Voices of Resillience GROUP 5 1 Chapter 3 Rad

MARIA ASUNCION RODRIGUEZ TIÑGA HIGH SCHOOL
Eduria St., Central Bicutan, Taguig City
VOICES OF RESILLIENCE: UNDERSTANDING GRADE 11 STEM
STUDENTS’COPING STRATEGIES IN ACADEMIC SETTINGS
A Research Proposal
Presented to
The Faculty of the Senior High School Department
Maria Asuncion Rodriguez Tiñga High School
In Partial Fulfillment
Of the Requirements for the subject
Practical Research 1 in
Science, Technology, Engineering, and Mathematics
Baguio, Jonaisa A.
Bombita, Judiel P.
Efondo, Mischie Mielle P.
Esah, Haimie M.
Ibo, Olivia C.
Ortiz, Gian Benedict G.
2024
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TABLE OF CONTENTS
Chapter Page
1 THE PROBLEM AND ITS BACKGROUND
Introduction 3
Background of the Study 5
Literature Review 8
Literature Studies 10
Synthesis 16
Theoretical Framework 19
Conceptual Framework 24
Statement of the Problem 27
Significance of the Study 28
Scope and Delimitations of the Study 29
Definition of Terms 30
2 METHODOLOGIES
Overview / Introduction
Research Design
Population and Sampling
Respondents of the Study
Research Instrument
Data Gathering Procedure
Ethical Considerations
3 RESULTS and ANALYSIS
Presentation of Findings
Data analysis and interpretation
4 DISCUSSIONS
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Many students are having difficulties when it comes to
academics, they usually consider school as a worst place.
Some students are tend to react overly when there is an
assignment which causing them to feel stressed. However,
there is also some of students that can manage to do it
stress-free. According to the study of Alsulami, S, et al,
(2018), there are 10-30% of students that experiences
academic stress during their academic career.
Stress can be defined as our physical and mental
responses to some external event. The event might be
considered "good" like preparing to go to the prom, or bad,
like feeling tense after an illness, an argument with a
friend, or while preparing for an upcoming test. Reynolds,
(2022). Based on the study conducted by NCBI, (2011) "Stress
may affect students' health and their academic performance.
Coping strategies are specific efforts that individuals
employ to manage stress". Attending school can be a stressor
for students because there is a lot of things to learn and to
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comply and it must be a challenge for those students who’s
having a hard time in learning and managing their time. But
in some study, there are different factors that causes
students to feel stressed. Especially, if some of them has
other challenges in life. For instance, students may get their
stress from Family Issues, Social Issues, and adjusting from
the new environment.
Students may develop different strategies to cope with
the stress that they experience every day, it can be effective
for them to cope but some of the coping strategies they have
cannot help them all the time, that is why they need to change
and figure out immediately what coping strategies suit them
the most. One of the example of coping strategies was getting
comfort from their families and friends. Academic stress may
differ depending on the level of difficulties in academic
settings. Students in secondary and tertiary education
settings face a wide range of ongoing stressors related to
academic demands. Pascoe, (2019).
In education, Science, Technology, Engineering,
Mathematics (STEM) strand is the mostly mentioned when it
talks about difficulties. Some students believes that STEM is
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the hardest strand to take because it involves the learning
of science and mathematics. Therefore, there is an
assumptions that these students in STEM are prone to
experience academic stress due to the subjects and its
academic settings.
BACKGROUND OF THE STUDY
School is a place where students are able to learn
necessary skills in life that can contribute the student's
future. It is designed for acquiring skills like reading and
writing, it is also intended to influence the students
behavior by having the healthy environment in school that
will surrounds them every day. School's environment should be
appropriate for every students for them to be more comfortable
in their learning journey.
Each country have the different systems in school that
has existed thousand years ago. But the first school that
considered as modern was invented Horace Mann in 1837, ever
since that day the quality of education has gained. Mann wants
to improve the system in education so he started changing the
concept of it and luckily it was established and still using
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its concept until in now's generation. To go further, Mann's
vision was to unite children from all social classes through
education, creating a shared learning experience. He believed
that education in common schools would help to bridge the gap
between the less fortunate and the privileged, creating a
more equal society. This common school Mann talks about refer
to the system in education and giving an equal access for
everyone to learn inside freely, this could benefited the
people who hope for knowledge. Horizon Education, (2024).
To go deeper, the Cognitivism Theory discusses the way
the mind processes information. It emphasizes the interior
mental processes involved in learning, going beyond visible
behavior. According to cognitivism theory, students actively
participate in the processing of information, hence skills
like knowledge acquisition, memory, critical thinking, and
problem-solving are prioritized. Students may acquire this
theory since it includes various difficult topics, and this
theory may understand that student's participating in school
can improve some useful skills. However, this theory only
consider the students that participate in class often,
therefore, the environment inside the class or a school still
must be fit for them. Dr. Sergat, (2023).
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Furthermore, Schools still rely on Horace school
concept, but there are some changes that has been made through
the past few years, many schools teach innovative STEM
education programs, this is also implemented in the
Philippines, and students are able to enter this strand to
learn science, technology, engineering, mathematic skills and
knowledge, through this strand students may experience and
enhance their knowledge about real-life technical education.
