1 Final Paper

MARIA ASSUMPTA SEMINARY – SENIOR HIGH SCHOOL
CHAPTER I
THE PROBLEM AND ITS SETTING
A. Background of the Study
“Grades do not define intelligence.” Although good grades are essential and
something that every student aspire for, they do not always correlate with
intelligence. Many students regard grades as life-changing and important, as
though this is their life. They often focus too much on their studies to the point
that they have forgotten how to live.
In the article of Claire Denise Sibucao that last June of 2020 it was reported
that three separate cases of student suicides have been reported after three
months of online learning.1 This has been linked to the pressure brought about by
on line classes.
Education plays a vital role in an individual’s growth and contributes to the
future or career path. However, school work requires academic standards and
tasks that lead to stress and has detrimental effects on the academic performance
and social life of a student. This academic stress is due to the student’s extra work
given in school that requires him or her to go beyond his/her abilities.

1
According to Deepa Sikand Kauts, Academic stress is mental distress with
respect to some anticipated frustration associated with academic failure or even
1
Claire Denise Sibucao. uplbperspective.org. September 19, 2020.
https://uplbperspective.org/2020/09/19/three-students-commit-suicide-three-months-into-online-learning/
(accessed December 15, 2020)
unawareness to the possibility of such failure. Students have to face many
academic demands. These demands may tax or exceed available resources of the
students. As a consequence, they can be under stress, since the demand is related
to achievement of an academic goal.2
Various aspects of the student life are caused by this stress: at school, family,
peers and also in their community. A failure to meet academic expectations
worries about time management, concerns about grades and ratings and parental
anxiety are additional causes of academic stress. 3 Furthermore, in today’s
competitive world students face different academic stress such as monthly and
periodical exams, which lead to loss of interest in studying, failure to understand a
certain subject and other difficulty or fear in some subject areas. These stressors
at times result to emotional illness, and academic failure.
Moreover, it is very difficult to have many academic workloads and the feeling
that a student must rush their academic task to reach another deadline. Parental
pressure is particularly intense on children to shine in their studies and do well in
extracurricular tasks. This intense desire to succeed in studies, makes a student
vulnerable to cheating, undermines their motivation and is one of the main causes
of stress. Instead of being successful, these students are left alone due to lack of
proper support. 4 Additionally, excessive levels of academic stress can result in an 2

22
Deepa Sikand Kauts, “Emotional Intelligence and Academic Stress among College
Students.”Education and Applied Social Sciences., Vol 7, Issue 3 (December 2016).
https://ndpublisher.in/admin/issues/EQV7N3b.pdf (accessed December 15, 2020)
3
c.f. Anoushka Thakkar. medium.com. April 5, 2018. https://medium.com/one-future/academic-stress-
in-students-498c34f064d7 (accessed December 15, 2020).
4
c.f. Geeta Jain and Manisha Singhai, “Academic Stress Amongst Students: A Review Of Literature.”
Prestige e-Journal of Management and Research., Vol.5, Issue 1. (April 2018).
https://www.pimrindore.ac.in/vol4-issue2-vol5-issue1/5.ACADEMIC%20STRESS%20AMONGST
increased prevalence of psychological and physical problems like depression,
anxiety, nervousness and stress related disorders, which in turn can affect their
academic results. 5
As a result, the researcher was inspired to conduct this study to see and
determine the factors that cause the students’ academic stress and its effect to
their performance and social life. The researcher also wants to find possible
solution to reduce academic stress to spread awareness about this issue.
B. Statement of the Problem
Over the last few years, academic pressure has intensified. There are many
tests, projects and several other activities that a student has to work on. Not just
the framework, but the students are also burdened by parents and teachers with a
great deal of expectation to get good grades. Those expectations make the
students work hard and end up causing more tension.6
This study determined the effects of academic stress to student’s performance
and social life and the possible ways to avoid them.
Specifically, this study sought to answer the following questions:
1. What are the factors that cause students’ academic stress?
%20STUDENTS%20A%20REVIEW%20OF%20LITERATURE.pdf
5
c.f. Anoushka Thakkar. medium.com. April 5, 2018. https://medium.com/one-future/academic-stress-
in-students-498c34f064d7 (accessed December 15, 2020).
6
c.f. Geeta Jain and Manisha Singhai, “Academic Stress Amongst Students: A Review Of Literature.”
Prestige e-Journal of Management and Research., Vol.5, Issue 1. (April 2018).
https://www.pimrindore.ac.in/vol4-issue2-vol5-issue1/5.ACADEMIC%20STRESS%20AMONGST
%20STUDENTS%20A%20REVIEW%20OF%20LITERATURE.pdf (accessed December 15, 2020)
2. What are the effects of academic stress to students’ Academic Performance
and Social life and how do students cope with academic stress?
C. Significance of the Study
This study is about academic stress could be significant to the following
people:
Students who might be experiencing academic stress in their study, so as to
make them see how they cope and balance their school and social life.
Parents and Guardians that they may be aware of what their child is
experiencing, and may somehow see the difficulty of their children to adapt to
academic stress and still explore the world they live in.
Teachers that they may find ways to organize activities that not only develop
the academic program but the inclusion of co-curricular activities that develop
mental awareness and social interaction among students.
D. Scope and Methodology
This research is limited solely to the question of how does academic stress
affects students’ performance and social life and the possible ways to avoid them.
There will be some related topics that the researcher might include to support the
study. 4
Moreover, this research provided factual data based on the answers of the
people about this study to enlighten the mind of the readers and to understand the
effects of academic stress to students’ performance and social life.

The researcher used descriptive type of research, which is defined as a
“research method that describes the characteristics of the population or
phenomenon that is being studied.7 To know the effects of academic pressure and
how it affects the social life of students, the researcher administered
questionnaires to the Senior High School seminarians of Maria Assumpta
Seminary last February 15, 2021. Answers were vital to the researcher’s
interpretation and analysis of the data gathered, so the senior high school
seminarians were asked to answer the questionnaires so the researcher can
gather facts about his study to gain more knowledge and understanding about the
topic of academic stress.
The questionnaire was adapted from different studies namely: (1) Effects of
Academic Stress on Gingival and Periodontal Health-A Questionnaire Study, (2)
Perceived stress among medical students: To identify its sources and coping
strategies, (3) Perceived Stress Scale: Reliability and Validity Study in Greece, (4)
Stress Questionnaire from the International Stress Management Association UK.
E. Review of Related Literature
The following are the scholarly written articles that are related to the subject 5
matter of this research and which are primarily used for discussing the research
7
Bhat, Adi. Question Pro. https://www.questionpro.com/blog/descriptive-research/. (accessed October
20, 2019)
topic: Academic Stress in Students Performance and Social Life. The sources include
internet sources, books, and journals.
According to the survey of American College Health Association among of the
97,357 college students who participated in the survey, 32% reported that
academic stress had resulted in an incomplete, dropped course or a lower grade.
Most commonly reported stressors are related to academic overload, lack of time
to meet commitments and taking examinations. 8 Indeed, there is a significant
influence of academic stress among students studying in universities with high
academic expectations.
In the journal article of Edward O. Laumann et al., ”The Social Organization of
Sexuality: Sexual Practices in the United States”, mentioned the struggle of the
students due to academic stress.
For some students, that stress is manageable (and even

helpful, providing needed motivation and energy) — but
for others, academic stress can become so great that it
interferes with their ability to focus and concentrate. This
can turn into a vicious circle, in which greater stress
creates problems attending to work, leading to impaired
performance, leading to greater stress — and the cycle
continues.9
Students respond to stress in different ways. Others can manage to cope
with the difficulty and use it as a motivation to work harder, while others see that 6
paper works, projects and exams as tons of burdens for them.
8
Alsulami et al., “Perception of academic stress among Health Science Preparatory Program
students in two Saudi universities.” Adv Med Educ Pract., v.9 (2018). doi:10.2147/AMEP.S143151
9
Northwestern University, “Managing Your Academic Stress.”
https://www.northwestern.edu/academic-support-learning/academic-strategies/find-strategies-for-success/
managing-your-academic-stress.html (accessed December 29, 2020)
In addition, according to another journal “An assessment of academic stress
among undergraduate students: The case of University of Botswana” written by
Joseph E. Agolla and Henry Ongori, their study also found out that, the major
causes of stress among students are the heavy academic workload, insufficient
resources, low motivation, and poor performance in academic work, and lack of
space in lecture halls.
With the semesterisation of the academic programmes,

