Thesis Chap1 5

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Academic Stress of Grade 9 and 10 students in Calauag Central College Inc.
DETERMINANTS OF STRESS AS PERCEIVED OF

GRADE 9 AND 10 STUDENTS IN JHS CALAUAG
CENTRAL COLLEGE INC.
A research study presented to the faculty of high school department of
Calauag Central College Inc.
ENGLISH 10
By:
Velasco, Jhanjoe Llanevel L.
March 2023
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ACKNOWLEDGEMENT
The researcher would want to offer their heartfelt gratitude and warm welcome gratitude
to the following individuals who contributed and provided vital information aid to making
this research a perfect access. I truly appreciate to the individuals who are mentioned
as follows.
To Ms. ESTELA B. MANZANERO, MaEng, our English teacher, for her assistance,
guidance, and suggestions to ensure that this study concludes a complete success.\
To Ms. LADY VANESSA AVILA MADLANG – AWA, our adviser, for her assistance and
advice in completing this research successfully.
To Mr. KALOY SALES and Mr. JOHN PAUL SAN LORENZO for validating the three
questionnaires.
Thank you to both Grade 9 and 10, COMPASSION AND COMMITMENT for allowing
me to collect data to make this research a complete success.
To our GOD ALMIGHTY, who give me the ability, wisdom, encouragement, and resolve
to complete the work and make the life fruitful.

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DEDICATION
To my beloved parents:
Mr. Joel B. Velasco
Mrs. Janet L. Velasco
To my siblings and relatives;
To my advisers and classmates;
To the Almighty God;
I wholeheartedly dedicate this humble research.

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TABLE OF CONTENTS
PRELIMINARIES PAGE
Title Page 1
Acknowledgement 2
Dedication 3
Table of Contents 4
Abstract 6
CHAPTER 1: THE PROBLEM AND ITS SETTING
Background of the Study 7
Statement of the Problem 8
Scopes and Limitation of the Study 8
Significance of the Study 8
Definition of Terms 10
CHAPTER 2: REVIEW OF RELATED LITERATURE
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CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY
Research Design 20
Research Instrument 20
Research Locale 21
Respondents of the Study 21
Data Gathering Procedures 21
Data Analysis Plan 22
CHAPTER 4: ANALYSIS, PRESENTATION AND INTERPRETATION OF DATA 24

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CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATION 28
REFERENCE: 31
QUESTIONNAIRE: 35
CURRICULUM VITAE: 38
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ABSTRACT
This study aims to asses how does academic stress affects the Grade 9 and 10
students of Calauag Central College, S.Y. 2022-2023. The primary respondents of this
research study were the grade 9 and 10 students, they were chosen due to their high
degree of availability when the survey was performed which can facilitate the study and
ensure that data is collected timely and efficient manner. The results of the study will
offer the teachers what they should do when the stress became the negative one. The
questionnaire was used to collect information from the respondents. The primary tool for
the study is that the instrument was divided in to three parts; (1) aimed to collect the
person information of the students, (2) seeks to determine how does stress affect them
in terms of academic performance, and (3) is there any effective ways on how they can
lessen their stress. The descriptive-normative method of research was used in this
study since it describes with emphasis what actually exist, such as current conditions,
practices and situation. The total respondents were 138. Most of the respondents were
male with 74 frequency and the least response were from females which have 64 as
their frequency. Respondents that ranked first might have the most respondents but
respondents that are low in response can also feel stress. It is hoped that this research
can be an eye opener to informational tasks used by these individuals to abate stress
and achieve peace of mind and happiness through this research.

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Key words: academic stress, academic performance, stress, negative
CHAPTER I
INTRODUCTION
Background of the Study
Stress has become an integral part of academic life as a result of the numerous
internal and external expectations placed on students. Teenagers are especially
vulnerable to the problems caused by academic stress because they are undergoing
both personal and social transitions. Stress is a feeling of under pressure, overwhelmed
or unable to cope. It can have a negative impact on mood, physical and mental well-
being (UNICEF Org.). OECD (2021) stated that stress manifests itself in a variety of
ways, including psychological, social, cognitive, and physical ways.
There are two types of stress, acute stress and the chronic stress. According to
the study of Chu B. (2022) acute stress is a short-term stress response to an immediate
threat or stressful event. American Psychological Association (2018) states that chronic
stress is a long-term state of stress. Chronic stress is not always easy to detect.
Because it is so prevalent and long-lasting, people can become so accustomed to it that
it begins to feel normal (Scott, E., 2022).
78% percent of households with high school or college students report
educational disruptions from COVID-19 (Staff Writer, 2022). Singh (2020) stated that
COVID-19 pandemic has led to increased levels of stress among students due to
various reasons, such as isolation, disrupted routines, and uncertainty about the future.
This can lead to heightened anxiety, depression, and other mental health issues.
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Additionally, students may experience academic challenges and difficulty adapting to
remote learning, further adding to their stress levels (Lischer, S., Safi, N., and Dickson,
C., 2022). Students are exposed to a wide range of potentially stressful situations in
their daily academic lives, which can have a negative impact on both their academic
performance and their health (Freire C, Ferradás MdM, Regueiro B, Rodríguez S, Valle
A and Núñez JC, 2020).
STATEMENT OF THE PROBLEM
This study aims to asses how does academic stress affects the Grade 9 and 10
students of Calauag Central College, S.Y 2022-2023.
Specifically, this seeks answers to the following questions.
1. What is the personal information of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Grade level
2. What are the effects of stress in terms of academic performance in Grade 9 and
10 students?
3. What are some effective ways to lessen the stress of academic stress that could
be deduced in findings of the study?
SIGNIFICANCE OF THE STUDY
The researcher believes that this research will not only benefit them but also to
some group of people:

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STUDENTS. The specific benefits of this study are that how does academic works. After
the students read and learned about different kind of stress, the students will know how
to deal with their own stress as well. This is basically the most beneficiated group of
people. Stress does not mean “bad” stress always. Stress is surprisingly having a great
effect on some people. After reading this conducted research, the students might be
interested on how to overcome their personal and academic stress.
TEACHERS. The results of the study will offer the teachers what they should do when
the stress became the “negative” one. The teachers might consider teaching the
students how should their stress will be alright. This study will be useful not just for the
students but for the teachers as well.
FUTURE RESEARCHERS. The significance of this study on stress can help future
researchers to build upon existing knowledge and develop more effective interventions
and treatments for stress-related problems. By expanding the future researcher’s
understanding of stress and its effects on different populations, future researchers can
contribute to improving the quality of life for individuals affected by stress.
SCOPE AND LIMITATIONS
This study solely focused on the understanding the basics of stress, the effects, the
cause, and good side and bad side of it on Grade 9 and 10 students of Calauag Central
College Inc. on their educational needs. The researcher collected data by surveying the
entire population of Grade 9 and 10 students at Calauag Central College Inc., who were
the targeted participants for the study. The study was conducted during the school year
2022-2023.
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DEFINITION OF TERMS
Academic stress pertains to the stress of students that are dealing with many tasks
and jobs as a student. It can be defined as a psychological and physiological response
to academic demands or challenges, which may include academic expectations,
workload, competition, performance pressure, and other academic-related stressors.
Anxiety refers to one of the overwhelmed feelings of the students or people when they
are thinking too much, and doing so much for themselves and for others. It is a type of
mental health condition which the person feels nervous and fear.
Depression a mental condition that occurs when the people are doing too much job to
the point that they’re pressuring themselves and that can lead to depression. It is a
common and serious medical illness that negatively affects how you feel, the way you
think and how you act.
Determinants refers to the topics and discussions included in a research paper. It is the
factors or variables that contribute to the occurrence, development, or outcome of a
particular event, condition, or phenomenon.
Perceive determine the awareness of being recognize or interpret something through
one’s senses, thoughts, or experiences. It involves the process of receiving and
processing information from the environment, which can be done through the senses or
through mental processes such as memory, attention, and reasoning.
Stress refers to the overwhelmed feeling that the students’ or the people experiencing
when dealing something difficult. It is a psychological and physiological response that

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occurs when an individual perceives a demand or challenge that exceeds their ability to
cope.
Stressor refers to something that causes a state of strain or tension. It is a specific
event, condition, or situation that triggers the physiological and psychological response
of stress in an individual. It can be external or internal, and can range from minor
hassles or challenges to major life events or traumatic experiences.

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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents various studies from different authors. Any literature and studies
are presently cited from different sites and authors.
Understanding the Basics of Stress
Stress is a feeling of under pressure, overwhelmed or unable to cope. It can have
a negative impact on mood, physical and mental well-being (UNICEF Org.). Work-
related stresses, financial problems, marital troubles, health issues, and life changes
can all contribute to stress. Internal causes such as negative thoughts, concerns, and
self-imposed demands can also contribute to it (Schneiderman, N., Ironson, G., &
Siegel, S.D., 2005)
OECD (2021) stated that stress manifests itself in a variety of ways, including
psychological, social, cognitive, and physical ways Psychological Stress or also known
as stress itself describes what people experience when they are mental, physical and
emotional pressure. Social stress refers to strain that develops as a result of one’s
relationships and social environment. It can be your relationship with your friends, family
or your significant other (Ana, 2018). Cognitive stress depicts the idea to any kind of
stress that affects a person’s brain or mind. But it can affect your body also. Physical
Stress is about the bad things that can happen to your body when you’re stress
mentally and emotionally without yourself knowing.