STEM students are expected to be virtuous about how ideas
work all together, it goes in a process whereby they build up
their learnings to provide a new knowledge and the cognitivism
theory is applicable for them.
REVIEW OF RELATED LITERATURE
The Importance of Coping
Coping includes adjusting to unusual demands, or
stressors. This requires having a greater effort and using
greater energy than what is needed in the daily routines of
life. Coping often occurs when we encounter changes in our
life that may perceived a stressful events on us. Experts
agree that coping is a process rather than an event. You may
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alternate between several of the above coping strategies in
order to cope with a stressful event. However, people depends
in particular styles of coping or prefer to use certain coping
strategies over others. These differences in coping styles
usually reflect differences in personality. Claveland Clinic,
(2020).
The ideas and actions employed to handle the demands of
a stressful circumstance, both internal and external, are
known as coping strategies. This chapter explains the coping
process a few categories for coping strategies, and some of
the elements that go into successful coping. Contextual
factors can affect whether or not a specific coping method is
used, as well as how successful it is. These factors include
the type of stressful circumstance, the person's personality,
and the social context. There is no one coping approach that
is inherently dysfunctional or adaptive, even though some are
more frequently linked to effective adaptation than others.
Stephenson & DeLongis, (2020).
Specific coping strategies (e.g., “think of different
ways to solve the problem,” “tell myself it doesn't matter”)
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are generally grouped into subtypes. Examples of common
subtypes are problem solving, information seeking, cognitive
restructuring, emotional expression or ventilation,
distraction, distancing, avoidance, wishful thinking,
acceptance, seeking social support, and denial. Thus,
generally, researchers agree that it is best to have a
flexible coping style utilizing strategies from different
dimensions across the coping process, considering current
situational demands. E.F. Dubow, Neuroscience and
Biobehavioral Psychology, (2024).
REVIEW OF RELATED STUDIES
LOCAL RELATED STUDIES
In the study conducted by Abatayo, J, et al. (2023),
emotional-based where they tend to reflect on themselves and
problem-based whereby they take the problem as an opportunity
to learn more are the coping strategies used by the
paramedical students in Cebu Institute of Technology
University. Those coping strategies helps paramedical
students who were under a moderate stress. This study used a
quantitative descriptive correlation research design and the
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ETA correlation to determine the relationship between levels
of stress and coping strategies. However, the results
indicates that there is no relationship between levels of
stress and coping strategies.
According to the study of Barrera & Badillo, (2017), the
lack of coping strategies may lead to poor quality of academic
performance, while the adequate and proper methods of coping
leads to good quality of academic grades. Grade 7 students
in Lipa city were included in this study and their stress
were subjected as they transfer from elementary to high school
and adapts its environment. The researcher utilizes
descriptive-correlational method to reach with the aim of
their study which is determining the stressors and coping
strategies of Grade 7 students. As they come up with the
results, it shows that having good study habit is applicable
as their coping method.
There is a relationship between the coping strategies
used by the undergraduates during the social distancing due
the pandemic and symptoms of depression, anxiety, stress and
family income. This study indicates that higher household
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income was significantly associated with lower levels of
stress, anxiety, and depression. The symptoms and coping
strategies depends on their work, gender, work status, and
religious practice. Descriptive analysis were and Spearman's
analysis were employed to determine the relationship between
it. Patias, (2021).
Based on the study of Porras, R, et al. (2022), there is
a strong correlation between coping strategies used by senior
high students and their self-efficacy in the middle of the
transition of the new normal education. The descriptive-
correlational method was implemented in this study to collect
data on the respondents' coping strategies and levels of self-
efficacy and the Coping and General Self- Efficacy scales
were also used in the study.
The acceptability of coping strategies was not
associated with their attendance to trainings and webinars
based on this study. It discuss the seriousness of the
technological, financial, and pedagogical challenges
encountered and the acceptability of coping strategies during
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the pandemic of the 12 school administrations and 94
elementary teachers in Sindangan South l and ll Districts.
The study finds out that they have a conflict view when it
comes to financial challenges, and it was proven using a
questionnaire-checklist it was used to analyzed using five-
point likert scale. Barrera & Ursabia, (2022).
FOREIGN RELATED STUDIES
Based on the study of Crego, et al.(2016), the students
with a low average have a higher tendency to get stress
compared to the students who can manage the stress they get
at school, Using coping strategies may help the students to
reduce their stress. This study aimed to analyze how the
coping strategies works for dental students’ performance,
they did an online survey and it included measuring how coping
strategies works for students, out of the 275 student invited
to take the survey 201 only participated.
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According to the study conducted of Chandra, Y. (2021),
the students managed to use emotional intelligence and
avoiding boredom, and depressive thoughts as their coping
strategies during the time of pandemic, where online
education is the only available and accessible education
during that time. This study also determined the various
