ACKNOWLEDGEMENT

First and foremost, we would like to express our sincere gratitude to the senior high

school students who participated in this study. Their willingness to share their

experiences, challenges, and perspectives on stress management was invaluable in

shaping the findings of this research.

MR. ANELITO B. CALLO CONSUELO NATIONAL HIGH SCHOOL

Our esteemed principal. His commitment to promoting the well-being and academic

success of our students has been a driving force behind this research initiative. We are

deeply grateful for his leadership and for providing us with the necessary resources and

encouragement to undertake this important study.

MS. JAMERA SULTAN RESEARCH TEACHER

Her expertise, mentorship, and unwavering support throughout the research process have

been instrumental in the successful completion of this study. Her dedication to fostering

research skills and critical thinking among our students is truly commendable.

We would also like to express our gratitude to all the SENIOR HIGH ADVISORY

TEACHER who have played a crucial role in supporting our students and creating an

environment conducive to their academic and personal growth. Your tireless efforts and

commitment to our students' well-being have been invaluable.

Above and over, our FATHER ALMIGHTY, who is always there amidst the sorrow,

trials, happiness, and success of the researchers.

FOR ALL THAT HAS BEEN, THANKYOU SO MUCH!

1
ABSTRACT

2
Stress is a common experience among senior high school students, who often face

academic pressures, social challenges, and developmental changes. Effective stress

management strategies are crucial for students' well-being and academic success. This

study aimed to explore the stress management strategies employed by senior high school

students and identify the most effective approaches. A mixed-methods research design

was adopted, involving both quantitative and qualitative data collection. A survey was

conducted with 500 senior high school students to assess their perceived stress levels and

the stress management strategies they utilized. Additionally, in-depth interviews were

carried out with 30 students to gain a deeper understanding of their experiences and

perspectives on stress management. The findings revealed that the most commonly used

stress management strategies among the students were time management, social support,

and relaxation techniques. However, the study also identified that some students lacked

effective coping mechanisms and struggled to manage their stress effectively. The

qualitative data provided insights into the specific challenges faced by the students and

the factors that influenced the success of their stress management efforts.Based on the

findings, the study recommends the implementation of comprehensive stress management

programs in senior high schools, which should include educational workshops,

counseling services, and the promotion of healthy lifestyle habits. The findings contribute

to the understanding of stress management among senior high school students and

provide valuable insights for educators, counselors, and policymakers to develop targeted

interventions to support students' well-being and academic success.

3
 CHAPTER I
INTRODUCTION
A. Background of the Study

Students are facing different challenges in terms of their academic such as,

assignments, projects, recitations, examinations, quizzes and many more. It may affect

their academic performances on having this kind of stress. They may not be focus and

always pushing through their limits to finish and submit it on time, for they don’t want to

have a lowest grade. For some students, stress almost becomes a way of living. However,

it is dangerous to let stress become a student’s way of living in Senior High School

because some stress levels can lead to terrible effect that completely change students’

lives and it may result in failure. Stress is inevitable and unfortunately, it produces

headache, neck crick and causes many health problems that include depression, anxiety,

heart disease and stroke (Clark, 2013). However, Stress is necessary to challenge students

to learn. Therefore, students need to create coping strategies for their stress in order for

them to reduce the bad effects on their learning and performance. Approaches are needed

that reduce the negative aspects of stress which hinder/hamper students' learning and

performance. The key to reducing distress is providing students with a feeling of control

over their education, information about what to expect, and feedback regarding what can

be done to improve their performance.

4
 Stress is the "wear and tear" of student’s bodies caused by frequently changing

environment. It has physical and emotional effects. It can create positive or negative

feelings. Positive influence of stress can help and compel

5
 them to action; it can result in a new awareness and an exciting new perspective.

Negative influence can result in feelings of lack of confidence, rejection, anger,

depression, and lead to health problems such as headaches, high blood pressure, heart

disease and stroke. Stress can help or hinder us depending on how they react to it. Boori

(2015)

Stress is a fact of nature in which forces from the inside or outside world affect

the individual, either one's emotional or physical well-being, or both. The individual

responds to stress in ways that affect the individual, as well as their environment. Due to

the overabundance of stress in the modern lives, it usually think of stress as a negative

experience, but from a biological point of view, stress can be a neutral, negative, or

positive experience .general, stress is related to both external and internal factors.

