions, students

frequently encounter everyday stressors. These often revolve around academic pressures,

including the need to excel academically and concerns about grades. The Organization for
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Economic Co-operation and Development (OECD) found that students across 72

countries commonly experience stress related to academic performance, grades, and test

anxiety (Hetrick & Parker, 2019). Notably, girls tend to report higher stress levels related

to schoolwork compared to boys.

According to Khan (2013), stress exerts its influence across various domains,

encompassing students' academic performance, gender disparities, age considerations,

and educational levels. In the realm of academic performance, it is discerned that students

facing a compressed course duration coupled with a substantial workload experience

elevated stress levels, which, in turn, have an adverse impact on their academic

achievements (Talib & Rehman, 2012). This suggests a direct correlation between

heightened perceived stress and diminished academic performance.

Furthermore, distinctions in academic performance levels are associated with

disparities in the sources of stress. Research conducted by Shastri (2016) reveals

significant disparities between high and low academic performers regarding the sources

of stress, encompassing educational and miscellaneous factors. These disparities

underscore the multifaceted nature of stressors affecting students.

Moreover, the gender dimension emerges as a salient factor in the manifestation

of stress. It is observed that stress levels differ markedly between male and female

students. Female students, characterized by their emotional responsiveness, tend to

experience higher stress levels compared to their male counterparts (Akande,

Olowonirejuaro, & Okwara-Kalu, 2014). This divergence underscores the nuanced

interplay between gender and stress perception among students.

The examination of gender disparities in psychological distress has long been a

focal point in pertinent studies. Previous epidemiological investigations have consistently

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shown that, generally, females tend to experience a higher prevalence of mental health

issues compared to males. This gender disparity can be attributed to two primary factors.

Firstly, the physiological distinctions between females and males, encompassing genetic

susceptibility and variations in hormone and cortisol levels, can be observed to manifest

emotionally and behaviorally. For example, females and males exhibit differential

responses to stress, largely stemming from their varying sensitivity to external events. It

is noted that females tend to be more susceptible to the effects of stress and pain, which

may contribute to a heightened experience of sadness and anxiety (Wenjuan et al., 2020).

Secondly, the self-concepts associated with traditional masculinity and femininity

significantly influence individuals' attitudes and behaviors in response to life experiences.

Masculinity is characterized by attributes such as individualism and assertiveness,

whereas femininity is characterized by qualities such as affection, compassion, and a

heightened sensitivity to the needs of others (Gibson et al., 2016).

As Anderson (2018) elucidates, high stress levels can impede a student's ability to

concentrate, retain information, and perform well academically. Chronic stress can lead to

cognitive impairments, making it harder for students to effectively learn and apply

knowledge.

In light of these findings, it is crucial to proactively address and manage stress

among students. Educational institutions and educators should consider implementing

comprehensive strategies and support systems to help students cope with stress. This may

include providing mental health resources, promoting stress-reduction techniques, and

fostering a balanced approach to academics that prioritizes both achievement and well-

being. By doing so, we can enhance students' overall health and academic success will be

enhanced.

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 The primary aim of this study is to assess academic stress levels among grade 12

Attainer students at Bagabag National High School. It is widely acknowledged that many

students are currently grappling with heightened stress levels, particularly in relation to

their academic responsibilities. Through this research initiative, the goal is to identify

effective strategies and resources that educational institutions can implement to assist

students in managing their stress more effectively. It is anticipated that the

implementation of such strategies will yield positive outcomes, fostering improved

mental health and enhanced academic performance among students.

Statement of the Problem

The purpose of this study is to determine the level of academic stress experienced

by the Grade 12 Attainer students of Bagabag National High School.

Specifically, it seeks to answer the following:

1.) What is the profile of the students according to:

a.) age

b.) gender

2.) To what extent is the level of academic stress experienced by the students?

3.) Is there a significant relationship between the profile of the students to their

level of stress?

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Conceptual Framework

Independent Variable Dependent Variable

Grade 12 Attainer
Student’s Profile
a.) Age Level of Stress

b.) Gender

This research paradigm depicts the study's flow. The identified independent

variable is the Grade 12 Attainer students, while the dependent variable is represented by

the level of stress experienced by these students. The directional arrow originating from

the first box and extending towards the second box indicates the anticipated causal

relationship, implying that the presence of grade 12 Attainer students' age and gender are

expected to influence the subsequent level of stress experienced by the students.

Scope and Delimitation of the Study

This study is centered on assessing the levels of academic stress experienced by

the students of Bagabag National High School, situated in San Pedro, Bagabag, Nueva

Vizcaya. The research will encompass the timeframe from August 2023 to February

2024.

The study's subjects consist of senior high school students specifically the grade

12 attainer students of Bagabag National High School during the academic year 2023-

2024.

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Significance of the Study

This study aims to evaluate the stress levels experienced by grade 12 attainer

students of Bagabag National High School. Additionally, it seeks to explore the potential

associations between these stress levels and specific demographic factors, namely age and

gender. The objective of this research endeavor is to provide valuable insights and

findings that may prove beneficial to the following:

Students. The findings of this research will inform students about the significance

of taking care of their own well-being. Additionally, it will help them enhance their

coping mechanisms for managing the stress they experience.

Parents. The parents of the students can gain a better understanding of the

stressors their children may be experiencing during this critical academic phase. This

awareness can facilitate more informed and supportive parenting practices.

Teachers. The teachers will understand their students' situations and will be able

to adjust their teaching methods, provide early intervention, and encourage their students

to communicate openly.

Educational Institutions. The findings can assist educational institutions,

including Bagabag National High School, in identifying and addressing stress-related

issues among the students. This knowledge can inform the development of support

programs and strategies to enhance students' well-being.

Future Researchers. The results of this will serve as a guideline and substructure

of their study. This will be a paradigm of the same study with unlike standpoint.

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Definition of Terms

To clarify the problems discussed in Chapter 1, the following terms are defined

operationally and conceptually:

Stress. This refers to the feelings of pressure, worry or tension that causes bad

impact in our mental health. Stress can be caused by personal, academic, work, financial,

family problems and more that can lead us to depression.

Stressors. It is a condition that causes individual to experience stress. Stressor can

be physical or psychological factors that can trigger a stress in our body, it may also lead

on a various emotional and physiological reactions.

Stress Level. A person's stress level is a measure of how much stress they are

under. Work, economics, relationships, and health are all factors that can influence it. A

person's level of stress fluctuates depending on the scenario; it might be low-level stress

or high-level stress.

Academic Stress. Academic stress refers to the stress placed on students to

improve their academic performance. Academic stress may occur when students need to

maintain their high grades to have a high score on exam, meet the deadline for

assignments and projects. This pressure that students feel can come from teachers,

parents, friends or even self-expectations, and it often leads to stress, anxiety and

depression.

Senior High School Students. A senior high school student is a student who is in

the final stages of their pre-college education. They are usually aged 16-18 years and

focus on more in-depth training in subjects related to their interest or future plans.

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