students are required to accomplish many modules within
short period of time which is coupled with continuous
assessment test (CAT), assignments, attend lectures, and
present term papers beside other extra curriculum
activities. These present students with a lot of pressure,
coupled with the pressure of preparing and passing of the
examination. The situation gets exacerbated, when students
try their best, but cannot improve on their previous or
current performance coupled with the expectations from
parents, family, relatives and friends. The outcomes of these
may result in violent behaviours, lack of motivation, and
displaced aggression. 10
Schools and universities can help students reduce academic stress if they
can provide adequate books for reference, for varied research works so they can
have references for their assignments and studies. They can also provide various
non-academic programs and activities that can help the students balance their
social skills and explore their talents.
Moreover, in a study conducted by Ka Chun Ng, Wang-Kin Chiu, Ben Y. F. 7
Fong from Hong Kong entitled “A Review of Academic Stress among Hong Kong
10
Joseph E. Agolla, and Henry Ongori, “An assessment of academic stress among undergraduate
students: The case of University of Botswana.” Educational Research and Review Vol. 4 (2), (February
2009): 063-070. https://academicjournals.org/article/article1379600680_Agolla%20and%20Ongori.pdf
Undergraduate Students” that, academic stress is a serious and prevalent problem
in their place because it led undergraduate students to different mental problems
and even suicides. Students strive to seek higher grades for graduation with a
higher class honour, which may lead to a better future career. However, it is better
to balance academic and leisure time because too much time on academic works
will result in high academic stress, while leisure time can help to relax. 11 It is likely
that a student will develop intense academic stress if he/she does not handle the
time well and that is why effective time management is very important. Social
support and other non-academic related activities are also important to help
students cope with academic stress.
Furthermore, in the country of Nepal according to Shiba Datta Gnawali, a
high-grading from school is considered as a passport for higher studies, especially
in the fields of Medicine, Engineering, Computer Science, Management etc. Thus,
in every step of their academic career our students are stressed and depressed by
success-obsession. Winning a scholarship for MBBS is a matter of prestige and a
huge relief of financial burden, too. School, family, society and environment are
considered major causes of academic stress, which threaten to disrupt students’
daily functioning. 12 Academic struggles such as too much homework, competition

8
for honors, high expectations give agonies to students. This would result to poor
11
Ka Chun Ng, Wang-Kin Chiu, Ben Y. F. Fong, “A Review of Academic Stress among Hong Kong
Undergraduate Students” Journal of Modern Education Review. Vol. 6, No. 8 (August 2016): 531–540.
http://www.academicstar.us/UploadFile/Picture/2017-1/201712222444867.pdf (accessed December 29,
2020)
12
Shiba, Datta Gnawali. The Himalayan Times.com. December 08, 2017.
https://thehimalayantimes.com/opinion/academic-stress-schools-causes-management/ (accessed December
29, 2020)
time management, lack of interest in studies leading to poor academic
performance. The school and the parents play a vital role not just in the
intellectual aspect of formation but more so in the social and emotional
development of the child, which can be develop through socialization and being
aware of their child’s interest, abilities and emotions.
Along with the studies in Hong Kong and Nepal regarding academic stress,
in the Philippines, according to the study of Marison R. Dy et al., t he top five
overall stressors of the respondents in their study were academic difficulty of
subject matter, workload due to subjects, time management because of subjects,
responsibilities due to being on one’s own, and time management because of both
subjects and organizations. For both male and female respondents, the top
stressors were academics, workload due to subjects, and time management
concerns. Overall, the males reacted to stress through affective responses and
females through cognitive responses. Generally, all students, regardless of their
academic classification pointed out that academics, workload due to subjects, and
time management were their main stressors. 13 Each person has a different ability
to respond to a stressor. And too much exposure to multiple stressors can lead to
psychological disorders such as depression and anxiety. If it is intense and

9
persistent, it may affect the academic success and social life of the student along
with trying of dangerous substance such as drugs and resort to vices.
13
Marison R. Dy et al., “Stressors and Stress Responses of Filipino College Students.” UPLB, Laguna,
2015. Retrieved from
https://www.researchgate.net/publication/295584175_Stressors_and_stress_responses_of_Filipino_college
_students (accessed December 29, 2020)
Apart from this, based on the other research of Zainab Sohail Kiani et al.,
they found out that the academic stress put negative impact on the mental health
of the students regardless of the age level and the gender. They also said that the
students should be involved in the physical and extracurricular relaxing activities
so that the stress level is reduced. The findings of the study will help parents and
teachers in cognizance of the child psychology so that they do not overload them
with work and anticipate beyond their capabilities. 14 The school should develop an
educational program to provide a chance to enhance skills in curricular as well as
extracurricular activities for the students that will help the teachers to see and
evaluate the ability of a child.
Besides, according to Harpreet Kaur, he explained the value of being open
and supporting the students growth.
Students should manage stress by creating a positive

meaning for it in terms of their personal growth and
feeling. Students have to understand that positive stress
and coping with negative stress can change them in a good
way. With this, supportive skills like talking and sharing
could be developed. This will enable students to feel
comfortable and free enough to express their feelings. It is
envisaged that workshops, seminars and conferences on
“techniques in managing stress” and “time management”
for all students will go a long way to equip students with
ways of coping with stress.15
10
14
Zainab Sohail Kiani et al., “Effect of academic stress on the mental health among college and
university students.” University of Wah, Pakistan, 2017. Retrieved from
http://www.uow.edu.pk/ORIC/Publications/81.pdf (accessed December 29, 2020)
15
Harpreet Kaur, “Strategies for Coping with Academic Stress, Stress Management.” International
Journal of Research and Review.Vol.6; Issue: 10; (October 2019): 187.
https://www.ijrrjournal.com/IJRR_Vol.6_Issue.10_Oct2019/IJRR0026.pdf (accessed December 29,
2020)
It is very important the student has an open communication to his parents
or teachers about how he feels and what is in his heart and mind. Being aware of
his limitations and acceptance of his/her weaknesses, can prevent him/her to
cheat during exams, be depressed and becomes suicidal.
F. Outline and Organization of the Study
This research is all about the academic stress to students’ performance and
social life and the possible ways to avoid them.
This research is composed of four (4) chapters:
The First Chapter is composed of five sub-topics: Background of the Study,
Statement of the Problem, Scope and Methodology, Review of Related Literature,
Outline and Organization of the Study.
The Second Chapter will answer the factor that causes academic stress. This
will be based on articles and other sources that the researcher could get.
The Third Chapter will answer the question regarding the effect of
academic stress to students’ performance and social life and the possible ways to
deal with it. This will be based on the interview that the researcher conducted.
The Fourth Chapter includes the Summary, Conclusions, and 11
Recommendations of the whole research paper.