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Types of Stress
There are two types of stress, acute stress and the chronic stress. According to
the study of Chu B. (2022) acute stress is a short-term stress response to an immediate
threat or stressful event. It is a normal physiological "fight or flight" response that helps
cope with the situation. It subsides once the threat or event has passed, such as feeling
stressed before an exam or presentation. There is also thing called ASD or Acute Stress
Disorder, an anxiety disorder that can develop after experiencing or witnessing a
traumatic event like a car accident, assault, or natural disaster (Cleveland Cllinic).
According to the study of Kapalka, G.M. (2010), Acute stress disorder is also
characterized by symptoms such as intrusive thoughts, nightmares, avoidance, negative
mood, dissociation, and heightened arousal. ASD typically occurs within one month of
the traumatic event and can significantly impact daily functioning.
Acute stress usually does not require professional intervention and can be
managed through self-care and coping strategies. However, ASD is a psychiatric
disorder that may require professional assessment and intervention, such as therapy or
medication, for appropriate management (Fanai, M. & Khan MAB, 2022). It’s important
to note that while acute stress as a physiological response is a normal reaction to a
perceived threat, acute stress disorder (ASD) as a psychiatric diagnosis is a specific
condition that may require professional assessment and intervention for appropriate
management.
American Psychological Association (2019) states that chronic stress is a long-
term state of stress caused by ongoing or repetitive stressors such as work-related
stress, financial difficulties, interpersonal issues, childcare duties, chronic health

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concerns, or other persistent challenges. It can have serious consequences for a
person's physical health, mental well-being, and overall quality of life. Chronic stress is
not always easy to detect. Because it is so prevalent and long-lasting, people can
become so accustomed to it that it begins to feel normal (Scott, E., 2022). Based on
Medline Plus, chronic stress can involve persistent psychological distress, anxiety, or
emotional strain that lasts for a prolonged duration, affecting an individual's mental
health and emotional resilience.
In summary, acute stress is defined as short-term stress that arises in reaction to
an immediate threat or stressful event, whereas chronic stress is defined as long-term
stress that continues over time. Both types of stress can have an impact on an
individual’s well-being and health, but chronic stress lasts longer and may necessitate
additional measures to properly manage. To effectively manage stress for general
health and well-being, it is critical to recognize the indicators of stress and seek
appropriate help or coping mechanisms.
Effects of Stress in students’ Academic performance
Academic performance can suffer as a result of stress. When pupils are
stressed, it may hinder their ability to concentrate, acquire, and remember knowledge,
resulting in poor academic performance. Students are exposed to a wide range of
potentially stressful situations in their daily academic lives, which can have a negative
impact on both their academic performance and their health (Freire C, Ferradás MdM,
Regueiro B, Rodríguez S, Valle A and Núñez JC, 2020). According to 2016 research by
Stockholm University, stress can impair our ability to form short-term memories, making
it more difficult to retain new information and keep it ‘close at hand,’ thereby impeding
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our natural learning processes. Stressed-out students may struggle to complete
assignments or prepare for exams, resulting in lower grades.
There are many ways that stress can affect students on their academic
performance. The first one is (1) difficulty on concentrating, according to the study of
Pascoe, Hetrick, and Parker (2019), stress can impair concentration and focus, making
it difficult for students to pay attention in class, complete tasks, or study for
examinations. As a result, productivity and academic performance may suffer.
In addition, stress can also (2) reduce motivation to the students. In the study of
Jhoselle Tus (2020), it was stated that high levels of stress might reduce motivation to
learn and perform well in school. Students may get overwhelmed, demotivated, or
disengaged in their studies, resulting in a drop in academic performance. Stress can
have a (3) emotional impact to students. Deng, Cherian & other researcher stated that
stress can also have an impact on students' mental well-being. Some emotional
disorders can have a negative impact on academic achievement by impairing students'
capacity to handle stress, engage in constructive study habits, or participate in
classroom activities. (4) Physical health issues may occur also when people are dealing
with stress. It can have a severe impact on physical health, causing sleep disturbances,
dietary irregularities, and a compromised immune system, resulting in fatigue, illness,
and difficulties completing academic obligations.
Lastly, stress can (5) damage student’s time management. According to College
Success Plan, insufficient time-management skills in college students can result in
various adverse consequences, such as inadequate sleep, declining academic
performance, persistent procrastination, unhealthy diet, and an elevated risk of dropping

