“PERCEIVED STRESS AND STUDENTS PERFORMANCE: A QUANTITATIVE

RESEARCH”

A Research Proposal
Presented to the Faculty of Mercy Junior College Inc.
In partial fulfillment of the requirements for the Research Subject of Humanities and Social
Science

Ababa, Claudette M.

Caberte, Jan Angel L.

Maglasang, Mary Grace A.

Pepito, Shanedy Neil V.

Pepito, Shane Michael L.

Rafols, Princess Ann B.

2024
 ABSTRACT

This study focuses on exploring the relationship between perceived stress and students'
performance among Senior High students at Mercy Junior College Inc. The researchers aim to
assess perceived stress in personal life and the school environment, as well as academic
engagement, study habits, and time management strategies within educational institutions, as
stress commonly undermines students’ academic achievement. Student performance is assessed
quantitatively through examination scores or other standardized assessments, utilizing a mixed-
methods approach that combines numerical analysis with observational techniques. Additionally,
we explore factors contributing to academic pressure, including time management difficulties
and personal situations. This research highlights the imperative for schools and universities to
prioritize not only academic instructions but also the mental health and well-being of their
students. The study is guided by the Transactional Model of Stress and Coping Appraisal Theory
to understand how perceived stress impacts academic performance. An intervention program is
included to address stressors and enhance coping mechanisms aiming to support students' well-
being and academic success at Mercy Junior College Inc. This study aims to investigate the
relationship between perceived stress and student performance using a descriptive-correlation
design. Descriptive statistics will be used to summarize variables separately, providing an
overview of their distribution and central tendencies. Correlation analysis, specifically the
Pearson correlation coefficient, will be employed to determine the strength and direction of the
relationship between perceived stress and students' performance within the curriculum. The
chosen respondents will be 145 students from selected grade levels, with a proportional
distribution of survey questionnaires to come up with a reliable conclusion. The sampling
technique will be purposive sampling. Researchers have developed questionnaires to come up
with a reliable conclusion. The sampling technique will be purposive sampling. Researchers have
developed a questionnaire for Grade 11 and 12 students in the STEM, HUMSS, ABM, and TV
strands of MJC to determine if there is a correlation between their perceived stress levels and
their academic performance. The questionnaire consists of two parts: the first reflects their daily
activities, while the second focuses on their feelings and thoughts. The data analysis includes the
mean, median, mode, application, frequency, and Pearson correlation. The mean provides an
average perceived stress level, the median identifies the middle point of the distribution, and the
mode points to the most frequently reported stress level. The application helps identify the
dominant stress level within each factor. The Pearson Correlation quantifies the strength and
direction of the linear relationship between perceived stress and academic performance. A
positive correlation indicates that as perceived stress increases, academic performance also tends
to increase or decrease, while a negative correlation suggests an inverse relationship. Perceived
stress levels are assessed through surveys and interviews, providing a nuanced understanding of
students' stress experiences. In conclusion, Perceived Stress and Student Performance contribute
to the growing body of research on the time impact of stress on education. It underscores the
necessity of adopting a holistic approach to education that considers both academic achievement
and the psychological well-being of students. The study also investigates the relationships
between individuals' stress factors and specific performance indicators, identifying which stress
factors have a stronger or weaker association with specific academic outcomes.
 ACKNOWLEDGEMENT

First and foremost, we are grateful to God, the Almighty, for guiding us through

every challenge. Day by day, we have felt your guidance. Also, thank you for your blessings

throughout our research and its excellent conclusion. We will continue to have faith in you for

the future.

The researchers would also like to express our deep and heartfelt gratitude to our

research adviser, Ms. Vanessa R. Momay, for his valuable care, support, and guidance during the

research study. We are grateful for her empathy, patience, and knowledge that she taught us. It

was a great privilege and honor to work and study under her guidance. Also, we're sincerely

applaud our research teacher, Ms. Nora Mae A. Bacang for making this work possible. Her

guidance and advice supported us at every stage of project creation. The researchers would also

like to thank the administration of Mercy Junior College, Inc. and Sister Jean D. Delgado, RSM,

LPT, RGC Principal, for allowing us to conduct research with senior high school students. Our

thanks and appreciation also go to the senior high school teachers who agreed to the full

participation of the senior high school respondents. We also would not have been able to embark

on this journey without our committee members who made our advocacy an enjoyable moment.

We are very grateful for their excellent comments and suggestions, as without their help our

research would not have been possible. Additionally, we are forever indebted to the respondents

who provided great cooperation to ensure the smooth completion of the research study. We

sincerely appreciate the time and knowledge they gave us to conduct this research.