CHAPTER II
FACTORS THAT CAUSES STUDENTS’ ACADEMIC STRESS
This chapter consists of the discussion of the answer in the first question
placed in the statement of the problem. The analysis of the theories and 12
documents written by prominent authors are also hereby provided to further
support the claims derived in this study.
Factors that causes Academic Stress on Students

Because of the academic-related demands that surpass students' adaptive
capacity, they face different problems related to their academic life. These
excessive levels of academic demands result in academic stress which mostly
occurs due to extra work of a person as compared to his/her capacities or
capabilities during an academic performance.16 Academic stress is caused by two
(2) main factors which are the students’ parents and the School itself.
I. Parents
Parents or family is the basic unit of the society who plays a very important
role in rearing and in the development of their children. As prime educators of the
child they have a major influence on their child’s learning not just at home but in
school as well. Though it is every parent’s dream to see their children be
successful thus at times they may require them to perform well in school. Too
much obsession with high grades results to high expectation gave the child too
much pressure and stress.
A. Parental Pressure
The parents always want the best for their children and it appears to have a
positive or negative influence on the academic achievements of their kids. Many

13
parents put intense pressure on their children to earn perfect grades; no matter
what it cost.17 They set a certain value system and norms which they want their
16
Zainab Sohail Kiani et al. PDF file. December 27-28, 2017.
http://www.uow.edu.pk/ORIC/Publications/81.pdf.
children to follow. And, for kids to meet these expectations, they must perform
well during these school years.
According to Dr. Jincy Jacob:
Parents’ education and home environment play a

significant role in child’s academic achievement. Parental
involvement leads to better social adjustment and
academic achievement, on the other hand over aspirations
and negative attitude of the parents lead to depression
and stress among students. Parents usually set
unrealistically high goals for their children and expect
them to come up to their expectations. When children are
unable to come up to the expected standards, they are
accused of being lazy or dull which induces a sense of
inferiority among adolescents and sometimes leads to
drastic outpourings by them in the form of mental
disorders depressions, stress and even suicides. 18
Indeed, parental pressure for better academic performance is most likely
found to be mostly responsible for academic stress. Due to the constant pushing of
the student by the parents to perform better in both academics and extra-
curricular activities, unfortunately, some children collapse under too much
parental pressure. Excessive worrying, cheating, loss of interest in hobbies, or
withdrawal from friends and family can all be consequences of excess pressure.
Stress and anxiety can manifest physically, too.19
17 16
cf. Jaime Budzienski, “The Effects of Academic Parental Pressure on Kids,” How to Adult, July 29,
2013 https://howtoadult.com/effects-academic-parental-pressure-kids-10380.html (accessed January 20, 14
2021)
18 17
Jincy Jacob, “Academic Stress Among Children And Parents Responsibilities To Overcome Stress.”
International Journal of Engineering Research and Modern Education, Vol 1, Issue 1 (2016).
http://ijerme.rdmodernresearch.com/wp-content/uploads/2016/07/115.pdf (accessed January 20, 2021)
19 18
cf. Jaime Budzienski, “The Effects of Academic Parental Pressure on Kids,” How to Adult, July 29,
2013 https://howtoadult.com/effects-academic-parental-pressure-kids-10380.html (accessed January 20,
2021)
Also, Aarya Sinha expressed in her article that:
Many parents want their children to be the star of

the class, the top of the school. This is not wrong in that
we must aim high to reach our utmost potential but when
students are burdened with such high expectations, good
intentions go astray. Children are expected to score high
in order to make their parents proud. In this new era, a
parent can keep track of their child’s academic results,
assignments, levels and reports. Some parents obsess over
these scores so much that the need for their child to
achieve the top score overtakes all else. Parental pressure
leads to stress and anxiety. The child always has their
nose in books, is stressed, and faces anxiety and fears
failing.20
It is clear on this statement that some parents put too much focus on grades
and extracurricular activities and minimizing the importance of social skills and
compassion. They are putting a lot of pressure on being successful, that is why
children often end up as victims rather than success stories. Parental pressure will
only make kids worry about failing the set standards of their parents and too
much pressure will make kids attempt to get good grades through any means like
cheating.
As discussed by Smarica Pant:
The future of a child is the biggest concern to a

parent. Since the educational institutes are always on the
lookout for the brightest and best students to maintain
their reputation, parents feel compelled to raise the bar
too high for their students to match up to the standards. 15
Parents nowadays are too concerned about how the world
would perceive their students which in turn results in
parental pressure. The idea of excellence and success is
often generalized by parents based on how others are
performing. Hence, without giving care to the wholesome
20 19
Aarya Sinha, “Parental pressure: A fine line between caring and caring too much,” The Jakarta Post,
May 2, 2016. https://www.thejakartapost.com/life/2016/05/02/parental-pressure-a-fine-line-between-
caring-and-caring-too-much.html (accessed January 20, 2021)
development of a student, parents keep on pushing the

boundaries that ultimately leads to stress,
disappointment, anxiety and suicides.21
It is important to remember that the involvement of parents in their child’s
academic life has a significant influence on their child’s performance in school and
their ability to focus on their studies. Some parents set high expectations,
requiring their children to excel in school, and conveying this message to the child
can at times make a difference on how the child can be motivated or stressed.
Parent’s must understand the child’s capabilities and should motivate them to
increase their self-esteem. They should not be after high scores and grades but be
open to opportunities to learn and discover their child’s interests that can be used
to pursue the child’s dream in the near future.
II. School
Education has become a vital element and aspect of a person in today’s life.
Nowadays, being well-educated and holding a college degree increases the
chances for a better career. Most importantly, it is the most powerful weapon that
a person can possess because, with it, they can make all of their dreams come true.
However, academic work has also majorly contributed to academic stress that
gives effects on the students’ academic performance. Students tend to receive an

16
excessive amount of academic work at the same time. Some survive and perform
21 20
Smarica Pant, “Parent's expectations and academic pressure: A major cause of stress among students,”
India Today, November 30, 2020. https://www.indiatoday.in/education-today/featurephilia/story/parent-s-
expectations-and-academic-pressure-a-major-cause-of-stress-among-students-1743857-2020-11-25
(accessed January 20, 2021)
well but some might not be able to handle their level of stress and instead of being
able to perform better, their performance got even worse.22
A. Excessive Demands of Academic Work
Excessive demand for academic work affects students in the way that they
become burdened and unable to concentrate when they have to do more tasks
beyond their capacity. Students sacrifice most of their time just to comply with the
class workload in other to get good grades but these tasks are too much for them,
they end up messing everything.
In the research conducted by Stanford University California, their study
revealed that homework overload is linked with:
Almost 56% of students considered their homework the

main source of anxiety and stress. For 43% students, the
tests were primary stressors, and good grades were the
matter of stress for 33% students. The open-ended
answers of numerous students revealed that the
homework load often led to health problems and slept
deprivation. Students make complaints that they got less
time for extracurricular pursuits, family, and friends. They
have to drop their activities, such as not pursue hobbies,
and not see their family or friends.23
When he/she were pressured by too much workload, it is difficult for a
student to complete the assignments. This can start a stressful cycle in which
17
homework piles up and the child does not have the time or energy to finish it all.
22 21
cf. Nur Sorfina Lawrence et. al., "Factors of Stress Affecting the Academic Performance among the
University Students," Master's thesis. Universiti Teknologi MARA Sarawak, 2017.
http://eprints.usm.my/40727/1/ART_58.pdf. (accessed January 21, 2021)
23 22
______, “Homework overload harms your mental and physical health, experts say,” Augusta Free
Press. Jan. 16, 2018. https://augustafreepress.com/homework-overload-harms-mental-physical-health-
experts-say/ (accessed January 21, 2021)
Worse than that, instead of resting and spending fun with their family, they pay
more attention to their schoolwork. New studies have also shown that student
excessive workload triggers not only academic stress, but also harmed the mental
and physical health of children, which hinders learning. 24
In line with this, according to the researcher Mollie Galloway from Lewis and
Clark College, she said that:
Only 6% of students, found their homework “very useful”

in preparing them for learning, but many experienced
stress, compromised health and a lack of balance. She also
explains that although other research has shown that
some levels of stress can be healthy, chronic stress can
induce negative physical, mental, and behavioral
outcomes.25
Although these students spend more time doing homework, they also
appeared to be more stressed because they experience a lack of balance in their
lives, feeling like they need to choose to complete their homework over engaging
in social and physical activities.
Moreover, in the video introduction of Jade Winne, he stated this phrase:
Over the past decades students have had assignments and

