A Correlational Study on the Level of Academic Stress

and Academic Efficiency on Grade 11 Students of

Northeastern Mindanao Academy

A Research Presented to the

Faculty of Senior High School

Science, Technology, Engineering and Mathematics Strand

Northeastern Mindanao Academy

Butuan City

In Partial Fulfillment

of the Requirements for

Inquiries, Investigation, and Immersion

Tricia Alibangbang
Sherlyn Cadiao
Raiza Faye Carillo
Lysander Goopio
Raes Diory Linganay
Rj Maluenda
Ronnebeth Nequin
Brent Ocno
Aljun Omba
Alexa Mark Suson
Sean Valdez
 DEDICATION

We dedicate this research to our parents, to our beloved alma mater: Northeastern
Mindanao Academy, to the grade 11 students who helped us in conducting this
study, and to all of our teachers and peers who guided and gave us enlightenment
throughout the study.
 ACKNOWLEDGEMENT

We, researchers, would like to express our heartfelt gratitude to the following
individuals who unconditionally supported and assisted us during the process of the
study:

Firstly, to Ms. Query Pearl Vyn S. Requerme, our research adviser, for her
guidance, hard work, patience and invaluable insights throughout the study. Also, for
inspiring us to continue our study despite the challenges we have encountered.

Secondly, to the panelist who provided us with support and for their
professional advices in assessing the content of the research, which greatly
contributed to the refinement of our research.

Also, we would like to thank our parents for their moral and financial support
during the study, as well as our friends and relatives for their ideas and suggestions
that enhanced our research and expanded our viewpoints;

Above all, we thank our Almighty God for providing us with the power,
knowledge, talent, and perseverance to accomplish this research study. This
accomplishment would not have been achieved without His help.
 CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Academic stress is a common experience among students, particularly those
in senior high school. It is a type of stress that is related to academic demands, such
as exams, assignments, and deadlines. According to a stress survey conducted by
the APA in 2017 it was revealed that school is the cause of stress for high school
students. 83% of teenagers identified it as a stress factor. Students' mental health,
academic performance, and overall well-being have been affected negatively by
academic stress. (Travis et al., 2020). Due to these findings, there has been an
increasing interest in understanding the relationship between academic stress and
academic efficiency. This study aims to investigate the level of academic stress and
academic efficiency among Grade 11 students of Northeastern Mindanao Academy.

Academic stress has a negative impact on high school pupils' academic

performance, as suggested by a study of (Schimelpfening N, 2020). Worse
academic performance is displayed by students who are reported to have higher
levels of academic stress than students who reported low levels of academic stress,
according to the study. Selye (2013) even suggested that stress may have an
adverse impact on cognitive functioning, such as memory, attention, and decision-
making. These effects could be most noticeable in times of perceived or periods of
expected extreme stress, such as around exams and deadlines. According to a
study of Wang et al. (2018), high school students' motivation is inversely correlated
with their level of academic stress.

Liu et al. (2018) states that social support can moderate the relationship
between academic stress and mental health among high school students. The study
found that students who experienced high levels of academic stress had lower levels
of motivation than those who experienced low levels of academic stress. It is found
in the study that students who received more social support on average had lower
levels of anxiety and despair than students who received less social support.
 According to a study made by (Zhang et al., 2018), high school students can
do better academically and experience less academic stress when participating in
mindfulness-based therapies. The study discovered that students who took part in a
mindfulness-based intervention performed better academically and had lower levels
of academic stress than those who did not. Exercise can help high school kids
perform better academically and lower academic stress, per a study by (Wang et al.,
2019). According to the study, students who regularly exercised performed better
academically and experienced less academic stress than their non-exercising peers.

1.2 Statement of the Problem

Northeastern Mindanao Academy, like many other educational institutions,
faces the challenge of understanding and addressing the impact of academic stress
on Grade 11 students. The study aimed to determine the level of academic stress
and academic efficiency among Grade 11 students of Northeastern Mindanao
Academy. To this end, this study seeks to investigate the following key issues:

1. What are the demographic profile of the participants

1.1. Sex
1.2. Age
1.3. Academic Strand

2. What is the level of the Academic Stress experienced by Grade 11

Students
of Northeastern Mindanao Academy?

3. What is the level of Academic Efficiency of Grade 11 students of

Northeastern Mindanao Academy?

4. Is there any significant relationship between the level of academic stress

and the level of academic efficiency?
1.3 Hypothesis

The following hypothesis will be tested in this study:

- H : There is no significant relationship between students' level of academic
0

stress and level of academic efficiency among Grade 11 students of

Northeastern Mindanao Academy.

1.4 Significance of the Study

This study would provide insights into the relationship between academic
stress and academic efficiency among Grade 11 students of Northeastern Mindanao
Academy. Specifically, this research is significant to the following group of
individuals:

Students. This may help students become aware of their current level of
stress and its correlation urging them to adapt positive coping mechanisms.

Teachers. With the information that this research may provide, instructors
could help students to seek ways to positively manage their stress levels and
boost their academic efficiency.

School. The results of this study may be beneficial in helping the school have
a view of the stress levels of some of its students and would craft better policies and
interventions to further enhance students' experience.

Parents. The findings of this study can help parents understand the level of
academic stress experienced by their children and provide them with support and
resources to manage stress and improve their academic performance.

Future Researchers. The study may contribute to the existing literature on

academic stress and academic efficiency.
1.5 Scope and Limitation

This study focused on Grade 11 students of Northeastern Mindanao

Academy. In this study we used quantitative correlational research design to
investigate the relationship between academic stress and academic efficiency. The
study was limited to the academic stress and academic efficiency of Grade 11
students and did not include other factors that might affect academic performance,
such as family background, socio-economic status, and health status.

1.6 Theoretical Framework

The foundation of this study is grounded on the theories of Academic Stress

Theory by Campbell-Phillips, Halder, & Hasib (2020) and the Yerkes-Dodson Law by
Robert M. Yerkes and John Dillingham Dodson (1908).

The C posits that personal inadequacy, fear of failure, interpersonal difficulties

with teachers, teacher-student relationships, and inadequate study facilities were
concerns of academic stress. Al-Methen & Wilkinson (1992) describes personal
inadequacy as a student's academic and behavioral problems ranging from low
ability, negative self-concept, anxiety, maladjustment, or environmental influences
such as peer group, classroom conditions, curricular inadequacies, relationships with
the teacher, home support among others. Moreover, Fear of failure has been defined
as the tendency to anticipate embarrassment under circumstances of failure.
Conroy, Willow & Metzler (2002).

In addition, Interpersonal difficulties with teachers refer to adaptation in daily

interactions among students to teachers to deliver teaching outcomes. Teacher-
student relationship is associated with cognitive learning domains of students and
their daily interaction is a building block of establishing such relationships (Pennings,
Brekelmans, Sadler, Claessens, Want & Tartwijk, 2017) High stress can usually be
triggered due to negative interpersonal relationships. Martin (2014). Furthermore,
Inadequate learning resources denotes the lack of support, technology, resource
availability, accessibility, the culture of education, learning style, among others,
related to the effective utilization of e-learning (Oluyinka, 2015)
Using this theory would be extremely useful to help us better understand & be
guided in determining the variables of academic stress.

Coupled with this is the Yerkes-Dodson Law, which is a psychological concept

that describes the relationship between stress and task performance. The law
proposes that there is an optimal level of stress that results in optimal performance,
and that too little or too much stress can lead to poorer performance. The theory was
first developed by psychologists Robert Yerkes and John Dillingham Dodson in
1908, and it has been widely studied and applied in various fields since then.

The Yerkes-Dodson Law can be depicted as an inverted U-shaped curve, with

low arousal or stress on the left side, high arousal on the right side, and a medium
level of arousal at the center. The law suggests that different tasks require different
levels of arousal for optimal performance. For example, difficult or intellectually
demanding tasks may require a lower level of arousal to facilitate concentration,
whereas tasks demanding stamina or persistence may be performed better with
higher levels of arousal

In the context of stress, the Yerkes-Dodson Law can be applied to understand

the relationship between stress and academic performance. The law suggests that
there is an optimal level of stress that can enhance academic performance, but too
much stress can lead to poorer performance. This can be particularly relevant for
students who may experience high levels of stress during exams or other academic
tasks. By understanding the optimal level of stress for different types of academic
tasks, it may be possible to develop interventions to help students manage their
stress levels and improve their academic performance.

1.7 Conceptual Framework

The conceptual framework used in this study is a schematic diagram showing

the factors to be measured and to be correlated. This is based on the assumption
that academic stress is negatively related to academic efficiency. Academic
efficiency refers to the ability of students to achieve their academic goals while
managing academic stress. The framework suggests that students who experience
high levels of academic stress may have lower academic efficiency due to the
negative effects of stress on cognitive functioning and motivation.

Independent Variable Dependent Variable

1.8 Definition of Terms

To help the reader better understand the research, terms are used and are
expounded in this part. The major terms include:

Academic Stress. Academic stress is defined as a student's psychological

state resulting from continuous social and self-imposed pressure in a school
environment that depletes the student's psychological reserves. (Misra et al., 2000)

Academic Efficiency. Refers to the ability of students to achieve their

academic goals in an effective and timely manner. It involves managing time, setting
priorities, and using resources effectively to maximize learning outcomes.
 CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents related literature and studies which covers the study of
academic stress and how it affects the academic proficiency of the students

Academic concerns pose frequent stress, for individuals in both Western and
Asian countries (Jayanthi P et al., 2015). Academic stress refers to the state
experienced by students due to pressures from both society and self-imposed
expectations within the school environment, which can deplete their mental
resilience (Misra R et al., 2000). Jayanthis research found that adolescents who
faced stress were 2.4 times more likely to exhibit symptoms of depression compared
to those who did not experience stress (Jayanthi P et al., 2015). Academic stress is
a known contributor to stress, anxiety and depression among students in institutions.
School education holds importance in an individual's life. Serves as a pivotal phase
in their academic journey (Jayanthi P et al., 2015). Numerous studies have also
demonstrated a correlation between stress and depression (Misra R et al. 2000)

Stress can be defined as a state of worry or mental tension triggered by

challenging situations, and it is a natural human response aimed at helping us
address life's challenges and threats. Virtually everyone experiences some level of
stress, but how we react to stress plays a significant role in our overall well-being
(WHO, 2023). Research conducted by Travis et al. (2022) revealed that excessive
stress can lead to various health issues such as fatigue, loss of appetite, headaches,
and gastrointestinal problems. Furthermore, it can have a range of negative effects,
including physical ailments, anxiety, depression, and poor academic performance.
This underscores the connection between academic stress and academic efficiency.

Academic Stress
Academic stress is often defined in various ways, shedding light on its impact
on students. Misra et al. (2000) defined academic stress as the psychological state
experienced by students due to continuous social and self-imposed pressures in a
school environment, depleting their psychological reserves. In a similar vein, Keinan
et al. (2007) described stress as the perception of incongruity between
environmental stressors and an individual's ability to meet those demands.

Studies have shown that academic stress can have a profound impact on
students. In a study conducted with university students in Mexico, Aguilera et al.
(2015) found that academic stress, particularly related to class overload and class
participation, was correlated with physical symptoms such as headaches and
digestive problems, as well as psychological symptoms like anxiety.

Furthermore, as academic stress levels increase, the ability for self-directed

learning tends to decrease. (Buneviciene et. al., 2016) observed that medical
students in Lithuania who were more susceptible to academic stress tended to
achieve lower grades. Additionally, high school students experiencing higher levels
of academic stress often reported reduced self-concept, as found in the study by
(Jha et. al.,2016). These findings highlight the significant impact of academic stress
on both physical and psychological well-being, as well as academic performance and
self-perception among students.

A study of academic stress among the high school students in rural areas in
Nepal revealed that the prevalence of academic stress was seen among 26.5% of
students at a high degree of confidence interval (Gurung et. al., 2020). It further
states that the prevalence of academic stress was high and was consistent with
other South Asian studies.

In India, a total of 90 students from grades 11 and 12 took part in a study

made by (Deb et. al., 2015). The study states that Nearly two-thirds (63.5%) of the
students reported stress due to academic pressure – with no significant differences
across gender, age, grade, and several other personal factors. Abu Bakar et. al.,
(2013) in their systematic review states that stress among Malaysian medical
students was as high as 56% which is alarming. Examination and academic related
stressors were found to be the most significant source.
 Some studies aimed to describe risk factors for burnout and academic stress.
The longitudinal study conducted by Salmela-Aro, Kiuru, and Nurmi (2008) observed
the evolution of burnout (academic stress) during the transition from comprehensive
school to senior high schools (vocational or academic-oriented). The results show
that adolescents in senior high schools (academic track) experienced more
exhaustion than those in vocational schools (professional track).

The study of Atompag et al., (2021) results shows that all senior high school
academic strands are experiencing a high level of academic stress based on the
academic stress scale (Rao, 2012) and survey modified by Psychologist Wycliffe
Yumba (2008) on his study of academic stress of undergraduate students in
Linkoping University.

Stress Levels on Gender, Age and Academic Strand

The group of Kristensen et al. (2022) on the topic of Mediation of With-in
Person effects have found that academic stress was more strongly related to
academic self-efficacy and psychological distress at the interpersonal level for boys,
while the intraindividual impact of academic stress on psychological distress was
stronger for girls.

However, in the study on Gender differences in perceived stress and coping

among college students by (B Sue Graves et al., 2021), it was stated that in the
overall, females indicated higher levels of stress than their male counterparts.
Gender differences were evident in both coping dimensions and individual coping
strategies used. Females were found to utilize the emotion-focused coping
dimension and endorsed the use of four coping strategies more often than males.
These included self-distraction, emotional support, instrumental support, and
venting.

Furthermore, Kadapatti (2017) in his study of the prevalence of academic

stress among pre-university students, most of which belong in the 18-19 age
bracket, it was found that female students were having more academic stress than
the male students. Its significance has been proven statistically. It may be the reason
that female students aspire more about their future and want to become more
professional that may lead to academic stress.

This study was made by Cebu, J.C. & Francis, F.F. (2023) revolved around
the academic stress of ABM, HUMSS, and STEM strands of the academic track. It
made use of descriptive-comparative design with the aid of an adapted
questionnaire. Weighted mean was utilized to determine the level of academic stress
of the respective strands, analysis of variance to identify significant differences
among the strands, and chi-squared test of independence to check the relationship
between stress level and strand. It was found out that unparticipative group mates,
time limits, and unreciprocated review as evident to low activity scores are the most
significant factors needed to be considered in lowering academic stress.

Moreover, HUMSS students are significantly stressed higher compared to

STEM, with ABM mediating in between. Lastly, the 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 not only
to students but to parents, to administrations, and to the community as well.

Ducane & Ocampo (2020) study of the senior high school participation of 16-
and 17-year old students found that those who enrolled after the senior high school
program were more involved in their education. The Annual Poverty Indicators
Survey (APIS) was used in the study to look at how 11th and 12th grade students
are affected by senior high school programs. The findings indicate that more Filipino
students are choosing to stay in senior high school for more skill and talent
development and are taking advantage of different tracks. In addition, dropout rates
among 16- to 17-year-old students have decreased in recent years.

Relationship of Academic Stress and Academic Efficiency

Marwan Zaid Bataineh (2013) made a study on academic stress among
undergraduate students with 232 participants and obtained it from the faculty of
education at KSU. His study suggests that academic overloads, course
awkwardness, inadequate time to study, workload every semester,exams awkward,
low motivation, and high family expectations were drivers for moderate stress while
fear of failure is the main driver for high levels of stress.

According to another study that has added additional information about the
academic stressors of students; High aspirations, poor study habits, more study
issues, a change in the medium of instruction, and poor socioeconomic conditions
are the factors that cause academic stress and become stressors for stress among
the chosen respondents (Kadapati & Vijayalaxmi, 2012)

The results of the research conducted by (Shah, et al., 2009) show that: The
stress profiles were as follows. 18-25% of stressors were environmental. 21-40%
stressors were due to office relationships. 18-25% stressors were due to social
factors. 35-70% stressors were due to academic factors

In addition (Unknown, 2021) states that factors that can contribute to stress
during adolescence include exposure to adversity, pressure to conform with peers
and exploration of identity. Media influence and gender norms can exacerbate the
disparity between an adolescent’s lived reality and their perceptions or aspirations
for the future. Other important determinants include the quality of their home life and
relationships with peers. Violence (especially sexual violence and bullying), harsh
parenting and severe and socioeconomic problems are recognized risks to mental
health.

Based on the research of (Joplin, et al., 2014) states that, “The academic
stressors included were family expectation, teachers’ expectations, competition with
other students and excessive course work or workload. Of all the academic
stressors, family expectations (52.7%) and teacher expectations (32.4%) contributed
the most (i.e. 52.7% and 32.4% respectively) towards the stress level of the
participants. This indicates that these factors were largely responsible for causing
academic stress among the respondents.”

Other individual specific factors that are the causes of academic stress
include problems in financial management, changes in living atmosphere, difficulties
managing personal and academic life, etc. (Byron, Brun & Ivers, 2008; Chernomas &
Shapiro, 2013; Goff, 2011; Jimenez, Navia-Osorio & Diaz, 2010; Moscaritolo, 2009).

Academic Efficiency
Academic self-efficacy is one of the important factors influencing academic
performance. Academic self-efficacy refers to the students’ beliefs and attitudes
toward their capabilities to achieve academic success, as well as belief in their ability
to fulfill academic tasks and the successful learning of the materials Artonino et., al.,
(2010)

Based on the study of (Brew, et al., 2021) Academic performance is affected

by many factors including parents’ education levels and income, teachers’
knowledge of the subject, truancy, textbooks availability and accessibility, libraries,
practical laboratory, meals provision, and many other factors. Parental education has
been frequently associated with improved academic performance

The results of the study of (Amini, et al., 2020) reveals that between students'
self-efficacy and academic performance it may be mediated by metacognitive
methods and learning-related emotions. The findings of this study (Akbar, et al.,
2021) demonstrate that the ability of academic efficacy plays a positive role in the
ability of student learning engagement. In other words, the higher the ability of
academic efficacy a student possesses, the higher their ability of learning
engagement, and vice versa if they have a low level of academic efficacy.
Subsequently, student learning engagement will also be poor.

Correlation Between Academic Stress and Academic Efficiency

Subramani and Kadhiravan (2017) revealed the link between academic stress
and mental health among students. He endorsed that academic stress and mental
health are correlated and that students are cramped with the academic structure.
Parents and schools pressurize the student’s way too much for the higher grades
that disheartens the students, further to add on there is not enough support from the
parents and school in terms of guidance. The students are mentally healthy when
they perform constructively in the academic forums.
 According to Khan (2013), stress affects some areas like students’
performance, gender, age and educational level. Student performance shows that
the less the students have their course period but are required to accomplish many
modules, leads them to stress. The higher the stress, the lower the academic
achievement of the students.

Nikanjam et al. (2022) showed that academic stress and academic

performance have a negative and significant relationship. In other words, these two
variables had negative correlations as the increase of academic stress decreased
learners' academic performance.
Students experience stress due to different many factors including issues
of time management, financial matters, interaction with lecturers, personal subjective
goals, social behavior, adjustment in the academic
culture lack of support system (Wilks, 2008) Academic stress arises when academic
related demands exceeds to those available resources to an individual which he/she
adapts.

A study on the Effect of Perceived Academic Stress on Students Performance

has found that there is a significant relationship between academic stress and
academic performance. Result found it significant because with the semester
system, students have less time period but they are required to accomplish many
modules leading to stress. (Khan & Kausar 2018). It was concluded from this study
that if academic stress was severe or delayed, it decreases a student's academic
performance; hinders his ability to study efficiently and better time management.
Same results have been indicated in existing literature such as the study made by
Dzulkifli et. al. (2010)

Anjna (2011) reported that “academic stress had significant negative

correlation with academic achievement and mental health of adolescents, also
academic achievement had significant positive correlation with mental health”.
Results from a study made by Agarwal (2011) indicated that Academic stress had
significant negative correlation with Academic Achievement and Mental Health of
adolescents while Academic Achievement had significant positive correlation with
mental Health.
 CHAPTER III
RESEARCH METHODOLOGY

This chapter reveals the methods of research to be employed by the

researcher in conducting the study which includes the research design, research
locale, participants of the study, sampling design, research instrument, data
gathering procedures, and the appropriate statistical treatment of data

3.1 Research Design

This study will be conducted with a quantitative research design. Data is to be
collected through systematic gathering of numerical information from respondents.
Inferential Statistics is applied to analyze the data from the sample. Using
quantitative research design helps the researchers determine and quantify the extent
of academic stress to the respondent’s academic efficiency and test our hypothesis
of correlational relationship between the two variables.

Specifically, the descriptive - correlational research design is to be applied in

this study as it describes the participant's profiles and the level of Grade 11 Students'
Academic Stress and Academic Efficiency and their significant difference.

3.2 Research Locale

The study will be conducted at Northeastern Mindanao Academy, P-10 Los
Angeles, Butuan City, Agusan Del Norte. Northeastern Mindanao Academy is
located along the Pan-Philippine Highway, 14.4 kilometers away from the city
proper of Butuan. The school offers complete high school education from Junior
High to Senior High. In Senior High School there are 3 strands offered by
Northeastern Mindanao Academy which are ABM, HUMSS and STEM. There are
a total of 861 populations of High School Students ranging a grade level 7 up to
12.
 The researchers choose the locale of the study in Northeastern Mindanao
Academy with consideration of convenience for both researchers and the
respondents.

Figure 2. Google Map of the Research Local

3.3 Sampling Design

The Northeastern Mindanao Academy comprises 861 total student population.
These are enrolled at different grade levels from Grade 7 up to Grade 12. The
participants of the study are Grade 11 students in 3 different sections of various
academic tracks namely: Carnelian (STEM), Chalcedony (STEM) and Jade (HUMSS
& ABM) sections. The respondents are taken because it is hypothesized by the
researchers as the critical stage for students to establish and finalize their paths
towards their future career.
 The number of participants are shown in the table below.
Table 1.
Participants of the Study

Participants Population Sample

Carnelian 35 32

Chalcedony 50 44

Jade 40 36

Total 125 112

Sample Size Determination

Formula to be used: n=NZ²pq(N-1)d²+Z²pq
Note: 0.05 will be used as the margin of error to achieve 95% Confidence Interval
Where:
n = Total No. of Respondents
N= No. of Students
d = Margin of Error

3.4 Sampling Method

To ensure unbiased and reliable results, the researchers will employ the
stratified random sampling method to select participants for the study. This method
involves dividing the population into smaller subgroups, or strata, based on shared
attributes such as academic tracks. Each stratum will have a designated box
containing the names of the students. The researchers will then use a lottery
approach to randomly select participants from each academic track, ensuring that
every student has an equal chance of being chosen. This approach aims to provide
a representative sample that accurately reflects the diversity within the population.
Furthermore, the researchers will calculate the sample size based on established
formulas to ensure statistical validity and precision in the study's findings
3.5 Research Instrument
The primary instrument for data gathering in this research are established
questionnaires made by researchers of published research with the same topic.
These questionnaires were adapted as these specifically enable us to quantify our
variables with utmost reliability due to its application from a previous research.

The questionnaires will consist of two parts. The first part will deal with the
demographic profile of the sample population, such as their name (optional), age,
gender, and section. The second part will contain the actual survey questions. The
questionnaires will involve using close-ended questions and Likert scale, which are
commonly used in research to gather quantitative data.

Academic Stress is measured by adapting the Perceived Academic Stress

Scale (Questionnaires) used by Bedewy and Gabriel (2015) in their study
“Examining perceptions of academic stress and its sources among university
students: The Perception of Academic Stress Scale”. All the questions have value
based on the Likert scale of five value scores: Always (5), frequently (4), sometimes
(3), infrequently (2), Never (1). Except for question number 14, 15, and 16, here the
responses were reversed.

To test the aspect of Academic Efficiency, the variables of time management,

setting goals and resource utilization are to be measured. The Time Management
Questionnaire (TMQ) developed by Britton and Tesser (1991) was used. It includes
18 questions distributed in 3 dimensions: Short-range planning includes 7 questions,
Time attitudes include 6 questions and long-range planning includes 5 questions. All
the questions were value based on the Likert scale of five value scores: Always (5),
frequently (4), sometimes (3), infrequently (2), Never (1). Except for question number
8, 10,12 and 15, here the responses were reversed. Furthermore, the variable of
resource utilization which also corresponds to student’s academic efficiency is
measured by adapting and modifying the questionnaire developed by Brodie et. al.,
(2022) in their study “Frequency of Student Resource Use and Academic
Performance in Preclerkship Education: A Survey Study”
3.6 Data Gathering Procedure
Approval for the conduction of the said study is secured from the Principal and
research adviser before proceeding to the actual conduction of the study. Upon
approval to conduct the study and finalization of schedule for the conduction of
research, the researchers will proceed to hand out the research instruments
(Questionnaires) to the sample together with an orientation on answering the
questionnaires. Online survey questionnaires are to be used to gather the data of
those who are unable to physically participate in the said study. A letter of consent is
attached to every questionnaire to provide further clarity on the ethical rights of the
participants and the ethical considerations of the researchers.

Scoring and Quantification of Data

Table 2 - Data Quantification for Perceived Academic Stress (PAS) Scale

Response Scale Range Interpretation

Strongly Agree 5 4.50 - Very high level of perceived academic

5.00 stress

Agree 4 3.50 - High level of perceived academic stress

4.49

Neutral 3 2.50 - Average level of perceived academic stress

3.49

Agree 2 1.50 - Low level of perceived academic stress

2.49

Strongly 1 1.00 - Very low level of perceived academic stress

Disagree 1.49

Table 3 - Data Quantification for Academic Efficiency Scale

Response Scale Range Interpretation

Always 5 4.50 - 5.00 Very high level of Academic Efficiency

Most of the time 4 3.50 - 4.49 High level of Academic Efficiency

Sometime 3 2.50 - 3.49 Average level Academic Efficiency

Infrequently 2 1.50 - 2.49 Low level of Academic Efficiency

Never 1 1.00 - 1.49 Very low level of Academic Efficiency

 CHAPTER IV

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter displays the results and discussions of the study. It exhibits the
relationship between the Academic Efficiency and the level of Academic Stress of
Grade 11 Students of Northeastern Mindanao Academy.

Demographic Profile

The table below shows the demographic profile of the respondents and is
sorted according to Sex, Age and Strand. The table also includes the respective
frequency and percentage each subgroup contributes to the total population.

Table 1. Frequency and percent distribution of the demographic profile of the participants.

Variable Subgroup Frequency Percent

Sex Female 45 48.39

Male 38 40.86

Not Specify 10 10.75

Age 15 years old 3 3.23

16 years old 39 41.94

17 years old 34 36.56

18 years old 4 4.30

19 years old 2 2.15

20 years old 1 1.08

23years old 1 1.08

Strand ABM 2 2.15

HUMSS 30 32.26

STEM 60 64.52
 The first table shows the distribution of the respondents according to
demographics. The data shows that the majority consisted of female students
accounting to 48.39% of the total population. (RRL). Most of these students are in
the age bracket of 16-17 comprising 78.5%, followed by the age of 18 with 4.30%.
(RRL).

Academic Stress
Academic stress is a common experience among students, particularly those
in senior high school. It is a type of stress that is related to academic demands, such
as exams, assignments, and deadlines. According to a stress survey conducted by
the APA in 2017 it was revealed that school is the cause of stress for high school
students. 83% of teenagers identified it as a stress factor. Students' mental health,
academic performance, and overall well-being have been affected negatively by
academic stress. (Travis et al., 2020)

The table below shows the results from the gathered data contributing to the
Level of Academic Stress. This includes the statements used to measure the
variable, its corresponding mean and verbal description.

Table 2. Level of the Academic Stress experienced by Grade 11 Students according to

profile.

Item Mean Verbal

Description

1. I feel intense competition with my peers. 2.71 Neutral

2. My academic performance is critically considered by teachers. 3.13 Neutral

3. Teachers have extremely high expectations of me. 2.84 Neutral

4. My parents impose unrealistic expectations of me. 2.76 Neutral

5. Classes and academic work have insufficient allocated time. 2.91 Neutral

6. The size of the curriculum (workload) is excessive 3.10 Neutral

 7. The amount of work assignment is too much 3.26 Neutral

8. Recovery is difficult if caught behind my work and dues. 3.29 Neutral

9. The difficulty of examination questions is usually high. 3.45 Neutral

10. Allocated examination time is insufficient to complete the 3.19 Neutral

answers

11. I feel intense level of stress during examination times 3.44 Neutral

12. I fear failing courses this year 3.76 Agree

13. I think that my worry about examinations is weakness of 3.32 Neutral

character

14. I can make academic decisions easily 2.60 Neutral

15. Am confident that I will be a successful student 3.11 Neutral

16. Am confident that I will be successful in my future career 3.20 Neutral

Average 3.13 Neutral

Mean: 1.00-1.49-Strongly disagree, 1.50-2.49-Disagree, 2.50-3.49-Neutral, 3.50-4.49-Agree, 4.50-5.00-

Strongly agree

The data in table 2 indicates that the respondents generally feel neutral with
the statements related to academic stress, such as intense competition with peers,
high expectation from teachers and parents, workload, difficulty of examinations, and
fear of failure. However, the respondents tend to agree more on the statement:: I feel
intense stress during examination times (x̄=3.44) and worry about examinations
being a weakness of character (x̄=3.32). In the study of (Oclinaria, 2023), their
provides the study conducted by Subramani and Venkatachalam (2019) which
supports the result of the statement in table 2, where is says there that fear of failure
in exams was one of the top five sources of academic stress, with a 96% rate.
Moreover, the data suggests that the respondents agree the most on the statement
“I fear failing courses this year” with the highest mean (x̄=3.76). Morse and Dravo
(2007) states in their study that stress is more prominent in females with the
statement “I Fear of Failing courses this year” as one of the major contributors of
stress. Overall, the data shows that the level of academic stress of the respondents
is average (x̄=3.13).

Academic Efficiency
Academic self-efficacy is one of the important factors influencing academic
performance. Academic self-efficacy refers to the students’ beliefs and attitudes
toward their capabilities to achieve academic success, as well as belief in their ability
to fulfill academic tasks and the successful learning of the materials Artonino et., al.,
(2010)

The table below shows the results from the gathered data contributing to the
Level Academic Efficiency. This includes the statements used to measure the
variable, its corresponding mean and verbal description.

Table 3. Level of Academic Efficiency of students at NEMA according to profiles

Item Mean Verbal

Description

1. I have a prepared list for my daily activities. 2.57 Neutral

2. I make a schedule of the activities that I have to do on work days 2.55 Neutral

3. I plan the day before I start it. 2.79 Neutral

4. I write a set of goals for myself for each day. 2.52 Neutral

5. I have a clear idea of what I want to accomplish during the next 2.73 Neutral
week.

6. I spend time each day planning. 2.44 Disagree

7. I set and honor priorities. 2.98 Neutral

8. I have a set of goals for the entire quarter. 3.13 Neutral

9. I believe that there is room for improvement in the way I manage 3.62 Agree
my time.
 10. I find myself doing things which interfere with my academic work 3.44 Neutral
simply because I hate to say “No” to people.

11. I feel I am in charge of my own time, by and large. 3.30 Neutral

12.On an average class day I spend more time with personal 2.98 Neutral
grooming than doing academic work.

13. I make constructive use of time. 2.94 Neutral

14.The night before a major assignment is due, I am still working on 3.06 Neutral
it.

15. I continue unprofitable routines or activities 2.86 Neutral

16.I keep my desk clear of everything other than what I am currently 3.19 Neutral
working on.

17.When I have several things to do, I think it is best to do a little bit 3.03 Neutral
of work on each one.

18.I review my class notes, even when a test is not imminent. 2.74 Neutral

19. I use (or plan to use) outside resources to prepare for licensing 2.57 Neutral
exams

20. I use outside resources in preparation for course exams. 2.69 Neutral

21. I use outside resources when seeking efficient means of 2.77 Neutral
comprehending concepts

22. I use outside resources when seeking effective learning 3.02 Neutral
resources.

23. I use outside resources that provide more detail than course 3.03 Neutral
material

24. I use outside resources that provide practice questions. 3.06 Neutral

Average 2.91 Neutral

Mean: 1.00-1.49-Strongly disagree, 1.50-2.49-Disagree, 2.50-3.49-Neutral, 3.50-4.49-Agree, 4.50-5.00-

Strongly agree
 As projected in table 3, with respect to the demographic profile of the
respondents, their level of Academic Efficiency is average only since neutral is
interpreted as average level based on the scoring and quantification data that can be
found in page 28. Majority of the respondents agreed that they have a clear idea of
what they want to accomplish for the following week (x̄=2.73).

The study of (De Groot et al, 2018) suggests and supports the idea that there
is indeed a relationship between goal orientation and academic performance. that
there is room for improvement in how they manage their time. The study of (Cyril,
2018) focuses on the correlation of academic performance and time management,
their study shows that the correlation analysis result reveals that there is a significant
relationship between time management and academic achievement of higher
secondary students. This may be due to the fact that the pupils who are following
time management will do their work on time.), and that they feel in charge of their
own time.

However, there are some areas where students perceive their need to
improve their time management skills (x̄=3.62), such as spending more time planning
and prioritizing, making better use of time, and avoiding unprofitable routines and
activities. The data in table 3 suggests that there is a mix of good time management
habits and areas for improvement among Grade 11 Students as indicated by an
average mean (x̄=2.91).

Relationship between the Level of Academic Stress and the Level of Academic
Efficiency
The table below presents the results of the data after statistical treatment that
shows the relationship between the levels of Academic Stress and the level of
Academic Efficiency.

Table 4. Significant relationship between the level of academic stress and the level of
academic efficiency.
 Academic stress

Variable Pearson's r p-value Remark

Academic efficiency 0.41 0.000 Significant

*tested at 0.05 level of significance using Pearson’s r correlation

As presented in table 4, the Pearson Correlation Coefficient is 0.41 with a

significance level of 0.05, we compare the p-value of 0.000 to this threshold. Since
the p-value is lower than the significance level (0.05), we reject the null hypothesis.
This indicates that there is a statistically low positive significant relationship between
the Academic Efficiency and Level of Academic Stress.

This means that as one variable slightly increases, the other variable tends to
slightly increase as well, and vice versa, in a moderate and predictable manner. The
result of this data is supported by a study of (Hetrick et al, 2020) that declares that
academic stress can reduce academic performance, decrease motivation and
increase the risk of dropping out of school. (Schimelpfening N, 2020) says that
Academic stress has a negative impact on high school pupils' academic
performance.
 CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, conclusions and recommendations

derived from the results of the study. This endeavors to display the significant
findings of the study and to answer the specific statements of the problem formulated
in chapter 1.

Summary of Findings

Upon completion of the analysis of the gathered data, the researcher has
found the following answers to the statements of the problem. The following
questions are answered orderly based on the sequence of the statements of the
problem. (1) What is the demographic profile of the participants? (2) What is the level
of the Academic Stress experienced by Grade 11 Students? (3) What is the level of
Academic Efficiency of students at NEMA? (4) Is there any significant relationship
between the level of academic stress and the level of academic efficiency?

Of the total population, females dominate males in number. Most of these

respondents come from the STEM strand who are mostly 16 years of age. The data
suggest that Grade 11 students are experiencing average levels of stress (3.13). It
also reveals that these Grade 11 students are academically efficient on an average
level (2.91). Finally, the findings of the study showed that the level of Academic
Efficiency and the Academic Stress level by the Grade 11 Students of Northeastern
Mindanao Academy has a significant relationship. (p=0.000) (r=0.41)
Conclusion

This correlational study is conducted to examine the relationship between

academic efficiency and academic stress. The respondents were the Grade 11
Students of Northeastern Mindanao Academy who choses face to face learning. The
respondents were selected through stratified random sampling with data gathered
using survey questionnaires as instruments. The instrument consists of two parts.
The first part deals with the demographic profile of the sample population, such as
their name (optional), age, gender, and section. The second part contains the actual
survey questions. The questionnaires used the close-ended questions and Likert
scale, which are commonly used in research to gather quantitative data. The data
was collected through systematic gathering of numerical information from the
respondents. (Observation focus)

Based on the findings of the study, the respondents experienced an average level of
academic stress which, when handled effectively, is necessary for growth and
progress of students as it may push them to go beyond their perceived limit of
themselves and their academic capabilities. It helps them put emphasis and
importance to their academic endeavor, guarding them from complacency and
disregard of their studies. With greater yearning for academic excellence may mean
greater stress. This could then be the cause of the findings that indicate their
academic performance is essentially average.
.

Therefore, the researchers conclude that when the level of academic stress
increases, the level of academic efficiency tends to slightly increase as well, and vice
versa, in a moderate manner. Therefore, the result signifies that there is a significant
relationship between the level of academic stress and academic efficiency of Grade
11 Students of Northeastern Mindanao Academy.

Recommendations

Through the acquired results of this study, the researcher would like to
recommend the following suggestions. (Numerical form is advised since categorized
man ang recommendation)
 Firstly, it is highly recommended for students to develop and improve time
management skills, seek support (from teachers, counselors, or peers), utilize things
which can be useful in planning and organizing task and time more effectively, avoid
amusements or unprofitable routines, practice self-care, set realistic goals & connect
with peers that experience the same situation that they had.

Secondly, teachers and parents are encouraged to provide guidance on time

management by offering strategies and tools such as creating schedules, daily
routine journal and setting priorities, recognizing that students may have different
learning styles and pace. Emphasize that a balanced lifestyle is important, and
encourage open communication in which students can share with their parents or
teachers comfortably their academic challenges to understand them and have a clue
in structuring techniques to assist them.

Lastly, the researcher of this study recommends administering the

questionnaire at more stressful times, especially before exam schedules to produce
better variation of responses from respondents. Future researchers are encouraged
to expand this study by looking into some factors that may provide a broader
knowledge about academic efficiency and academic stress. The modification and
expansion of this research will be much appreciated and encouraged by the
researcher of this study.

A Correlational Study on the Level of Academic Stress and

Academic Efficiency on Grade 11 Students of

Northeastern Mindanao Academy

Research Questionnaire

PART I. THE DEMOGRAPHIC PROFILE

 Name (Optional): Sex:

Strand: Age:

PART II.
A. Perceived Academic Stress (PAS Scale)
Rate on a scale from 1 to 5, where 1 = strongly disagree to 5 = strongly agree.

Stresses related to academic expectations 1 2 3 4 5

1. I feel intense competition with my peers.

2. My academic performance is critically considered by

teachers.

3. Teachers have extremely high expectations of me.

4. My parents impose unrealistic expectations of me.

Stresses related to faculty work and examinations — — — — —

- -

5. Classes and academic work have insufficient allocated

time.

6. The size of the curriculum (workload) is excessive

7. The amount of work assignment is too much

8. Recovery is difficult if caught behind my work and dues.

9. The difficulty of examination questions is usually high.

10. Allocated examination time is insufficient to complete the

answers

11. I feel intense level of stress during examination times

(Rate on a scale from 1 to 5, where 1 = strongly disagree to 5 = strongly agree.)

 Stresses related to students’ academic self-perceptions — — — — —
- -

12. I fear failing courses this year

13. I think that my worry about examinations is weakness of

character

14. I can make academic decisions easily

15. Am confident that I will be a successful student

16. Am confident that I will be successful in my future career

B. Academic Efficiency Scale

Rate on a scale from 1 to 5, where 1 = Never, 2 = Infrequently, 3 = Sometimes, 4 = Most of
the times, 5 = Always

Priority Setting 1 2 3 4 5

1. I have a prepared list for my daily activities.

2. I make a schedule of the activities that I have to do on work

days

3. I plan the day before I start it.

4. I write a set of goals for myself for each day.

5. I have a clear idea of what I want to accomplish during the next

week.

6. I spend time each day planning.

7. I set and honor priorities.

8. I have a set of goals for the entire quarter.

Time Management
 9. I believe that there is room for improvement in the way I
manage my time.

10. I find myself doing things which interfere with my academic

work simply because I hate to say “No” to people.

11. I feel I am in charge of my own time, by and large.

12.On an average class day I spend more time with personal

grooming than doing academic work.

13. I make constructive use of time.

14.The night before a major assignment is due, I am still working

on it.

15. I continue unprofitable routines or activities

16.I keep my desk clear of everything other than what I am

currently working on.

17.When I have several things to do, I think it is best to do a little

bit of work on each one.

18.I review my class notes, even when a test is not imminent.

Resource Utilization

19. I use (or plan to use) outside resources to prepare for

licensing exams

20. I use outside resources in preparation for course exams.

21. I use outside resources when seeking efficient means of

comprehending concepts

22. I use outside resources when seeking effective learning

resources.
23. I use outside resources that provide more detail than course
material

24. I use outside resources that provide practice questions.