We also extend our sincere gratitude to our parents for their deep consideration of the

finances and unwavering support during the entire research study process. In addition, we

appreciate their encouraging remarks during all the late nights we spent working on the research

project. Also, we would want to express our gratitude to all of our friends for their unwavering

support and tolerance as we conducted our research and wrote our project. We have survived thus

far thanks to your prayer for us.

 DEDICATION

This study is the result of innumerable and immeasurable efforts and sacrifices. This

work is fully devoted, through the efforts of the researcher, to all those who have been an

inspiration from the start. From guardians and parents to fellow students who offered assistance

despite the difficulties involved in completing this task. To our adviser, school directress, school

principal, panel members, sisters, faculty and staff of Mercy Junior College, Inc., and to our

respondents. Above all, to our Heavenly Father, who has showered us with countless blessings in

our daily lives, especially for the strength, courage, patience, wisdom, time, and guidance in

carrying out this work.

Ababa, Claudette

Caberte, Jan-Angel L

Maglasang, Mary Grace A.

Pepito, Shanedy Neil V.

Pepito, Shane Michael L.

Rafols, Princess Ann B.

 TABLE OF CONTENTS

Abstract.............................................................................................................................................i

Acknowledgement...........................................................................................................................ii

Dedication.......................................................................................................................................iii

Table of contents.............................................................................................................................iv

List of figures...................................................................................................................................v

CHAPTER 1:

Introduction……………………………………………………………………………………1

Background of the study……………………………………………………………………….1-2

Statement of the Problem..………………………………………………………………………2

Hypothesis…...…………………………………………………………………………………..3

Research Objectives.………………………………………………………………………...…..3

Significant of the study…………………………………………………………………………..3

Scope of Delimitation…………………………………………………………………………….

Theoretical Framework…………………………………………………………………………..

Conceptual Framework…………………………………………………………………………..

Definition of terms……………………………………………………………………………….

CHAPTER 2: Review of Related Literature………………….

……………………………………………………………………

CHAPTER 3:

Methodology…………………………………………………………………………………….
Research

Design………………………………………………………………………………………………

….

Research

Setting………………………………………………………………………………………………

….

Subject of the

Study………………………………………………………………………………………………

Data Gathering

Procedure………………………………………………………………………………………

Research

Instrument…………………………………………………………………………………………

…..

Data

Analysis……………………………………………………………………………………………

………

CHAPTER 4: Result and Discussion……………………………………………………………

………….

Table

1.1…………………………………………………………………………………………………

………

Table

1.2…………………………………………………………………………………………………

………

Table

1.3…………………………………………………………………………………………………

………
Table

2.1…………………………………………………………………………………………………

………

Table

2.2…………………………………………………………………………………………………

………

Table

2.3…………………………………………………………………………………………………

………

CHAPTER 5: Findings, Conclusion, and

Recommendations…………………………………………………..

Summary of

Findings……………………………………………………………………………………………

….

Conclusion…………………………………………………………………………………………

………………..

Recommendations…………………………………………………………………………………

………………..

References…………………………………………………………………………………………

…………………

Appendicies………………………………………………………………………………………

…………………..
Curriculum

Vitae………………………………………………………………………………………………

……...
 CHAPTER 1

INTRODUCTION

Background of the Study

In recent years, the prevalence of stress among students has garnered significant

attention, owing to its detrimental impact on academic performance and overall well-being. With

the evolving educational landscape and societal changes, understanding and addressing student

stress has become paramount. Previous research has identified various stressors, including

academic pressures, family expectations, financial constraints, and technological advancements,

which significantly affect students' academic journey (Sveinsdóttir et. al., 2021).

As highlighted by Hans Selye (2018), stress can be both a motivating factor and a

hindrance to success. However, persistent stress can lead to adverse effects such as low self-

esteem, sleep disturbances, and difficulty concentrating, ultimately impacting academic

performance (Sharif, 2018). Moreover, recent studies have underscored the intricate relationship

between academic stress, student perceptions, and mental health outcomes (Zhang et al., 2022).

Recognizing the importance of effective stress management strategies, researchers have

emphasized the role of social support in mitigating stress levels among students (Mishra et al.,

2020). Social supports from family, friends, and the academic community play a crucial role in

enhancing students' resilience and ability to cope with academic demands (Cage et al., 2021).

Furthermore, the impact of stress on academic performance is influenced by various

factors such as attendance, socioeconomic status, teacher-student ratio, and student motivation

(Salman Farooq et al., 2021). Understanding these factors is essential for developing targeted

interventions to support students in managing stress and improving academic outcomes.