tests and exams thrown at them constantly. Although
students are supposed to be working and practicing and
learning throughout their high school experience, the load
of work students get can be over bearing at times. Instead 18
of resting for a big test the next day students might be up
until the early morning hours studying or finishing
24 23
cf. Marianne Stenger, “Don’t Overload Students: Assigning Too Much Work Discourages Learning,”
InformED, July 24, 2018. https://www.opencolleges.edu.au/informed/features/dont-overload-students-
assigning-too-much-work-discourages-learning/#:~:text=%E2%80%9COur%20study%20suggests
%20that%20%5Bstudents,sleeping%20difficulties%2C%E2%80%9D%20notes%20Galloway (accessed
January 21, 2021)
25 24
cf. ibid
homework. All of this work can result in stress, anxiety,

and at times even poorer grades from the lack of sleep,
lack of motivation, and lack of wanting to wake up and
learn something new or to do well the following day.26
Not all students have the capability to work on too much workload. Some do
not work well with loads of work and short deadlines. Some cannot focus at home
due to their living condition. There are also times when a student needs to work
on the weekend. And, if they do not do their homework, they fall behind and pile
up their work. Losing control of their time they have anxiety and do not have time
for relaxation.
B. Unhealthy Competition
Competition can be a great way to motivate a student to do their best and
inspire them to give their maximum effort. It keeps their mind to soar high and
strive to do more than is required. But, if this competition does not provide them
with a goal that is attainable for everyone, it becomes unbalanced. This will result
to anxiety and stress that will discourage the students’ desire to participate in
academic activities. This is the unhealthy competition, which is focused on
winning, instead on learning new skill.
As stated in the article of Katie Hurley, she said that: 19
When kids experience achievement pressure, they are also

forced to compete with, and judge themselves in relation
to, their peers. Instead of building strong foundations of
friendship, kids focus on winning and outperforming their
26 25
Jade Winne, “Student experiences stress from schoolwork overload,” The Reflection, January 11,
2016. https://glhsreflection.org/2016/01/11/student-experiences-stress-from-schoolwork-overload/
peers. This not only leads to arguments and difficulty

working together, but it robs kids of the opportunity to
experience healthy and supportive friendships. Kids need
time to practice social interaction skills, to learn how to
set and reach goals, to make mistakes and build resilience,
and to hone their interests.27
Most of the students have lived their lives, from morning until midnight, in
a fierce tournament with other people in order to succeed. It is not just enough for
them to do their best but they must always be better than others. They put more
emphasis on the score or grade, rather than valuing the journey with other people.
And if they are focused more getting a high grade or score, it leads them to do
whatever it takes in order to succeed. This mentality can then lead to all sorts of
bad decisions like cheating, and bullying.
Furthermore, Kristine Tucker stated in her article in theclassroom.com:
Some students feel so much pressure to succeed at

academic competitions that they put everything else on
hold. They might give up extracurricular activities or
community events to focus solely on academic challenges.
Some schools make matters worse by limiting social
activities and reducing programs in the arts to make more
room for competitive academic courses. Competition can
be negative when it leads to unbalanced living or forces
students to give up their other interests.28
All students want to be rewarded and praised when they do well in tests
and exams. There is nothing wrong of being appreciated for their success.
However, if a student focus more on getting high grades and scores with a mindset
20
27 26
Katie Hurley, “How Toxic Competition Is Ruining Our Kids – and What to Do About It,”
U.S.News, March 8, 2018. https://health.usnews.com/wellness/for-parents/articles/2018-03-08/how-toxic-
competition-is-ruining-our-kids-and-what-to-do-about-it (accessed January 24, 2021)
28 27
Kristine Tucker, “Positive & Negative Effects of Competition on Academic Achievement,”
theclassroom, June 25, 2018. https://www.theclassroom.com/positive-negative-effects-competition-
academic-achievement-6928.html (accessed January 24, 2021)
of how can they bring their competitor down instead of having a fun journey with
one another actually discourages more than it motivates. It is because showing
superiority over others in order to prove a student is an intelligent person, is not a
healthy way of thinking, either at school or in the future.
Moreover, Alfie Kohn said in his book, No Contest: The Case Against
Competition:
In a competitive culture, a child is told that it isn’t enough

to be good. He must triumph over others. But the more he
competes, the more he needs to compete to feel good
about himself. But winning doesn’t build character; it just
lets a child gloat temporarily. By definition, not everyone
can win a contest. If one child wins, another cannot.
Competition leads children to envy winners, to dismiss
losers. Co-operation, on the other hand, is marvelously
successful at helping children to communicate effectively,
to trust in others and to accept those who are different
from themselves. Children feel better about themselves
when they work with others instead of against them, and
their self-esteem doesn’t depend on winning a spelling
test or a Little League game.29
The desire to compete against others does not have an end because once a
student tried to be better than others; it results in an unending cycle of working to
become successful in competition. This shows how competition can result in a
selfish attitude that only benefits a person without thinking about other people.
This mentality can result in the mindset that other people are objects and can
21
make you seem emotionless. But, ‘win’ or ‘lose’ are just words, it does not define
the characteristic of a person, instead it’s all about how a person play the game
29 28
cf. Richard Longden, “DEBATE: IS COMPETITION GOOD FOR KIDS?” Ineos, 2013.
https://www.ineos.com/inch-magazine/articles/issue-5/debate/ (accessed January 24, 2021)
and efforts they exert. Losing is a lesson to the students that how much efforts
they have to put in the future to improve themselves.
C. Procrastination
Students are required to perform tasks such as assignments or projects
with a given deadlines as part to determine how much does students learn. Not
being able to complete them before the deadline often results in getting a low
grades. One of the factors that cause this situation is procrastination which refers
to the lack of intention or willingness to take action.30
In addition, students who are receiving more assignments and projects,
tend to procrastinate until the last minute. It results in getting lower grades and
students who let work pile up feel the accumulation of difficult duties on their
shoulders, which may lead to a lot of stress and frustration.
In the article of Adeniyi Adwale Ojo entitled “The Impact of Procrastination
on Students Academic Performance in Secondary Schools,” he stated that:
If a student has so many scheduled activities and so little

free time that their life feels like an endless string of
obligations and chores, with little or no time off, they may
use procrastination as a method to artificially create “free
time” for themselves. Unfortunately, this type of “free
time” is usually not very satisfying because it’s also
accompanied with a sense of guilt for avoiding the things
they “should” be working on.31 22
30 29
M. Betul Yilmaz, “The Relation between Academic Procrastination of University Students and
Their Assignment and Exam Performances,” RedFame, Vol. 5, No. 9; September 2017,
https://doi.org/10.11114/jets.v5i9.2545 (accessed January 25, 2021)
30
Aldeniyi Adwale Ojo, “The impact of Procrastination on Students Academic Performance in
Seceondary Schools.”, Vol.5, No1, pp.17-22, (January 2019). www.eajournals.org (accessed January 25,
2021)
31
Students set a particular time to finish their task but failed to do so because
there is something important matter that needs to address. For some, they may
simply feel that they cannot do the task at hand and feel insecure about their
ability to perform. Then, stress follows up since they will be thinking how to meet up
with the deadline for the assignment or task. These cause students to rush their
work, and the poor quality work outcome will be the result.
Moreover, based on the book of Neil A. Fiore, Ph.D. entitled, “The Now
Habit: A Strategic Program for Overcoming Procrastination and Enjoying Guilt-
Free Play,” he said that:
Procrastination habit catches people in a vicious cycle:

