"Examining Selected Grade 11 Students’ Academic Burnout Due to a Recent

Shift to Senior High School at SPIST School Year 2023-2024"

A Research
Presented to
The Faculty of the Senior High School Basic Education
Southern Philippines Institute of Science and Technology

In Partial Fulfilment
of the Requirement for Practical Research 1
Senior High School

Researchers:
Antipala, Ronan Xedrick

Ciriaco, Jhan Frederick

Ignacio, Henry Tomas

Pasaoa, John Michael

Pascual, Jameel Jarrod

Real, Carl Vincent

Gumahad, Janarie

Medina, Maria Theresa

Nad, Blessy

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 Chapter 1

Introduction

Students have experienced academic burnout as a result of the transition from junior high to
senior high school caused by the K–12 curriculum. Academic burnout is characterized by
physical, emotional, and mental exhaustion, which has a negative impact on motivation and
academic performance. The challenges that arise during this period of transition have an impact
on the experiences and general wellbeing of the students. Students in Grade 11 at the Southern
Philippines Institute of Science and Technology (SPIST) during the 2023–2024 academic year
are the primary focus of our study. We aim to uncover the causes of academic burnout, examine
how it affects motivation and performance, and give an in-depth examination of the coping
mechanisms that students employ to deal with it. By doing this, we hope to provide these
students with insightful suggestions that will help them better manage their academic stress and
improve their overall well-being as they explore the demanding transition to senior high school.

Background of the Study

Academic burnout has been a common occurrence among high school students during middle
to late school year. 9 years ago marked the implementation of the k to 12 curriculum, in which
senior high school was introduced. This new implementation introduced new challenges and
opportunities for students. With the transition from junior high school to senior high school, the
academic burnout emerges earlier than usual. It is a period marked by changes in educational
environment, academic expectation, and personal development.

K to 12 was implemented in order to prepare students in the professional world. While that is
the case, it is also a demanding and stressful process. It is during this period that students may
feel academic burnout, a state of physical, emotional, and mental exhaustion, which leads to lack
of motivation and reduced ability in school. Academic burnout may have a harmful effect on the
students’ overall well-being and academic performance, which becomes a significant concern for
the students, teachers, parents, and us researchers. This research seeks to address the academic
burnout experienced by Grade 11 students at SPIST during the school year 2023-2024. As this
particular batch of students navigates the recent shift to senior high school, it is essential to
understand the reasons behind academic burnout, its negative effects on the students' academic
experience, and the coping strategies they employ to navigate these challenges.

According to an article made by Andrei Kurtuy (2022), student burnout results from prolonged
periods of school-related stress. When left unmanaged it could lead to depression, physical
illness and dropping out of school (Kurtuy, 2022).
Because of this, it is crucial to identify student burnout quickly and take the appropriate steps to

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treat it. Listed the symptoms of academic burnout includes lack of motivation, trouble focusing,
decline in physical health, and reduced academic performance, which could result to the decline
of student productivity and well-being.

In this specific context, there are limited empirical studies or literature that are specifically
addressing the experiences of grade 11 during this transition and their academic burnout. It could
also prove to be useful for the specific setting of this study, which is the Southern Philippines
Institute of Science and Technology during the school year 2023-2024, whereas there is also
limited study pertaining to this specific study and setting, in which participants may have unique
characteristics, challenges, or experiences that have not been well-documented in existing
research.

The researchers conducted this study for the sake of students who are experiencing academic
burnout due to the recent shift. For this purpose, it can help a lot of students identify the specific
challenges that they will face during this transitional period, such as changes in teaching
methods, increased academic expectations, how they will socialize with others, peer pressure,
and many more.

Considering all this, this study aims to inform and equip educational institutions, parents, and
students themselves to effectively address and overcome these challenges for the benefit of the
students. The findings of this study will not only shed light on the challenges faced by these
students but also provide insights into how educational institutions and support systems can
better assist them in managing academic stress and achieving overall well-being.

Theoretical Framework

The theoretical framework related to the relationship between academic burnout and the shift to
senior high school is explained with the help of transition theory by Nancy Schlossberg.
Transition theory is a model used to understand how an individual would cope with a transition
or change. It shows that individuals experience transition in a different way based on personal
factors and situations. According to Schlossberg's transition theory, there are four key factors
that affect how people experience and cope with change. Which are the individual’s situation,
their personal resources, their coping skills, and the meaning they attach to the transition. How
people experience and cope with transition depends on how these factors interact with each other
(West, 2023).