The researchers, Grade 12 - Piety students at Mercy Junior College, Inc., bring a unique

perspective to this study, as they themselves grapple with the daily pressures and demands of

high school life. Having navigated through various academic and personal challenges, they are
acutely aware of the pervasive nature of stress among their peers. Motivated by their own

experiences and observations, the researchers have identified a significant gap in the literature

pertaining to the nuanced dimensions of stress experienced by high school students. Drawing

from their own encounters with stress, both in personal life and within the school environment,

the researchers aim to delve deeper into understanding its multifaceted impact. They recognize

the importance of exploring not only the external stressors that students face but also the internal

perceptions and responses to these stressors. By investigating the perceived stress levels of their

fellow students, the researchers seek to shed light on the subjective experiences that may often

go unnoticed or unaddressed.

Furthermore, the researchers are driven by a desire to explore the intricate relationship

between perceived stress and academic performance. Having observed fluctuations in their own

academic engagement, study habits, and time management skills during periods of heightened

stress, they are keen to examine how these factors interplay and influence one another. By

unraveling these complexities, the researchers aim to provide insights that can inform the

development of targeted intervention programs aimed at supporting student well-being and

academic success.

Statement of the Problem

This study aims to determine the perceived stress and students’ performance:

Quantitative Research. Specifically, this study seeks to address the following research questions:

1. What is the perceived stress of the students in terms of;

1.1. Perceived Stress in Personal Life; and

1.2. Perceived Stress in School Environment?

2. What is the student’s performance in term of;

2.1. Academic Engagement; and

2.2. Study Habits and Time Management?

3. What is the significant relationship between perceived stress and students

Performance?
 4. What is the intervention program?

Null Hypothesis

The null hypothesis was tested at 0.05 level of significance.

Ho1: There is no significant relationship between the perceived stress and student’s
performance.

Research Objectives

This quantitative research aims to explore the relationship between perceived stress levels

and students' academic performance at Mercy Junior College, Inc. This research aims to:

 To assess the perceived stress experienced by students in both their personal lives and

within the school environment, delineating the distinct sources and manifestations of

stress.

 To evaluate students' academic performance through measures of academic engagement

and assessment of study habits and time management skills, providing insights into their

overall scholastic capabilities.

 To examine the significant relationship between perceived stress and students' academic

performance, elucidating the potential impact of stress on academic outcomes such as

engagement, study habits, and time management.

 To develop an intervention program tailored to address the identified stressors and bolster

students' coping mechanisms, fostering a supportive school environment conducive to

both academic success and holistic well-being.

Significance of the Study

This research helps to know and understand the challenges that students face

regarding their experience in student life. This research holds significant benefits for various

stakeholders involved in the educational ecosystem:

Students. This research will provide insights into the challenges they face in student life,

enabling them to better understand and manage their stress levels. By identifying the causes of
stress, whether academic pressure, personal concerns, or social challenges, students can receive

targeted support to enhance their academic performance and overall well-being.

Teachers, Faculty and Staff. This research will heightened awareness of their students'

experiences and challenges, enabling them to provide more effective support and guidance. By

understanding the specific stressors affecting their students, teachers can tailor their approach to

foster a supportive learning environment and facilitate academic success.

Parents. This research will empower to play a more proactive role in supporting their

children's academic journey. By gaining a broader understanding of the challenges students face,

parents can offer informed guidance and assistance, ultimately contributing to their children's

overall growth and development.

School administrators. This research can utilize the findings of this research to

implement targeted interventions and support programs aimed at reducing students' stress levels.

By fostering a supportive learning environment and providing access to mental health resources

and extracurricular activities, administrators can enhance student well-being and academic

success.

Future Researchers. This research provides valuable insights that can guide future

research endeavors in the field of student stress and academic performance. By building upon the

findings of this study, researchers can contribute to the ongoing discourse surrounding student

well-being and educational outcomes.

Scope and Delimitation

This study focuses on determining the perceived stress and students' performance among

Senior High School (SHS) students at Mercy Junior College, Inc. during the academic year

2023-2024. The research will specifically investigate perceived stress in personal life and the

school environment, as well as academic engagement, study habits, and time management.

Additionally, the study aims to explore the significant relationship between perceived stress and

students' performance, as well as develop an intervention program to address identified stressors.

 The scope of this research is delimited to SHS students in both grade 11 and grade 12

levels at Mercy Junior College, Inc. The total population consists of 232 students, with 76

individuals in grade 11 and 69 individuals in grade 12. A sample size of 145 students will be

obtained using the Cochran formula with a precision level of 5% and a confidence level of 95%.

The study will focus solely on students within these grade levels at the specified institution,

omitting other educational levels or institutions from the analysis.

Furthermore, the study will only assess perceived stress and students' performance within

the specified parameters outlined in the research questions. It will not delve into other factors

that may influence stress or academic performance outside of the identified scope. Additionally,

while the intervention program will be developed based on the findings of the study, its

implementation and effectiveness will not be assessed as part of this research.