get overwhelmed, feel pressured, fear failure, try harder,
work longer, feel resentful, lose motivation, and then
procrastinate. The cycle starts with the pressure of being
overwhelmed and ends with an attempt to escape through
procrastination. As long as they’re caught in the cycle,
there is no escape. They cannot even enjoy the
recuperative and creative benefits of guilt-free leisure
time. Suddenly, any time spent on a play—and even time
spent on more enjoyable work—feels like an uneasy
shirking from what they should be doing.32
Students are different from each other and they take things in different
ways. They do their assigned task based on their own ability that is why it does
not have an impact on procrastination. But, students procrastinate because they
are too busy or they just do not want to do their assignment. Studies show that 23
students who procrastinate are more likely to have higher stress levels than
32
Neil Fiore, “The Now Habit: A Strategic Program for Overcoming Procrastination and Enjoying
Guilt-Free Play”. Penguin Group(Canada), 90 Eglinton Avenue East, Suite 700, Toronto, Ontario M4P
2Y3, 2007.
students who do not procrastinate.33 Since students are procrastinating, they will
rush to finish their a huge stack of homework off to the last minute for one night
and it ends up with them staying up late which can bring up stress at that
moment, and poor participation in class the next day.
CHAPTER III
EFFECT OF ACADEMIC STRESS TO STUDENTS’ ACADEMIC PERFORMANCE
AND SOCIAL LIFE AND THE POSSIBLE WAYS TO DEAL WITH IT
This chapter consists of the tabular and textual representation of the data
gathered. A survey was conducted to comprehensively present the Effects of
Academic Stress on the Students’ Academic Performance and Social Life and the
possible ways to deal with it.
Table 1
Age of the Respondents
Age Frequency Percentage

(%)
16 years old 9 25
17 years old 9 25
18 years old 14 38.89
19 years old 4 11.11
Total 36 100
24
33
cf. Mikayla Burns, “Procrastination and how it’s affecting students’ stress levels,” spartanspeaks,
January 17, 2020. https://spartanspeaks.com/15728/features/procrastination-and-how-its-affecting-
students-stress-levels/#:~:text=Studies%20show%20that%20students%20who,students%20who%20don't
%20procrastinate.&text=So%20if%20I%20procrastinate%20too,health%20and%20in%20physical
%20health. (accessed January 26, 2021)
Table 1 presents the ages of the respondents who participated in the
research. Based on the data given, 25% of the respondents are 16 years old.
Another, 25% of the respondents are 17 years old. While, 38.89% of the
respondents are 18 years old. And, 11.11% of the respondents are 19 years old.
These data imply that majority of the respondents’ ages are 18 years old.
According to Juan-Jose Navarro, Javier García-Rubio, and Pedro R. Olivares,
the policy of school organization for grouping students in the same academic year
is based on date of birth. The difference in older students' experiences and
maturation involves a relatively better performance in academic settings, which is
known as the relative age effect (REA). This effect is more important the younger
the student is.34
Table 2
EFFECTS OF ACADEMIC STRESS TO
STUDENTS’ ACADEMIC PERFORMANCE35
Effects to students’ Academic Weighted Verbal Description

Performance Mean
AREA OF CONCERN 1: 2.33 I sometimes feel
Academic Task this/
I sometimes do this
AREA OF CONCERN 2: 2.5 I often feel this/
Grades and Scores I often do this
AREA OF CONCERN 3: 2.19 I sometimes feel 25
Focus and Attention this/
I sometimes do this
Average 2.34 I sometimes feel
this/
34
Juan-Jose Navarro et al. “The relative age effects and its influence on academic.” October, 30, 2015,
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4627818/ (Accessed February 17, 2021)
35
Complete survey results can be found in the Appendix C
I sometimes do this
Legend:36 1 – lowest 4 – highest
The table 2 presents the summary of responses about the effects of
academic stress to students’ academic performance. Based on the tabulated data,
“Area of concern 2: Grades and Scores” obtained the highest weighted mean of 2.5
and interpreted as I often feel this/ I often do this. However, “Area of concern 3:
Focus and Attention” gained the lowest weighted mean of 2.19 and interpreted as I
sometimes feel this/ I sometimes do this. All in all, the questions about the effects
of academic stress to students’ academic performance obtained an average
weighted mean of 2.34 with a verbal interpretation of I sometimes feel this/ I
sometimes do this.
Table 3
STUDENTS’ SOCIAL LIFE
Weighted Verbal Description

Effects to students’ Social Life Mean
AREA OF CONCERN 4: 1.82 I sometimes feel this/
Personal Matters I sometimes do this
AREA OF CONCERN 5: 1.97 I sometimes feel this/
Interaction with other People I sometimes do this 26
Average 1.90 I sometimes feel

36
4 Point Scale
Mean Range Verbal Interpretation
1.00 – 1.74 I never feel this/ I never do this
1.75 – 2.49 I sometimes feel this/I sometimes do this
2.50 – 3.24 I often feel this/ I often do this
3.25 - 4.00 I always feel this/I always do this
this/
I sometimes do this
The table above presented the summarized and interpreted data gathered
from the respondents' perceptions about the effects of Academic Stress on their
social life. According to the data gathered, “Area of concern 5: Interaction with
other People” obtained the highest weighted mean of 1.97 and interpreted as I
sometimes feel this/ I sometimes do this. Yet, “Area of concern 4: Personal Matters”
gained the lowest weighted mean of 1.82 still interpreted as I sometimes feel this/
I sometimes do this. To sum up, the questions about effects of Academic Stress to
their social life obtained an average weighted mean of 1.90 interpreted as I
sometimes feel this/ I sometimes do this.
Table 4
RESPONSE OF STUDENTS TO
COPE UP WITH ACADEMIC STRESS
Average Verbal Description

Coping Strategies Of Students Weighted
Mean
AREA OF CONCERN 6: 3.46 I always feel this/
Physical I always do this
AREA OF CONCERN 7: 3.20 I often feel this/
Mental I often do this
AREA OF CONCERN 8: 3.22 I often feel this/ 27
Help from other People I often do this
Average 3.29 I often feel this/
I often do this
This table showed the Coping Strategies of Students. It can be seen in the
table that “Area of concern 6: Physical” obtained the highest weighted mean of 3.46
and interpreted as I always feel this/ I always do this. But, “Area of concern 7:
mental” gained the lowest weighted mean of 3.20 and interpreted as I often feel
this/ I often do this. In a brief summary, the Coping Strategies of Students'
questions obtained an average weighted mean of 3.29 and interpreted as I often
feel this/ I often do this.
ANALYSIS
Based on the results of the survey, the researcher comes up with the list of
effects of academic stress in terms of:
1. Academic Performance
1.1 Burdened by too many assignments/tasks.
1.2 Feel upset when getting a low score in quizzes and examination.
1.3 Do understand teacher’s discussion or explanation.
2. Social Life
2.1 Overthinking and sleep anxiety when they cannot meet their goals.
2.2 Pressured by parents who give much importance to grades. 28
Furthermore, the respondents have answered the coping strategies to deal
with academic stress. Here are some of the strategies they mentioned:
1. Taking time to relax and unwind by listening to music, singing or
playing musical instrument.
2. Prioritizing tasks.
3. Talking to friends and ask their opinion for support.
SYNTHESIS
Indeed, the different aspects of student life is affected by stress. Two of
these aspects are the academic and social life of students. Based on the gathered
data, Academic Stress affects academic performance because the students are
burdened by too many assignments/tasks. They feel upset when getting low score
in quizzes and examinations. Lastly, they do not understand the teacher’s
discussion or explanation.
Moreover, Academic Stress affects social life because the students
experience overthinking and sleep anxiety when they cannot meet their goals.
They are also pressured by their parents to get high grades. 29

CHAPTER IV
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
The summary, findings, and recommendations are presented in this
chapter. In the conclusion, the researcher summarized the studies while giving a
fresh viewpoint. In his conclusions, the researcher expressed his opinion based
on his findings. When discussing the suggestions, the researcher offered advice
about how to develop the study and learn more about it.
A. Summary
To summarize this research, here are the significant points that have been
raised in every chapter:

30
The researcher defines Academic Stress in the first chapter and discusses
some of its causes and effects on students. As a result, the researcher became
interested in the factors that can cause academic stress, their effect on students'
academic performance and social lives, and potential coping mechanisms.