External factors include the physical environment, including their job, their relationships

with others, their home, and all the situations, challenges, difficulties, and expectations

they're confronted with on a daily basis. Internal factors determine the body's ability to

respond to, and deal with, the external stress-inducing factors. Internal factors which

influence the ability to handle stress including the nutritional status, overall health and

fitness levels, emotional well-being, and the amount of sleep and rest they get.

Students experience great amounts of stress, whether teenagers or Senior High

School age, in the family or among their peers. Most adults have forgotten what it was

like to experience the stress placed on students, but students ride the roller coaster every

day. Stress in its positive form – eustress – is necessary, healthy, and enjoyable.

However, the negative form – distress – can be damaging if left unmanaged.

6
 Indeed, stress symptoms can affect the body, the thoughts and feelings, and the

behavior. Being able to recognize common stress symptoms can give a jump on

managing them. Stress that's left unchecked can contribute in many health problems, such

as high blood pressure, heart disease, obesity and diabetes.

According to Dwyer, A. L., & Cummings, A. L. (2001) stated that for a student,

stress may be caused by failure problem or loss of a family member or close friend. Such

event that bring stress are called stressors. A sudden change in life or stressors may

effect’s life style or even his/her physical and mental health. The impact of a stressor

leaves on a person depends on how the person takes the tension.

It is hoped that the result of this study will help students and teachers alike

become aware with the causes of stress in academic performances.

Theoretical Framework

This section consists of related articles, literatures and studies which guided the

researchers in conceptualizing the study.

Theory of Emotion

Theory of emotion is defined as the complex state of feeling that results in

physical and psychological changes that influence thought and behavior. In 1884 and in

1885, theorists William James and Carl Lange might have separately proposed their

respective theories on the correlation of stress and emotion, but they had a unified idea on

this relationship - emotions do not immediately succeed the perception of the stressor or

the stressful event; they become present after the body’s response to the stress.

7
 Physically: The heart pumps faster, making the heart pound and blood pressure

rise. Some people experience palpitations. Muscle tensions increases, leading to

headaches, dizziness, jaw ache and even insomnia. The mouth goes dry. Digestion

slows causing “butterflies” in the stomach. Breathing is faster and less efficient which

can lead to over-breathing (hyperventilation) and breathlessness. Changes in the flow of

blood to the skin can cause sweating, blushing or clammy hands and feet.

Mentally: A certain amount of stress can be mentally stimulating but too much

can affect our thinking ability. Thoughts may become jumbled and confused. Thinking

becomes focused on worrying. We may become preoccupied with problems. It

becomes much harder to make decisions or find solutions to problems. Thinking

negatively and fearing the worst increases worry and stress.

Emotionally: People respond to stress in many different ways. Common

emotional effects are irritability, impatience, anger, frustration, fear, anxiety, self-doubt,

panic, despondency, feelings of inadequacy, insecurity, hopelessness, unhappiness,

emotional withdrawal and depression.

This theory explained that when an individual is suffering stress, the emotion that

surge upon our body is not immediately felt. The individual will only feel the

emotion/stress when the body responded to the stress.

B. Conceptual Framework

The researchers came up with the following conceptual framework, considering the

variables of this study:

Independent Variables Dependent Variables

Academic Stress Academic Performances
of Senior High in a. recitation
Counsuelo b. projects

National High c. examinations 8

d. quizzes
School
e. assignments
 Research Paradigm

The conceptual paradigm shows how academic stress can affect the academic

performances of Senior High in Counsuelo National High School

C. Statement of the Problem

The study aims to determine the relationship between the academic stress and the

academic requirements among the Senior High Students SY 2023-2024 of Counsuelo

National High School.

