THE RELATIONSHIP OF BODY MASS INDEX AND SKILLS PERFORMANCE

OF GRADE 12 HOME ECONOMICS STUDENTS AT NEXT GENERATION

TECHNOLOGICAL COLLEGE, SAN SIMON

Inquiries, Investigations and Immersion

Presented to the Senior High School Department

Next Generation Technological College

In Partial Fulfillment of

the Requirements for the Senior High School

Technical-Vocational Track

SOPHIA MAE C. EVANGELISTA

April, 2021

APPROVAL SHEET
 This thesis proposal entitled, “THE RELATIONSHIP OF BODY MASS INDEX
AND SKILLS PERFORMANCE OF GRADE 12 HOME ECONOMICS STUDENTS AT
NEXT GENERARION TECHNOLOGICAL COLLEGE”, prepared and submitted by
SOPHIA MAE C. EVANGELISTA in partial fulfillment of the requirements for the Senior
High School, Technical-Vocational Track has been examined and recommended for
acceptance and approval for oral communication.

JENNIFER G. ARCO

Research Adviser

Approved by the Committee on Oral Examination with a grade of _____ on

September, 2017

MARY ROSE B. PASCUA

Panel

Accepted in partial fulfillment of the requirements for the Senior High School

EDRIANNE R. DELA RAMA ARTHUR PAUL P. TORRES

Principal Officer-in-Charge

TABLE OF CONTENTS
Chapter 1
 THE PROBLEM AND ITS BACKGROUND

Introduction

Most people experience stress from time to time. Stress is very common to people. It is a

natural part of one's life. Stress is a demand placed on your brain or physical body. The feeling

of being stressed can be triggered by an event that makes you feel frustrated and/or nervous. The

feeling of being stressed can affect one’s academic performance. Because being stressed not

always bad because it is natural for people to have a different stress in one’s life. Stress is any

demand on your brain or physical body. It can be a reaction to stress or it can occur to people

who are unable to significant stressor in their lives. Stress is your body's reaction to a triggered

and is a generally a short term experience. Stress is a response to a threat in any given situation, a

natural physical and mental reaction to life experiences. Like, anything from everyday

responsibilities, like work, and family to serious life events such as new diagnosis, war or the

death of a loved one can trigger stress.

In stress can lead to sleepless nights, exhaustion excessive worry, lack of focus and

irritability even in physical symptoms like rapid, heartbeat, muscle tension and headaches can

impact both people experiencing stress. Stress is common to people. Stress begin interfering with

your daily life, it may indicate a more serious issues. People experience stress can cause mental

or emotional symptoms in addition to physical one's. The people who have that stress is a

response to a threat in a situation. Stress part of being human, but can be problems if they last for

a long time or have an impact on our well-being or daily life.

Stress is experienced when the environmental demands exceeds a person’s adaptive

capacity and is associated with health and diseases such as depression and cardiovascular

diseases. Stress can be quantified in different ways. Stressors can be measured, for example by
asking about negative life events which are experienced. However, people might react differently

to stressors and other sources of stress such as ongoing stressors, expectations of the future, and

negative events in the lives of loved ones are not included when asking about life events.

Perceived stress gives information about the amount of stress which is currently experienced in a

person’s life.

Statement of the Problem

The main purpose of this research is to determine the relationship of perceived stress

and academic performance.

Specifically, this will answer the following questions.

1. Does perceived stress positively correlates with academic performance(s)?

2. Does perceived stress negatively correlates with academic performance(s)?

Hypotheses

H1: There is a significant relationship between perceived stress and academic

performance(s)

H0: There is no significant relationship between perceived stress and academic

performance(s)

Conceptual Framework
 Independent Variable (IV) Dependent Variable (DV)

Figure 1: Shows the relationship of perceived stress between academic performance(s)

Independent Variable (IV): Stress can be triggered by an event that makes you feel

frustrated or nervous. Perceived stress gives information about the amount of stress

which is currently experienced in a person’s live.

Dependent Variable (DV): Academic performance(s) is affected to students.

Theoretical Framework

According to…

Scope and Delimitation

This study will investigate the relationship of perceived stress and academic performance

among the Information and Communication students who are currently enrolled in Next

Generation Technological College Senior High School located at Plaridel, Bulacan, a total

number of respondents are 76 from the Information and Communication Technology students.

The study is delimited to Grade 11 Information and Communication students and

grade 11 and 12 Home economics and also the grade 11 and grade 12 Industrial Arts who are

currently enrolled in Next Generation Technological College Main Campus and Annex Campus.
Significance of the Study

Parents: They will acquire information on how the students social support the parenting style

used by the students.

Teachers: They will acquire information on how the students affect their academic performance

in perceived stress.

Students: That perceived stress problem focused coping support from significant others. The

coping strategies used by the students are the social support the parenting style used by the

students.

Definition of Terms

Stress - it is a medical/ biological context stress is a physical, mental or emotional factor that

cause to the bodily/ mental tension of the students.

Perceived stress - gives information about the amount of stress which is currently experienced

in a person’s live.

Academic Performance(s) – Cumulative General Point Average (GPA) and completion of

educational such as secondary diplomas and bachelor degrees represent academic

performance(s).

ICT – Information and Communication Technology study. It focuses about the ICT.
 Chapter 2

METHODOLOGY

This chapter contains the part of the study that discusses the method of the study,

population and sample. It shows the discussion of the research methodology of the study the
subject, sampling technique, research instrument, the data gathering procedure and the statistical

tools on how the study was made.

Research Design

The researcher uses quantitative research because variables can be measured and also

it is a non-experimental because data cannot be manipulated or controlled. It is descriptive

because this research is describing the relationship of two variables and cross – sectional because

data are collected at one point time.

