pr2g1-1-3 042120 1

LAMBUNAO NATIONAL HIGH SCHOOL
LAMBUNAO NATIONAL
Senior High SchoolHIGH SCHOOL
Department
Senior High School Department
HUMANITIES AND SOCIAL SCIENCES
HUMANITIES AND SOCIAL
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
“Stress Management and Stress Coping Strategies of TVL Academic
Achievers
A Research Paper
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Presented to
the Faculty of Lambunao National High School
Senior High School,
Lambunao Iloilo
In partial fulfillment
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of the requirements for the Practical Research 2
Under the K-12 Curriculum
Of Senior High School
By:
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Department
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Lambunao, Iloilo
Alido, Jhana Mae Laranja, Melody

Borres, Jessa Latumbo, May Hope
Catin, Gwyn Lavilla, Jefrey
Dayaday, Paul Andrew Lavilla, Angel Grace
Fuertes, Mitz Rapista, Mary Andrea
Ignacio, Jasmin Quidong, Claire Joy
Gallego, Kim Genel Penaflor, Argie
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Lambunao, Iloilo
Galilea, Bien Rean Ashley

Laranja, Michael
Chapter 1
INTRODUCTION
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Chapter 1 consists of seven parts: (1) Background of the Study and
Theoretical and Conceptual framework; (2) Statement of the Problem;
(3) Research Hypothesis and (4)Definition of Terms; and, (5)
Delimitation Significance of the Study.
Part One, Background of the Study, deliberates the purpose
of the study.
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Part Two, Conceptual and Theoretical Framework, displays the
theories related to the study.
Part Three, Statement of the Problem, provides the major
issues and specific topics to be addressed in the research.
Part Four, Research Hypothesis,

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Part Five, Definition of Terms, presents important terms and
definitions of learning.
Part Six, Delimitation, specifies the scope and coverage of
the study.
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Part Seven, Significance of the Study, cites the benefits
that may be derived from the findings.

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Background of the Study
Academic Stress refers to all kind of things that trigger
tension, otherwise known as stressor, that can be interpersonal,
intrapersonal, social, health- related, environmentally related
that impede academic growth in educational institutions. Stress

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in a mild measure is said to spark the fire of motivational and
hard work in individuals (Osei, 2020). However, excessive
academic stress that is beyond the coping resources of students,
faculty and staff stifles their academic and professionals’
progression and can be detrimental to their health. If not well

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managed, unbridled academic stress can trigger physiological,
mental, emotional, and physical consequences.
Students are facing different challenges in terms of their
academic such as assignment, project, recitation, examination,
quizzes and many more. It can affect their academic performances

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on having this kind of stress. They may not focus and always
pushing through their limits to finish and submit it on time, for
they don’t want to have failing grade. For some students stress
almost becomes a part of living. However, it is dangerous to let
stress become a student way of living in Senior High School

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because some stress levels can lead to terrible effect that
completely change students’ lives and may result in failure.
According to the study of Clark (2015) entitled “Stress,
Coping, Healing and the Quest for civility”, stress is inevitable
and unfortunately, it produces headache, neck crick and causes

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many health problems that include depression, anxiety, heart
disease and stroke.
However, stress is necessary to challenge students to learn.
Therefore, students need to create coping strategies for their
stress in order to reduce negative effects on their learning and

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performance. Approaches are needed to reduce the negative impact
of stress which may hinder/ hamper student learning and
performance. The key to reducing stress is providing students
with a feeling of control over their education, information about
what to expect and feedback regarding what can be done to improve

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their performance. Stress is the “wear and tear” of student
bodies caused by frequently changing environment.
This study aims to know the stress management and coping
strategies of TVL learners on how they manage their stress in
order to be an academic achiever.

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Theoretical and Conceptual Framework
A study of Lazarus and Folkman (2013) stress and coping
theory focuses on how people manage the adverse effects of

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stress. Coping with stress is a dynamic process that may change
from moment to moment, cognitive reappraisal as to whether the
stressor represents a threat, harm or challenge and whether there
are sufficient.
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Bello & Gumarao (2012) aimed to determine the student’s
stress level and coping mechanisms and their relationship to
academic performance. The result of the study showed that there
is no significant relationship between stress and academic
performances. However, there is a significant negative

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relationship between avoidant coping strategy used, the lower the
academic performance of the respondents.
The study conducted by Crego et al. (2016) aimed to analyze
how other variables such as coping strategies and exam related
self-efficacy could be related to academic stress and

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performance. It was revealed that academic stress negatively
affects student performance. The study’s findings also showed
that rational coping strategies such as problem-solving, positive
reappraisal, and seeking social support were negatively
associated with perceived stress. The study then concluded that

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through adequate coping strategies, stress might be reduced for
dental students and through their effect on exam related self-
efficacy appraisals, may also contribute to improved academic
performance.
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Based on the study of (Roberts 2013) the relationships
between performance measures of emotional intelligence (EI),
coping styles, and academic achievement is sparse. Two studies
were designed to redress this imbalance. In each of these
studies, both EI and coping styles were significantly related to

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academic achievement. In the study, 159 community college
students completed the Mayer–Salovey–Caruso Emotional
Intelligence Test (MSCEIT) and problem-focused, emotion-focused,
and avoidant coping scales. Collectively, the coping variables
differ significantly.
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The researchers were motivated to conduct the study because
it is crucial to provide a Senior High School learner with
comprehensive and accurate information about stress management
and stress coping strategies. This expanded knowledge is of

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utmost importance in knowing the effects of academic stress among
individuals especially the learners.
Many studies had been carried out to assess the coping
strategies of learners. However, while most Senior High School
learners possess a foundational understanding of stress

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management, it is still essential to recognize that knowledge
alone is not sufficient. The coping strategies of Senior High
School learners need to be studied to prevent academic stress.
Research Paradigm
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The figure below shows the paradigm illustrating the
conceptual framework of the study.
Dependent Variables Independent Variables
Level of Stress TVL

Management
• Sex
Stress Coping
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Sexs
⦁Sex
Female
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Figure 1. The paradigm of the study which shows the relationship
between the independent and dependent variables.
Statement of the Problem

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This study intended to determine the stress management of
academic achievers of SHS learners in Lambunao National High
School.
Specifically, this study sought to answer to the following
question:
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1. What is the profile of the respondent?
2. What are the prevalent stress coping strategies among TVL
learners?
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3. What is the level of stress management of TVL learners
as a whole and when classified according to sex and grade
level?
4. Is there a significant difference in stress management
and coping strategies on academic performance of TVL learners

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as a whole and when classified according to sex and grade
level?
Research Hypotheses
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In view of the foregoing inferential questions, the
following hypotheses will be advanced:
1. There is no significant difference in stress management,
coping strategies, and academic performance of TVL learners as a
whole and when classified according to sex and grade level.

