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CHAPTER I

INTRODUCTION

Background of the Study

For many Grade 12 students in Mindanao, the Mindanao State University System

Admission and Scholarship Examination (MSU-SASE) looms large as a gateway to higher

education and a brighter future. However, the intense pressure to perform well on this high-

stakes exam can take a toll on the mental health of these young students.

The Systems Admission and Scholarship Examination (SASE) is an annual test at

Mindanao State University System (MSU) that started back in 1992. This exam serves as a

gateway for students aiming to enter tertiary-level courses at MSU and provides scholarships to

the top 20 performers. Over time, it has evolved into a highly competitive assessment, raising

concerns about its impact on Grade 12 students.This kind of University Entrance Examination

has been in existence for over two decades, serving as a standardized assessment tool to evaluate

the academic readiness of prospective MSU students. While it has undoubtedly played a role in

maintaining the university's academic standards, concerns have emerged regarding the

psychological effects of the preparation process on Grade 12 students.

To put numbers to these concerns, a study by the MSU Center for University Testing and

Institutional Research found that a significant majority of SASE examinees reported feeling

stressed (80%) and experiencing anxiety (60%) during their preparation. Additionally, 40% faced

difficulty sleeping, and 20% reported feelings of depression. These statistics shed light on the

magnitude of the psychological challenges students encounter while gearing up for the exam.
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The SASE is not just any test—it's high-stakes. The results wield considerable influence

over a student's future, and the competitive nature of the exam means only a fraction will emerge

successful. Compounding the pressure, the preparation process itself is known to be time-

consuming and demanding, intensifying the psychological burden on Grade 12 students—The

preparation for this emerges as a critical factor in the psychological landscape of Grade 12

students. Recognizing the significant impact it can have, it becomes imperative for parents,

teachers, and school counselors to be attuned to the potential consequences of SASE preparation.

Taking proactive steps to support students in coping with stress, anxiety, and pressure is crucial

for their overall well-being.

Theoretical Framework

Albert Bandura's self-efficacy theory is pivotal in understanding the psychological

effects of Grade 12 students preparing for university entrance exams in your research. This

theory centers on individuals' beliefs in their ability to perform specific tasks and attain desired

goals.

Bandura posits that self-efficacy is influenced by four main factors. Firstly, mastery experiences

involve past successes or failures in similar tasks. Vicarious experiences involve observing others

succeed or fail. Verbal persuasion refers to the impact of encouragement or discouragement from

others. Lastly, emotional arousal relates to the emotional response an individual has to a task. In

the context of university entrance exam preparation, these factors collectively shape students'

confidence and motivation. Our research can leverage self-efficacy theory to analyze how

students' beliefs about their ability to succeed in exam preparation impact their psychological

well-being. Students with higher self-efficacy may approach the preparation process with

determination, viewing challenges as opportunities to learn and grow. Conversely, those with
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lower self-efficacy might experience heightened stress, anxiety, and a tendency to avoid

challenging tasks. Considering Bandura's theory, interventions can be designed to enhance

students' self-efficacy. Providing constructive feedback, creating a supportive learning

environment, and offering strategies to manage exam-related stress can positively influence

students' beliefs in their capabilities. By fostering higher self-efficacy, your study may reveal

potential improvements in psychological outcomes and academic performance among Grade 12

students preparing for university entrance exams.

Theory of Perfectionism, as explored by psychologist Dr. Gordon L. Flett and his

colleagues, involves setting excessively high standards for oneself, accompanied by overly

critical self-evaluations. Flett’s work emphasizes three dimensions of perfectionism: self-oriented

perfectionism, other-oriented perfectionism, and socially prescribed perfectionism.So in the

context of our study on the psychological effects of preparation for university entrance exams,

perfectionism may play a significant role. Self-oriented perfectionism could lead to intense self-

imposed pressure to excel in exams, potentially influencing study habits and stress levels. Other-

oriented perfectionism might involve high expectations from parents or teachers, impacting the

student’s motivation and mental well-being. Socially prescribed perfectionism, where individuals

believe others expect perfection from them, could contribute to heightened stress and anxiety

during exam preparation.

Cognitive Appraisal Theory, pioneered by psychologist Richard Lazarus, posits that

our emotional responses are shaped by how we perceive and interpret events. Lazarus identified
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primary and secondary appraisal processes. Primary appraisal involves evaluating an event’s

relevance to one’s well-being, while secondary appraisal assesses coping abilities and potential

future outcomes—so if going to relate it in the context of our study on the psychological effects

of university entrance exam preparation for Grade 12 students, Cognitive Appraisal Theory

becomes crucial. Students’ primary appraisal of the exams as either a challenge or a threat can

significantly impact their emotional reactions and coping strategies. If perceived as a challenge,

it may motivate focused preparation; if seen as a threat, it could lead to anxiety.