The factors that cause academic stress in students were addressed in the
second chapter. The two (2) key factors that trigger academic stress, according to
the researcher, are the parents and the school. Academic stress is caused by
parents who place excessive pressure on their children to attain perfect grades.
Though they want the best for their pupils, they are constantly putting a lot of
pressure on them, and the students are struggling under the weight of it.
Furthermore, school is a major source of academic stress because of the
following: (1) Unreasonable academic demands that burdened students by
forcing them to perform tasks that were beyond their competence and potential,
resulting in failure. (2) Unhealthy competition that promotes winning and
dominating others over learning new skills and improving. (3) Procrastination,
which happens as a result of stress, allows students to question how they can
reach the deadline for their assigned task.
Meanwhile, the third chapter is highlighted by a study of Maria Assumpta
Seminary Senior High School students. The claims about the impact of academic
stress on students' academic performance and social lives are included in the
questionnaire. Also discussed are potential methods for coping with the
consequences of academic stress. The researcher's survey generated different

31
results in terms of how students were influenced, and they also shared their
personal opinions about how they were affected by academic stress. They also
have their own solutions to these problems that were not included in the survey.
B. Conclusions
Based on the finding of the study, the researcher was able to make the
following conclusions:
Parents who give more importance to grades and extra-curricular
activities, minimizes the importance of social skills. Students who are subjected
to excessive pressure and stress are more likely to fail than succeed. Setting high
expectations would only encourage students to achieve high grades by unethical
means, such as cheating.
Excessive academic workload sets in motion a frustrating cycle in which
students' homework piles up and they run out of time and resources to
complete it all. Instead of relaxing, they focus more on their homework, which
leads to a lack of balance in their lives. Unfortunately, the some students want to
overpower others and place a higher value on grades than the enjoying the
journey and friendship.
Academic stress is often caused by procrastination because students
hurry their work the more they encounter problems. Then the end result will be
bad. That is why a lack of desire to learn results in poor grades because
assignments pile up and they find it difficult to complete them all at once.
Based on the tabulated data, it was found out that Academic stress affects
students’ academic performance in terms of grades and scores. Likewise, 32
academic stress affects students’ social life in terms of their interaction with other
people. Moreover, students’ engage themselves in physical activities to cope with
the effects of academic stress.

C. Recommendations
For the betterment of the study, the researcher recommends the following
for the future researcher who wants to pursue the same study:
The use of more written sources is highly recommended by the
researcher. The researcher’s current school has limited sources regarding
academic stress and they were not able to visit other libraries due to the
pandemic. But when it will be permitted, the use of books would expand the range
of future studies and deepen the understanding of academic stress.
Future researchers are also encourage to interview psychologists or
guidance counsellor regarding the impact of academic stress to the different age
groups of students Getting the views of experts would greatly help the study as it
would show and expose more knowledge that were not seen by the researcher.
It would also greatly help if future researchers could conduct a survey in
different schools. The more people involved in the survey, the more knowledge
we can get and provide more analysis and perspective regarding the study.
Finally, the researcher proposes that future researchers learn more about
the impact of academic stress on students as well as more ways to cope with
academic stress.
33
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stress among students,” India Today, November 30, 2020.
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Discourages Learning,” InformED, July 24, 2018.
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students-assigning-too-much-work-discourages-learning/#:~:text=
%E2%80%9COur%20study%20suggests%20that
%20%5Bstudents,sleeping%20difficulties%2C%E2%80%9D%20notes
%20Galloway (accessed January 21, 2021)
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Hurley, Katie. “How Toxic Competition Is Ruining Our Kids – and What to Do
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how-toxic-competition-is-ruining-our-kids-and-what-to-do-about-it
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Achievement,” theclassroom, June 25, 2018.
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academic-achievement-6928.html (accessed January 24, 2021)
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affecting-students-stress-levels/#:~:text=Studies%20show%20that
%20students%20who,students%20who%20don't
%20procrastinate.&text=So%20if%20I%20procrastinate%20too,health
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38
Appendices
39
Appendix A
Survey Questionnaire
M
ari
a
Dear Respondent,
The following assessment has been developed to find out and discover
the effects of academic stress to students’ academic performance and social life
and the coping strategies that a student do in order to reduce academic stress.
Please answer the questions honestly. This is not a test, therefore there will be
no correct nor wrong answer. I will ensure you that your responses will only be
used in this study and will be treated with utmost confidentiality.
Thank you very much and God bless!
Respectfully yours,
Dan Reginald C. Malungcot
40
Name: (optional) _________________________
Grade Level: ___________

Direction: Please answer the questions freely by putting a check mark () opposite
each item. Use the numeral and verbal descriptions below to indicate the degree of
your responses.
1- I never feel this/ I never do this
2- I sometimes feel this/ I sometimes do this
3- I often feel this/ I often do this
4- I always feel this/ I always do this
I. Effects of Academic Stress to students’ Academic Performance
Effects to students’ Academic 1 2 3 4
Performance
AREA OF CONCERN 1: Academic Task

1. I feel burdened by too many
assignments/tasks.
2. I feel too much pressure because of my
studies and examination.
3. I feel that there are too many deadlines
in my studies that are difficult to meet.
4. My tasks are piling up that I could no
longer finish them.
5. I am often late in submitting tasks/
assignments.
6. I am unable to perform task as well as I
used to. 41
7. I feel a lot of pressure in my daily study.
8. I do not have enough hours in the day to
finish my tasks.
AREA OF CONCERN 2: Grades and Scores
9. I feel insecure because of too much
competition in order to get good grades.
10. I feel upset when I get a low score in

quizzes and examination.
11. I feel that I have disappointed my
teacher when my test/exam results are
not ideal
12. Academic grade is very important to my
future and even can determine my
whole life.
13. I am very dissatisfied with my academic
grades.
AREA OF CONCERN 3: Focus and Attention
14. I do understand what my teacher is
discussing or explaining.
15. I attend class but my mind is not
focused on the lesson.
16. It is very difficult for me to concentrate
during classes.
17. I am not sure if I am able to do well in
school.
Aside from what is mentioned above, what is the effect of Academic Stress to
your Academic Performance?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
II. Effects of Academic Stress to students’ Social Life
Effects to students’ Social Life 4 3 2 1

AREA OF CONCERN 4: Personal Matters
42
1. I feel alone and lonely.
2. I feel that nobody cares for me.
3. I feel sad and depressed.
4. I have no friends to talk to.
5. I lost interest in my usual activities.
6. I could not prioritize important things
to do.
7. I overthink and cannot sleep when I

cannot meet the goals I set for myself.
8. I feel depressed when I do not live up
to my own standards.
9. I feel like I am moving too slowly and
gets tired easily.
AREA OF CONCERN 5: Interaction with other People
10. I have trouble in getting along with my
family.
11. I have difficulty in approaching my
classmates.
12. I am not confident in doing things and
when talking to people.
13. I feel pressured when my parents give
much importance to my academic
grades.
14. I feel I am not good enough when I fail
to live up to my expectations and to
what others expect of me.
Aside from what is mentioned above, what is the effect of Academic Stress to
your Social Life?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
III. Coping Strategies of Students’
Coping Strategies 4 3 2 1
AREA OF CONCERN 6: Physical 43

1. I take time to relax and unwind by
listening to music, singing or playing
musical instrument.
2. I take some time off and get away from
studying by doing some breathing
exercises.
3. I engage in some type of physical

exercise by playing indoor and outdoor
games.
AREA OF CONCERN 7: Mental
4. I change my outlook on the problem
and put it in better perspective.
5. I identify my source of stress and try to
deal with the situation the best that I can
6. I set my goals and try to be realistic
(SMART GOALS)
7. I try to prioritize my tasks and reduce
them to what I feel would be more
important
AREA OF CONCERN 8: Help from other People
8. I talk to my friends and ask their
opinion for support.
9. I seek advice from family and close
friends that I think can give me a positive
outlook.
Aside from what is mentioned above, what are your coping strategies to lessen
the effect of Academic Stress?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Checked by:
Mrs. Ma. Cristina R. Villanueva