perception of the students in academic stress. In addition,
this study uses a purposive sampling method and descriptive
statistics with chi-square analysis to gather all the
necessary data.
The coping strategies utilized by postgraduate
physiotherapy students are most likely to be positive and
maladaptive. The positive includes sporting activities,
baking, listening to music, and social connections, whereas
maladaptive strategies included alcohol consumption,
excessive eating, and gaming. These coping strategies are
used by students to cope with the perceived stress and burnout
and those are the both purpose of the study. This study uses
descriptive, statistical and thematically analysis to come up
with the results. Brooke, T, (2020).
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University students applies positive behaviors like
self-confident, optimistic approach, and restoring social
support, as their coping strategies to deal with the stress
in terms of various variables. And it is based on their
gender, the faculty they are studying at, at the class, family
income statues and parental education level. The "Coping
Styles and Stress Scales" were used in this study and carried
out by relational screening method as their method for
conducting the study. Hatunoglu & Bedriz, (2020).
Connection to resilience and adaptive coping strategies
are essential for managing the emergency and work-related
stress. At the same time, high levels of resilience and
positive coping strategies can enhance personal growth. The
method of this study was performed on the PubMed, EMBASE,
Scopus, Web of Science, Google Scholar, and etc. to show the
effects of pandemic in workers that experiencing a mental
health problems Finstad, GL, (2021).
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SYNTHESIS
The review of related literature has a connection to the
present study. All of the stated information in different
literatures are all about coping strategies and how it appears
in everyone's daily changes in life. The factors were also
stated and how does the coping strategies cope with it.
It also indicates that the difference styles of coping rely
on the person's personality. Those literature has a
significant connection to this study since it focuses on the
coping strategies of Grade 11 STEM students in the academic
settings. Hence, it relates how their experiences in school
affects their coping strategies.
The study of Chandra (2021) indicates that students
implicates a mental and behavior which results to be positive
and it is similar to the study conducted of Brooke (2020)
that students are often provide themselves a positive and
maladaptive coping strategies. While in the study of
Hatunoglu (2020) it also indicates that university students
applies positive behaviors as their coping strategies. The
both studies of Chandra (2021) and Brooke (2020) used a
descriptive statistics to come up with the findings. But,
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Hatunoglu (2020) implied the "Coping Styles and Stress
Scales" as a method for conducting their study.
In the study of Antonio (2016) it shows the relationship
of stressors and coping strategies of students that may affect
their performance. The same concept were also present in the
study of Finstad (2021) that high resiliency and coping
strategies affects the personal growth it also includes that
students implicated a positive coping strategies. Both of the
study conducted the surveys online.
In the study of Abatayo (2023) concludes that there is
no significant relationship between levels of stress and
coping strategies, while in the study conducted of Barrera &
Badillo (2017) tells that the lack of coping strategies may
lead to poor quality of academic performance. It is also
similar to the study of Barrera & Ursabia (2022) that the
acceptability of coping strategies was not associated with
their attendance to trainings and webinars of the teachers.
However, the study of Abatayo (2023) and Barrera & Badillo
(2017) were both utilizes an descriptive-correlation method
to determine the relationship between level of stress and its
influence on the coping strategies obtained by students.
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The results of the study of Patias (2021) and Porras
(2023) oppose the other studies. Both of the study shows that
there is a strong relationship between the coping strategies
and different factors to cope. Regardless of how the two
studies relate to each other, the method that they employed
in the study were different.
However, those previous study still differs in this
present study. Previous involves several of factors to cope
with the coping strategies of students and some of the
students were in the higher level of education. While in this
study, the researchers will only include the inside stress
factors in school and the experiences of grade 11 STEM
students in academic settings. This study will explore the
coping strategies that help students maintaining their
academic performance. This study wants to understand how the
events in academic settings adjusts the capabilities of
students to employ a coping strategies.
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THEORETICAL FRAMEWORK
This study is proposes a practical framework integrating
key theories of coping strategies among students. By
combining insights from the Transactional Model of Stress and
Coping, Cognitive-Behavioral Theory, this framework aims to
offer a clear understanding of how students manage stress in
academic settings. Dealing with stress is a big part of being
a student. This study is anchored from helpful ideas from
different theories about coping. By doing this, we hope to
give a better picture of how students handle tough situations
during their studies.
Figure 1. The Transactional Model of Stress and Coping
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The Transactional Model of Stress and Coping by Lazarus
and Folkman (1984), this model provides a comprehensive
framework for understanding how individuals experience and
manage stress. According to this model, stress is not just
about the presence of a stressor, but rather about the dynamic
interaction between an individual and their environment.
Stress occurs when the demands of a situation, such as work
pressure or relationship problems, exceed the person's
perceived ability to cope. Central to this model is the
concept of cognitive appraisal, where individuals evaluate