Cognitive Appraisal Theory, pioneered by psychologist Richard Lazarus, posits that our

emotional responses are shaped by how we perceive and interpret events. Lazarus identified

primary and secondary appraisal processes. Primary appraisal involves evaluating an event's

relevance to one's zwell-being, while secondary appraisal assesses coping abilities and potential

future outcomes.

In the context of our study on the psychological effects of university entrance exam preparation

for Grade 12 students, Cognitive Appraisal Theory becomes crucial. Students' primary appraisal

of the exams as either a challenge or a threat can significantly impact their emotional reactions

and coping strategies. If perceived as a challenge, it may motivate focused preparation; if seen as

a threat, it could lead to anxiety. Understanding how these cognitive appraisals influence

emotional responses during exam preparation can enhance your study's precision. By examining

students' perceptions of the exams and their self-assessed coping abilities, you can pinpoint the

cognitive processes that contribute to stress or resilience. This insight could inform targeted

interventions to optimize students' cognitive appraisals, ultimately influencing their

psychological well-being and performance.

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This study is supported by the theory of social support by Don Drennon-Gala and

Francis Cullen. Their theory, originally exploring juvenile crime, emphasizes the power of

positive connections between individuals in society. It highlights that when juvenile delinquents

are supported by people who build their confidence and self-esteem, the likelihood of a positive

outcome upon reentering society increases. Applying this to our study on the psychological

effects of Grade 12 students preparing for university entrance exams, we believe that social

support during this time can positively influence students' confidence and well-being. In simpler

terms, the theory suggests that having supportive connections during exam preparation could

make a difference in how students feel and handle stress. So, our research is essentially looking

at how these social connections might impact the emotional well-being of Grade 12 students

getting ready for university entrance exams.

Attribution theory, developed by psychologist Fritz Heider, explores how individuals

explain the causes of their own and others' behaviors, both internal and external. Internal

attributions focus on personal factors such as ability, effort, or personality traits, while external

attributions emphasize situational factors such as luck, task difficulty, or environmental

constraints.

The theoretical underpinning of this study on the psychological effects of preparation for

taking the university entrance exam on Grade 12 students lies in the concept of attribution

theory. By examining the attributions that students hold regarding their academic performance

and exam preparation, researchers can gain insights into their motivation, self-efficacy, and

emotional responses to the exam process.

Specifically, this study can investigate whether students' attributions for their academic

successes and failures influence their engagement in exam preparation, their perceived control
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over the exam outcome, and their overall emotional well-being during the preparation period.

Understanding the role of attributions in shaping students' psychological responses to exam

preparation can inform the development of interventions that promote positive attributions,

enhance self-efficacy, and foster resilience among Grade 12 students.

Conceptual Framework

(Independent Variable)
The psychological effects of preparation
for taking university entrance exam on
Grade 12 Students

(Dependent Variable)
1.Parental expectations significantly influence the
psychological state of Grade 12 students as they navigate the
challenges of SASE preparation.
2. Psychological factors significantly affect students during
SASE preparation, influencing both their well-being and
academic performance.
3.Students overcome these factors.

(output)
This study aims to understand how getting ready for the MSU-
SASE affects Grade 12 students emotionally, mentally, and
behaviorally. We want to figure out what kind of stress they
feel, how they cope with it, and overall, how it influences their
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Statement of the Problem:

This study aims to examine thelre impacts of sase’s psychological effects on Grade 12 students.
This seek to answer the following questions :
1. How do parental expectations influence the psychological state of Grade 12 students
during SASE preparation?
2. What are the psychological factors affecting students in SASE preparation?
3. How do students overcome these factors?

Significance of the Study

The results of the study are of great benefit to the following:

Educational Institutions: The study provides valuable insights for school administrators to
comprehend the psychological impact of university entrance exam preparation on Grade 12
students. This knowledge can guide the development of supportive programs and interventions
within educational institutions.
Teachers: Understanding the psychological factors influencing students during exam preparation
allows teachers to tailor their teaching methods and support systems. This insight enables
teachers to address student concerns and foster a conducive learning environment.
Parents:The study sheds light on the influence of parental expectations on the psychological
well-being of Grade 12 students preparing for the Mindanao State University System Admission
and Scholarship Examination (MSU-SASE). This awareness empowers parents to provide
appropriate support and manage expectations effectively.
Grade 12 Students: The research contributes to students’ awareness of the psychological
challenges associated with university entrance exam preparation. Armed with this knowledge,
students can adopt coping strategies, seek support, and approach the preparation process with a
more balanced mindset.
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Researchers: This study adds to the body of knowledge in educational psychology, specifically
in the context of high-stakes university entrance exams. Researchers can use the findings as a
foundation for further studies, exploring nuanced aspects of psychological well-being and
academic performance.

Definition of terms

The following terms used in the study are operationally for easy understanding of this
research:

MSU-SASE: A standardized test serving as an entry point to tertiary-level courses at MSU and offering
scholarships to top performers (Mindanao State University Main Campus, n.d.)

Self-Efficacy Theory: A theory explaining how individuals' self-confidence and perceived competence
influence their motivation, effort, and ultimately, their performance in various situations (Bandura,
1977).

Perfectionism: W tendency towards excessive self-criticism, striving for flawlessness, and difficulty
accepting imperfections, categorized into self-oriented, other-oriented, and socially prescribed
perfectionism (Flett & Hewitt, 2004).

Cognitive Appraisal Theory: A theory explaining how individuals' emotional reactions to the entrance
exam depend on their personal meaning-making processes, including judgments about the exam's
significance and their capabilities to cope with it (Lazarus, 1984).

Social Support Theory: suggesting that supportive relationships with family, peers, and
educators during exam preparation can enhance students' confidence, motivation, and overall
well-being (Drennon-Gala & Cullen, 2002)

Attribution Theory: A theory suggesting that students' attributions for their performance on the
MSU-SASE whether internal (personal factors) or external (situational factors), can influence
their emotions, motivation, and future academic behavior (Heider, 1958).

Scope and Limitation

This study focuses on psychological effects of sase on Grade 12 Students of Jamiatul Philippine
Al-Islamia in Marawi City. As we can see, this scope of study mainly focus on psychological
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effects only of entrance. The respondents will be limited to 20 grade 12 students of Jamiatul
Philippine Al-Islamia in City of Marawi, Lanao Del Sur. Research limited their respondents to
20 for them to be easier to conduct this research.

CHAPTER II

REVIEW RELATED OF RELATED LITERATURE

This chapter presents the review of related literature and studies which are found significant in

the development of this study. In this section, all available materials which are relevant to the

variables being studied are explored and organized to define and characterize the variables.

Review of Related Literature

In the Philippines even the world, university entrance exam is one of the most essential

thing for a students particularly those who wants to study to a standar school. So according to

(Guay, 2005) there are very few decisions in a young adult’s life that will have as great an impact

as choosing a university—but preparing for university admissions is a highly tense and stressful

experience for many high school students (Schachter, 2007); this is because of numerous factors

that affects the student psychological health so that's why it leads to negative effects on a

students who are wanting to get in, in a university. As students who preparing themselves for an

entrance exam for almost 4 months that will definitely result to psychological effects on the mind

of the students that surely affects their mental health. The stress can be overwhelming for the

teenager, affecting parent-teen relationships, friendships, and schoolwork (Schachter, 2007). In

addition, emotional changes such as depression, anger and anxiety are unwanted side effects of

these stressful years (Snaith, 1994)—takers will probably experience mixed emotions, for a

reason that they're too preasure that sometimes makes them afraid or scared of failure. Attending
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entrance exam is quite unpredictable, due to the reason that they're students who didn't not

review but can still and there are those who review (self reviews, or reviewing in a test center)

but cannot successfully get in the university. Grade 12 students are more prone on both anxiety

and depression among the other high school students, since this grade level are likely face lots of

factors that could make them experience stress and depressive symptoms which directly affects

their mental and emotional health. According to Korhan (2021) increased family confict,

difficulties with learning, and preparing for college entrance exams, are among factors that have

been associated with increased anxiety and depressive symptoms, and decreased life satisfaction

in adolescents and young adults—however, even these students have a bunch of obstacles in their

studies especially in taking entrance exam, most of them have the huge spirit and courage to pass

the exam just only to prove themselves and to get in, on a school they desired for; this statement

of the researcher can be support by this literature that we found out, these are: hope people

frequently believe that they can find out many ways to achieve the desired outcome (Snyder,

2016). This belief system has a chief influence on the persons; it becomes prominent especially

when persons come across with obstacles (Snyder, Ilardi, 2000). Experience test anxiety when

they worry a lot about the possibility of negative evaluation, even if they prepare well for the

exam (Zeidner, 1998).

Review of Related Studies

Several studies report high levels of exam anxiety and stress among students preparing

for standardized tests, mirroring the findings of this research. A study that had conducted by

Ergene (2004) found that 45% of students preparing for university exams displayed depressive

characteristics, while 17% exhibited mild depressive tendencies. Similarly, a study by Guessoum

(2020) revealed increased anxiety and depressive symptoms in adolescents preparing for national
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entrance exams, highlighting the emotional toll of such high-stakes assessments—in relevant to

our studies, the statistics that researcher’s find out, SASE examinees experiencing (80%) and

anxiety (60%) similar with the studies above—This aligns with the high-stakes nature of the

SASE, where the results determine students’ access to desired academic opportunities and

scholarships, intensifying the psychological pressure. Research also indicates a link between

exam preparation and sleep disturbances, as observed in this study where 40% of SASE

examinees reported difficulty sleeping. A study by Magson (2021) found similar results,

highlighting the disruption in sleep patterns caused by anxiety and stress associated with

standardized testing. According to their study they conducted, many of students cannot sleep

properly or cannot get enough sleep because of psychological effects that had been experienced

by their respondents. Furthermore, studies by Korhan (2021) revealed a positive association

between exam anxiety and depression in adolescents. In relates to our current Study, where 20%

of SASE examinees reported feelings of depression, suggesting a potential link between the

pressure of exam preparation and the development of depressive symptoms. The psychological

effects of University Entrance exams are not only negative itself. While the research

acknowledges the potential for negative psychological effects associated with SASE preparation,

it also emphasizes the importance of coping strategies and support systems. Studies by) l)) Celik

(2021) highlight the positive impact of effective coping mechanisms like relaxation techniques

and stress management strategies on mitigating anxiety and improving mental well-being during

exam preparation; Similarly, research by Korhan (2021) emphasizes the crucial role of support

systems, including parents, teachers, and school counselors, in providing emotional and

academic support to students facing exam-related stress.

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CHAPTER III

METHODOLOGY

This chapter presented the research design, the locale of the study, the respondents of the study,

the sampling method, the survey instrument, the data collection process and the statistical tools

utilized in the study.

Research Design

We will be using qualitative as our approach on our study since we know that this approach is

being used for understanding views and perception on an individuals. We want to confirm

something so we definitely believed that qualitative research is kinda best way among those

other approaches —we believed that this approach will way better works on our study.The type

of qualitative approach researchers will be using is phenomenology.

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Locale of the study We will conduct this study in the selected high schools in Marawi City

(Jamiatul Philippine Al-Islamia since the respondents of this study are senior high school grade

12 students. JPI is located within Brngy. Bangon, Marawi City, Lanao Del Sur, Philippines . This

study area is the city of Marawi, which serves as its capital. Lanao del Sur is a province in the

Philippines situated in the Bangsamoro Autonomous Region in Muslim Mindanao, occupying the

Sulu Archipelago and the provinces of Lanao del Sur in central.

Respondents

The respondents of these study will be limited in 20 grade 12 students in Jamiatul Philippine

Al-Islamia in Marawi City. Which is 10 students in Humss and 5 students in Stem also 5 students
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in ABM and to seek a knowledge of those students to planning to take an SASE entrance

examination.

Sampling Procedure

Purposive sampling will be used in this study because the researcher will seek a knowledge and

detailed information from chosen shs students, so researcher want to to select grade 12 students

with widest range both of experiences and perspectives about university entrance exam.

Data Gathering Procedure

In the process of gathering the data for the variables being included in the study, the researchers

will prepare a letter address to the principal signifying the intent to conduct such study. Further, it

will also cover permission to gather data to the respective respondents stating therein the purpose

of conducting this study.

Upon approval, the researchers will proceed to transmit the questionnaire to the respondents.

Through this process, the data will be gath Mindanao ered immediately for interpretation. Then,

if they are approved, the researcher will start distributing questioner tjat will be answered by shs

students. After that, the questioners will be going to return to the researcher Lastly, the results of

the study will be identified as proofs of this research study.

Research Instrument In this study the researcher will be using questioner. Choosing a

questionnaire as researcher’s instrument for studying the psychological effects of University

Entrance Exams on Grade 12 Students offers efficiency and quantifiability. Qualitative

interviews can provide in-depth insights into students’ emotional experiences, coping strategies,

and the nuanced impact of exams on their mental well-being— Interviews allow for a deeper
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exploration of individual perspectives and experiences, capturing a more holistic understanding

of the psychological effects.

Statistical Treatment

This following statistical tools are use for valid and reliable interpretation of data:

Frequency, Mean and, Percentage. This will be use for demographic profile of the respondents.

Formula :

P=f/N x 100

Where:

P= Percentage

F= Frequency

N= Total number of respondents

This statistical treatment is being chosen from this research study, for the purpose that this

statistics ensures an optimal result in analyzing and quantifying the responses of this research’s

respondent. Ensuring an efficient and effective productivity in this research.