Specifically, it sought to answer the following questions:

Age:__ Gender: □Male □Female

1. How often do you feel stressed at school?

a.Constantly

b. often

c. sometimes

d. rarely

2. What is the main cause of your stress at school?

a . Schoolwork and assignment

b. Exam and tests

9
 c. Extracurricular activities

d. Social pressures

3. How do you currently cope with stress at school?

a. I take breaks to relax

b. I talk to friends or family

c. I try to organized and manage my time

d. I don't have good ways to cope

4. How much support do you currently receive from your school to manage stress?

a. A lot of support

b. Some support

c. very little support

d. No support at all

Hypotheses

In the light of the concepts and studies presented, the hypotheses below are

formulated.

10
 1. The researchers predict increased levels of performance across all variables

when a certain level of stress is reached, but reduced performance as stress

increases beyond that point.

2. Among the variables, Projects, Quizzes and Exams are most susceptible to

effects of academic stress.

3. Among the variables, Recitation and Assignments are least susceptible to the

effects of academic stress.

Scope and Delimitation

This study will determine the academic of stress and academic requirements of

Senior High in Counsuelo National High School year 2023-2024

Significance of the Study

The researchers attempted to provide valuable information to the following people

who will be benefited:

The Students. All the students of Counsuelo National High School to give them

idea if there would be significant relationship between their level of stress and academic

performance. This study would also enlighten students who are making research work

with the structure or design of a formal research.

The Administrators and Faculty Members. This research study will provide

knowledge for them about how they can help their students improve their academic

11
performance by addressing their stressors. This study could also be a basis in guiding the

students in the systematic process of making a research work.

The Readers of this Study. People who will read this research will have awareness

about their current level of stress and the situations that could lead to stress. This could

also help them to give idea if there is really significant relationship between stress and

academic performance.

The School Library. This research study will be given to the school library for

students to read. This research study could also be used as a source of information.

Definition of Terms

The following terms are defined in the context in which they are going to be used in

the study:

Projects. A planned piece of work that has a specific purpose such as to find

information or to make something new that requires a long time period.

Recitation. When you recite or say something you’ve memorize

Exam. It takes place in a class and consists of questions that test a student’s

knowledge.

Quiz. Ask a short series of questions with a quick result

Assignment. A task piece of work assigned to someone as a part of job or course of

study.

Food. Healthy food can actually help combat stress levels. For example, leafy

greens contain folate, which produces dopamine, the pleasure-inducing brain chemical.

12
 Use of social media. Social media has opened up the world for many people,

including making new friends and exploring new ideas. It also allows you to manage

your life better.

Absenteeism. A critical national problem that puts more than 6.5 million school

children at risk for falling behind academically, dropping out of school and serious long-

term health, employment and financial consequences.

Sleeping. When your life gets crazy, sleep may feel like a waste of time. Sleep

experts recommend seven to nine hours of sleep a night.

Daydreaming. By mentally removing yourself from a high-stress situation and

following a scenario that is more enjoyable, the brain and the mind both get a break from

going into overdrive.

CHAPTER II
REVIEW OF RELATED LITERATURE

On Level of Stress

Stress is a conscious or unconscious feeling of an individual that affects

the individual physically or mentally in positive or in negative ways. Stress is

characterized by psychological responses that are directed towards version. Stress is a

psychological process started by actions that threaten or harm the individual. The father

of stress research Hans Selye named the factors causing stress as stressors. He mentioned

13
that the stressors could be physical, physiological, psychological or socio-cultural. A

person typically is said to be stressed when there is an output of positive or negative

reactions. “Stress depends on variables such as the novelty, rate, intensity, duration, or

personal interpretation of the input, and genetic or experiential factors. One person's

stressor may be due to another person’s fun.

Stress in student is defined as “reaction of individual that can be physical or

mental in any situation that gives pressure on an individual”. Chemicals into the blood

are released when students feel stressed due to some reasons according to their

surroundings. If the reason of stress causing is physical harm, the extra energy and

strength given to individual by these chemicals would be a good thing. But; if the stress is

responding emotional, then there is no any way out for it. That means, stress among

students can be positive (Eustress) or negative (Distress). Stress can be eustress for a

student when its level is very high and enough for motivating you. It plays a role of

motivator in your performance. It is essential stress in our life. Eustress or positive stress

helps in moving your actions in positive way by motivating you. When a student is facing

several physical or mental problems, it’s said as distress or negative stress. Distress or

negative stress is caused when your stress level either too high or too low and this reflects

in negative way to the stressors. It’s not essential stress in our life. It gives you negativity

and is harmful to one’s life. It further can cause depression and lead in a very fad way.