the significance of the stressor and assess their resources
and abilities to deal with it. Cognitive appraisal involves
two main components: primary appraisal, where individuals
assess the significance and meaning of the stressor, and
secondary appraisal, where they evaluate their ability to
cope with it. Coping strategies are the actions individuals
take to manage the stressor and its associated emotions. These
strategies can be categorized into problem-focused coping,
where efforts are directed at solving the problem causing the
stress, and emotion-focused coping, where efforts are aimed
at managing the emotional distress caused by the stressor.
The Transactional Model highlights the dynamic and ongoing
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nature of stress and coping, emphasizing that individuals
continually adapt their coping efforts based on changing
circumstances and their evolving appraisal of the stressor.
The Cognitive-Behavioral Theory of Coping by Lazarus and
Folkman (1980), this theory focuses on the cognitive and
behavioral processes individuals engage in when confronted
with stress. It emphasizes that how individuals perceive and
interpret a stressor plays a crucial role in determining their
response to it. According to this theory, when individuals
encounter a stressor, they engage in cognitive appraisal,
where they evaluate the situation and its potential
consequences. Cognitive appraisal involves assessing the
stressor's significance, their own ability to cope with it,
and the potential outcomes of different coping strategies.
Based on this appraisal, individuals select and implement
coping strategies aimed at managing the stressor and its
associated emotions. Cognitive coping strategies involve
changing one's thoughts or perceptions about the stressor,
such as reinterpreting the situation in a more positive light
or finding meaning in adversity. Behavioral coping
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strategies, on the other hand, involve taking action to
address the stressor directly, such as problem-solving or
seeking social support. The Cognitive-Behavioral Theory
highlights the active and intentional nature of coping,
emphasizing that individuals can exert control over their
stress responses by changing their thoughts and behaviors. It
also underscores the importance of cognitive processes in
shaping coping strategies and outcomes, highlighting the role
of beliefs, attitudes, and previous experiences in coping
with stress.
The Theory of Problem-focused vs. Emotion-Focused Coping
by Lazarus and Folkman (1984), the Theory of Problem-focused
vs. Emotion-Focused Coping, proposed by Lazarus and Folkman
in 1984, complements their Transactional Model of Stress and
Coping. This theory emphasizes that individuals employ two
main types of coping strategies when faced with stress:
problem-focused coping and emotion-focused coping. Problem-
focused coping involves efforts directed at actively
addressing the stressor itself, such as seeking solutions,
making plans, or taking direct action to change the situation.
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On the other hand, emotion-focused coping involves managing
the emotional distress associated with the stressor, rather
than directly addressing the stressor itself. This can
include seeking emotional support, engaging in activities to
distract oneself, or using relaxation techniques to alleviate
emotional tension. The Theory of Problem-focused vs. Emotion-
Focused Coping recognizes that both types of coping
strategies have their place and effectiveness depends on
various factors, such as the nature of the stressor, available
resources, and individual preferences. It underscores the
importance of understanding the distinction between these two
coping strategies and tailoring interventions accordingly to
effectively manage stress.
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CONCEPTUAL FRAMEWORK
The Cognitive-Behavioral Theory, brings the researchers
a logical ideas of how students will adapt and adjust their
coping strategies to fit in the school environment or academic
settings, the theory may expand the understanding of this
study to determine the coping strategies of students
depending on what they prefer and comfortable with. The
students may have positive coping strategies in dealing with
difficulties. Nevertheless, students coping strategies
approach in academic settings always depend on what their
capabilities are.
Once the student entered in school, there is a chances
that they struggles with the activities inside their
classroom, but mostly of the students that encounter this
kind of situations are the students who has a lower ability
in education, especially if they choose Science, Technology,
Engineering, and Mathematics (STEM) strand. However, those
situations are hardly to avoid because it is mandatory for
every school about the occurrence and implications of
academic settings. That is why some of the students have their
own coping strategies to fit with the academic settings.
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Figure 1. The Schematic Presentation of the Study which shows
the interplay of relationship among the different variables
of the study.
In this study, there will be independent variable which
are the coping strategies of students, and their General
Weighted Average as the dependent variable in this study.
Adding the abilities of the students as the mediator variable
will explain more of how students can manage the different
own perception of coping strategies by their abilities to
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cope with the challenges. Moreover, academic settings will be
the moderator variable in this study since it equally affects
the independent variable and dependent variable. For
instance, because of the academic settings students will
immediately find themselves their own coping strategies to
keep their grades better, but if not so, the academic settings
will directly affect their grades.
STATEMENT OF THE PROBLEM
This study will determine the coping strategies of Grade
11 Science, Technology, Engineering, and Mathematics (STEM)
students of Maria Asuncion Rodriguez Tiñga High School SY
2023-2024 in dealing with their academic settings and how it
helps maintaining their General Weighted Average (GWA).
To answer the above cited problem, this study sought to
answer the following questions:
1. What is the profile of Science, Technology, Engineering,
and Mathematics (STEM) students in terms of:
a. Name
b. Section
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c. General Weighted Average
2. What are the coping strategies that helps Science,
Technology, Engineering, and Mathematics (STEM) students in
academic settings?
3. Are there any difficult situations in academic settings
that Science, Technology, Engineering, and Mathematics (STEM)
students encountered through the academic year?
4. How do coping strategies help students in Science,
Technology, Engineering, and Mathematics (STEM) persist
throughout the academic year?
SIGNIFICANCE OF THE STUDY
The result of this study will benefited the following:
STUDENTS. This study will introduce the importance of having
coping strategies on students in facing with difficulties in
academic settings. The students will be able to provide
themselves a coping strategies whenever they feel stressed in
school.
TEACHERS. The teachers could easily assist the students with
their personal coping strategies. This study will also be a
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guide for the teachers to understand the different challenges
of students so they can act out.
PARENT OF THE STUDENTS. This study will help parents to know
their children's coping strategies so they can act out to
their child and help them through the use of their advices
for their children academic problems.
FUTURE RESEARCHER. This study helps the future generation on
how they will know how to use their coping strategies when it
comes to academic problems and they can also study this in
their research doing.
SCOPE AND DELIMITATION
This study focuses on how students manage themselves
including their time on doing a given school activities,
projects, assignments, extracurricular activities, and school
programs, using their strategies at the same time managing
their time on their families, friends, selves, school. This
study excludes the outside factors of stress that the students
experience including family problems, social problems and
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physical health, and other factors that are on the privacy of
the respondents.
The study will conduct an interview with the respondents
at Maria Asuncion Rodriguez Tiñga High School that focuses on
the results of coping effects on its students to use as a
guide on an upcoming grade 11 Science, Technology,
Engineering, and Mathematics (STEM) students.
DEFINITION OF TERMS
The following terms were defined conceptually and
operationally for clarity, precision and better understanding
of the study.
ACADEMIC SETTING. Academic Setting is defined to be a
classroom, office, laboratory, library, or field experience
site where instruction, advising, or service occurs.
(www.unh.edu.com)
In this study, Academic Setting are events that happen
in a school and this where student experience different
activity that could be a cause for a student to feel stress.
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COPING STRATEGIES. Coping strategies are behavioral and
cognitive tactics used to manage crises, conditions, and
demands that are appraised as distressing.
(www.omlinelibrary.wiley.com)
In this study, Coping strategies are a helpful method of
the students to make their academic become easier for them to
deal. This is also a process to maintain their General
Weighted Average (GWA) or also a way to improve it.
STRESS. A force exerted when one body or body part presses
on, pulls on, pushes against, or tends to compress or twist
another body or body part (www.merriam-webster.com)
In this study, Stress are the tension feeling of a
student when activities, projects, assessments, and quizzes
were given in a specific deadline that will result of
pressuring the students.
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CHAPTER 2
METHODOLOGY
This chapter shows the research design used, the target
population and sampling method, the respondents of the study,
the research instrument, the procedure of gathering data, and
the ethical considerations employed in conducting this study.
RESEARCH DESIGN
The Case Study Research Design will be use in conducting
this study, which allows the researchers to have a deeper
examination and understanding on the application of coping
strategies of Grade 11 students in Science, Technology,
Engineering, and Mathematics that deals with academic
settings.
A case study is defined as an empirical enquiry that
requires a scientifically rigorous research design, using one
or more types of research methods (qualitative and/or
quantitative) for data collection and analysis. (Yin, 2013).
Through this research design, the researchers will accurately
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describe the student's coping strategies by having an
intensive analysis of how they will employ it.
POPULATION AND SAMPLING
The target population of the study is the School of Maria
Asuncion Rodriguez Tiñga High School. The sample is the Grade
11 Science, Technology, Engineering, and Mathematics
students. Purposive sampling is the technique to rely on the
researcher's judgment when identifying and selecting the
individual’s cases, or event to achieve the study's
objectives. (Black, K, 2010). By purposive sampling, the
students who are extremely struggling in academic settings
and have the coping strategies to employ are the required
respondents to take part in this study, and through observing
the students first, the researchers will be able to identify
who will be the participating respondents.
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RESPONDENTS OF THE STUDY
The needed respondents of this study to participate will
be the Grade 11 Science, Technology, Engineering, and
Mathematics students in Maria Asuncion Rodriguez Tiñga High
School. According to Charmaz (2006), there should be 4-5
respondents for case studies and a single culture-sharing
group for ethnography. Therefore, the researchers will select
5 participants from the total number of Grade 11 Science,
Technology, Engineering, and Mathematics students.
RESEARCH INSTRUMENT
This study will employ semi-structured interview which
is a qualitative method that will use semi-structured
interviews to collect some information from a respondent’s
ideas and feeling about a particular topic. (WC Adams, 2015)
This Semi-structured interview will employ open-ended
questions, often accompanied by follow-up why or how