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out. This may manifest as tardiness in attending classes, hastily completed
assignments, and diminished quality of work.
Good sides of Stress
While stress is often seen as a negative emotion or experience, it can have some
positive aspects. Stress under control improves alertness and performance. Stress also
improves memory by stimulating the growth of stem cells, which eventually become
brain cells. According to Jaret (2015), the increase in stem cell and neuron generation
makes sense from an adaptive standpoint.
In the study of Chan, Leung, Liang (2018) it was stated that a moderate level of
stress can actually be beneficial as it can help maintain motivation and focus. It creates
a sense of urgency and drive to accomplish tasks or goals, resulting in increased
productivity and performance. Stress is not always the enemy. Positive stress has been
shown in studies to strengthen the immune system, improve memory and learning, and
improve decision-making skills (Jain, R., 2015). Cyril (2015) stated that the pressure to
comply with deadlines, get good marks, or excel in academic endeavors can motivate
students to work harder and strive for achievement, resulting in greater academic
performance.
In addition, overcoming academic challenges can result in increased knowledge,
improved skills, and personal development, leading to enhanced academic performance
in the long run.

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It is particularly important to bear in mind that the beneficial impacts of stress on
academic performance may vary depending on the individual and the quantity of stress
encountered.
Ways to lessen Stress
Getting enough sleep, avoiding procrastination, reflecting on what you did,
practicing self-good care, venting and talking to some friends, listening to some music,
and staying organized in terms of academic activities are just some ways to lessen the
stress.
Getting enough sleep is crucial for physical health, cognitive function, emotional
well-being, physical performance, mental health, safety, and overall well-being
(Pacheco, 2022). Prioritizing healthy sleep habits is crucial for optimal health and well-
being. If you are experiencing persistent sleep difficulties or have concerns about your
sleep patterns, seeking guidance from a healthcare professional for further evaluation
and assistance may be beneficial.
Shallenberger (2014) states that avoiding procrastination is important to
academic achievement since it helps students manage their time properly, decreases
stress, boosts productivity, promotes effective learning, and adds to overall academic
success. Developing excellent time management skills and techniques to avoid
procrastinating might help students achieve their academic goals significantly.
Reflecting encourages us to enhance our talents and examine the effectiveness
of them rather than simply doing things the same way you’ve always done them (Open
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University, 2023). It enables us to learn from our experiences, make intentional choices,
and become better versions of ourselves.
According to Zero to Three (2022), self-care is essential for general well-being,
physical and mental health, productivity, emotional regulation, self-compassion, and
healthy relationships. It is an important part of taking care of ourselves and living a
satisfying and balanced life.
Suttie (2021) states that venting and talking to friends when stressed out can be
incredibly important for emotional release, gaining perspective, receiving social support,
reducing stress, strengthening relationships, and problem-solving. Additionally, it is a
healthy and beneficial way to cope with stress and improve our overall well-being. Most
importantly, remember that not all friends may be equipped to provide the support we
need, and it's okay to seek professional help from a therapist or counselor if needed.
When you are overwhelmed, listening to music can help you regulate your
emotions and lessen feelings of tension and worry. It can help to relax your mind and
body and give a pleasant escape from the stresses of everyday life. Collins (2021)
highlights that Listening to your favorite music may have more health benefits than you
realize, and also countless experts have investigated how listening to music can
potentially have therapeutic effects on a range of mental and physical health conditions.
Effective time management is vital if you want to handle a large task without
becoming overly stressed. Time management can help you decrease long-term stress
by providing direction when you have too much stuff to complete (Shah, N., 2016).
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Staying organized in terms of academic work is extremely important as it can help you
to manage your time effectively, stay on top of deadlines, and reduce stress levels.
Remember that everyone is unique, so try out different tactics to see what works
best for you. To enhance overall well-being, it is critical to prioritize self-care and take
actions to reduce stress.
Synthesis
Stress is a feeling of under pressure, overwhelmed or unable to cope. It can have
a negative impact on mood, physical and mental well-being as said by UNICEF
Organization. In the contrary, while stress is often seen as a negative emotion or
experience, it can have some positive aspects. Moderate level of stress can actually be
beneficial as it can help maintain motivation and focus as stated by Higuera (2018).
When pupils are stressed, it may hinder their ability to concentrate, acquire, and
remember knowledge, resulting in poor academic performance. On the other hand,
overcoming academic challenges can result in increased knowledge, improved skills,
and personal development, leading to enhanced academic performance in the long run.
It is actually important to bear in mind that the beneficial impacts of stress on academic
performance may vary depending on the individual and the quantity of stress
encountered.
There might be many ways to lessen the stress but always remember that
everyone is unique. That specific way may work on you but not on others. To enhance
overall well-being, it is critical to prioritize self-care and take actions to reduce stress.
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CHAPTER III
RESEARCH METHODOLOGIES
This Chapter deals with the methods and procedures used to find out and understand
how the study was conducted and how conclusions were drawn.
RESEARCH DESIGN
The descriptive-normative method of research was used in this study since it
describes with emphasis what actually exist, such as current conditions, practices and
situation. Descriptive research is appropriate aims to accurately and systematically
describe a population, situation or phenomenon. In the quantitative approach, a survey
method with a form of questionnaire was used to gather information from the
respondents in Calauag Central College Inc. students.
RESEARCH INSTRUMENT
The data gathering instrument is a survey questionnaire. The survey
questionnaire has three parts; Part I was focused on the demographic profile of
respondents and in terms of; 1.1 Age: 1.2 Gender, and 1.3 Grade level. Part II was
focused on what are the effects of stress in terms of academic performance in Grade 9
and 10 students of Calauag Central College Inc. Part III was focused on what are some
effective ways to lessen the stress of the grade 9 and 10 students of the Calauag
Central College Inc. The part II is rated using the scale of; 5 - Strongly agree, 4 – Agree,
3 - Neither Agree nor Disagree, 2 – Disagree,1 - Strongly disagree. The part III is rated
using the scale of; 5 – Highly Effective, 4 – Very Effective, 3 – Effective, 2 – Fairly
Effective, and 1 – Not Effective.