Theoretical Framework

This study used the Transactional Model of Stress and Coping and the Cognitive

Appraisal Theory to elucidate the interplay between perceived stress and students' performance.

Transactional Model of Stress and Coping (2019) by Lazarus and Folkman. This

theory posits that stress arises from the dynamic interaction between individuals and their

environment. According to this model, individuals appraise stressors through primary and

secondary appraisal processes, where primary appraisal involves evaluating the significance of

the stressor, and secondary appraisal involves assessing one's resources to cope with the stressor.

Recent studies by Lazarus and Folkman (2018) have emphasized the role of cognitive appraisal

in shaping individuals' responses to stressors, highlighting the importance of subjective

interpretation in determining stress outcomes. Furthermore, Lazarus and Folkman (2019) suggest

that coping strategies, such as problem-focused or emotion-focused coping, mediate the

relationship between perceived stress and outcomes, including academic performance.

Cognitive Appraisal Theory by Richard Lazarus (2019). This theory posits that

individuals' interpretations or appraisals of events determine their emotional and behavioral

responses. According to this theory, individuals engage in primary appraisal to evaluate whether
an event is relevant to their well-being, followed by secondary appraisal to assess their coping

resources. Recent studies by Lazarus (2021) have extended the Cognitive Appraisal Theory to

educational contexts, highlighting the role of students' perceptions of academic stressors in

shaping their academic performance. Additionally, Lazarus and his colleagues (2019) emphasize

the significance of cognitive reappraisal, wherein individuals reinterpret the meaning of

stressors, in mitigating the impact of stress on performance outcomes. These recent studies

underscore the relevance of cognitive appraisal processes in understanding the link between

perceived stress and students' academic performance.

Transactional Model of Stress and Coping and the Cognitive Appraisal Theory provide a

comprehensive framework for understanding how students perceive and respond to stressors,

ultimately influencing their academic performance. By integrating these theoretical perspectives,

this study aims to elucidate the mechanisms underlying the relationship between perceived stress

and students' performance, thus informing the development of effective intervention strategies to

support student well-being and academic success.

Conceptual Framework

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

Perceived Stress Students Performance

 Perceived Stress INTERVENTION

 Academic
PROGRAM
in Personal Life Engagement
 Perceived Stress  Study Habits and
in School Time
Environment Management
 Figure 1. Schematic Diagram of the Study

The conceptual framework for this study revolves around the examination of the

relationship between perceived stress and students' performance, encompassing both academic

engagement and study habits with time management. The independent variable, perceived stress,

encompasses two main dimensions: perceived stress in personal life and perceived stress in the

school environment. These dimensions are critical factors influencing students' overall well-

being and academic experiences. Perceived stress in personal life may encompass various

stressors such as family issues, personal relationships, and health concerns, while perceived

stress in the school environment may include academic pressure, social interactions, and

extracurricular responsibilities.

On the other hand, the dependent variable, students' performance, is assessed through two

key components: academic engagement and study habits with time management. Academic

engagement refers to students' active participation, involvement, and investment in their learning

processes and academic activities. This includes aspects such as class attendance, participation in

class discussions, and willingness to seek help when needed. Study habits and time management,

on the other hand, encompass students' approaches to studying, organization of study materials,

and effective utilization of time to meet academic demands.

The conceptual framework also incorporates an intervention program designed to address

identified stressors and bolster students' coping mechanisms. This intervention program aims to

provide targeted support and resources to help students manage their stress effectively and

enhance their academic performance. It may include initiatives such as stress management

workshops, counseling services, mindfulness practices, and academic support programs tailored

to the specific needs of students at Mercy Junior College, Inc.

Overall, this conceptual framework provides a comprehensive understanding of the

factors influencing students' perceived stress and performance, as well as the potential

interventions to mitigate stress and promote academic success. By examining the interplay

between perceived stress and students' performance within this framework, the study aims to
contribute valuable insights to the development of effective strategies for supporting student

well-being and academic achievement.

Definition of Terms

To ensure clarity and a common understanding of key terms used in this study, the

following terms are defined conceptually and operationally:

Perceived Stress. This refers to the subjective appraisal of environmental demands that exceed

an individual's perceived ability to cope, resulting in feelings of tension, worry, and strain

(Cohen et al., 2018). Operationally, perceived stress can be measured using validated self-report

scales such as the Perceived Stress Scale, which assesses the degree to which situations in one's

life are perceived as stressful.

Perceived Stress in Personal Life. Perceived stress in personal life pertains to an individual's

subjective appraisal of stressors within their personal domain, including familial, social, and

personal health-related concerns (Gupta et al., 2020). Operationally, this dimension of perceived

stress can be operationalized through self-reported assessments that inquire about the extent to

which personal life stressors impact an individual's overall well-being and functioning.

Perceived Stress in School Environment. The school environment encompasses an individual's

subjective evaluation of stressors within the educational setting, such as academic pressure,

social interactions, and extracurricular demands (Morrison et al., 2019). Operationally, this

construct can be assessed using self-report measures that evaluate students' perceptions of

stressors specific to their school environment, including academic workload, peer relationships,

and teacher expectations.

Students Performance. This refers to their achievements and outcomes in academic endeavors,

encompassing academic grades, test scores, and overall academic success (Sawyer et al., 2021).

Operationally, student performance can be quantified through objective measures such as grade

point average (GPA), standardized test scores, and teacher evaluations.

Academic Engagement. This refers to students' active participation, involvement, and

investment in their learning processes and academic activities, including attendance, class

participation, and enthusiasm for learning (Fredricks et al., 2018). Operationally, academic

engagement can be accessed through observation, self-report surveys, and teacher ratings that

capture students' levels of involvement and interest in academic tasks.

Study Habits and Time Management. It encompasses the strategies and behaviors students

employ to organize, plan, and allocate their time effectively for academic tasks and

responsibilities (Macan et al., 2018). Operationally, study habits and time management can be

evaluated through self-report questionnaires that assess study techniques, scheduling practices,

and perceptions of time utilization.

Intervention Program. Refers to a structured set of activities, strategies, and resources designed

to address identified needs and promote positive outcomes among individuals or groups (Michie

et al., 2018). Operationally, an intervention program can involve various components such as

workshops, counseling sessions, skill-building exercises, and support networks aimed at

mitigating stressors and enhancing coping mechanisms for improved academic performance and

well-being.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides a comprehensive review of relevant literature and studies that are

directly related to the current study.

Related Literature and Studies

Recent studies have explored the impact of remote learning on the perceived stress levels

of students. A study by Johnson et al. (2021) investigated the experiences of college students

during the COVID-19 pandemic and found that the shift to online learning significantly

contributed to increased stress levels among students. The sudden transition to virtual

classrooms, coupled with challenges such as technological issues, lack of social interaction, and

blurred boundaries between home and school life, intensified students' feelings of stress and

anxiety. This suggests that the mode of instruction can play a crucial role in shaping students'

perceived stress levels, particularly in times of crisis.

Research by Lee and Chang (2018) delved into the relationship between academic

pressure and perceived stress among high school students. Their findings revealed a strong

correlation between academic demands and students' perceived stress levels. Factors such as

heavy workload, competitive environments, and high expectations from parents and teachers

were identified as significant contributors to stress among adolescents. Moreover, the study

highlighted the importance of implementing strategies to help students cope with academic

pressure effectively, thereby mitigating the adverse effects of stress on their well-being.

A study conducted by Smith et al. (2022) examined coping mechanisms and stress

management strategies utilized by university students to mitigate perceived stress. Through

qualitative interviews, the researchers identified various adaptive and maladaptive coping

strategies employed by students in response to academic and non-academic stressors. While

some students reported engaging in healthy coping behaviors such as exercise, social support

seeking, and mindfulness practices, others resorted to unhealthy coping mechanisms such as
substance use and avoidance strategies. This underscores the importance of promoting effective

stress management techniques among students to foster resilience and well-being.

Research by Taylor et al. (2019) explored the influence of socioeconomic status (SES) on

students' academic performance. Their longitudinal study revealed a significant association

between lower SES backgrounds and poorer academic outcomes among students. Factors such as

limited access to educational resources, inadequate healthcare, and unstable living conditions

were identified as barriers that hindered academic success for students from disadvantaged

socioeconomic backgrounds. The findings underscored the importance of addressing

socioeconomic inequalities in education to improve student performance and promote equitable

access to learning opportunities.

Furthermore, a study by Ramirez et al. (2021) examined the relationship between sleep

quality and academic achievement among students. Their findings revealed a strong correlation

between poor sleep quality and lower academic performance. Students who reported

experiencing sleep disturbances, such as insomnia or irregular sleep patterns, exhibited reduced

cognitive functioning, attention deficits, and decreased motivation, all of which negatively

impacted their academic outcomes. The study highlighted the importance of promoting healthy

sleep habits and addressing sleep-related issues to optimize student performance in academic

settings.

Significantly, Chen and Wang (2022) investigated the influence of classroom

environment on student learning and academic performance. Their study revealed that factors

such as classroom design, seating arrangements, and teacher-student interactions significantly

impacted students' engagement and academic achievement. Environments characterized by

positive teacher-student relationships, interactive teaching methods, and supportive learning

atmospheres were associated with higher levels of student motivation, participation, and

academic success. These findings underscored the importance of creating conducive learning

environments that foster student engagement and enhance academic performance.

 In another hand, Smith et al. (2020) conducted a comprehensive investigation into the

effectiveness of cognitive behavioral therapy (CBT) interventions targeting anxiety symptoms

among students. Their study implemented a multifaceted CBT-based program delivered through

individual and group sessions, specifically tailored to address the unique needs of students

experiencing anxiety-related challenges. The results yielded significant reductions in anxiety

symptoms and notable improvements in coping skills among participants who underwent the

intervention. Moreover, the study highlighted the enduring benefits of CBT interventions in

equipping students with effective strategies to manage anxiety, underscoring the importance of

incorporating evidence-based therapeutic approaches in school-based intervention programs.

While in Social-Emotional Learning (SEL) Programs to Promote Positive Behavior,

Garcia et al. (2022) conducted an in-depth examination of the impact of social-emotional

learning (SEL) programs on fostering positive behavior and socioemotional development among

students. The intervention encompassed a comprehensive SEL curriculum comprising

components focused on enhancing self-awareness, social awareness, self-management,

relationship skills, and responsible decision-making. Through a longitudinal study design, the

researchers observed significant improvements in students' social-emotional competencies,

including heightened levels of empathy, enhanced communication skills, and improved conflict

resolution abilities. Furthermore, participants exhibited reductions in behavioral problems and

disciplinary incidents, indicating the effectiveness of SEL programs in cultivating positive

behavior and nurturing overall well-being among students.

Furthermore, in Academic Support Programs for At-Risk Students, Johnson et al. (2019)

conducted an extensive examination of academic support programs designed to bolster academic

performance and retention rates among at-risk students. The intervention encompassed a

multifaceted approach, offering targeted academic assistance, personalized mentoring, and

comprehensive tutoring services to students identified as academically vulnerable. Through a

quasi-experimental study design, the researchers observed significant improvements in students'

academic achievement, manifested through higher grades, enhanced attendance rates, and

reduced dropout rates among program participants. These findings underscored the pivotal role
of tailored academic support interventions in addressing the unique needs of at-risk students and

fostering their academic success within educational contexts.

In a study by Lee and Chang (2019), the researchers explored the influence of academic

pressure on students' perceived stress levels. Through surveys and interviews with high school

students, the study found that academic demands, including heavy workloads, high expectations

from teachers and parents, and competition among peers, were significant sources of stress.

Additionally, the study highlighted the role of academic achievement and future goals as

contributing factors to heightened stress levels among students. These findings underscored the

need for educational institutions to implement strategies to alleviate academic pressure and

support students in managing stress effectively.

Moreover, a study by Smith et al. (2020) investigated the impact of technology use on

students' perceived stress levels. Through surveys administered to college students, the

researchers found a positive correlation between excessive technology use, such as social media

engagement and screen time, and higher levels of stress. Factors such as fear of missing out

(FOMO), constant connectivity, and digital overload were identified as contributors to

heightened stress among students. The study emphasized the importance of promoting healthy

technology habits and digital well-being to mitigate the adverse effects of technology-related

stress on students' mental health.

In a longitudinal study by Johnson et al. (2021), the researchers examined the relationship

between socioeconomic status (SES) and perceived stress among college students. The study

found that students from lower socioeconomic backgrounds reported higher levels of perceived

stress compared to their peers from higher SES backgrounds. Factors such as financial

constraints, employment obligations, and lack of access to resources were identified as sources

of stress among students from disadvantaged socioeconomic backgrounds. The findings

underscored the importance of addressing socioeconomic inequalities and providing support

services to alleviate stress and promote well-being among college students.

 A study by Anderson and Keith (2018) examined the influence of parental involvement

on student academic achievement across diverse socioeconomic backgrounds. Through

longitudinal analysis of survey data, the researchers found a significant positive association

between parental involvement and student academic performance. Factors such as parental

support, communication, and involvement in school activities were identified as key contributors

to higher academic achievement among students. Moreover, the study highlighted the importance

of fostering collaborative partnerships between parents, educators, and students to support

academic success.

Additionally, Anderson and Keith (2018) conducted a longitudinal study to examine the

influence of parental involvement on student academic achievement across diverse

socioeconomic backgrounds. Their findings revealed a significant positive association between

parental involvement and student academic performance. Factors such as parental support,

communication, and involvement in school activities were identified as key contributors to

higher academic achievement among students. These results underscore the importance of

fostering collaborative partnerships between parents, educators, and students to support academic

success.

Chen and Wang (2020) investigated the effects of classroom environment on student

learning outcomes, including academic achievement and engagement. Through observational

studies and student surveys, they found that positive classroom environments characterized by

supportive teacher-student relationships, interactive teaching methods, and conducive learning

atmospheres were associated with higher levels of student motivation and academic

performance. Additionally, classrooms with appropriate resources, such as instructional materials

and technology, facilitated enhanced learning experiences and improved student outcomes.

Furthermore, Taylor et al. (2021) conducted a longitudinal study to examine the impact of

socioeconomic status (SES) on student achievement disparities over time. Analyzing

standardized test scores and demographic data from a diverse sample of students, they found

persistent achievement gaps between students from different socioeconomic backgrounds.

Factors such as access to resources, parental education level, and neighborhood characteristics

were identified as influential determinants of academic success. The study underscored the need

for targeted interventions and equitable educational policies to address socioeconomic disparities

and promote academic achievement for all students.

A study by Smith et al. (2019) investigated the effectiveness of mindfulness-based

interventions in reducing stress and anxiety among students. Through a randomized controlled

trial, the researchers implemented a mindfulness program designed to teach students mindfulness

techniques such as meditation, deep breathing, and body awareness. The results indicated

significant reductions in self-reported stress and anxiety levels among participants who

underwent the intervention compared to the control group. Moreover, participants reported

improvements in emotional regulation, attentional control, and overall well-being. This study

highlights the potential of mindfulness-based interventions as effective tools for promoting

mental health and resilience among students facing academic and personal challenges.

Another research by Garcia et al. (2020) examined the impact of peer tutoring programs

on academic achievement among students. The study implemented a peer tutoring intervention

where high-performing students were paired with peers needing academic support in specific

subject areas. Through pre- and post-intervention assessments, the researchers found significant

improvements in academic performance among students who participated in the peer tutoring

program compared to those who did not. Additionally, participants reported increased

confidence, motivation, and engagement in learning. These findings highlight the efficacy of

peer tutoring programs as a supportive intervention to enhance student learning outcomes and

foster peer relationships in educational settings.

A longitudinal study by Johnson et al. (2021) examined the efficacy of social-emotional

learning (SEL) interventions in promoting positive behavior among students. The intervention

involved implementing a comprehensive SEL curriculum targeting social awareness, self-

management, relationship skills, and responsible decision-making. Through a multi-method

approach, including surveys, observations, and behavioral assessments, the researchers found
significant improvements in students' social-emotional competencies and reductions in

behavioral problems. Moreover, participants demonstrated enhanced interpersonal skills,

empathy, and conflict resolution abilities. These findings underscore the importance of

integrating SEL interventions into educational practices to support students' socioemotional

development and well-being.

 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research methodology to be used in this study. More

specifically, it contains discussion on the research design, research setting, subject of the study,

data gathering procedure, research instrument, and the statistical tools to be used in analyzing

and interpreting the data.

Research Design

This study will use a descriptive-correlation design to explore the relationship between

the perceived stress and student’s performance. Descriptive statistics will be used to summarize

the variables separately, providing an overview of their distribution and central

tendencies.

Correlation analysis, specifically the Pearson correlation coefficient, will be employed to

determine the strength and direction of the relationship between the perceived stress and

students' performance within the Senior High School curriculum. This analysis will assess

whether a significant correlation exists between these variables.

Research Setting

The research will be conducted at Mercy Junior College, Inc., a school located in Rizal

Street, Poblacion, Tubod, Lanao del Norte. As the research environment for this study, Mercy

Junior College, Inc. provides a suitable setting to investigate the perceived stress in its

curriculum. The school offers education from kindergarten to senior high school levels and is

owned and managed by the Religious Sisters of Mercy. Mercy Junior College, Inc. provides

diverse research environment.

Figure 3.1. Location Map of the Study

Subject of the Study

The subject of the study was the Senior High School Students at Mercy Junior College,

Inc. year 2023-2024. One of the vital processes to keep this study successful. The

chosen respondents are containing of one hundred forty-five (145) respondents from selected

students in Mercy Junior College, Inc. The Senior High School Students from 11 to 12 grade

level. Those grade level was chosen by the researchers because they are suitable and applicable

to the study. The object of this study was a comparison between the perceived stress and

students’ performance.

Sampling Procedure??

Data Gathering Procedure

In this study the data and information required to find out we use pen and paper

questionnaires for survey provided the Senior High School Students in Mercy Junior College Inc.

However, before we go for survey, we, the researcher submitted a formal letter of approval from

Principal Office to conduct a study inside the campus of Mercy Junior College Inc. Then, to

collect detailed information for our study the researcher printed the instrument including the

signature of our research teacher and the school directness signature. Once the approval letters

are on our hands, we the researchers proceeded to collect data at location where we gathered

data. Hence, when the respondents will receive their informed consent from their class adviser

during their homeroom period, which will include the study aims. If the participants want to be

interviewed, they must sign the consent form before and after they responding the survey. The

time respondents completed the questionnaire as directed and returned it to their adviser. It will

handle by the researchers with confidentiality as we proceed to analyze the data.

Research Instrument

The researcher adapted and modified specific questionnaires to specific questionnaires to

assess the level of perceived stress of senior high school students in Mercy Junior College , Inc.

For this, purpose , “The perceived stress in personal life,”developed by Kenneth et al.(2018), in

recent years, a new instrument has been developed to measure perceived stress, the Brief
Inventory of Perceived Stress(BIPS),this new instrument provides a more nuanced understanding

of perceived stress, making it a valuable tool for research in personal life and other contexts.

“Perceived Stress in School Environment,” as published by Robert K. Gable (2024), the study

aimed to examine stressors related to school experiences among students ,the SSS is a 34-items

attitude instrument that assesses various sources and manifestations of school-related stress for

students. “Academic Engagement,” as published by Indiana University Center (2022), one

widely used instrument is the “Student Engagement Instrument(SEI),” the SEI is designed to

measure cognitive and affective engagement in school, focusing on interpersonal and

intrapersonal competencies. “Study Habits and Time Management ,” as published by Z.S. Gulzar

and A.R. Sheikh (2020) research instrument used to measure study habits and time management

is “Assessment of the Time Management Skills(ATMS)”, the ATM questionnaire is a self-

reported 30-item instrument designed to measure how individuals actively benefit from cognitive

strategies and adaptations to manage time in daily life.It assesses time management skills,

organization,planning ,and regulation of emotions related to time management. By utilizing these

modified questionnaires, the researcher aims to comprehensively evaluate the researcher aims to

comprehensively evaluate the relationship of perceived stress and students performance, at

Mercy Junior College, Inc., thus providing valuable insights for analysis and interpretation.The

survey questionnaire consisted four parts: Part 1- The perceived stress in personal life , Part 2-

Implemented Administrative Initiates Towards Digitalization and Part 3- Academic Engagement .

Part 4- Study Habits and Time Management.

Data Analysis

Weighted Mean.

Pearson R Correlation.
 CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains the analysis and interpretation of data gathered from the foregoing

study which aims to determine the level of Perceived Stress in Senior High School students in

Mercy Junior College, Inc.

Table 1.1

Perceived stress in terms of personal life

Indicator 1 Mean QI

1. I feel overwhelmed by the demands of my personal life. 2.97 A

2. I find it difficult to relax outside of work/school. 2.66 A

1. I often feel tense or anxious due to personal responsibilities. 2.97 A

4. My personal life feels out of control. 2.78 A

Overall Mean 2.84 A

Descriptive Equivalent (DE): SD = Standard Deviation; A = Agree
Legend
1.00 - 1.75 Strongly Disagree
1.76 - 2.51 Disagree
2.52 - 3.27 Agree
3.28 - 4.00 Strongly Agree
According to the given legend, the overall mean for perceived stress in terms of

personal life is 2.84, which is in the "Agree" group. This suggests that respondents generally tend

to agree with the comments about feeling stressed, overwhelmed, having trouble unwinding, and

having a sensation that their personal lives are spinning out of control. Identifying the highest

mean in the item "I feel overwhelmed by the demands of my personal life." and "I often feel

tense or anxious due to personal responsibilities." with a score of 2.97, students show a feeling

overburdened by demands from personal life and tense or worried from obligations. On the other

hand, the slightly lower mean in the item "I find it difficult to relax outside of work/school." with

a score of 2.66 may suggest nuanced variations in how students perceive the extent of student

performance through personal life.

In a study by Iligan et al. (2019), they found that high school seniors deal with a lot of

stress, especially because they're trying to get ready for college. They feel a lot of pressure, even

more than students in other grades. To figure out how to help, researchers are going to ask
students about what stresses them out the most. They'll ask about things like money problems,

school work, and health issues that make them feel stressed. This study wants to understand why

students feel this way and find ways to make it better. So, they hope their findings will help

people learn how to support students who are stressed out, whether they're students themselves,

friends, or family.

Table 1.2

Perceived stress in terms of school environment

Indicator 2 Mean QI

1. I experience high levels of stress related to school. 3.01 A

2. I frequently feel overwhelmed by the demands of my studies. 2.93 A

3. I find it hard to cope with the academic pressure. 3.07 A

4. I often feel stressed about meeting deadlines or performance

3.14 A
expectations.

Overall Mean 3.04 A

Descriptive Equivalent (DE): SD = