Exploring the Impact of Academic Stress: A Qualitative Investigation of

Student Experiences

A Research Presented to Pindasan National High School

Pindasan, Mabini Davao De Oro

In Partial Fulfillment of the Requirements for English 10

Junior High School Department

Bolante Polia Reymark

Rhoe pantaleon

Louiegie Andrie Sialana

Ian james Buro

Parcon Andrie

Anacel Muring Saren

Althea Faith Vellena Laga

Charmin Gallo

June 2023
 Chapter 1

The Problem and Its Background

Introduction

Academic stress is a pervasive concern among students, and as a student

of Pindasan National High School, I have personally experienced and witnessed the

detrimental effects it can have on student well-being. The pressure to excel

academically, cope with heavy workloads, and meet high expectations can

significantly impact students' mental and physical health. This research aims to

investigate the specific experiences and factors contributing to academic stress

among Pindasan National High School students, with an additional focus on a

related study that supports the urgency of addressing this issue. Research

conducted by Lorraine Brown (2003) examined academic stress among high school

students in a similar educational context and found compelling evidence of its

negative consequences. The study revealed that high levels of academic stress were

associated with increased anxiety, depression, and decreased overall well-being.

Furthermore, it highlighted the significant impact of stress on academic

performance , with stressed students exhibiting reduced concentration, motivation,

and lower grades.

In addition, some findings underscore the pressing need to address academic

stress among high school students, including those attending Pindasan National

High School. Findings of Jonas L. Depaynos et al (2021) academic stress level of a

student depends mainly on his/her personality regardless of the strand where s/he

belongs. Thus, necessary stress-coping mechanisms need to be highlighted out not

only to students but to parents, to administrations, and to the community as well., the

research seeks to explore the specific sources and manifestations of academic

stress among Pindasan National High School students. We aim to identify the

primary stressors unique to our school environment by employing surveys,

interviews, and data analysis.

These may include factors such as demanding coursework, competitive

academic atmosphere, inadequate time management, and the high expectations

placed on students by parents and educators. Additionally, this study will investigate

the effects of academic stress on students' mental and physical well-being. By

examining indicators such as anxiety, depression, sleep disturbances, and overall

quality of life, we aim to assess the impact of academic stress on students' holistic

health. Furthermore, we will explore how academic stress affects students' academic

performance, including their ability to concentrate, retain information, and achieve

desired academic outcomes.

Purpose of the study

The purpose of the qualitative study described in the example is to synthesize

and analyze existing qualitative research on academic stress among students. The

study aims to identify common themes, factors, and coping strategies related to

academic stress through a comprehensive review of qualitative studies. By

conducting this qualitative literature review, the researchers seek to gain a deeper

understanding of students’ experiences and perceptions of academic stress, which

can inform the development of effective interventions and support systems to help

students manage and cope with academic stress more effectively.

Research questions

To guide the investigation and address the research objectives, the following

research questions are proposed:

1. What are the main academic stressors experienced by Pindasan National High

School students?

2.How does academic stress affect the mental well-being, physical health, and

academic performance of Pindasan National High School students?

3. What coping mechanisms do Pindasan National High School students employ to

manage academic stress?

4.What support systems and resources are available to Pindasan National High

School students in navigating academic stress?

Theoretical Lens

This study will be guided by the Transactional Model of Stress and Coping

proposed by Lazarus and Folkman (1984). This framework posits that stress is a

dynamic process resulting from the interaction between individuals and their

environment. It emphasizes the cognitive appraisal of stressors and the subsequent

use of coping strategies to manage and adapt to stressful situations. By adopting this

theoretical framework, the study seeks to explore how Pindasan National High

School students perceive and respond to academic stressors.

The Transactional Model of Stress and Coping, proposed by Lazarus and

Folkman in 1984, provides a comprehensive Theory for understanding how

individuals experience and deal with stress. This model suggests that stress is not

solely determined by external events or stressors, but rather by the individual's

subjective appraisal of those stressors and their ability to cope with them effectively.

According to the Transactional Model, stress is viewed as a dynamic process that

arises from the interaction between individuals and their environment. When

individuals encounter a potential stressor, they engage in a cognitive appraisal

process that involves evaluating the significance and meaning of the stressor. This

appraisal is based on factors such as the perceived threat or harm posed by the

stressor, the individual's available resources, and their past experiences. The

cognitive appraisal process consists of two stages: primary appraisal and secondary

appraisal. In the primary appraisal, individuals assess whether the stressor is

relevant to their well-being and whether it represents a threat or a challenge. If the

stressor is appraised as threatening, the secondary appraisal follows, where

individuals evaluate their coping resources and abilities to determine how effectively

they can deal with the stressor. Coping strategies play a crucial role in the

Transactional Model. Coping refers to the cognitive and behavioral efforts individuals

employ to manage the demands of a stressful situation. Lazarus and Folkman

identified two broad categories of coping strategies: problem-focused coping and

emotion-focused coping. Problem-focused coping involves taking direct action to

address the stressor itself, while emotion-focused coping aims to regulate emotional

responses to the stressor. By adopting the Transactional Model as the theoretical

lens, the study on Pindasan National High School students seeks to explore how

these students perceive and respond to academic stressors. Academic stressors can

include factors such as exams, assignments, competition, and high expectations.

The model allows researchers to examine how students appraise these stressors,

the resources they perceive to have for coping, and the coping strategies they

employ. Understanding how students perceive and respond to academic stressors is

essential for several reasons. First, it provides insights into the subjective experience

of stress among students and the factors that contribute to their stress levels. This

knowledge can help educators and school administrators develop targeted

interventions to reduce stress and promote well-being. Additionally, exploring coping

strategies used by students can shed light on their effectiveness in managing

academic stress. Identifying adaptive coping strategies can inform the development

of stress management programs and interventions that equip students with the skills

and resources necessary to cope effectively. Overall, the Transactional Model of

Stress and Coping provides a valuable theory for understanding the complex

interplay between individuals and their environment in the context of stress. By

applying this model, the study on Pindasan National High School students can offer

valuable insights into their perceptions and responses to academic stressors,

ultimately contributing to the development of strategies to support their well-being

and academic success.

Scope and Limitations of the Study

This study focuses specifically on Pindasan National High School students

and their experiences of academic stress. It will employ a qualitative research

approach to gain in-depth insights into the subjective experiences of students. The

study will be conducted within a specified timeframe and will involve a representative

sample of students from different grade levels. While the findings may have

implications for similar educational contexts, they may not be generalizable to other

high schools or student populations. Limitations of the Study This study has several

limitations. First, the subjective nature of qualitative research may limit the

generalizability of the findings. Second, the study's sample size and timeframe may

restrict the breadth and depth of the data collected. Third, the reliance on self-
reported data may introduce response bias. Finally, the researcher's subjectivity and

potential biases may influence the study's findings.

Importance of the study

The qualitative study on academic stress holds significant importance in

understanding the experiences of students about this pervasive issue. By delving

into the subjective aspects of academic stress, this research aims to provide

valuable insights and contribute to the existing knowledge base.

First this study is beneficial to the teachers since it will enhance their

understanding of students' experiences, enabling them to provide tailored support,

improve academic performance, promote student well-being, and guide the

development of preventive and intervention strategies. Ultimately, this knowledge

empowers teachers to create a more supportive and conducive learning environment

that promotes student success and well-being.

Then the study on academic stress benefits students by increasing

awareness, validating experiences, providing coping strategies and support systems,

enhancing academic success, and promoting well-being and mental health. By

equipping students with knowledge and resources to manage stress effectively, the

research empowers them to navigate their academic journey with resilience,

confidence, and overall better outcomes.

Definition of terms
Definition of Terms To ensure clarity and consistency throughout the study,

key terms are defined as follows:

 Academic stress: Refers to the psychological and emotional pressure

experienced by students concerning their academic responsibilities, expectations,

and performance.

Mental well-being: Refers to the overall state of a person's psychological

and emotional health.

Academic performance: Refers to the measurable outcomes of students'

educational achievements, such as grades, test scores, and academic

accomplishments.

Support systems and resources: Refers to the available services, \

Organization of the study

Programs, and assistance provided by the school, teachers, counselors, and

other relevant entities to support students in managing academic stress

To learn more about this study in depth, each chapter has separate sections where

the information processing was taken into account.

Chapter 1 revolved around the introduction, which provides the purpose, theoretical

lens, urgency, scope and limitations, importance, and definition of terms that

we used during the research process.

Chapter 2 dealt with the review of related literature (RRL). It is part of the study

where common research work and theories were outsourced from the

internet, books, and even trusted authors and experts.

Chapter 3 invests in the methodology of the study. It utilizes and specifies the

procedures and approaches that were employed in the study, such as

 research design, research participants, the role of the researcher, data

sources, data collection procedures, data analysis, trustworthiness, and

ethical considerations that uphold the conduct of the study.

Chapter 2
Review of Related Studies

Time pressure

Time pressure in academic settings contributes significantly to students'

overall stress levels. The need to meet deadlines and manage multiple academic

responsibilities creates a sense of urgency and limited time availability. This

increased pressure can have psychological, cognitive, and emotional

consequences on students' well-being and academic performance. Researchers

have conducted various studies to explore the relationship between time

pressure and academic stress, examining its effects on different student

populations such as college, graduate, and high school students. Understanding

the impact of time pressure is essential for developing effective strategies to

manage academic stress and promote healthy time management practices. A

study by Smith et al. (2019) examines the relationship between time pressure,

academic performance, and psychological well-being among High school

students. It may explore how time constraints in academic settings affect

students' ability to perform tasks efficiently and the subsequent impact on their
overall well-being. Further, A study by Johnson and Lee (2018) on This study

focuses on the experiences of graduate students regarding time pressure, stress

levels, and the coping strategies they employ to manage academic demands. It

may investigate how time pressure influences stress levels among graduate

students and explore the various coping mechanisms they adopt to navigate

these challenges. In light of these research findings, it is crucial to examine the

specific studies conducted on time pressure in academic stress and their key

implications. A study by Anderson et al. (2017) investigates the impact of time

pressure on learning outcomes and information processing among students. It

may examine how time constraints affect cognitive load, memory retention,

attention span, and overall academic performance. Currently, Another study by

Chen and Chang (2016) in this study explores the relationship between

academic stress, time pressure, and burnout among high school students. It may

examine the factors contributing to academic stress and the influence of time

pressure on students' risk of experiencing burnout. And finally, another study by

Jones and Johnson (2015) on this research focuses on the influence of time

pressure on academic procrastination among college students. It may investigate

how the presence of time constraints affects students' tendencies to delay tasks,

the underlying reasons for academic procrastination, and its potential

consequences on academic performance. The studies on time pressure in

academic stress provide valuable insights into the challenges students face and

the impact of time constraints on their well-being and academic performance.

The research highlights the psychological, cognitive, and emotional

consequences of working under time pressure, emphasizing the need for

effective time management strategies and support systems. By staying updated

on the latest research in this area, educators, researchers, and students can

work together to develop interventions and techniques to mitigate the negative

effects of time pressure. Ultimately, by addressing time-related stressors, we can

create a more conducive and healthier learning environment that promotes

student success and well-being. Competition on academic stress and

competition are significant factors affecting high school students.

The pressure to succeed academically and perform well in competitive

activities can have profound impacts on their well-being and performance.

Researchers have conducted studies to understand how academic stress

influences various competitions in domains such as debates, athletics, science

fairs, math Olympiads, and speech competitions. These studies have revealed

that higher levels of academic stress often lead to decreased performance,

reduced engagement, impaired problem-solving abilities, and increased anxiety.

Understanding the relationship between academic stress and competition is

crucial for supporting students in managing stress and fostering a healthy

balance between academic demands and competition. In this discussion, we will

explore five actual studies that investigate the impact of academic stress on

competition among high school students. A study by (Yan & Li, 2019) on this

study they investigated the relationship between academic stress, coping

strategies, and competition engagement among Chinese high school students.

The findings revealed that higher levels of academic stress were associated with

lower competition engagement and that adaptive coping strategies mediated this

relationship. The same study on the topic by (Mouratidis et al., 2016) on This

research examined the impact of academic stress and achievement goals on

competitive performance among high school students. The results demonstrated

that higher levels of academic stress were associated with maladaptive

achievement goals.

Competition academically

Academic stress and competition are significant factors affecting high school

students. The pressure to succeed academically and perform well in competitive

activities can have profound impacts on their well-being and performance.

Researchers have conducted studies to understand how academic stress

influences various competitions in domains such as debates, athletics, science

fairs, math Olympiads, and speech competitions. These studies have revealed

that higher levels of academic stress often lead to decreased performance,

reduced engagement, impaired problem-solving abilities, and increased anxiety.

Understanding the relationship between academic stress and competition is

crucial for supporting students in managing stress and fostering a healthy

balance between academic demands and competition. In this discussion, we will

explore five actual studies that investigate the impact of academic stress on

competition among high school students. A study by (Yan & Li, 2019) on this

study they investigated the relationship between academic stress, coping

strategies, and competition engagement among Chinese high school students.

The findings revealed that higher levels of academic stress were associated with

lower competition engagement and that adaptive coping strategies mediated this

relationship. The same study on the topic by (Mouratidis et al., 2016) on This

research examined the impact of academic stress and achievement goals on

competitive performance among high school students. The results demonstrated

that higher levels of academic stress were associated with maladaptive

achievement goals further giving information to a study by (Fang et al., 2020)

This study focused on the influence of academic stress on sports competition

performance among high school athletes. The findings indicated that higher

levels of academic stress were associated with decreased sports performance,

emphasizing the importance of managing academic stress for optimal athletic

outcomes.

Some researchers studied event the performance on academic. a study by

(Osborne et al., 2018) in this research explored the relationship between

academic stress, cognitive appraisals, and music competition performance

among high school music students. The findings revealed that higher levels of

academic stress were associated with negative cognitive appraisals, which in

turn predicted poorer music competition performance. Additionally a study by

(Wang & Eccles, 2013) This study examined the impact of academic stress on

performance in Science Olympiad competitions among high school students. The

results showed that higher levels of academic stress were associated with

reduced Science Olympiad performance, suggesting that managing stress may

be important for success in competitive science events. The studies on academic

stress and competition among high school students have revealed that higher levels

of stress negatively affect performance, engagement, and well-being in various

competitive domains. To support students, it is crucial to implement comprehensive

systems that promote resilience, teach stress management techniques, and foster a

healthy balance between academics and competition. Further research is needed to

explore additional factors and develop targeted interventions. By addressing

academic stress, we can create supportive environments for students to excel

academically and thrive in competition.

 Chapter 3; Method and Procedures

This chapter explains the process used in the conduct of this research

study. It describes the appropriateness of qualitative research methodology and

the articulation of the phenomenological research approach, the research

question, data gathering procedures, data analysis, and issues associated with

the participants’ confidentiality, data collection approaches, factors affecting

internal and external validity, data analysis techniques, research instrumentation,

and data coding.

This chapter explains the process used in the conduct of this research

study. It describes the appropriateness of qualitative research methodology and

the articulation of the phenomenological research approach, the research

question, data gathering procedures, data analysis, and issues associated with

the participants’ confidentiality, data collection approaches, factors affecting

internal and external validity, data analysis techniques, research instrumentation,

and data coding.

Research Design
 In this study, I used a qualitative design of research using a

phenomenology approach to explore the lived experiences of students who

encounter academic stress at Pindasan National High School

Qualitative research is a method used to gain an in-depth understanding of

human experiences, perspectives, and meanings. It involves collecting and

analyzing non-numerical data, such as interviews, observations, and texts. This

approach provides rich insights into complex phenomena and helps researchers

explore subjective aspects. (Creswell, 2013).

Phenomenological design is a qualitative research approach focusing on

understanding lived experiences' essence and meaning. It explores how

individuals interpret and make sense of their world. A source that provides

insights into the phenomenological design is the book "Phenomenology of

Practice: Meaning-Giving Methods in Phenomenological Research and Writing"

by (Max van Manen 2014). It offers practical guidance on conducting

phenomenological studies, including data collection, analysis, and writing

Since we are exploring the stress in academic in students also known as

academic stress we are gonna acquire data and information from students who

experienced the phenomenon of academic stress to get the information we need

the phenomenological interview was the primary method

 Before interviewing those who have had direct experience with the

phenomenon, I explored our experiences with academic stress, we are getting

information about all of the ways we can get academic stress. The meanings that

were drawn out from the raw data of the participants’ descriptions were then

narrowed down into the essence that belongs to each phenomenon under study

(Merriam & Tisdell, 2015). It is through a continuous and simultaneous process

of analysis of the data that the essence of each

I focused on what went on within the person in an attempt to get the

meaning and describe the lived experiences of the students To sum it up, the

intent was to understand the phenomena in their terms and provide a description

of human experience by the participants in this study.

Research Participants
In this qualitative phenomenology study, I carefully selected the

participants who were able to answer the questions underlying Academic stress

as a phenomenon. The subject selection in this qualitative research was

purposeful.

Purposive sampling involves selection that meets the predetermined

participants where a researcher selects a sample based on their knowledge

about the study and population. The participants were selected based on the
purpose of the sample (Patton, 2015). The participants for the study were

selected based on the student who was experiencing academic stress. This was

an intentional use of purposive sampling to obtain the participants for my study.

Theoretical saturation can also be useful as a guide in designing

qualitative research, with practical research illustrating that samples of 12 may

be cases where data saturation occurs among a relatively homogeneous

population. (Onwuegbuzie & Leech, 2016). So 12 samples are enough to bring

data saturation. We are gonna select 6 participants for individual interviewing

and another 6 for a group discussion we hope that we can get data from this

style

Additionally, the profile of the participants was described as part of the

appendices. The selection of the participants was not based on familiarity. Their

identities were concealed and coded for anonymity

We are selecting our participants by our criteria made to save time and

avoid accidents and save money More so, the participants were determined by

selecting a high achiever student and a person who is struggling in academics

and the participants must be attending Pindasan National high school to avoid

accidents and to save money.

Role of the Researchers
In this study, our main objective is to explore and comprehend the

experiences of individuals regarding academic stress. We acknowledge the

significant impact that academic stress can have on individuals' overall well-being

and academic performance. We aim to delve deeper into the various factors that

contribute to academic stress and to gain a better understanding of how individuals

cope with these stressors. To achieve this, we will employ a qualitative research

approach, utilizing interviews and in-depth conversations as our primary means of

data collection. By directly engaging with participants and allowing them to share

their experiences, perceptions, and emotions related to academic stress, we seek to

capture rich and nuanced insights into their unique challenges and coping strategies.

As researchers, we recognize the presence of biases that may influence our

perspectives and interpretations. Acknowledging that our biases can arise from our

personal experiences, beliefs, and values is important. However, we are committed

to maintaining a high level of reflexivity and self-awareness throughout the research

process. We will continuously reflect on our own biases, actively seek diverse

perspectives, and remain open to the diverse experiences and narratives of the

participants. By doing so, we aim to minimize the potential impact of our biases on

the research findings and ensure a comprehensive and nuanced understanding of

academic stress.

To enhance the rigor and trustworthiness of our research, we will employ

rigorous data analysis techniques. These include coding, thematic analysis, and peer

debriefing. By involving multiple researchers in the analysis process and engaging in

ongoing discussions and reflections, we aim to mitigate the potential influence of

individual biases and enhance the credibility of our findings. Through our research,

we hope to shed light on the complex nature of academic stress and its impact on

individuals' lives. By examining the experiences of individuals facing academic

stress, including those from diverse backgrounds or with unique challenges, we aim

to contribute valuable knowledge that can inform the development of effective

interventions, support systems, and strategies for managing academic stress.

Data Sources
Qualitative researchers typically gather different forms of data gathering

such as interviews and documents (Creswell, 2013). We hope that our interviews

are fruitful.

An interview is a structured conversation between two or more individuals,

typically conducted to gather information, insights, or perspectives on a particular

topic. Interviews can be conducted in various settings, including research

studies, journalism, employment processes, and qualitative data collection.

According to Kvale (1996), an influential author in the field of qualitative

research, an interview is "a purposeful and interactive conversation focused on

obtaining information and understanding from the interviewee's perspective."

All of the data from the interview play a big part in this research so we are

trying to gain all of the information we can get from interviewing. In addition,

during the interviews, a prepared set of questions and further questions were

used as a result of answers to the set questions (Mills, 2007).

 The interview was comprised of questions that would describe the

experiences of students in the impact of the experience and the valuable insights

gained from their experiences. The result of the in-depth interview and focus

group discussion was recorded, transcribed, and analyzed.

Data Collection Procedure

First, we have to Determine our research design Decide on the

appropriate research design for your study, such as a survey, interviews, or a

mixed-methods approach, based on your research objectives and available

resources. (Creswell, 2014)

Secondly, we have to

Obtain ethical approval If required, seek ethical approval from your

institution's research ethics committee to ensure the protection of participants'

rights and privacy. (Silverman, 2019)

Third Data Collection Administer your research instruments to the selected

participants. This could involve distributing surveys, conducting individual or

group interviews, or using a combination of methods. Ensure clear instructions

and anonymity/confidentiality of responses, if applicable. (Creswell, 2014)

Fourth Data management and analysis: Organize and code the collected

data for analysis. Use appropriate statistical techniques, qualitative analysis

methods, or a combination of both, depending on the nature of your data and

research questions. (Miles et al., 2020)

 Fifth Ensure data privacy: Safeguard participant data by storing it securely

and anonymizing it if required. Adhere to data protection regulations and ethical

guidelines. (Silverman, 2019)

Sixth Data validation: Consider employing measures to ensure data

validity and reliability, such as using established scales, conducting member

checks, or employing inter-rater reliability checks for qualitative data. (Creswell,

2014; Miles et al., 2020)

Seventh Analyze and interpret data: Analyze the collected data using

appropriate statistical software or qualitative analysis techniques. Interpret the

findings to address your research objectives and research questions. (Creswell,

2014; Miles et al., 2020)

lastly Report findings: Summarize your research findings clearly and

concisely, presenting the results along with relevant statistical analyses or

qualitative themes. Provide a discussion of the implications and limitations of

your study. (Creswell, 2014; Miles et al., 2020)

Data Analysis
After collecting, the data gathered from in-depth interviews (IDI) and focus

group discussions (FGD) was summarized, transcribed, translated, and

analyzed. The general procedures included the preparation of the data for

analysis, reducing the data phenomenologically, engaging in imaginative

variation, and uncovering the essence of the experience. Furthermore, the

organization of the data was done through the initial reading of the information,
coding the data, developing a description and thematic analysis from the codes,

representing the findings, and finally interpreting the findings (Creswell, 2013).

As for the phasing we use this phasing because we find this reliable for

gathering data and we are sure that we can squeeze every data in the interview

First Familiarize the data: Begin by reading and immersing yourself in the

qualitative data you have collected. Become familiar with the content and context

of the data. (Saldaña, 2016)

Second Data coding: Apply coding techniques to identify patterns, themes,

or categories within the data. This involves systematically assigning labels or

codes to data segments that represent meaningful analysis units. Use inductive

coding to derive codes directly from the data. (Saldaña, 2016; Miles et al., 2020)

Third Categorization and thematic analysis: Group related codes into

categories or themes. Look for recurring patterns, concepts, or ideas that emerge

from the data. Analyze the relationships between categories and identify

overarching themes that capture the essence of the data. (Braun & Clarke, 2006)

Fourth Interpretation and Meaning-making: Engage in a process of

interpretation to uncover the underlying meanings, experiences, or perspectives

expressed in the data. Explore the connections between themes and consider

how they relate to your research objectives. (Saldaña, 2016; Miles et al., 2020)

Fifth Supporting evidence: Select and present excerpts or quotes from the

data that exemplify or support the identified themes or findings. Use these

examples to illustrate your interpretations and provide evidence for your claims.

(Saldaña, 2016)

Sixth Reflexivity: Reflect on your own biases, assumptions, and

perspectives that may have influenced the analysis. Consider how your

positionality may have shaped the interpretation of the data and discuss any

potential implications. (Miles et al., 2020)

Seventh Triangulation and member checking: Enhance the credibility and

trustworthiness of your findings by seeking input from participants or conducting

member checks. This involves sharing your interpretations with participants and

seeking their feedback or validation. (Creswell, 2014; Miles et al., 2020)

Eight Reporting the findings: Present your qualitative findings clearly and

coherently. Use quotes or excerpts from the data to support your themes or

findings. Provide a comprehensive and nuanced description of the data analysis

process and its implications. (Saldaña, 2016)

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