Thesis Adviser
44
Appendix B
Formulas used in this study
Percentage Distribution is computed to determine the proportional part to a
whole of such a given number of respondents concerning the entire population.
Formula:
P= F/N*100
Whereas:
F= Frequency
N= Total number of Respondents
P= Percentage
The formula below used by the researcher to interpret and analyze the
45
survey of this study.
Weighted Mean is used to analyze the perception of the respondents.
Whereas:
Wi= Weight of each item or value

Xi= Represents each item or value
N= Total number of weight
Formula:
WiXi
WM=∑
N
4 Point Scale is used in analyzing the responses of the respondents in each
statement in the questions.
Table 1
Verbal Interpretation
Actual Scale Mean Range Verbal Interpretation

1 1.00 – 1.74 I never feel this/
I never do this
2 1.75 – 2.49 I sometimes feel this/
I sometimes do this
3 2.50 – 3.24 I often feel this/
I often do this
4 3.25 - 4.00 I always feel this/
I always do this
The researcher conducted a survey to the Senior High School Department of
Maria Assumpta Seminary. The instrument is about the Effects of Academic Stress to
Students’ Academic Performance, these were tallied and analyzed by the researcher
and the result is in the following tables.
46
Appendix C
Complete survey results
A. EFFECTS OF ACADEMIC STRESS TO STUDENTS’ ACADEMIC PERFORMANCE
The table below presented the tabulated data gathered from the perceptions of the
respondents with regards to the effects of Academic Stress to their Academic
Performance.
Table 2.1
STUDENTS’ ACADEMIC TASK

Performance Mean
AREA OF CONCERN 1: Academic Task
47
18. I feel burdened by too many 2.75 I often feel this/
assignments/tasks. I often do this
19. I feel too much pressure because of 2.67 I often feel this/
my studies and examination. I often do this
20. I feel that there are too many 2.64 I often feel this/
deadlines in my studies that are I often do this
difficult to meet.
21. My tasks are piling up that I could 2.17 I sometimes feel this/
no longer finish them. I sometimes do this
22. I am often late in submitting tasks/ 1.94 I sometimes feel this/
assignments. I sometimes do this
23. I am unable to perform task as well 2.06 I sometimes feel this/
as I used to. I sometimes do this
24. I feel a lot of pressure in my daily 2.28 I sometimes feel this/
study. I sometimes do this
25. I do not have enough hours in the 2.14 I sometimes feel this/
day to finish my tasks. I sometimes do this
General Weighted Mean 2.33 I sometimes feel this/
I sometimes do this
This table showed the effects of Academic Stress to students’ Academic
Performance to their Academic Task. Based on the data gathered, the students are
feeling burdened by too many task which gained an average weighted mean of 2.75
with a verbal description of I often feel this/ I often do this. While the lesser effect of
academic stress to their academic task was being late in submitting tasks/
assignments that garnered an average of 1.94 and a verbal interpretation of I
sometimes feel this/ I sometimes do this.
Table 2.2
STUDENTS’ GRADES AND SCORES

Performance Mean 48
AREA OF CONCERN 2: Grades and Scores
26. I feel insecure because of too much 2.25 I sometimes feel this/
competition in order to get good I sometimes do this
grades.
27. I feel upset when I get a low score in 2.83 I often feel this/
quizzes and examination. I often do this
28. I feel that I have disappointed my 2.5 I often feel this/

teacher when my test/exam results I often do this
are not ideal
29. Academic grade is very important to 2.64 I often feel this/
my future and even can determine I often do this
my whole life.
30. I am very dissatisfied with my 2.31 I sometimes feel this/
academic grades. I sometimes do this
General Weighted Mean 2.5 I often feel this/
I often do this
Presented above were the effects of Academic Stress to students’ grades and
scores. According to the tabulated data, the students feel upset when they get a low
score in quizzes and examination which garnered an average weighted mean of 2.83
with a verbal description of I often feel this/ I often do this. While they sometimes
feel insecure because of too much competition in order to get good grades in which
this statement gained a mean of 2.25 and verbal interpretation of I sometimes feel
this/ I sometimes do this.
Table 2.3
STUDENTS’ FOCUS AND ATTENTION

Performance Mean
AREA OF CONCERN 3: Focus and Attention
31. I do understand what my teacher is 2.39 I sometimes feel this/ 49
discussing or explaining. I sometimes do this
32. I attend class but my mind is not 2.19 I sometimes feel this/
focused on the lesson. I sometimes do this
33. It is very difficult for me to 2.08 I sometimes feel this/
concentrate during classes. I sometimes do this
34. I am not sure if I am able to do 2.11 I sometimes feel this/
well in school. I sometimes do this

I sometimes do this
This table presented the effect of academic stress to the focus and attention
of students during the class. Based on the tabulated data, with a mean of 2.39 and a
verbal interpretation of I sometimes feel this/ I sometimes do this, the students do
understand what their teacher is discussing or explaining. But sometimes it is also
very difficult for them to concentrate during classes for this statement gained a
mean of 2.08 which means I sometimes feel this/ I sometimes do this.
Aside from what is mentioned on the table above, the respondents also gave
their own insights about the effects of Academic Stress to their Academic
Performance. Five (5) respondents answered that because of Academic Stress they
lost their focus and clarity to reach their goal, three (3) answered that Academic
Stress makes them tired and exhausted to study, And one (1) answered that
Academic Stress affects his study habit.
B. EFFECTS OF ACADEMIC STRESS TO STUDENTS’ SOCIAL LIFE
The succeeding table presented the summarized and interpreted data
gathered from the perceptions of the respondents as regards to the effects of
Academic Stress to their social life. 50

Table 3.1
STUDENTS’ PERSONAL MATTERS

AREA OF CONCERN 4: Personal Matters
15. I feel alone and lonely. 1.97 I sometimes feel this/
I sometimes do this
16. I feel that nobody cares for me. 1.64 I never feel this/
I never do this
17. I feel sad and depressed. 1.78 I sometimes feel this/
I sometimes do this
18. I have no friends to talk to. 1.56 I never feel this/
I never do this
19. I lost interest in my usual activities. 1.78 I sometimes feel this/
I sometimes do this
20. I could not prioritize important 1.64 I never feel this/
things to do. I never do this
21. I overthink and cannot sleep when 2.11 I sometimes feel this/
I cannot meet the goals I set for I sometimes do this
myself. 51
22. I feel depressed when I do not live 1.94 I sometimes feel this/
up to my own standards. I sometimes do this
23. I feel like I am moving too slowly 1.97 I sometimes feel this/
and gets tired easily. I sometimes do this
I sometimes do this
The table above presented the responses of the students about the effect of
Academic Stress on their personal matters. According to the survey conducted, the
students overthink and cannot sleep when they cannot meet the goals they set
which gained a mean of 2.11 and an interpretation of “I sometimes feel this/ I
sometimes do this.” While, they never have no friends to talk to for it only gained
1.56 of average weighted mean and interpretation of I never feel this/ I never do
this.
Table 3.2
EFFECTS OF ACADEMIC STRESS TO STUDENTS’
INTERACTION WITH OTHER PEOPLE