Research Participants

The research will use simple random sampling in obtaining the participants. The

participants the study 12 Information and Communication Technology students who were

currently enrolled in Next Generation Technological College Senior High School located at

Plaridel, Bulacan, a total number of respondents are 76 from the Information and

Communication Technology Student

Research Instrument

The research questionnaire used is perceived stress by Sheldon Cohen to gather the

data for the students profile to Information and Communication Technology students if the

Perceived stress is affect their academic performance.

 The research questionnaire of perceived stress by Sheldon Cohen to gather their stress

is affect their Grade Point Average (GPA) is the measure used to summarize your academic

achievement.

Data Gathering Procedure

This section shows the step by step on how the data will be collected.

1. The researchers will ask the permission to the principal office.

2. The researchers will proofread or check the questionnaire

3. After the check the questionnaire, the researchers will ask the permission to the

instructor.

4. The researchers will ask the permission to the participants or students.

5. The researchers will conduct the survey to the students.

6. After the survey, the researchers will collect the data that was used.

7. The researchers will analyze the result.

Data Analysis

In this section it shows the formula of Pearson Correlation Coefficient on how the

method or data is already analyzed using questionnaire perceived stress by Sheldon Cohen about

relationship of perceived stress and academic performance among the Information and
Communication Technology students of Next Generation Technological College Senior High

School.

Data Analysis

In this section it shows the formula of Pearson Correlation Coefficient on how the

method or data is already analyzed using questionnaire perceived stress by Sheldon Cohen about

relationship of perceived stress and academic performance among the Information and

Communication Technology students of Next Generation Technological College Senior High

School.

Ethical Considerations

In this section it shows the formula of Pearson Correlation Coefficient on how the

method or data is already analyzed using questionnaire perceived stress by Sheldon Cohen about

relationship of perceived stress and academic performance among the Information and

Communication Technology students of Next Generation Technological College Senior High

School.

Chapter 3

FINDINGS AND DISCUSSION

 Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

REFERENCES

Abrantes M, Colosimo A, Lamounier J. (2000) To calculate the sensitivity, specificity

and agreement of body mass index, Public Health Nutrition, 6(3), 307-311,

2000.
Brazier, Y. (2018) Measuring BMI for adults children and teens, Medical News Today.

MediLexicon, Intl., 9 Nov. 2018.

http://www.medicalnewstoday.cpm/articles/323622.php

Carajus JA. (2007) Physical performance and school physical education in overweight

Spanish children, Annals of Nutrition Metabolism, 51(3), 2007.

https://www.ncbi.nlm.nih.gov/m/pubmed/17627091/?i=2&from=/12634442/related

Chan J, Mendis E, Rachel Huxley S, Reddy S, Zhelcznyakoy S. (2010) Major Public

Health Problem in Developing, European Journal of Clinic Nutrition, 64(1), 16,

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Cliona M, Eleni K, Maryam S, James T, Rachel J, Philip W. (2004) Comparative

quantification of health risks, Global and Regional Burden of Disease

Attributable to Select Major Risks Factors, 1, 497-596, 2004.

Daniels SR. (2006) The consequences of childhood overweight and obesity, Future

Child, 16, 46-47, 2006.

https://www.ncbi.nlm.nih.gov/m/pubmed/16532658

Eva D’ Hondt, Benedicte Deforche, Ilse De Bourdeaudhuij, Matthieu Lenoir. (2008)

Childhood obesity affects fine motor skill performance under different postural
 constraits, Neuroscience Letters, 440(1), 72-75, 2008.

Defoche B. (2003) Physical fitness and physical activity in obese and nonobese Flemish

youth, Obesity research, 11(3), 434-441, 2003.

https://www.ncbi.nlm.nih.gov/m/pubmed/12634442

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https://www.ncbi.nlm.gov/m/pubmed/17902211

APPENDIX A

RESEARCH INSTRUMENTS
 The Zung Self-Rating Anxiety Scale (SAS) was designed by William W. K Zung M.D,
(1929-1992). The SAS is a 20 item self-report assessment device built to measure anxiety levels,
Each question is scored on a Likert-type scale of 1-4 (based on these replies: “a little of the
time,” “some of the time,” “good part of the time,” “most of the time”). Some questions are
negatively worded to avoid the problem of set response. Overall assessment is done by total
score.

The total scores range from 20-80. The raw score then needs to be converted to an
“Anxiety Index” score using the chart on the paper version of the test that can be found on the
link below. The “Anxiety Index” score can then be used on this scale below to determine the
clinical interpretation of one’s level of anxiety: 20-44 = Normal range, 45-59 = Mild to Moderate
Anxiety Levels, 60-74 = Marked to Severe Anxiety Levels, 75 and above Extreme Anxiety
Levels.

APPENDIX B

INTRODUCTORY POST

APPENDIX C

DOCUMENTATION PHOTO
 APPENDIX D

RESEARCHER’S RESUME

JORRY B. BALOLOT
119 Sipat Plaridel Bulacan

(+63) 9164961449

JorryBalolot123@gmail.com

EDUCATION

§ Senior High School

o Information and Communication Technology

o Next Generation Technological College

o 2018 up to Present

§ Junior High School

st
o Dampol 1 National High School, Dampol Plaridel Bulacan

o 2013 - 2017

§ Primary

o LumangBayan Elementary School

 o 2008 - 2013

PERSONAL DATA

Date of Birth: October 14 2001

Citizenship: Filipino

Sex: Male

Civil Status: Single

Religion: Catholic

SKILLS

§ Good computer skills

§ Autocad and Microsoft application