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2. There is no significant relationship on the level of
academic stress, coping strategies, and academic performance of
TVL learners when taken as an entire group and when they are
classified to sex and grade level.
Definition of Terms
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For clarify and better understanding of terms used in this
study, the following terms are defined conceptually and
operationally:
Academic Performance – It is a knowledge gained which is
assessed by marks by a teacher and/or educational goals set by

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students and teachers to be achieved over a specific period of
time (Narad & Abdulla,2016).
In this study, ”Academic Performance” refers to the
resulting performance of learners as they cope and manage stress
effectively.
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Stress Management – It involves a range of efforts and
interventions aimed at improving an individual’s ability to cope
with stressful experiences such as relaxation exercise, time
management and problem-solving strategies (Schulte & Reese,2016).

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As used in the study “Stress Management refers to strategies
or techniques that reduces stress and as well as to negative
impacts.
Academic Achievers – represent performance outcomes that
indicate the extent to which a person has accomplished specific

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goals that were focus of activities in instructional (Ricarda,
2015).
In this study, “Academic Achiever” refers to the outcomes of
their efforts and accomplished goals in their academic
performances.
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Academic Stress – is mental distress with respect to some
anticipated frustration associated with academic failure or even
unawareness to the possibility of such failure (Bisht, 2017).

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As utilized in the study, “Academic Stress” refers to The
mental distress anticipated academic challenges and demands that
exceed adaptive capabilities of student.

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Scope and Delimitation of the Study
This descriptive study was to determine the Senior High
School learners’ stress management and academic stress.

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The respondents of the study will be the Grade 11 and 12
Academic and TVL track learners of Lambunao National High School-
Senior High School for school year 2023-2024.
The data will be obtained by a conducting a survey using an
adopted questionnaire by the researcher. The stress management

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and academic stress will be measured by the researcher-made
rubric.
The tool that was used is a survey to determine what are the
Stress Management and Stress coping strategies of TVL academic
achievers.
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Significance of the Study
The findings of this study will be beneficial to the
following entities:
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School Administrators. The result of this study could serve
as baseline data to improve programs for advancement to improve
the stress management and academic performance of Senior High
School learners.
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Guidance Counselors. The result of this study could help the
guidance counselor to assist the students in their academic
stress. It may guide the school’s guidance counselor to give
advice and counsel to learners.

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Teachers. Teachers may be encouraged through the result of
this study to integrate their lesson for the students to be
financially literate. This may also make them aware about the
finances of their studies and they may understand their student
behavior about financing well.

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Learners. The result of the study will help the students to
develop their interest in improving their academic performance
and stress management.
Parents. The result of this study can help the parents to
know the academic stress of their children.

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Future Researchers. The findings of this study can serve as
basis for further study on the Stress Management of Academic
Achievers of Senior High School learners.

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Chapter 2
REVIEW RELATED LITERATURE

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Chapter 2 covers three parts: (1) Stress Management, (2)
Academic Stress, (3)Summary.
Part one, Stress Management, present studies about the stress
management of learners.
Part two, Academic stress, present studies about academic stress.

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Part three, the summary, gives the synthesis of the whole
literature cited in this chapter.

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Importance of Stress Management
From the study of Saxena & Naval (2020), the findings
demonstrate negative correlation between stress and each of the
six categories of workplace spirituality for onshore personnel.
Nonetheless, it has been workers, stress is very weekly

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correlated with feelings of gratitude and community.
Overspecialization and stressful working conditions of offshore
workers from appreciating their coworkers and the virtue of
gratitude. Although the offshore workers may have a sense of
community and thankfulness, this is insufficient to make them

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feel that their workload is less stressful. The outcome suggests
that regular working conditions (onshore workplace) allow
workplace spiritual enough room to overcome its negative effects
on work-related stress.
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The study of Alkhawaldeh and Lam Soh (2020) demonstrated
that during the three data collection points, there was a
significant difference (p < 0.05) in the levels of occupational
stress and coping mechanisms of the two study groups. This
indicates that the stress management program is a useful non-

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invasive technique in public healthcare industry if stress
management strategies are used.
As stated by Moghaddam et al. (2022), four key categories
emerged from the data gathered from interviews giving care while
feeling uncertain and anxious, dealing with mental and

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psychological stress, setting up supportive environment and going
through personal and professional development in order to handle
their stress, the nurses tending to COVID-19 patients required
the assistance of their families and authorities. Stress
management for nurses can be facilitated by creating a supportive

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environment through crisis management training, supplying enough
supplies and personnel, and inspiring them to experience personal
development during the pandemic.
Hettiarachchi et. al. (2020) also revealed that the
importance of stress management highlighted the critical

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significance of stress management in the modern world due to the
high prevalence of stress-related health issues and the impact of
stress on overall well-being. The authors emphasized the crucial
role of stress management in maintaining physical and mental
health, enhancing productivity, improving relationships, and

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overall quality of life. Various strategies about stress
management were discussed.
A variety of stress-management techniques was used in
worksite studies, including muscle relaxation, meditation,
biofeedback, cognitive-behavioral skills, and combinations of

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these techniques. The most common techniques used were muscle
relaxation, cognitive-behavioral skills, and combinations of two
or more techniques. Outcome measures to evaluate the success of
stress interventions included physiologic and psychological

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measurements, somatic complaints, and job-related measures
(Murphy, 2015).
Stress management studies are compared along dimensions of
type of work group, program orientation and format, stress
management methods, non‐specific effects, and long‐term

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maintenance of skills and benefits. Although studies differ
widely on these dimensions and too few studies have been
conducted to state unequivocally general conclusions, worksite
stress management programs appear to offer promise for helping
workers cope with stress and exert greater control over

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physiological and psychological systems which are reactive to
stressors. Troublesome issues in this young research area are
noted and future research needs are enumerated. Finally, the
advantages and potential disadvantages of worksite stress
management program are described.

