INFLUENCE OF ACADEMIC PRESSURE ON THE WELL-BEING OF

GRADE - 11 HUMSS STUDENTS IN HOLY FACE JESUS

LYCEUM OF SAN JOSE

A Research Paper Presented to the Faculty of

HOLY FACE OF JESUS LYCEUM OF SAN JOSE INC.
Senior High School Montalban Rizal, Philippines

In Partial Fulfillment of the Requirements for the Subject

Practical Research 1 (Qualitative Research)

Charles Justin Zapico

Christian Estinopo
Clarisse Bautista
Gyde Raule
John Alampayan

HUMSS 2024
THEORETICAL FRAMEWORK

Academic pressure on well-being can be anchored in the transactional model

of stress and coping, as proposed by Lazarus and Folkman (1984). This model

explains how individuals appraise and respond to stressors, such as academic

pressure, and how these responses impact their overall well-being. Academic

pressure can arise from various sources, including high expectations, heavy

workloads, and competition among peers. When students perceive academic

pressure as exceeding their coping resources, they may experience negative

emotional and physiological responses such as anxiety, depression, and burnout,

which can diminish their well-being (Lazarus & Folkman, 1984). Moreover, the self-

determination theory (SDT) by Deci and Ryan (2000) provides a perspective on how

the satisfaction of basic psychological needs—autonomy, competence, and

relatedness—affects students' well-being under academic pressure. SDT posits that

when these needs are unmet due to excessive academic demands, students may

experience a decrease in intrinsic motivation and engagement, leading to lower

well-being. Conversely, when academic environments support these needs,

students may exhibit greater resilience and well-being despite the presence of

academic pressure (Deci & Ryan, 2000). This theoretical framework underscores

the importance of examining how different types and levels of academic pressure

interact with students' coping mechanisms and psychological needs, ultimately

influencing their overall well-being.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

1. What are the main • Strategies for dealing

source of academic with academic

pressure for students? pressure.

2. What is the influence

of the academic • Students in 11 - Influenced Academic

Pressure on the Well-
pressure on the well- Humss studying at Being at Holy Face
Jesus Lyceum of San
being of the students in Holy Face. Jose

terms of Educational

Background? • Survey About

3. What are resources Academic Pressure on

or support systems the Well-Being.

available for students

to address academic

pressure and mental

health concerns?
 Figure 1. Input Process Output (IPO Model)

The researcher adopted the input process output (IPO Model). It includes all of

the materials and the information that are required in process. In this figure shown

in figure 1. It shows what is the process on the determine how the humss student

on the Holy Face.

For Input it consist of the respondent’s profile as well related to the academic

pressure of their well-being.

For Process it includes the questionnaire’s that we’re utilized the observation’s

that we made.

DEFINITION OF TERMS

The following are the terms used by the researchers in the study to have

parallel understanding with the readers:

Academic Pressure: is a situation where learners get overwhelmed by

education demands.

Academic Stress: defined as school related bunch of work load and

deadlines

Critical Thinking: the ability to effectively analyze information and form a

judgment.

Enthusiastic: an individual's level of excitement, passion, and positive

energy towards life experiences and interactions with others.

Financial Problem: a situation in which you are not able to meet your bills on

time or afford necessary basic needs.

Stress: a state of mental or emotional strain or tension resulting from

adverse or very demanding circumstances.

Stress Analysis: the practice of systematically examining a social problem,

issue or trend

Well- Being: the state of being comfortable, healthy, or happy. An

improvement in the patient's well-being

Stress: a state of mental or emotional strain or tension resulting from

adverse or very demanding circumstances

 CHAPTER III

METHODOLOGY

This chapter portrayed the research method, research design, the

participants of the study, sampling procedure, research instrument/s, and data

gathering procedures.

RESEARCH METHOD

The researchers will use the qualitative research method. This study

investigates the influences of academic pressure on the well-being of Grade 11

Humanities and Social Sciences (HUMSS) students at Holy Face of Jesus Lyceum

of San Jose Incorporated. Academic pressure, encompassing high expectations,

workload, and performance anxiety, can significantly affect students' mental health

and overall well-being. This study is a qualitative. Employing a qualitative approach,

the research delves into the nuanced experiences and perceptions of students,

allowing for a comprehensive exploration of how academic pressure manifests in

their lives. This methodology enables a deeper understanding of the subjective

experiences, coping mechanisms, and contextual factors shaping students'

responses to academic pressure. The choice of this topic stems from its relevance

in the educational landscape, the lack of specific studies focusing on Grade 11

HUMSS students, and the potential to inform tailored interventions to support

student well-being within the local context of Holy Face of Jesus Lyceum.
RESEARCH DESIGN

The researchers utilized the study used the narrative research design. I

asked my group mates if they had any experience with this and our defense title

witch is Influence of academic pressure on the well-being of Grade-11 Humss

student in Holy face of Jesus Lyceum of San Jose said my other companions yes,

they have already experienced it and even I experienced that The overall goal or

purpose of this study is how to prevent this from happening and the aims of this

study is that we need to find or our friends who are experiencing this and when we

talk to them we can give them advice or motivational codes to reduce the pressure

they feel And we will also ask them if they can be included in the research

interview we are doing.

PARTICIPANTS OF THE STUDY

The respondents of this research will come from 1st year Humss students

at Holy Face of Jesus Lyceum of San Jose Inc. They will be selected randomly for

the pilot testing and the actual survey of this research. The researchers decided

that the respondents of this study will only be the 1st year Humss students for the

convenience of the researchers and since Humss strand is known internationally

as the easiest course in Senior High School. However, the researchers are all

Humss strand major and we believe that this strand is not the easiest, since all

strands have its own level of difficulty and there is no easy strand in Senior High

School. In sum, the researchers choose 1st year Humss students as the

respondents of this study to prove that, students at this course also experience
stress academically and

affects their academic performance. On this research, we will conduct a survey

questionnaire for 25 1st year Humss students at Holy Face of Jesus Lyceum of

San Jose Inc. for the pilot testing using the validated instrument of this research.

The researchers will use the Convenience sampling technique for this research.

Since the researchers already decided to conduct this research only for the 1st

year Humss students at Holy Face of Jesus Lyceum of San Jose Inc. The

researcher uses Convenience sampling techniques, simply because it is a

convenient source of data for the researchers.

SAMPLING PROCEDURE

This study investigates the influences of academic pressure on the well-

being of Grade 11 Humanities and Social Sciences (HUMSS) students at Holy

Face of Jesus Lyceum of San Jose Incorporated. Academic pressure,

encompassing high expectations, workload, and performance anxiety, can

significantly affect students' mental health and overall well-being. This study is a

qualitative. Employing a qualitative approach, the research delves into the

nuanced experiences and perceptions of students, allowing for a comprehensive

exploration of how academic pressure manifests in their lives. This methodology

enables a deeper understanding of the subjective experiences, coping

mechanisms, and contextual factors shaping students' responses to academic

pressure. The choice of this topic stems from its relevance in the educational

landscape, the lack of specific studies focusing on Grade 11 HUMSS students,

and the potential to inform tailored interventions to support student well-being

within the local context of Holy Face of Jesus Lyceum.

RESEARCH INSTRUMENT

The research instrument is one of the important parts of conducting

research. The research instruments will be used in collecting, gathering the data

that the researchers need on their study and for them to analyze and interpret. A

validated research instrument is used in this research. This includes a random

sampling of the study's variables or topics in which the participants fill out a

questionnaire based on the subjects of interest. Since researchers can collect

huge quantities of data in very little time, this technique is very scalable. It is,

however, subject to questionnaire response bias and can also be impaired by

biased survey questions or under-representation of survey respondents or

participants.

The research instrument was administered through an online survey site,

Google Forms. The preference for the use of standardized questionnaires is based

on multiple study assumptions, such as a low cost and material-wise, granting

confidentiality to the respondents. Also, Ease of understanding and use. The

research acknowledged the validity of the material, which implied whether the test

objects reflected the content to be evaluated by the test. The researcher-made

survey questionnaire that is used in the study was reviewed and checked by two

validators to ensure the validity of the questionnaires.

DATA GATHERING PROCEDURE

 The researchers will undergo three phases of data gathering procedures

namely, preliminaries, actual data collection, and data management.

Preliminaries. Early signs of academic strain frequently include having high

standards for oneself or feeling overburdened by college or school obligations. If

this early stage is not adequately managed, it might result in stress, worry, and even

burnout. A primary contributing factor to academic pressure is the aspiration to

achieve excellence and fulfill expectations set by society or parents. People may

feel under constant pressure to succeed academically, which can lead to a vicious

cycle of stress and strain. Furthermore, the weight of academic pressure may be

increased by the dread of failing or disappointing other people.

Actual Data Collection. Numerous data gathering techniques can be applied in

order to obtain precise information about the impact of academic pressure on well-

being. Surveys given to students in educational institutions are one efficient

method. These questionnaires may inquire about the length of time dedicated to

studying, the degree of stress encountered during examinations, and any physical

or mental health problems arising from the strain of academic work.

Data Management. Students' mental and emotional health depends on

effective data management in the face of academic pressure. Stress levels and

general mental health of students can be significantly impacted by their capacity to

manage and organize academic information, including study materials, deadlines,

and timetables. Effective data management techniques, such making use of online

organizing resources, planning studies, and establishing realistic objectives, can

provide students a greater sense of control over their academic obligations. This

can boost performance and well-being by lowering anxiety and overwhelm

sensations.