Central to this theory is the transition that students experienced marked by the educational
environment, academic expectations and personal development. There are two categories of
factors that we consider which shapes the transition experience of these students. Personal
factors, where the characteristics of the students are considered, such as their resiliency, self-
efficacy, and prior academic experience. Situational factors, where the contextual elements are

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summarized, such as the support system, school environment, and the academic demands that are
faced by the affected students (Evans et al,. 1998).

In this framework, coping strategies emerged in order to adapt to the environmental changes
which caused the academic burnout to the students. Strategies that emerges may include seeking
social support, time management, and employing stress management techniques. Seeking social
support can help students reduce stress and anxiety they are facing. Time management can help
students from getting overwhelmed with the academic demands. Lastly, employing stress
management techniques can help improve the affected students’ mental health and well-being.
These strategies are important to consider in order to cope up with the demands that the
academic burnout causes. Additionally, academic burnout is seen as a result of the transition. It is
characterized by emotional exhaustion, depersonalization, and a decrease in sense of personal
accomplishment and is influenced by both personal and situational factors.

This theoretical framework, built on the foundation of transition theory, guides our exploration
of the academic burnout that Grade 11 students encounter as they transition to senior high
school. It enables us to gain deeper understanding on the complex mechanisms and variables that
affect their academic success during this crucial educational transition.

Conceptual Paradigm:

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Hypothesis:

The following null hypothesis was formulated by the researchers:

i. There is no significant difference in the experience of academic burnout among Grade 11
students at SPIST due to the recent shift to senior high school during the school year 2023-2024.

Objectives:

This study aims to explore the academic burnout of senior high school students. Specifically,
the reason, the negative effect, and the coping strategies that emerged to these students. This
study aims to enhance the overall experience and well-being of the students affected.

The researchers intend to accomplish the following statements:

1) To know the reason of the students’ burnout due to a recent shift to Senior High School

2) To know the negative effects of Academic burn out on the experience of Senior High School
Students at SPIST.

3) To describe the coping strategies that emerged on the senior high school students in response
to academic burnout.

Statement of the Problem:

The shift between junior high school to senior high can be a challenging transition for students.
This study aims to identify the reasons for academic burnout, the negative effects of academic
burnout on the students, and their coping strategies.

To answer the above cited problem, an answer to the following will be sought.

1) What are the reasons of the students’ academic burnout due to a recent shift to senior high
school at SPIST?

2) What are the negative effects of academic burn out due to a recent shift to senior high school
on the senior high school students’ experience in terms of:
a. Academic Performance
b. Motivation

3) What are the coping strategies that emerged on the senior high school students in response to
the academic burn out they experienced?

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Significance of the Study:

The researchers expect that the result of the study will be useful in the following categories:

Students. The result of the study will help the students understand the connection of their
academic burnout and the recent shift to senior high school. The information that they acquire
from this study may help them improve their overall well-being and academic performance.

Teachers. The result of the study will help the teachers understand the challenges that students
are facing due to the drastic change in academic demand. The study may guide the teachers in
recognizing the signs of academic burnout and support the students effectively.

Parents. The result of the study may also help the parents understand the challenges that their
children are facing. The information that they acquire from this study may help the parents
employ familial support for their children suffering from academic burnout.

School. The result of the study may give valuable knowledge to the educational institution like
SPIST. They can use the attained knowledge to provide support systems or interventions that
addresses the specific needs of the students during the transition.

Researchers. It provides opportunity to develop their skills in conducting empirical research,

data collection, and analysis. It also enables the researchers to contribute to the existing body of
knowledge in the field of education and psychology.

Future Researchers. The result of the study can be used by future researchers as a reference for
their own study. The information they acquire in this study can be used in order to delve deeper
into the topic, further advancing the knowledge in the field.

Scope and Delimitations:

In this research study, the scope is limited to a specific institution, Southern Philippines
Institute of Science and Technology, during the academic year 2023-2024. The study is specific
and will only be focusing to selected grade 11 students at the said institution. The study centres
on the recent shift from junior high school to senior high school as the primary context for
academic burnout. We aim to investigate the reasons behind academic burnout, explore its
negative effects on students' academic performance and motivation, and examine the coping
strategies that emerge within this specific transition.

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Definition of Terms:

The following terminologies were defined based on the literal definition or according to its use
on the study:

Academic Burnout. A negative emotion; physical and mental reaction to prolonged study that
results in exhaustion; and frustration and lack of motivation and reduced ability in school
UoPeople

Academic Performance. Is the measurement of the students’ quiz score and class participation
during the time of academic burnout.

Coping Strategy. A strategy in which the students employ in order to keep up with the academic
demands.

Motivation. The feeling of participating in class and the ability to finish a school task with enthusiasm.

Shift to Senior High School. The process in which a student moves from junior high school to
senior high school

Transition. A change or shift from one academic environment to another.

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 - CHAPTER 2
REVIEW OF RELATED LITERATURE

Local studies:

Reason of Academic Burnout

According to Dacawe (2023), the shift of academic demands caused moderate to high levels of
academic burnout among the students. When not addressed, academic burnout rise to a higher
level, significantly affecting other factors such overall health, experience, and academic
accomplishments. He emphasizes how crucial it is to include autonomy-supportive learning
environments that are facilitated by professors and instructors. These environments are essential
for encouraging students to have a pleasant and rewarding learning experience (Dacawe, 2023).

Motivation

According to the study of Tipon et al,. (2021), some of the respondents are not satisfied with
their academic performances and academic scores. One of the reasons they are possibly
struggling of is lack of motivation to exert any effort in each activity, which could affect their
ability to pass homework on time. According to the statistical analysis of Logenio et al, (2023),
there is a significant correlation existing between procrastination and academic exhaustion. The
data insisted that the students’ delaying attitude is tied to the feeling of burnout. One of the main
reasons people procrastinate is a lack of motivation (Agboga, 2023). Sometimes our lack of
interest in studying is the reason we decide to do nothing at all or something else instead of
studying. These studies indicates that academic burnout negatively affects the motivation of
students, which further hinders their ability to gain higher academic scores.

Academic Performance

The study of Locion et al,. (2022) indicates that the mental health, such as stress, anxiety, and in
this case, academic burnout could affect the academic participation of students. According to the
findings, the researchers advise students to manage their time to gradually lessen their
workloads, which will also lessen their burden from the aforementioned requirements, educators
ought to be open and honest and understanding toward students, particularly those who are
frustrated or who are having trouble keeping up, parents need to keep an eye on their mental
health on a regular basis to make sure they are not experiencing any mental health problems. The
school ought to foster an atmosphere that is supportive of mental health by exhibiting posters and
signage regarding mental health, the community, and those in our vicinity should initiate a
seminar or a program on mental health in general to more fully comprehend and get rid of the
stigma. Mental health problems such as academic burnout impedes the concentration, energy
level, dependability, mental ability, and optimism, which hinders the performance of those who

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are affected (Suicide Prevention Resource Center, 2020).

Coping Strategies

When facing academic burnout, appropriate action and coping mechanisms need to be added
immediately in order to prevent inefficiency (Atienza et al,. 2022). In the study of Atienza et al,.
(2022), one of the coping strategies used by the students in their study was to look at the positive
aspects of their situation. This strategy helped them cope up with the academic burnout they
were feeling. They also stated that students often communicate with people who have positive
outlook and be infected with their positive mindset in order to cope with academic burnout.

Foreign studies:

Reason of Academic Burnout

According to Tran(2022), time management is a non-renewable resource that students must

effectively manage, because the failure to do so may lead to stress, which may lead to an
academic burnout. This insists that there is correlation between poor time management and
academic burnout. Senior high school creates a lot of academic demands, like quizzes, activities,
and performances, which could affect the students’ ability to manage their time effectively. With
low scores on academic performance, this will without a doubt affect the self-efficacy of students
which further affects the academic burnout of the students negatively (Gao, 2023). According to
Gao (2023), academic anxiety has a significant effect on the students with higher self-efficacy’s
academic burnout. It is clear that learning anxiety serves as a link between learning stress and
academic burnout; the more learning stress adolescents experience, the more likely they are to
experience learning anxiety, which in turn causes higher levels of academic burnout (Gao, 2023).
According to Chichou and Benali (2022), educational environment such as atmosphere can affect
the academic progress, well-being and behaviour of students. When the atmosphere is not
relaxed, students are not able to properly concentrate, memorize or enjoy the courses. This
indicates that academic burnout can be caused by educational environment.

Motivation

According to Dr. Logsdon (2023), academic stress can lower motivation, impede academic
success, and raise the likelihood that students will drop out of college. Students' mental health
has been found to suffer from academic stress. The majority of the research we've looked at so
far suggests that pupils are under pressure. The research also shows that hard schoolwork is the
main factor contributing to stressed-out pupils, and that stress has both physical and
psychological negative consequences on students' academic ability. In order to graduate from
college faster, some students enroll in additional classes, which just increases the pressure. Too
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frequently, students choose courses that are beyond their academic capabilities, adding to their
stress.

Academic Performance

Previous research supported the idea that students experience academic burnout because they are
exhausted, used up, irritable, frustrated, detached, and cynical about their obligations and tasks in
school. Students' commitment to their academic work decreases when they feel emotionally
exhausted and cynical (Oyoo et al., 2020). Increased workload and academic demands decreased
the students’ motivation to go to school and finish their school tasks, which causes them to either
fail or have lower scores in tests.

Coping Strategies

According to Xu and Ba (2022), planning and implementing strategies to reduce stress and
burnout is critical. Because stress and burnout have negative effects on representatives of the
teaching staff, educators, counsellors, and others who actively engage students could increase
control by motivating students to address the likely causes of their trauma, and by assisting them
to create or find effective and active coping mechanisms methods for enhancing their
intervention agendas. It is important to note that none of the related studies provided a specific
coping strategy that could help mitigate the academic burnout of affected students. In this case, it
is a research gap that we the researchers are hoping to address by the end of the research.

Synthesis of Review of Related Literature

According to the authors, poor time management, self-efficacy, anxiety, stress, and educational
environment are some of the reasons of the students’ academic burnout. Poor time management
may lead to low self-efficacy, which could lead to a feeling of stress and anxiety (Sharma, 2022).
One of the reason of academic burnout also is the shift in academic demand and educational
environment. Educational environment facilitated by teachers or instructors are most often than
not, the most basic factor of academic burnout on the study conducted (Dacawe, 2023). With
unrelaxed environment, it is harder for students to concentrate, memorize, and enjoy the
activities (Chichou and Benali, 2022). Educational environment provides an environment where
students feel inspired by their surroundings and safe to pursue their knowledge, which in return
can also be a reason of student’s academic burnout (Western Governors University, 2021).

Academic burnout due to increased workload and academic demands lowers the motivation of
students affected, impede academic success, and even raises the likelihood of dropping out
(Logdon, 2023). According to the authors of these studies, Academic burnout could negatively
affect the motivation of students, causing them to procrastinate and delay tasks, affecting their
ability to be punctual on their homeworks (Tipon et al., 2021). The exhaustion caused by
academic could affect their academic participation. Mental health problems impedes students’
energy levels, dependability, concentration, and optimism, which furthers affect their

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performance in class. Data suggested that lack of motivation during burnout could be a reason
why students would rather do other activities than their own homework (Agboga, 2023), which is
supported by a statistical analysis that insisted that procrastination and academic exhaustion are
correlated (Logenio et al., 2023).

Mental health can have a big impact on on the concentration, energy level, dependability, mental
ability, and optimism, which affects the performance of students. One study indicates that
academic burnout could affect the academic participation of the students (Locion et al., 2022),
like how students’ commitment to academic work decreases when they feel emotionally
exhausted (Oyoo et al., 2020). Findings suggest that students should manage their time
effectively in order to lessen the workloads that could negatively affect their academic
performance when not managed properly.

While it is hard to be on the state of academic burnout, one must find ways to cope up with it, as
it can negatively affect motivation and academic performance. It is important to plan and
implement strategies in order to reduce the stress and burnout that these students are feeling (Xu
and Ba, 2022), one must also provide a coping mechanism in order to keep up with the demands
and prevent inefficiency (Atienza et al,. 2022). Support system from family and school staffs are
one way to create an effective coping mechanisms methods for enhancing the intervention and
mood of the students involved (Xu and Ba, 2022).
When facing academic burnout, Students could also go and look at the positive aspects of their
situation in order to cope with academic burnout (Atienza et al,. 2022). Communicating with
positive people is also one of the effective ways to cope with academic burnout.

CHAPTER 3
METHODOLOGY

Research Design

The research design in our study is qualitative, using phenomenology as a method to explore the
academic burnout of senior high school students due to the recent shift to senior high school.
This method will allow us to gain insights into the lived experiences of the students and their
perceptions of academic burnout, which may have been caused by the shift to senior high school.

Population of the Study

This study covers every strand of grade 11 enrolled at Southern Philippines Institute of Science
and Technology, which are STEM, HUMSS, ABM, and TVL as it is the population that our
study is concerned of. 50 selected participants will be chosen for our study as it is the advised
number by our research advisor.

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Sample and Sampling Technique

The sampling technique we used in this study is the non-probability sampling, purposive
sampling. Purposive sampling is a technique used to select units or participants that has the
characteristics you need in a sample. We used this sampling approach as our participants should
have a purpose in this study in order to achieve the most accurate answers.

Research Instrument

The research instrument used in this study to collect data from the selected grade 11 students
enrolled at Southern Philippines Institute of Science and Technology participants are survey
questionnaires and interviews. The answered survey questionnaires and interviews are to be
analysed in the fourth chapter of the qualitative research, and will be treated with confidentiality
and will only be used for research purposes.

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