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A previous study by Ganesan (2018) about analyzing various
stress coping styles can shed light on the significance of
academic stress revealed that undergraduates with lower stress
levels tended to possess more effective stress coping strategies.
Among the coping strategies preferred by undergraduates are

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seeking social support through interactions with friends, seeking
advice from others, and engaging in conversations for emotional
support ranked highest. Coping techniques play a substantial part
in overcoming or reducing the stress experienced by people. To

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effectively deal with stress, individuals employ diverse coping
mechanism.
In case that coping mechanism such us the social support
network from family and friends could ameliorate the side effects
of stress. While stress is portrayed negatively as something that

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needs to be addressed or fixed, there are types of stress that
have differing impacts on individuals. Yet stress can be
beneficial for this population because it increases the
motivation of students in the face of the various demands of the
university environment.
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According to (Perkins et al. (2017), stress as a commonly
discussed dimension of mental health, has been reported by
studies of undergraduate and graduate students to occur at high
levels during academic training. High stress levels can
negatively impact academics. This is also supported by (Moradi-

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Sheykhjan (2016) where he revealed that stress management defines
stress precisely as a person’s physiological response to an
external stimulus that triggers the fight or flight reaction.
Stress management is a wide spectrum of technique and
psychotherapy aimed at controlling a person level of stress

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especially chronic stress, usually for the purpose of improving
everyday functioning.
All events in life brings about a reaction, but there are
varied ways through which people reacts or responds to them
coping with stress is threat tempt to manage or deal with stress.

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In their view coping does not necessarily result in success. They
comment that successful coping includes becoming aware of
incidents and situations that one perceives as being stressful
and recognizing stress or means being aware of how your body
responds to stress. Even though the counseling centre advice

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individual students who avail themselves for counseling on time
management it is envisaged that workshops seminars and
conferences on techniques in managing stress and time management
for all students will goal on way to equip students with ways of
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coping with stress. Strategies for coping with academic stress,
is a form of stress management.
According to the study of Kaur (2019), stress management is
precisely a person’s physiological response to an external
stimulus that triggers the "fight-or-flight" reaction. Stress

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management is a wide spectrum of technique and psychotherapy
aimed at controlling a person’s level of stress, especially
chronic stress, usually for the purpose of improving everyday
functioning. All events in life brings about a reaction, but
there are varied ways through which people reacts or responds to

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them, coping with stress is the attempt to manage or deal with
stress. In their view, coping does not necessarily result in
success. They comment that successful coping includes becoming
aware of incidents and situations that one perceives as being
stressful and recognizing stress or means being aware of how your

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body responds to stress. Even though the counseling centre advice
individual students who avail themselves for counseling on time
management it is envisaged that workshops, seminars and
conferences on “techniques in managing stress” and “time

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management” for all students will goal on way to equip students
with ways of coping with stress.
In the study of Rettner (2015) it was found that devout
people have fewer symptoms of depression and anxiety, as well as
a better ability to cope with stress. Certain religious practice

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may even change the brain in a way that boosts mental health.
Jeyasingh (2022), highlighted that everyone is stressed to some
extent. The way you respond to stress, on the other hand, has a
significant impact on your overall well-being. Stress is defined
as any type of change that causes physical, emotional, or

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psychological strain. Stress is your body's reaction to anything
that requires your attention or action. Students are exposed to a
wide range of potentially stressful situations in their daily
academic lives, which can have a negative impact on both their
academic achievement and their health. Among the factors that may
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be weakened by academic stress are self-efficacy expectations,
which are regarded as one of the most important determinants of
student engagement, persistence, and academic success. Sometimes
the best way to deal with stress is to change your situation.
Other times, changing your response to a situation is the best

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strategy. Short-term and long-term stressed are both possible.
Both can cause a variety of symptoms, but chronic stress can take
a serious toll on the body and have long-term health
consequences. As a result, they must be educated on healthy
coping strategies. Counseling sessions and other student support

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systems must be better organized to address issues such as career
guidance, healthy coping behaviors, time management, and
improving self-esteem among those affected. It is also important
to pay attention to making the study environment in the classroom
less stressful and free of excessive academic load (Joseph,

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2021). This would accomplish the aim of reducing academic stress,
improving academic performance, and minimizing anxiety. This
review article aims to discuss the causes and coping strategies
for adolescents dealing with academic stress.

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Stress is a lingering effect of several stable and stressful
routine tasks in every element of our lives. Stress has also been
shown to hinder and exacerbate learning anxiety in pupils.
Intimidating and excruciating situations, on the other hand, can
lead to anxiety, despair, and societal dysfunction, even to the

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point of suicidal intent, claim Rheinberg and Engeser (2018).
Thought-provoking situations, on the other hand, can lead to good
consequence like motivation and performance development.
Stressors are inescapable difficulties that students face as they
progress through their education, changing as they move from high

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school to a university setting. Students face increased academic
standards, higher expectations, and a more competitive
environment as they advance through the educational system. Heavy
workloads, strict deadlines, challenging assignments, academic

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competitions, and the pressure to succeed are just a few ways
these stressors might appear.
As it has the ability to improve the learning
environment, teaching methods, and teaching strategies, doing
research on students' coping mechanisms and stress management is

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quite important. Teachers and institutions can better assist
students' mental health and academic success by adjusting their
approaches by knowing the approaches and the unique stressors
that students face and the coping mechanisms they use to deal
with them. The effectiveness of various coping strategies can be

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clarified by research findings, which can also guide the creation
of evidence-based intervention and programs that support student
well-being (Rheinberg & Engeser, (2018).
Additionally, Soliman (2014), conducted research that might
assist teachers in developing a more welcoming and encouraging

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learning environment that considers the various needs of
children. The overall learning process can be improved by
introducing approaches that assist students in effectively
managing stress, such as mindfulness exercise relaxation
techniques, and time management skills.

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As a result, students must learn efficient stress reduction
strategies and coping mechanisms that are not only appropriate
for their present educational level but also flexible enough to
help them traverse the rapidly changing academic landscape.
Learners can minimize the negative impacts of stress, maintain

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their mental health, increase their resilience, and maximize
their learning opportunities by learning and putting into
practice the proper coping mechanisms. Building a toolkit of
adaptable coping strategies gives students the knowledge and
abilities to successfully handle stress and succeed in the

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classroom, ensuring a smooth transition from high school to
university education (Parveen, 2016).
(Yikealo et al. 2018) emphasized that stress management
can result in better academic performance, greater student
involvement, and an overall better educational experience for all

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participating students. In the end, studies on how students cope
with stress have the potential to promote a more productive
educational environment that prioritizes students' mental health
and academic performance. Thus the study of the problems caused
by stress that students experience allows them to become aware of

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the impacts of stress on their mental health and academic
performance. This assists in identifying and determining how
stress happens, how it may impair their capacity to adapt, and
what solutions may be beneficial in relieving stress and allowing
them to focus on their duties at hand.

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Academic Stress
According to the study of (Banks et al. (2015). International
research consistently shows that high-stakes exams are a significant
source of stress and worry for students within secondary education.
Existing research focuses on individual variation in exam-related

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stress levels among students with very little attention given to the
influence of school context on student stress. Using data from the
Irish Post-Primary Longitudinal Study, a mixed methods study of
secondary students, the paper examines both individual and school
level factors influencing the levels of stress among students
preparing for the nationally standardized Leaving Certificate

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examination. The paper presents new findings which highlight the
potential role of schools in ameliorating student stress. Findings
showed that student stress is not only influenced by individual-level
factors but that certain aspects of the schooling process impact on
stress levels. In particular, the quality of student–teacher
interaction and peer relations within the school are found to have a
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significant impact on student stress levels. Students with more
positive interactions with their teachers have lower stress levels
with higher stress levels among those who have experienced bullying
from peers. Stress is also influenced by program choice at upper
secondary level and the extent to which students are facilitated in
their choice of subjects.

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Aung & San (2020) conducted to study adversity quotient and
academic stress of students from Universities of Education to find out
the differences of adversity quotient and academic stress of students
in terms of gender, subject stream, grade and university. The
participants in this study were 917 (male= 364, female= 553) fourth
year and fifth year students from Universities of Education. Adversity

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Respond Profile (ARP) developed by Stoltz (1997) and Academic Stress
Inventory (ASI) developed by Lin and Chen (2009) were used. The
reliability coefficients of Adversity Response Profile (ARP) and
Academic Stress Inventory (ASI) questionnaire were. 674 and. 987. The
data were analyzed by using descriptive statistics, independent
samples t test, One-way ANOVA, Pearson Product-Moment Correlation and

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Simple Linear Regression. Adversity quotient and academic stress of
students from Universities of Education were satisfactory. The t test
results stated that there were no significant differences in adversity
quotient by gender and grade. ANOVA results also showed that there
were no significant differences in adversity quotient by subject
stream. And then, the results of t test confirmed that adversity

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quotient of university-2 students had higher than that of university-1
students. Continually, the results revealed that male students had
higher academic stress than female students. The results showed that
academic stress of subject stream-3 students was the highest among
three groups of subject streams. Additionally, the results showed that
there was no significant difference in academic stress by grade. The

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results confirmed that university-1 students had higher academic
stress than university-2 students. And then, the results revealed that
there was a negatively significant relationship (r=-. 462) between
adversity quotient and academic stress. It could be interpreted that
the higher adversity quotient, the lower academic stress. Finally, the
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results revealed that adversity quotient can predict 21% of academic
stress.
Research study about Academic Stress, Family, Environment and
Self Esteem as Predictors of Depression and Suicide Ideation in
Adolescents carried out to examine the role of academic stress, family

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environment and self-esteem on depression and suicide ideation in
adolescents. The purpose of the study was to examine the role of the
mentioned variables as predictors of depression among middle to late
adolescents comprising of the age group of 15- 20 years, 400 male and
female high school students from urban and rural areas, ICSE board and
STATE board were selected for the study. The assessment was done with
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the help of the Academic Stress Scale (ASS), Family Environment Scale
(FES), Beck Depression Inventory-II (BDI-II), Rosenberg Self –Esteem
Scale and the Beck Scale for Suicide Ideation (BSI). The quantitative
data was interpreted using the norms of the tests and the raw scores
were obtained. Scores for the quantitative analysis were analyzed
using the statistical package for social science (SPSS) version 20.
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Descriptive statistics such as percentage mean and the standard
deviation was used. Data were calculated by using the Levine test,
Multiple Analysis of Variance (MANOVA), Carl Pearson Correlations,
Regression, and t- test. The results indicated that there was no
significant correlation between academic stress, depression, and
suicide ideation. The various dimensions of the family environment

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scale, which includes dimensions like cohesion dimension,
expressiveness dimension, acceptance, and caring dimension,
independence dimension, active-recreational orientation dimension,
organization dimension, control dimension of family environment scale,
had no significant correlation with depression and suicide ideation. A
significant negative correlation between the conflict dimension of the

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family environment scale and depression was found in the study. The
research study also indicated that there was no significant
correlation between the conflict dimension of the family environment
scale and suicide ideation. The results indicated a significant
difference in self-esteem where the self-esteem of girls being higher
than boys is. There was no significant difference between boys and
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girls in terms of dimensions of cohesion, expressiveness, conflict,
acceptance, active recreation, organization, and control in the family
environment scale, although there was a significant difference between
boys and girls in the independence dimension of the family environment
scale. A significant difference was found between boys.

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Summary
Stress significant aspect of mental health, particularly in the
university environment, where high stress levels during academic
training can negatively impact performance. Studies have shown
that stressed is correlated with feelings of gratitude and

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community, suggesting that regular working conditions can help
overcome stress and improve well-being. Stress management
programs are beneficial in the public healthcare industry, as
well as nurses, who need support from families and authorities
during the COVID-19 pandemic. Student on the other hand can

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benefit from stress management strategies such as seeking social
support, seeking advice, and engaging in emotional

conversations. Student should be educated on healthy coping and
self-efficacy expectations, to help them cope with stress and

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improve them stress levels effectively to improve their overall
well-being.
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Chapter 3
Chapter 3 cover two parts: (1) Research Design, and (2) Methodology.
Part One, Research Design explains the descriptive research that
was used in the study.

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Part Two, Methodology presents the respondents, Data Gathering
instruments, Data gathering procedure, statistical data analysis, and
Ethical Considerations.
Respondents, present the learner’s and teachers who participated
and was chosen in the study.

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Data Gathering Instruments describes the instrument used in data
gathering of this research study.
Data Gathering Procedures presents the procedure followed in
gathering and collecting the data.
Statistical Data Analysis presents the statistical tools used in
data gathering of this research study.

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Ethical Consideration presents the set of principles that will be
guide in conducting research study.

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RESEARCH DESIGN AND METHODOLOGY
Research Design
This research has employed a qualitative design. The purpose of
the study described the person or object in the study.

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Descriptive research described what exist and uncovered new
facts and meaning. The purpose of descriptive research is observed,
described and document aspects of a situation as it naturally occurs.
It involves the collection of data that can account or described

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individuals through questionnaires, interview, close question,
observation checklists (Polit & Hunger, 2015).
Descriptive research design will be used since the study is
concern in finding what the relationship of stress management and
stress coping strategies of the Senior High school TVL learners.

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Methodology
Respondents
The study conducted at Lambunao National High School- Senior High
School Learners who enrolled in school year 2023-2024. As to gender,

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they classified to Male and Female. As to their grade level classified
as grade 11 and grade 12.
The respondent will be selected using random sampling. Through this
study the researchers will be able to know what the stress management
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and stress coping strategies of TVL students in Senior High School is.
In this study the respondents were the Senior High School learners in
Lambunao National High School enrolled in school year 2023-2024, the
researcher used the Yamane’s formula in determining the number of
respondents.
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N n ⨍
________________________________________________________________
Entire Group 580 23
Sex
Male 376 15
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Female 204 9
Grade level
11 175 7
12 405 16
SHS Track
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TVL
Table 1. Showed the number of respondents of Senior high school
learners.
Data-Gathering Instrument
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The data needed for this study will be accumulated using adapted
research questionnaires. The adapted research questionnaires will
undergo through validation by the panel of experts in this field. The
instrument will be pilot tested to the Grade 11 and Grade 12 Academic
and Technical Vocational and Livelihood (TVL) Track Learners on the
same school the respondents are enrolled. Reliability testing is set

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to 0.05 Cronbach’s alpha. The questionnaire is consisting of two
parts.
Part 1: Respondents personal information – The researchers will
used this to determine the profile of the respondents. In this section
of questionnaires, it requests the information of the respondents such
as the name (they can put their alias if optimal they are not
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comfortable of using their real name), sex, section and track, age,
signature, and their general weighted average (GWA) this quarter of SY
2023-2024.
Part 2: Senior High School Learners Stress coping strategies
questionnaires. The 15-items statement was about the stress management
and stress coping strategies of learners toward the academic stress.

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The researcher will use this to gather data about stress coping
strategies of grade 11 and 12 Technical Vocational and Livelihood
(TVL) learners.
Data Gathering Procedure
The following was the procedures trailed by the researcher to
collect and gather data needed in their research.

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Phase 1 Phase 2
Preparation and Asking Permission to
Validation of the The Head and
Principal
Research Instrument.
of the school.
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Phase 4 Phase 3
The complete The distribution
Instrument will be. And Consultation
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Phase 5
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Statistical Data Analysis

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The data that was gathered on the Senior High School Learner’s Stress
Management and Stress coping Strategies on their Academic Stress will
be interpreted using the following statistical tool namely:
Mean- it was used to the relationship between Stress Management
and Academic Stress of Grade 11 and 12 Senior High School learners,

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and it classified according to sex, general weighted average (GWA) and
Grade level.
Stress Management (Mean)
The rating scale with corresponding was utilized:

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Range Interpretation
4.21-5.00 Very High stress management
3.41-4.20 High stress management
2.61- 3.40 Moderate management
1.81-2.60 Weak stress management

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1.00-1.80 Very Weak stress management
Very High stress management means learners can manage with their
stress effectively and efficiency when dealing with their academic
stress without procrastinating.

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High Stress management means learners can manage their stress
effectively and efficiency when dealing with their Academic stress but
sometimes procrastinate.
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Moderate Stress management means that learners can manage their
stress moderately and well when with their academic stress but
sometimes feel exhausted to the tasked that they were involved.

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Weak stress management means that learners sometimes cannot
manage their stress management with dealing with their academic stress
and usually procrastinate.

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Very weak stress management means that the learners need to work
on the things to manage their stress management effectively in order
to do their academic stress.
Academic Stress
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The researcher will used the respondent’s first semester final
grade point average (GPAs) who are based in the Dep. To gauge academic
stress Ed. Form 138-A is used to explain the result.
Grading Scale Description
90-100 Very high

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85-89 High
80-84 Moderate
75-79 Weak
Below 75 Very weak

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Very High means learners perform excellently in school and have
academic stress.
High means learners perform will in dealing the activities in
school.
Moderate means learners have moderate satisfying performance but
lacks mystery in some topics discussed.

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Weak means learners perform in school but having some difficulty
to understand the discussion.
Very Weak means learners have poor performance in dealing with
the school related activities.

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Standard Deviation – the description was used to determine the
difference of the scale in the Stress Management of academic achiever
learners of the Senior High School by using Stress Management rating
scale.
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T-test for Independent Sample – it was used in identifying the
significant differences on the stress management of academic achievers
when classified according to sex, entire group, and grade level.
Person’s Product Moment Correlation Coefficient- Person’s Product
Moment Correlation Coefficient was used to determine the relationship

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between the Stress management of Senior high school learner in their
academic performance towards their academic stress.
Ethical Consideration
In research ethical concerns are set of principles that
influenced your study ideas and procedures. When gathering data from
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people, scientists and researchers must always follow a set of rules.
Understanding real-life occurrences, exploring successful therapies,
investigating habits, and enhancing people’s lives are all common
goals of human research. What you choose to research and how they
performed that research are both important ethical issues (Bhandari,
P.,2021).
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This study followed the core ethical considerations that are
important in quantitative research. Protect study participants rights,
improved research validity, and protect scientific or academic
integrity. The Participants will not be compelled to take part in the
study. They will also be provided informed consent forms to sign if
they agree to participate in the study. The consent form details what
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the study is all about the purpose, how data is acquired, and the
ethical issues that must be followed.
Chapter 4
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Result and Discussion

Chapter four presents the findings of research. The data were
obtained using Researcher-made Questionnaire to measure the effects of
parents’ motivation to academic performance. The results of the data
analyses are presented in to two parts: (1) Descriptive Data Analyses,
and (2) Inferential Data Analyses.

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Part One, Descriptive data analysis, presents the score of
respondents on what are the effects of parents’ motivation to academic
performance as perceived by Humanities and Social Sciences learners as
an entire group when they are classified according to their grade
level and sex.

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Part Two, Inferential Data Analyses, presents the significance of
the differences on what are the effects of parents’ motivation to
academic performance as perceived by as an entire group when they are
classified according to their grade level and sex.

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Descriptive Data Analysis

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The respondents of the study are the Technical Vocational
Livelihood of Lambunao National High School-Senior High School. As to
sex 68 are male and 48 are female. Moreover, there are 51 grade 11 and
65 grade 12.
TABLE 2
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Level of stress management of TVL learners as a whole and
when classified according to sex and grade level.
Categories n M Description SD
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Grade Level:
Grade 11 51 3.5512 Outstanding academic performance .545
Grade 12 65 3.5902 Outstanding academic performance .476
Sex
Male 68 3.4803 Outstanding academic performance .488
Female 48 3.7650 Outstanding academic performance .582
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Note: Interpretation is based on the following scale: Academic

Performance; outstanding= 3.26-4.00, above average= 2.51-3.25,
average= 1.76-2.50, poor= 1.0-1.75.
As shown in Table 2, most of the Technical Vocational Livelihood
learners have an outstanding stress management and stress coping
strategies.
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This study conforms to the study Trudeau and Shepherd (2008),
engaging the support system in school can increase the grades of the
students. The relationship contributes to the socialization of values,
attitudes and influence educational aspirations and achievement. They
have great deal influence on the student educational aspirations and
achievements.
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Furthermore, Table 2 present that the respondents have
outstanding academic performance when classified into male (M= 3.4803,
SD=.488) and female (M=3.7650, SD=.582).
The data in Table 2 also present the outstanding academic
performance of Senior High School learners when they are classified

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into Grade Level. It revealed that grade 11 learners have (M= 3.5512,
SD=.545) had an outstanding academic performance at the same time
grade 12 learners have (M=3.5902, SD=.476) an outstanding academic
performance. This simply shows that both grade 11 and grade 12
learners are outstanding in their academic performance.

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Inferential Data Analysis
This part answers the question about the level of stress
management of TVL learners as a whole and when classified
according to sex and grade level. The researcher utilized the mean
and standard deviation. A Mann- Whitney U samples is reflected in

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Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
table 3 to determine the significant difference in stress
management and coping strategies on academic performance of TVL
learners as a whole and when classified according to sex and
grade level.
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Difference of Parents’ Motivation. Mann- Whitney U samples is
reflected in Table 3 to determine the significant differences in
stress management and coping strategies on academic performance
of TVL learners as a whole and when classified according to sex
and grade level.

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Table 3
Mann- Whitney U result on differences stress management and
coping strategies on academic performance of TVL learners as a
whole and when classified according to sex and grade level.

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Department
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Iloilo
Lambunao, Iloilo
Categories M Mean df z p 95% Confidence

Diff. Interval of the
Difference
Lower Upper
Grade level:
Grade 11 4.07 -.11 234 -.829 0.407 -.28 .06
Grade 12 4.18
Sex:
Male 4.01 -.18 234 -2.533 0.011 -.36 .00
Female 4.19
LAMBUNAO NATIONAL
Department
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Iloilo
Lambunao, Iloilo
As shown in Table 3, there is no significant difference between Stress
management and Stress Coping Strategies of respondents when they are
classified according to grade level z= -0.829, p= 0.407.
Furthermore, Table 3 reflects the differences between the Stress
Management and Stress Coping Strategies of Senior High School learners

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
when they were classified according to sex. The result shows that
there is no significant difference in the Stress Management and Stress
Coping Strategies when they are classified in the said classification,
z= -2.533, p= 0.011. It simply shows that the Stress Management and
Stress Coping Strategies of respondents are the same even they were
classified according to sex.

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
The result of this study is parallel to Nishantha (2008) has the
result revealed there is no significant differences skills at the same
time, male has more knowledge than female learner. Furthermore,
Nishantha suggested that educators, policy makers and others wishing
to enhance the motivation of the learners to their academic
performance. In mind of the researcher there is the indication of male

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
student differ from female learner since there are a lot of works and
task that male can do while female cannot. This study state that there
are no significant differences between the female and male respondents
of motivation.
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Chapter 5
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Chapter five combines the highlight of significant findings of the
study, conclusion, and recommendation. This was undertaken to
determine the differences between the Stress Management and Stress
Coping Strategies of Technical Vocational Livelihood. This chapter
contains 5 parts:(1) Summary, (2) conclusion, (3) Implication, (4)
Theory and Practice and (5) Recommendation.

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Part one, Summary it briefly outlines the purpose of the research,
its methodology a finding.
Part two, conclusion, ties together the data analysis chapter 4
and cites some decisions drawn from the evaluation result.

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Part three, Implications, discuss the result of the study in
relation to previous theories of research and the theoretical
background of the study.
Part four, Recommendations, urges the further study of the
differences between parents’ motivation and specific suggestions for

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
research and may be help for future researchers, students, and
teachers.it also deals with the significance of the study to learners,
teachers, and future researchers.
Summary of the Problem, Method, and Findings.

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Summary
This study aims to determine the level of stress management and
stress coping strategies of Technical Vocational Livelihood learners
of Lambunao National High School.
Specifically, it seeks answer to the following questions:

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
1. What is the level of stress management of TVL learners as a
whole and when classified according to sex and grade level?
2. Is there a significant difference in stress management and
coping strategies on academic performance of TVL learners

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
as a whole and when classified according to sex and
grade level?
The following hypotheses was formulated to guide this study:

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
1. There is no significant difference on the stress management and
stress coping strategies to academic performance when classified
according to grade level and sex.
To find answer in these research questions and assumptions, the
study employed descriptive method in assessing the difference between

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
the stress management and stress coping strategies of grade 11 and 12,
male and female learners taking Technical Vocational Livehood. The
Yamani’s formula was used in the study to determine the numbers of
respondents.
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
The data were subjected to statistical treatment. The Yamani’s
Formula was specifically used to determine the number of sample size
or the respondents of the study. The mean was used to determine the
differences between stress management and stress coping strategies of
Technical Vocational Livelihood learners as a group and when
classified according to grade level and sex. The Mann- Whitney for
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
sample will be used in determining the significant difference in the
stress management and stress coping strategies of Technical Vocational
Livelihood learners when classified according to grade level and sex.
The following are the significant findings of the study.

LAMBUNAO NATIONAL
Department
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Iloilo
Lambunao, Iloilo
1. Generally, most of the Senior High School learners are
outstanding in their academic performance as a whole and when
classified according to grade level and sex. Both male and female
learners of grade 11 and 12 are outstanding in their academic
performance.
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
2. There is no significant difference between the stress management
and stress coping strategies to academic performance when
classified according to grade level and sex, the result presents
that Technical Vocational Livelihood learners have an outstanding
academic performance.
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
3. There is no significant difference on stress management and
stress coping strategies according to grade level and sex.
Moreover, both grade level and sex are outstanding in their
academic performance.
Conclusion
Based on the findings, the following conclusions are drawn:
LAMBUNAO NATIONAL
Department
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Iloilo
Lambunao, Iloilo
The academic performance of Technical Vocational Livelihood
learners is outstanding as a whole and when classified according to
grade level and sex. It simplifies that stress management and stress
coping strategies is effective in academic performance of Technical
Vocational Livelihood.
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Furthermore, it is concluded that there is no significant
difference between the stress management and stress coping strategies
to academic performance when classified according to grade level and
sex.
Recommendations
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Department
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Iloilo
Lambunao, Iloilo
In view of the data and findings generated and the conclusions
drawn from analysis and interpretation of the data, the following
recommendations are hereby forwarded:

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
School administrator can provide information for them to be
aware of how stress management and stress coping strategies affects
the academic performance of learners.
Guidance counselor can distinguish or determine if the stress
management and stress coping strategies is helpful to learners,

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
whether it is effective or not and are this motivation have a massive
impact on learners.
Teachers will benefit from this study as their guide for
learners’ academic performance to enhance their stress management and
stress coping strategies.

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Learners will have the idea on how stress management and stress
coping strategies affects their academic performance.
Parents can learn on how stress manage, and stress coping
strategies impact the learner’s academic achievement. Also, this will
provide them the idea to formulate parental strategies.

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Future Researchers the study might serve as a guide and basis
for future researchers who are interested in conducting a study
related to this.
Furthermore, it suggested that this study is beneficial to
learners, parents, and future researchers. Future researchers may also

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
explore more studies concerning the outstanding academic performance
of Senior High School learners through their stress management and
stress coping strategies.

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
REFERENCE
Adom, Dickson & Chukwuere, Joshua & Osei, Mavis. (2020). Review:
Academic Stress among Faculty and Students in Higher
Institutions. Journal of Humanities and Social Sciences. 28.
1055-1064.
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Aung P, San, A (2020). Adversity quotient and academic stress of
students from university of Education. Journal of the Myanmar
Academy of Arts and Scince,XVIIIB9,647-658.
http.//scholar.google.com/scholar?
as_ylo2020&q=vvl+about=academic
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Baumann, N., Lürig, C., & Engeser. S (2016). Flow and Enjoyment beyond
Skill-Demand Balance: The Role of Game Pacing Curves and
Personality. Motivation and Emotion, 40, 507–519.
Clark, Cynthia. (2013). Stress, coping, healing and the quest for
civility. Imprint. 60. 34-9.
Crego et al. (2016). Stress and Academic Performance in Dental

Students: The Role of Coping Strategies and Examination-Related
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Self-Efficacy. Journal of Dental Education, Vol. 80(Issue 2,

p165172).Retrievedfromhttp://www.jdentaled.org/content/80/2/165.s
hort .Datu.
Delgado, A., Fartan, P.,Galan, D., Huayta F., Quincho F., Reynosa
N.(2021) Academic Stress in University students: Systematic
Review.II⍤grctim Online,20.10.17051/ilkonline.2021.05.351.
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
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Lambunao, Iloilo
Evangelin Sally Jeyasingh (2022)Coping Strategies for Adolescents

Dealing with Academic Stress Evangelin Sally Jeyasingh Published
in Saudi Journal of Nursing. DOI:10.36348/sjnhc.2022.v05i01.002
Franca,0.0.,Nwufo, J., Miracle 0.0.,(2022). Academic stress and

suicidal ideation: moderating roles of coping style and
resilience. BMC Psychiatry 22 (1), 1-12.
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Joanne Banks, Emer Smyth(2015). Your whole life depends on it academic

stress and high stakes testing in Ireland, Journal of Youth
studies 18(5), 598-616.
Kaur, Ushveen & Kaur, Harpreet. (2019). Governmental Initiative of

DigiLocker: An Empirical Study with respect to Undergraduate
College Students.
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping.