These are evident in students because as the K-12 Curriculum was implemented, more

activities and tasks are given to the students because it is learner-centered curriculum. For

that, students have tendency to suffer eustress which makes them to be motivated as they

deal with their requirements. But we cannot deny the reality that students are more likely

14
to experience distress because sometimes activities and requirements become burden to

the students specially, when they have the inability to manage their time.

Stress causes a surge of hormones in your body. When your body detects stress, a

small region in the base of the brain called the hypothalamus reacts by stimulating the

body to produce hormones that include adrenaline and cortisol.

Habibah (2011) stated that for a student, stress may be caused by failure in

academic or sports, financial problems, health problems or loss of a family member or

close friend. Such events that bring stress are called stressors. A sudden change in life or

stressors may affect a person’s life style or even his/her physical and mental health. The

impact that a stressor leaves on a person depends on how the person takes the tension. If

the person takes the event positively by accepting it as a part of challenge in life and

finding ways to deal with it, the stress will fade away when he/she gets over it.

Conversely, the consequence may leave the person in a prolonged emotional disturbance.

It only means that stress can be dealt with within yourself. If you can manage your

feelings and the stress that you feel, stress will fade away as long as you take it as a

challenge for your own development.

Essel and Owusu (2017) stated that stress affecting students academically

leads them to have bad performance in school work. Students experience a lack of

concentration. Stress in college students can affect the ability to concentrate, and there

have been studies conducted that prove that stress interferes with a student's ability to

concentrate, Stress in students is not something we can take likely. Ironically stress

Improves concentration for a short term because when students are little stressed up they

then to focus to try to get the issue in question which stresses them away but these

15
concentrations doesn't last for long since they will have more school work or other

assignments to do which demand long-term concentrations rather than the short term.

Kumari and Gartia (2012) posited that students can rest assured that there is a

positive relationship between stress and academic achievement. Teachers can understand

that stress has a positive impact on a students’ academic achievement and stress does not

always correlate academic achievement negatively.

On Academic Performance

In her article entitled “Stress Causes of College Students”, White (2017) posited

that the pressure to perform academically is one of the primary causes of teenage stress,

particularly for college students. Coursework can be very demanding and the competition

for earning top marks can be very fierce. Students who want to do their best and who are

planning to apply for admission to graduate school can be under a great deal of pressure

as they struggle to excel in school. The same is true for those who are seeking scholarship

funding or who must keep their grades up in order to keep existing scholarship awards.

This was supported by Gustafson (2017), who included academic performance/pressure

is one of the causes of stress in her article entitled Common Causes of Stress Among

Students. To quote Flora (2017), “education professionals suspect the state and federal

academic standards placed on schools and teachers to be the cause of an increased

amount of stress experienced in the classroom throughout elementary, middle and high

school.”

As academic performance comes with many hours spent in studying, Essel and

Owusu (2017) stated that every student has a life outside the academic curriculum and

environment and when a student has to compromise and use their personal time for other

16
activities for studies, they turn to get bored and lose interest in studies. At the long run,

this situation stresses them up which causes them to lose focus on academic work. One of

the things to avoid stress is not to overthink about things and just to enjoy life but not to

the extent that student neglect all the requirements that they are supposedly to work on.

Academic Factors

Essel and Owusu (2017) posited that it is the desire of every student to excel in

their field studies as such high grades mean a lot to students. In situations where students

believe they expect a higher grade but at the end get a lower grade than they expected it

weighs them down and kills the motivation they have. Grade also serves as a fuel for the

student to experience stress specifically eustress. It serves a driving force for them to be

motivated. But if it serves as a fuel, grade can also be a reason of their downfall which

leads them to distress. This can lessen their confidence and their self-esteem.