AREA OF CONCERN 5: Interaction with other People
24. I have trouble in getting along with 1.81 I sometimes feel this/
my family. I sometimes do this
25. I have difficulty in approaching my 1.81 I sometimes feel this/
classmates. I sometimes do this
26. I am not confident in doing things 1.94 I sometimes feel this/
and when talking to people. I sometimes do this
27. I feel pressured when my parents 2.06 I sometimes feel this/
give much importance to my I sometimes do this
academic grades.
28. I feel I am not good enough when I 2.25 I sometimes feel this/
fail to live up to my expectations I sometimes do this
52
and to what others expect of me.
I sometimes do this
The tabulated responses of students regarding their interaction with other
people were presented above. The students sometimes feel pressured when their
parents give much importance to their academic grades which garnered a mean of
2.06 and an interpretation of I sometimes feel this/ I sometimes do this. While the
students does not have trouble in getting along with their family and difficulty in
approaching their classmates for it gained a mean of 1.81 along with a verbal
interpretation of I sometimes feel this/ I sometimes do this.
Some of the respondents gave their own opinion about the effects of
Academic Stress to their Social Life. Four (4) among the respondents said that
Academic Stress has no effect on their social life, and two (2) answered that
Academic Stress affects their psychological and emotional health.
C. COPING STRATEGIES OF STUDENTS
The following table is the tabulated data derived from the survey responded by
the seminarians about their coping strategies to avoid Academic Stress.
Table 3.1
PHYSICAL RESPONSE OF STUDENTS
TO COPE UP WITH ACADEMIC STRESS

Coping Strategies Of Students Mean
AREA OF CONCERN 6: Physical 53
10. I take time to relax and unwind by 3.53 I always feel this/
listening to music, singing or playing I always do this
musical instrument.
11. I take some time off and get away 3.42 I always feel this/
from studying by doing some I always do this
breathing exercises.
12. I engage in some type of physical 3.44 I always feel this/

exercise by playing indoor and I always do this
outdoor games.
General Weighted Mean 3.46 I always feel this/
I always do this
Based on the computed responses of students about their physical response
to cope with academic stress, they always take time to relax and unwind by listening
to music, singing or playing musical instrument for it gained a mean of 3.53 and with
a verbal interpretation of I always feel this/I always do this. While the second
statement got the lowest mean of 3.42 along with an interpretation of I always feel
this/I always do this.
Table 3.2
MENTAL RESPONSE OF STUDENTS
TO COPE UP WITH ACADEMIC STRESS

AREA OF CONCERN 7: Mental
13. I change my outlook on the 3.17 I often feel this/
problem and put it in better I often do this
perspective.
14. I identify my source of stress and 3.25 I always feel this/
try to deal with the situation the best I always do this
that I can
15. I set my goals and try to be realistic 3.14 I often feel this/
I often do this 54
(SMART GOALS)
16. I try to prioritize my tasks and 3.25 I always feel this/
reduce them to what I feel would be I always do this
more important
I often do this
From the data gathered, the students always identify their source of stress
and try to deal with the situation the best that they can and try to prioritize their
tasks and reduce them to what they feel would be more important. Both of these
statements gained an average weighted mean of 3.25 and a verbal interpretation of I
always feel this/I always do this. While they often I set their goals and try to be
realistic for this only gained a mean of 3.14 along with an interpretation of I often
feel this/ I often do this.
Table 3.3
ASKING HELP FROM OTHER PEOPLE
TO COPE WITH ACADEMIC STRESS

AREA OF CONCERN 8: Help from other People
17. I talk to my friends and ask their 3.25 I always feel this/
opinion for support. I always do this
18. I seek advice from my family and 3.19 I often feel this/
close friends that I think can give me a I often do this
positive outlook.
I often do this
The table shown was about the coping strategies of students’ by asking help
from other people. According to their statistically treated responses, they always
55
talk to their friends and ask their opinion for support for it gained a mean of 3.25
and an interpretation of I always feel this/I always do this. On the contrary, the
second statement only gained an average mean of 3.19 with a verbal interpretation
on I often feel this/ I often do this.

The respondents also gave their own strategies in dealing and coping with
Academic Stress. Two (2) among the students answered that they are giving their
focus and attention to make their task easier, four (4) people said that they are
meditating in silence and pause for a while, other answers in coping with academic
stress were given. Two (2) seminarians watch movies, while one (1) of each read
books and play on-line video games to lessen academic stress.
56
CURRICULUM VITAE
Name: Dan Reginald Cruz Malungcot

Date of Birth: November 19, 2002
Place of Birth: Cabanatuan City, Nueva Ecija
Home Address: Tandang Sora Ext. Magsaysay Norte, Cabanatuan City,
Nueva Ecija
Diocese: Cabanatuan
Parents: Mr. Reynaldo Villaroman Malungcot
Mrs. Floraceli Gracielo Cruz Malungcot
EDUCATIONAL ATTAINMENT:
Primary Education
Regina Assumpta Kids Academy
Del Pilar St., Cabanatuan City, Nueva Ecija
2009 – 2015
Secondary Education
Junior High School: 57
Maria Assumpta Seminary
Cabanatuan City, Nueva Ecija
2015 – 2019
Senior High School:
Maria Assumpta Seminary
Cabanatuan City, Nueva Ecija

2019 – Present
58

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MARIA ASSUMPTA SEMINARY – SENIOR HIGH SCHOOL

THE PROBLEM AND ITS SETTING

A. Background of the Study

intelligence. Many students regard grades as life-changing and important, as

that they have forgotten how to live.

Education plays a vital role in an individual’s growth and contributes to the

given in school that requires him or her to go beyond his/her abilities.

respect to some anticipated frustration associated with academic failure or even

unawareness to the possibility of such failure. Students have to face many

to achievement of an academic goal.2

peers and also in their community. A failure to meet academic expectations

anxiety are additional causes of academic stress. 3 Furthermore, in today’s

periodical exams, which lead to loss of interest in studying, failure to understand a

at times result to emotional illness, and academic failure.

pressure is particularly intense on children to shine in their studies and do well in

extracurricular tasks. This intense desire to succeed in studies, makes a student

proper support. 4 Additionally, excessive levels of academic stress can result in an 2

increased prevalence of psychological and physical problems like depression,

solution to reduce academic stress to spread awareness about this issue.

B. Statement of the Problem

students work hard and end up causing more tension.6

This study determined the effects of academic stress to student’s performance

and social life and the possible ways to avoid them.

Specifically, this study sought to answer the following questions:

1. What are the factors that cause students’ academic stress?

2. What are the effects of academic stress to students’ Academic Performance

C. Significance of the Study

This study is about academic stress could be significant to the following

Students who might be experiencing academic stress in their study, so as to

mental awareness and social interaction among students.

D. Scope and Methodology

effects of academic stress to students’ performance and social life.

The researcher used descriptive type of research, which is defined as a

“research method that describes the characteristics of the population or

how it affects the social life of students, the researcher administered

questionnaires to the Senior High School seminarians of Maria Assumpta

seminarians were asked to answer the questionnaires so the researcher can

topic of academic stress.

Academic Stress on Gingival and Periodontal Health-A Questionnaire Study, (2)

Stress Questionnaire from the International Stress Management Association UK.

E. Review of Related Literature

internet sources, books, and journals.

According to the survey of American College Health Association among of the

academic stress had resulted in an incomplete, dropped course or a lower grade.

to meet commitments and taking examinations. 8 Indeed, there is a significant

influence of academic stress among students studying in universities with high

In the journal article of Edward O. Laumann et al., ”The Social Organization of

students due to academic stress.

For some students, that stress is manageable (and even

Students respond to stress in different ways. Others can manage to cope

paper works, projects and exams as tons of burdens for them.

In addition, according to another journal “An assessment of academic stress

among undergraduate students: The case of University of Botswana” written by

space in lecture halls.

With the semesterisation of the academic programmes,

social skills and explore their talents.

Moreover, in a study conducted by Ka Chun Ng, Wang-Kin Chiu, Ben Y. F. 7

Undergraduate Students” that, academic stress is a serious and prevalent problem

in their place because it led undergraduate students to different mental problems

students cope with academic stress.

Furthermore, in the country of Nepal according to Shiba Datta Gnawali, a

high-grading from school is considered as a passport for higher studies, especially

in the fields of Medicine, Engineering, Computer Science, Management etc. Thus,