New York: Springer.
Mool Raj, (2021). Academic stress of adolescents in relation to self-

esteem.Int.j.res.anal.rev.8(1.http.//scholar.google.com/scholar.
a _ylo=2020&q=rrl+about+academic+stress&hl=+&as_sdt=0,5#d=gs_gabs&+
=170453185029&u=%23p%3DjdVflcnGegj
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Moradi Sheykhjan, Tohid. (2015). Health Education Strategies for

Coping with Academic Stress. 10.13140/RG.2.2.13151.61602.
Rendor, Alberto & Tulio, Peter & Arlanza, Prof & Matriano, Eric.
(2021). STRESS COPING MECHANISMS AMONG COLLEGE STUDENT ACHIEVERS:
A QUALITATIVE STUDY.
Steinhardt M, Dolbier C. Evaluation of a resilience intervention to

enhance coping strategies and protective factors and decrease
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Department
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Iloilo
Lambunao, Iloilo
symptomatology. J Am Coll Health. 2008 Jan-Feb;56(4):445-53. doi:

10.3200/JACH.56.44.445-454. PMID: 18316290.
Supid Ghoshal, Debasri Banerjee (2021). Is there a link between

academic stress and personality traits like openness.
International Journal of all Research Education and scientific
Methods (IJARESM)9 (1),1693-1697.
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
Quincho, Felicita & Galán, Darién & Farfán Pimentel, Johnny Félix &
Huayta-Franco, Yolanda & Delgado Arenas, Raul & Lizandro Crispín,
Rommel & Reynosa Navarro, Enaidy. (2021). Academic Stress in
University Students: Systematic Review. İlköğretim Online. 20.
10.17051/ilkonline.2021.05.351.
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Lambunao, Iloilo
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Lambunao, Iloilo
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Part I. Personal Profile
Direction: Please fill out the provided space below with the required
information.
Name (Optional):___________________________ Grade/Section:______
Strand/Track: TVL Sex:______

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General Average:______
Part II. Stress Coping Strategies Rating Scale
Direction: Choose among the given option and check(/) the boxes that
best correspond to your answer.
Guide for Rating:

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Department
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Iloilo
Lambunao, Iloilo
4.51-5 always very high stress coping strategies
3.51-4.50 sometimes high stress coping strategies
2.51-3.50 often moderate stress coping strategies
1.51-2.50 rarely weak stress coping strategies
0-1.50 never very weak stress coping strategies

LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo
LAMBUNAO NATIONAL
Department
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Iloilo
Lambunao, Iloilo
Stress Coping Strategies Rating Scale
Never Rarely
STATEMENTS (1) (2) Sometimes Often Always (5)
(3)
(4)
1. Watching movies,
help me relieve my
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Department
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Iloilo
Lambunao, Iloilo
stress.
2.I take deep breaths
and meditate myself
when I’m stress.
3. Identify solutions
and take small steps
to address challenges.
4.Listening to calming
or uplifting music to
influence your mood.
5. Talking with your
friends when you have
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Iloilo
Lambunao, Iloilo
a problem.
6. Focus on present
moment to reduce
stress and anxiety.
7. Engaging in regular
physical activity to
release built up
tension and improve
mood.
8. Organizing tasks
and priotize them to
reduce feelings of
LAMBUNAO NATIONAL
Department
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Iloilo
Lambunao, Iloilo
overwhelm.
9. Take time for
myself to relax and
recharge.
10. Learning to say no
and set limits to
avoid feeling
overwhelmed.
11. Spending time with
my family to comfort
myself.
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Department
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Iloilo
Lambunao, Iloilo
12. Exploring new

things that’ makes me
happy.
13. Reading to
distract my mind.
14. Travelling with
family to make
memories.
15. Buying what I want
to relieve stress.
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Department
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Iloilo
Lambunao, Iloilo
LAMBUNAO NATIONAL
Department
Lambunao, SCIENCES
Iloilo
Lambunao, Iloilo

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LAMBUNAO NATIONAL HIGH SCHOOL

“Stress Management and Stress Coping Strategies of TVL Academic

the Faculty of Lambunao National High School

Senior High School,

of the requirements for the Practical Research 2

Under the K-12 Curriculum

Of Senior High School

Alido, Jhana Mae Laranja, Melody

Galilea, Bien Rean Ashley

Chapter 1 consists of seven parts: (1) Background of the Study and

Theoretical and Conceptual framework; (2) Statement of the Problem;

(3) Research Hypothesis and (4)Definition of Terms; and, (5)

Delimitation Significance of the Study.

Part One, Background of the Study, deliberates the purpose

Part Two, Conceptual and Theoretical Framework, displays the

theories related to the study.

Part Three, Statement of the Problem, provides the major

issues and specific topics to be addressed in the research.

Part Four, Research Hypothesis,

Part Five, Definition of Terms, presents important terms and

Part Six, Delimitation, specifies the scope and coverage of

Part Seven, Significance of the Study, cites the benefits

that may be derived from the findings.

Background of the Study

Academic Stress refers to all kind of things that trigger

tension, otherwise known as stressor, that can be interpersonal,

intrapersonal, social, health- related, environmentally related

that impede academic growth in educational institutions. Stress

in a mild measure is said to spark the fire of motivational and

hard work in individuals (Osei, 2020). However, excessive

academic stress that is beyond the coping resources of students,

faculty and staff stifles their academic and professionals’

progression and can be detrimental to their health. If not well

managed, unbridled academic stress can trigger physiological,

mental, emotional, and physical consequences.

Students are facing different challenges in terms of their

academic such as assignment, project, recitation, examination,

quizzes and many more. It can affect their academic performances

pushing through their limits to finish and submit it on time, for

almost becomes a part of living. However, it is dangerous to let

stress become a student way of living in Senior High School

because some stress levels can lead to terrible effect that

completely change students’ lives and may result in failure.

According to the study of Clark (2015) entitled “Stress,

Coping, Healing and the Quest for civility”, stress is inevitable

and unfortunately, it produces headache, neck crick and causes

many health problems that include depression, anxiety, heart

disease and stroke.

However, stress is necessary to challenge students to learn.

Therefore, students need to create coping strategies for their

stress in order to reduce negative effects on their learning and

performance. Approaches are needed to reduce the negative impact

of stress which may hinder/ hamper student learning and

performance. The key to reducing stress is providing students

with a feeling of control over their education, information about

what to expect and feedback regarding what can be done to improve

their performance. Stress is the “wear and tear” of student

bodies caused by frequently changing environment.