The human body is in such a way that it needs some rest and break from time to

time. In a situation where students have to be in the learning and teaching environments

for long period of times affects the cognitive thinking of the students (Essel and Owusu,

2017). It shows that students should not only expose in the four corners of the room but

they should also experience enjoying, relaxing and removing negativity while they are

learning which can be seen in the teacher’s strategy.

Essel and Owusu (2017) stated that procrastination is one of the academic factors

that causes stress amongst students, to quote “Procrastination is the act of accomplishing

more pleasurable things set up of less pleasurable ones or completing less critical errands

rather than more pressing ones, in this manner putting off approaching assignments to a

later time. When student keeps doing this they lose interest in doing that particular task or

17
assignment and once the loss of interest sets in stress follows up since they will be

thinking how to meet up with the deadline for the assignment or task.

“Too much workload can also make student to be stressed in the sense that, when

a student is undergoing so many courses in school and each of these courses are also

demanding it make the student not have enough time to handle all these courses to his or

her perfection and ones that happen the student turns to think so much and as a result will

be stressed up and this will have a great effect on the academic performance of the

student” (Essel and Owusu, 2017).

On Exam

Students getting ready for exams might not recognize signs of stress. Some

indicators may include losing touch friends, feeling sad, feeling overwhelmed or unable

to make decisions, being unmotivated or physical signs like stomach aches, nail-biting or

fidgeting. These signs of being anxious can further exacerbate the stress of taking tests

because students may be less motivated to study or prepare.

On Assignments

Homework by definition should occur at home, students who struggle to complete

homework assignments may then become embarrassed when they don't have anything to

turn in on the due date. Their shame and frustration can be compounded in classrooms

where papers are exchanged for peer grading. Teachers can reduce the additional anxiety

that students experience by creating a designated drop-off location for homework rather

than collecting through publicly-visible methods. The benefit of giving a reminder to turn

18
in completed homework by asking students to "pass homework forward" can still be

achieved by providing a reminder at the end of the class, "If you didn't turn in your

homework on the way in, please leave it in this basket on the way out."

On Recitation

Many students suffer incredible anxiety at school because of a constant fear about

whether or not they will be called upon to answer a question they don't know the answer

to. Even when points are awarded for class participation, there are some students who

purposely choose to forfeit those points rather than speak aloud or ask a question in front

of other students.

19
 CHAPTER III
METHODOLOGY

This chapter presents the research design, duration and locale, population and

respondents, data gathering instrument, data gathering procedure and statistical treatment.

Research Design

This study will use the descriptive-correlational. The researchers will use a

questionnaire-check list in gathering data from the respondents, adopted modified and

validated by experts. They will gather information from the Senior High School at the

Consuelo National High School This will be used to find the significant relationship

between the academic stress and academic performances. After gathering the data, the

researchers will tally, interpret and analyze.

Duration and Locale

This study will be conducted to the COUNSUELO NATIONAL HIGH SCHOOL

students of the SENIOR HIGH SCHOOL

Population/Respondents

The study will be conducted to the Senior High students of Counsuelo National

High School for the school year 2023-2024

20
 20

48

142

Materials and Procedure

The following norms of interpretation for the level of stress will be used as

follows:

Range Descriptive Rating

3.26 – 4.00 High Positive Impact

2.51 – 3.25 Low Positive Impact

1.76 – 2.50 Low Negative Impact

1.00 – 1.75 High Negative Impact

Data Gathering Procedure

Based from the statement of the problem, the researchers will formulate a

questionnaire that will be validated by experts in the different fields to make the results

more compatible. A letter will process for the researchers to conduct the study inside the

school premise together with a content validation sheet for the review of the

21
questionnaire. The questionnaires will be administered by the researchers to the First year

college students of Divine Word College of Vigan. After the data gathering, the data will

transcribe, analyze, interpret and treat statistically.

Statistical Treatment of Data

The data gathered will be described and analyzed using the following statistical

tools:

Frequency and percentage. This tool will be used in presenting the data gather in

the respondents’ socio-demographic profile.

Mean. It will help the researchers determine the value of stress and academic

performance that will represent the whole set of data.

Simple linear correlation. It will test and determine the relationship between the level

of stress and academic performance of the respondents.

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