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RESEARCH LOCALE
The questionnaire survey was conducted in chosen school, Calauag Central
College. Calauag Central College is located at Rizal Street, Poblacion Cuatro, Calauag
Quezon. It is the most accessible school that the researcher can perform the survey.
Specially, Calauag Central College Inc. is the only school that is in researcher’s range
as of now.
RESPONDENTS OF THE STUDY
The primary respondents of this research study were the Grade 9 and 10
students of Calauag Central College for the academic year 2022-2023. The Grade 9
and 10 students were chosen due to their high degree of availability when the survey
was performed which can facilitate the study and ensure that data is collected timely
and efficient manner. One hundred percent of the students was asked to participate to
this research study. Therefore, complete enumeration was applied. In addition, the
student-respondents will serve as the main sources of information and with whom the
data on the level of awareness on how stress works.
DATA GATHERING PROCEDURE
The researcher created a written permit for the approval to conduct a study in the
selected school which is the Calauag Central College Inc. After given permission from
the teacher who was assigned on both sections, the researcher distributed the
questionnaire directly to the respondents in order to gather the relevant data for the
study. The primary tool for the study is that the instrument was divided in to three parts;
(1) aims to collect the person information of the students, (2) seeks to determine how
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does stress affects them in terms of academic performance, and (3) is there any
effective ways on how they can lessen their stress.
The questionnaires were retrieved once they’re finished answering. It was
checked, interpreted and analyzed by the researcher once the survey is done.
DATA ANALYSIS PLAN
The statistical treatments that used are percentage, weighted mean.
Part I of the questionnaire used the parentage formula to determine the
background characteristics of the Grade 9 and 10 students. The formula is:
Where:
f
P= x 100
N
P = Percentage
F = Frequency
N= total number of respondents
Part II, III and IV utilized the weighted mean. To compute the weighted mean, the
formula used is as follow
Σwx
WX =
N
Where:
WM = weighted population mean

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Σwx = sum of the product of weights and values.
w = weights
x = values
N = total values
The weighted mean values were interpreted using the following scale:
Range Effects of Stress Effective Ways
Strongly Disagree Not Effective

1.00 – 1.80
Disagree Fairly Effective
1.81 – 2.60
Neither Agree nor Disagree Effective
2.61 – 3.40
Agree Very Effective
3.41 – 4.20
Strongly Agree Highly Effective
4.21 – 5.00
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CHAPTER IV
ANALYSIS, PRESENTAION, AND INTERPRETAION OF DATA
This chapter presents the data obtained, the results of the statistical analysis
done, and the interpretation of the findings. These are presented in tables on the order
of the specific study difficulty, addressing how stress affects student’s academic
performance and what feasible interventions exist.
Demographic Profile of Respondents
Table 1. Background Characteristics of the respondents.
AGE FREQUENCY PERCENTAGE

14 50 36.23%
15 61 44.20%
16 21 15.22%
17 3 2.17%
18 3 2.17%
TOTAL 138 100%
GENDER FREQUENCY PERCENTAGE
Male 74 53.62%
Female 64 46.38%
TOTAL 138 100%
GRADE LEVEL FREQUENCY PERCENTAGE
Grade 9 87 63.04%
Grade 10 51 36.96%
TOTAL 138 100%
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Part I of Table 1 shows that most of the respondents are aged 15 with a
frequency of 61 and have a percentage of 44.20% out of the total respondents. While
on the other hand, the least respondents ages 17 and 18 with a frequency of 3 with the
frequency of 2.17% each.
Part II of the Table 1 indicates that majority of the respondents are male with the
frequency of 74 and have 53.62% as its percentage. Unlike the male, female has the
least respondents with the frequency of 64 and has a percentage of 46.38%.
Part III of the Table 1 shows that Grade 9 students is the majority respondents
that has 87 as its frequency and a percentage of 63.04%. Grade 10 students has the
least respondents of 51 as its frequency with the percentage of 36.96%.
Effects of stress in Academic Performance
Table 2. The effects of stress in Academic Performance.
Indicators Weighted Rank Verbal

Mean Interpretation
I get fatigue and lack of energy sometimes. 3.62 1 Agree
I get easily irritated with everything. 3.60 2 Agree
I got chest pain and shortness of breath. 3.54 3 Agree
It takes over their ability to focus during 3.48 4 Agree
lectures or studying.
I sometimes, got panic attacks. 3.47 5 Agree
Legend:
4.21-5.00 – Strongly agree 3.41-4.20 - Agree

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2.61-3.40 – Neither Agree nor Disagree 1.81 2.60 – Disagree
1.00-1.80 – Strongly Disagree
Table 2 shows the effects of stress in academic performance. It reveals that the
first rank in the table was the respondents get fatigue and lack of energy sometimes. It
has a weighted mean of 3.62 and a verbal interpretation of agree.
I can connect this finding in the article of Mayo Clinic, that stress symptoms can
affect your body, your thoughts and feelings, and your behavior. It is stated that
headache, muscle tension, chest pain, fatigue, change in sex drive, stomach upset and
sleep problems are some effects of stress in person’s physical body.
The fifth rank or the respondents sometimes got panic attacks with the verbal
interpretation agree. The results determine that the respondents feel worried and
anxious all the time due to some reasons; it can be because of the surroundings or the
school itself. They’re overworking themselves to the point that they’ll get panic attacks.
Effective ways to lessen stress in terms of Academic Performance
Table 3. The Effective ways how to lessen stress in terms of Academic Performance.
Indicators Weighted Rank Verbal

Mean Interpretation
Focusing on what you control. 3.78 1 Very Effective
Practicing self-good care. 3.64 2 Very Effective
Listening to some music. 3.64 3 Very Effective
Get enough sleep. 3.62 4 Very Effective
Reflecting your actions and mistakes. 3.62 5 Very Effective
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Legend:
4.21-5.00 – Highly Effective 3.41-4.20 - Very Effective
2.61-3.40 – Effective 1.81 2.60 – Fairly Effective
1.00-1.80 – Not Effective
Tables 3 shows that rank 1 – 5 has the same verbal interpretation of very
effective. Rank 1 states focusing on what you control with the weighted mean of 3.78.
Itani (2020) states that focusing on what you control is the utmost importance because it
allows you to direct your energy and efforts towards things that are within your power to
change or influence. Some things that are within your control include your thoughts,
attitudes, beliefs, and choices. By focusing on these things, you can create positive
change in your life and work towards your goals and aspirations.
Based from the table, most of the respondents chose the very effective but not
the highly effective one. There’s no quick-fix cure for stress, and no single method will
work for everyone. However, there are simple things you can do to change the common
life problems that can cause stress or make stress a problem (NHS, 2023).
There may be some effective ways to lessen the stress but it can’t guarantee that
you will be free from stress. Stress can be bad and good at the same time, it’s your
choice if you want to use some ways to protect you from bad stress or let the stress flow
in your full body and mind.

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CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter is divided into three parts. It includes the first component which is
the summary, followed by conclusions and recommendations for the last part, for the
future researcher.
Summary of findings
Based on the results and discussions in chapter 4, the summary of findings is:
1. Based on the finding in the demographic profile of the respondents, 44.20% are
15 years old, with the frequency of 61 which is the majority of the respondents in
terms of age, while on the other hand, respondents that ages 17 and 18 has the
least respondents with the frequency of 3 and 2.17% as their percentage. In
terms of gender, male has the most respondents with 74 frequencies out of 138
respondents and 53.62%. Grade 9 students has the most respondents with 87 as
their frequency and 63.04% as their percentage.
2. Based on the findings of the table about effects of stress, it shows that majority of
the respondents usually gets fatigue and lack of confidence with the result of
3.62 as its weighted mean. Turns out that most of the respondents were really
affected in physical way.
3. Based on the findings of the table about ways to lessen the stress, it shows that
most of the students had a way of focusing on what they can control with the
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weighted mean of 3.78. This way helped the student to minimize the effects on
their daily lifestyle.
Conclusions
In the light of the summary of findings, the following conclusions were presented:
1. Based on the summary of findings, it concluded that the most respondents were
age 15 and 17 and 18 years old has the lowest response. Grade 9 students has
the most respondents in terms of gender. In terms of gender, male was the most
of the respondents. Being 15 years old, Grade 9 students, or being a male does
not mean that only those specific respondents can feel stress. Respondents that
ranked first might have the most respondents but respondents that are low in
response can also feel stress.
2. Based on the summary of the findings, it concluded that the respondents were
aware that they are stress and how does some effects state on the questionnaire
really affected their bodies and mind.
3. Based on the summary of findings, it concluded that there were many suggested
ways on how to lessen the stress, but it does not work for everyone. There may
be many ways, but it depends on the student on how they would assess their
own stress.
Recommendations
1. For the students, they must know how stress works. They can search on some
websites on how does stress really works. They must learn to be aware of their
own stress.
30
For the teachers, they must discuss and evaluate the students on how does
stress work. They must properly asses what is the origin of the stress. Being
considerate and caring to students helps to ease the students.
2. For the students, they must know how to handle themselves then the stress
occurred. There are many effects of stress that can possibly happen to them.
They should learn how to counter the effects of stress on their body or on their
mind.
3. For the students, they must focus on what they control. By focusing on what they
can control, they can set clear goals, develop a plan of action, and take steps
towards achieving those goals. They can also manage their emotions, respond to
challenges, and adapt to changing circumstances. This helps them build
resilience, increase your confidence, and feel more empowered.

31
REFERENCES
American Psychological Association (2018). Stress effects on the body.
https://www.apa.org/topics/stress
Chan, Leung, Liang (2018). The Roles of Motivation and Coping Behaviors in Managing
Stress: Qualitative Interview Study of Hong Kong Expatriate Construction
Professionals in Mainland China.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5877106/
Chu B, Marwaha K, Sanvictores T, et al (2022). Physiology, Stress Reaction.
https://www.ncbi.nlm.nih.gov/books/NBK541120/
Cleveland Clinic. Post-Traumatic Stress Disorder (PTSD).
https://my.clevelandclinic.org/health/diseases/9545-post-traumatic-stress-
disorder-ptsd
College Success Plan. Where has the time gone?
https://collegesuccessplan.com/blog/where-has-the-time-gone
Collins, D., (2021). The Power of Music to Reduce Stress.
https://psychcentral.com/stress/the-power-of-music-to-reduce-stress
Cyril, V., (2015). Time management and academic achievement of higher secondary
students. https://files.eric.ed.gov/fulltext/EJ1097402.pdf
Deng, Y., Cherian, J., & other researchers (2022). Family and Academic Stress and
Their Impact on Students’ Depression Level and Academic Performance.
https://www.frontiersin.org/articles/10.3389/fpsyt.2022.869337/full
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Fanai, M. & Khan MAB. (2022). Acute Stress Disorder.
https://www.ncbi.nlm.nih.gov/books/NBK560815/
Freire C, Ferradás MdM, Regueiro B, Rodríguez S, Valle, A. and Núñez, JC (2020).
Coping Strategies and Self-Efficacy in University Students: A Person-Centered
Approach. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00841/full
Jain, R., (2015). Can Stress Help Students? https://www.edutopia.org/blog/can-stress-
help-students-renee-jain
Jaret, P. (2015). The Surprising Benefits of Stress.
https://greatergood.berkeley.edu/article/item/the_surprising_benefits_of_stress
Jhoselle Tus (2020). Academic Stress, Academic Motivation, and Its Relationship on
the Academic Performance of the Senior High School Students.
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Kapalka, G.M. (2010). Nutritional and herbal therapies for children and adolescents: A
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22647-000
Lischer, S., Safi, N., and Dickson, C. (2021). Remote learning and students’ mental
health during the Covid-19 pandemic: A mixed-method enquiry.
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symptoms/art-20050987
33
NHS Inform (2023). What to do if you are struggling with stress.
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you-are-struggling-with-stress
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0ccafa0b/
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students in secondary school and higher education.
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34
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https://caps.ucsc.edu/resources/time-management.html
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https://www.zerotothree.org/resource/its-time-for-some-self-care/
35
QUESTIONNAIRE
A. Kindly state your demographic profile based on the given questions.
1.1 Name: (Optional)
1.2 Section: COMMITMENT
COMPASSION
1.3 Age:
14 15 16 17 18
1.4 Gender:
Male:
Female:
B. Directions: For each statement in the survey, please indicate how much you
agree or disagree with the statement by putting a check in the box on the right
side of each statement. There are no right or wrong answers. Your answers will
be kept strictly confidential and you will not be identified.
Highly Agree (5)
Very Agree (4)
Agree (3)
Fairly Agree (2)
Disagree (1)
36
5 4 3 2 1
Strongly Agree Neither Disagre Strongly
Effects of stress in Academic Performance Agree Agree e Disagree
nor
Disagree
I get easily irritated with everything.
I got failed/failing subjects.
I have strained relationship with other teachers.
I lack of confidence in academic work.
I feel worried and anxious all the time.
I get fatigue and lack of energy sometimes.
I got chest pain and shortness of breath.
I sometimes, got panic attack.
It takes over their ability to focus during lectures or

studying.
I can’t focus and lose my motivation
C. Directions: For each statement in the survey, please indicate whether the
statement is effective or not effective by putting a check in the box on the right
side of each statement. There are no right or wrong answers. Your answers will
be kept strictly confidential and you will not be identified.
Effective ways how to lessen the stress in terms 5 4 3 2 1

Highly Very Effective Fairly Not
of Academic Performance Effectiv Effective Effectiv Effective
e e
Get enough sleep.
Avoid procrastinating.
37
Focusing on what you control.
Reflecting your actions and mistakes.
Practicing Self-Good care.
Venting and talking to some friends.
Listening to some music.
Stay organized in terms of academic activities.
CALAUAG CENTRAL COLLEGE INC.

CALAUAG, QUEZON
38
CURRICULUM VITAE
I. PERSONAL DATA:
Name: JHANJOE LLANEVEL L. VELASCO
Age: 16
Sex: Female
Address: 322 Quezon Street, Poblacion Cuatro, Calauag,
Quezon
Birthdate: January 16, 2007
Birthplace: Calauag, Quezon
Civil Status: Single
Mother’s Name: Janet L. Velasco
Father’s Name: Joel B. Velasco
II. EDUCATIONAL ATTAINMENT:
Year Graduated School
Elementary 2019 Calauag East Central Elementary School

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1

Academic Stress of Grade 9 and 10 students in Calauag Central College Inc.

DETERMINANTS OF STRESS AS PERCEIVED OF

A research study presented to the faculty of high school department of

Calauag Central College Inc.

Velasco, Jhanjoe Llanevel L.

advice in completing this research successfully.

me to collect data to make this research a complete success.

to complete the work and make the life fruitful.

Mr. Joel B. Velasco

Mrs. Janet L. Velasco

To my siblings and relatives;

To my advisers and classmates;

To the Almighty God;

I wholeheartedly dedicate this humble research.

CHAPTER 1: THE PROBLEM AND ITS SETTING

Background of the Study 7

Statement of the Problem 8

Scopes and Limitation of the Study 8

Significance of the Study 8

CHAPTER 2: REVIEW OF RELATED LITERATURE

CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY

Respondents of the Study 21

Data Gathering Procedures 21

Data Analysis Plan 22

CHAPTER 4: ANALYSIS, PRESENTATION AND INTERPRETATION OF DATA 24

and achieve peace of mind and happiness through this research.

Background of the Study

internal and external expectations placed on students. Teenagers are especially

ways, including psychological, social, cognitive, and physical ways.

Because it is so prevalent and long-lasting, people can become so accustomed to it that

it begins to feel normal (Scott, E., 2022).

78% percent of households with high school or college students report

A and Núñez JC, 2020).

STATEMENT OF THE PROBLEM

students of Calauag Central College, S.Y 2022-2023.

Specifically, this seeks answers to the following questions.

1. What is the personal information of the respondents in terms of:

1.3 Grade level

be deduced in findings of the study?

SIGNIFICANCE OF THE STUDY

some group of people:

interested on how to overcome their personal and academic stress.

students but for the teachers as well.

and treatments for stress-related problems. By expanding the future researcher’s

contribute to improving the quality of life for individuals affected by stress.

SCOPE AND LIMITATIONS

and jobs as a student. It can be defined as a psychological and physiological response

to academic demands or challenges, which may include academic expectations,

workload, competition, performance pressure, and other academic-related stressors.

think and how you act.

factors or variables that contribute to the occurrence, development, or outcome of a

particular event, condition, or phenomenon.

Perceive determine the awareness of being recognize or interpret something through

one’s senses, thoughts, or experiences. It involves the process of receiving and

through mental processes such as memory, attention, and reasoning.

when dealing something difficult. It is a psychological and physiological response that

Stressor refers to something that causes a state of strain or tension. It is a specific

hassles or challenges to major life events or traumatic experiences.

REVIEW OF RELATED LITERATURE

are presently cited from different sites and authors.

Understanding the Basics of Stress

Stress is a feeling of under pressure, overwhelmed or unable to cope. It can have