questions to have a better understanding in students
experiences in academic setting and their coping strategies.
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DATA GATHERING PROCEDURE
The data gathering procedure will commence with the
distribution of a letter requesting participation,
accompanied by the necessary instrument, which will be an
observation, provided face-to-face to the participants. Once
approval is obtained, observation will be conducted. During
the observation, participants will perform their actions
outlined with the topic at hand. While the participants are
performing their coping strategies, the researchers will
carefully observe and engage with the respondents. Following
the data collection phase, researchers will critically
evaluate the performance, ensuring accuracy and reliability.
ETHICAL CONSIDERATIONS
Ethical considerations form a major element in research.
The researcher needs to adhere to promote the aims of the
research imparting authentic knowledge, truth and prevention
of error. Chetty, P, (2016).
For ethical considerations, before the study to be
conducted, the students will be given a consent form to
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acknowledge them the purpose of the study, the consent form
includes the agreement and willingness of the participant to
take part in the study. To assure the outmost confidentially
of the participants, names and any information from them will
be hidden and shall be use in academic purposes only.
Furthermore, any potential harm towards the participants will
be avoided. This study's ethical considerations will be
maintained before the gathering of the data and after
analyzing the results of the data.
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CHAPTER 3
RESULTS AND ANALYSIS
VERBATIM TRANSLATION THEME
R1 I have encountered I have encountered
difficulties when it comes difficulties when it comes
to problem-solving, since to problem-solving, since
in STEM it really requires in STEM it really requires
problem-solving skills problem-solving skills
especially in major especially in major
subjects. subjects.
R2 Meron naman, lalo na kapag There is, especially when
maraming pinapagawang doing a lot of school
school works. works.
R3 Yung pakikipag-halobilo sa When socializing with my
mga kaklase ko. classmates.
Pag hindi nila ako When they are not paying
pinapansin pag may attention when I ask
tinatanong ako. something.
R4 I think, gen chem. Because I think, gen chem. Because
sometimes I can’t focus on sometimes I can’t focus on
that lessons like Atoms and that lessons like Atoms
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molecules. I keep and molecules. I keep
struggling on those parts. struggling on those parts.
R5 I have encountered yung sa I have encountered
teachers, kapag mataas yung teachers' high
expectations nila, so kapag expectations, so if their
mataas kasi yung expectations are high, the
expectation the more na more chances that they
maraming activities silang will give a lot of
ibibigay and mas maaga yung activities in a shortened
deadline, so mahirap siya deadliness, so it's hard
para sa'kin. for me.
Table 1. Difficulties in academic settings
R1 Sometimes, but most of the Sometimes, but most of
time I always fail. the time I always fail.
: Why do you think you : Why do you think you
always fail? always fail?
36
Kasi hindi lang yung isang Because it is not just
yung isang subject yung one subject that I need
pinagtutuunan ko ng to focus on, there are
pansin. I mean, nakaka- still some other
pressure siya for me, kasi subjects, and I feel
may iba pang subject na pressured about them
sobrang daming ginagawa na because there is also a
mahirap din gawin lot to do in those other
subjects, and it is also
hard.
R2 Para sakin mahirap maka For me it's hard to
concentrate pag maraming concentrate when I do a
pinapagawang school works, lot of school works,
minsan may nakakalimutan sometimes I forget to do
akong gawin kaya medyo something that's why it’s
nakakapikon. frustrating.
R3 Nakaka-apekto ito sa This is affecting me for
pagkuha ko ng mataas na getting a high grades or
grades or katamtaman lang just average grades when
na grades pagdating sa it comes to STEM because
STEM, kasi nahihirapan din I also have difficulty in
ako sa strand na gusto ko. the strand that I like.
37
R4 I can’t achieve what I have I can’t achieve what I
to achieve or something I have to achieve or
want to achieve or expected something I want to
to achieve the grades I achieve or expected to
want because when it comes achieve the grades I want
to certain lessons I can’t because when it comes to
review perfectly , I am not certain lessons I can’t
satisfied with my reviewer. review perfectly , I am
not satisfied with my
reviewer.
R5 Nakaka-pressure, kasi yung It's stressful, because
mga binibigay nilang the activities they give
activities kailangan have to be given
bigayan na agad kasi nga immediately because their
mataas expectations nila. expectations are high. The
Mataas naman yung scores na scores I get are high but
nakukuha ko pero sometimes sometimes I am not
hindi ako satisfied. It satisfied. It depends on
depends on the subject. the subject.
Table 2. Perspectives on how academic setting will
influence their grades
38
R1 It's difficult for me to It is difficult for me to
have more understanding sa have more understanding
Isang subject that I know in one subject if it is
na mahina or kahinaan ko really my weakness.
'yon.
R2 Mahirap matapos ang school It's hard to finish the
works lalo na kapag tasks that are being
pinapadali tapusin ng done, and then some
teacher. teachers want to do it
quickly.
: Doesn't that have
anything to do with your : Doesn't that have
ability as a student? anything to do with your
ability as a student?
Para sakin kasi ang hirap
ibalance ng school works For me, it's hard to
pag marami talaga. balance school works when
there are a lot of them.
R3 Para sakin yung pag- When I was in grade 10, I
mamanage talaga ng time ko didn't like making
tapos lalo na pag stress friends or talking to
ako and sa bahay na may other people. Because
39
problema tapos yung sometimes I feel like
motivation ko parang hindi they don't want to talk
na rin nagkakaroon ng to me because it's like
mabuting epekto sakin. I've been bullied or I
Nung grade 10 ako kasi just have experiences
hindi ako mahilig makipag about socializing with
kaibigan or makipag-kausap other people and then
sa ibang tao kasi minsan until I get used to my
pakiramdam ko hindi nila question, I'm the only
ako gustong kausapin kasi one who answers like I
parang na-bully or may don't need anyone else's
experience lang ako about help.
sa pakikipag-halobilo sa
ibang tao tapos hanggang
sa nakasanayan ko na lang
na yung tanong ko is ako
yong sumasagot na parang
hindi kona kailangan ng
tulong ng ibang tao.
R4 I can’t focus on certain I can’t focus on certains
lessons because sometimes I lessons because sometimes
am pre occupied and there I am pre occupied and
40
is a lot of extracurricular there is a lot of
activities where I join extracurricular
causing me to not have activities where I join
enough time to catch up causing me to not have
with the lessons I missed. enough time to catch up
with the lessons I missed.
R5 Hindi ako sanay na mataas I'm not used to when it
yung expectations. Kasi comes to higher
nung junior highschool ako expectations. Because when
never ako nakaranas ng I was in junior high
ganun, lagi akong nasa school, I never
lower section. If mataas experienced it before,
yung expectations ng I've been in the lower
teacher sayo, the more na section. If the teachers’
ma-prepressure na gawin expectations in you are
yung isang bagay. Pero I'm high, the more that you
trying to improve naman. will be pressured to
finish something. But I'm
trying to improve.
Table 3. Experiences in their difficulties
41
R1 I have adaptation I have adaptation
R2 Time management and Time management and
mindfulness. mindfulness.
: How do you that? : How do you that?
Inuuna ko muna yung dapat I think about the things
tapusin bago yung ibang that should be prioritized
school works na medyo first.
matagal pa deadline.
R3 Yung coping strategies ko My coping strategies are
is yung pag support sa’kin my family supporting me
ng family ko, saka and giving me motivation
pagbibigay ng motivation so that, I can also get
para makakuha rin ako ng good grades when it comes
maayos na grado pagdating to STEM.
sa STEM.
R4 Since social media is Since social media is
popular, when I’m watching popular, when I’m watching
YouTube about the lessons YouTube about the lessons
42
Im missing. So I’m using Im missing. So I’m using
youtube to catch up with youtube to catch up with
the lessons I missed that I the lessons I missed that
am having a hard time. I am having a hard time.
R5 As much as possible, kapag As much as possible, when
marami yung activities na there's a lot of
binibigay nila, syempre na- activities given, I get
prepressure ako, so ang pressured, so the thing
ginagawa ko ginagawa ko that I'll do is do it ahead
siya ng mas maaga or in of time or in terms of
terms of lesson nag- lessons, I did advance
aadvance study ako para ma- studying to meet their
meet ko yung expectation ng expectations, and also to
teacher sakin, para ma- lessen the pressure.
lessen na rin yung
pressure.
Table 4. Applied coping strategies
43
R1 Kung yung pag-aadapt ng If adapting something good
Isang bagay sarili is good to yourself, why not? Just
for you, why not? Like yung like the surroundings and
sa surroundings mo kung ano what is in your
yung nasa environment mo. environment. For example,
For example, yung sa most of my classmates are
kaklase ko, yung mga hardworking and smart. Of
kaklase ko is puro course, if I were to
masisipag at matatalino, myself who is weak, I will
syempre kung ako sa sarili be motivated that they are
ko na mahina, ma-momotivate also struggling too but
ako na kung sila they still manage to do
nahihirapan din pero it, so it should be the
nagagawa pa rin nila so same for me. By
dapat ako rin. By adaptation, I can do the
adaptation, I can do the school work that I am
school works na nahihirapan struggling with so I can
ako so I can maintain my maintain my grades. I am
grades. Kung ano Yung adapting people's actions
nakapaligid sakin tao na in my surroundings if I
alam kong makakatulong
44
sa'kin, ina-adopt ko yung know that it could help
mga ginagawa nila. me.
R2 Binabalanse ko yung oras ko I balance my time so that
para mamaintain ko yung I can maintain my time in
time ko sa pag gawa ng doing school works.
school works.
: As for the outcome, is
: As for the outcome, is the the quality of your work
quality of your work good? good?
Yes Yes
R3 Coping strategies have an My coping strategies have
impact for me kasi, an impact on me, when it
pagdating po sa motivation comes to motivation,
lalo na pagdating sa family especially when it comes
ko. Nabibigyan din nila ako to family. They also give
ng support lalo na pag me support especially when
sinasabi ko na mababa yung I say that my grades are
nakuha kong grades, hindi low, they are not that so
naman siya sobrang mababa low, I am not only
hindi lang ako satisfied satisfied, but when my
pero pag-binibigyan nila family gives me
ako ng motivation motivation, I have the
nagkakaroon ako ng lakas ng strength to recover and
45
loob para subukan muli or try again from my low
bumawi muli sa mga mababang grades.
grades na nakuha ko.
R4 Well, obviously to cope up Well, obviously to cope up
with the lessons and my with the lessons and my
grades also, because also grades also. Because also
sometimes I’m going to sometimes I'm going to
learn something because of learn something because of
the preoccupied of the the preoccupation of my
preoccupation of my mind so mind so it's like
parang specially in math in especially in math,
the lessons of stats or there's math involved in
pareho ng math ang gen gen physics so sometimes I
physics so parang minsan get confused, I think I'm
nalilito ako minsan parang not able to understand it
hindi ko sya kayang in just once, so I need to
matindihan ng isang turo watch some youtube to
agad so parang I need to cope.
watch some YouTube to cope.
R5 Pag mas maaga mo ginawa When you do the activity
yung activity, the more na ahead of time, the more
binibigyan mo ng maraming that you will give it
time yung pag gawa, meaning enough time to make,
46
mas maganda quality ng gawa meaning your work will
mo or minsan mataas yung have a better quality or
score. Ang outcome nun sometimes you can get high
maganda grades mo. For scores. The outcome of it
example, nag advance study is a good grades. For
ka sa exam so kapag example, you did advance
nakakuha ka Ng mataas study for the exam, so if
mataas din grades mo. you got a higher score,
you will get a higher
grades too.
Table 5. The help of coping strategies
47
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Voices of Resillience GROUP 5 1 Chapter 3 Rad

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MARIA ASUNCION RODRIGUEZ TIÑGA HIGH SCHOOL

Eduria St., Central Bicutan, Taguig City

VOICES OF RESILLIENCE: UNDERSTANDING GRADE 11 STEM

STUDENTS’COPING STRATEGIES IN ACADEMIC SETTINGS

The Faculty of the Senior High School Department

Maria Asuncion Rodriguez Tiñga High School

Of the Requirements for the subject

Efondo, Mischie Mielle P.

Ortiz, Gian Benedict G.

3 RESULTS and ANALYSIS

THE PROBLEM AND ITS BACKGROUND

Many students are having difficulties when it comes to

academics, they usually consider school as a worst place.

Some students are tend to react overly when there is an

assignment which causing them to feel stressed. However,

there is also some of students that can manage to do it

stress-free. According to the study of Alsulami, S, et al,

(2018), there are 10-30% of students that experiences

academic stress during their academic career.

Stress can be defined as our physical and mental

responses to some external event. The event might be

considered "good" like preparing to go to the prom, or bad,

like feeling tense after an illness, an argument with a

friend, or while preparing for an upcoming test. Reynolds,

(2022). Based on the study conducted by NCBI, (2011) "Stress

may affect students' health and their academic performance.

Coping strategies are specific efforts that individuals

employ to manage stress". Attending school can be a stressor

for students because there is a lot of things to learn and to

comply and it must be a challenge for those students who’s

having a hard time in learning and managing their time. But

in some study, there are different factors that causes

students to feel stressed. Especially, if some of them has

other challenges in life. For instance, students may get their

stress from Family Issues, Social Issues, and adjusting from

the new environment.

Students may develop different strategies to cope with

the stress that they experience every day, it can be effective

and figure out immediately what coping strategies suit them

the most. One of the example of coping strategies was getting

comfort from their families and friends. Academic stress may

differ depending on the level of difficulties in academic

settings. Students in secondary and tertiary education

settings face a wide range of ongoing stressors related to

academic demands. Pascoe, (2019).

In education, Science, Technology, Engineering,

Mathematics (STEM) strand is the mostly mentioned when it

talks about difficulties. Some students believes that STEM is

the hardest strand to take because it involves the learning

of science and mathematics. Therefore, there is an

assumptions that these students in STEM are prone to

experience academic stress due to the subjects and its

BACKGROUND OF THE STUDY

School is a place where students are able to learn

necessary skills in life that can contribute the student's

future. It is designed for acquiring skills like reading and

writing, it is also intended to influence the students

behavior by having the healthy environment in school that

will surrounds them every day. School's environment should be

appropriate for every students for them to be more comfortable

in their learning journey.

Each country have the different systems in school that

considered as modern was invented Horace Mann in 1837, ever

to improve the system in education so he started changing the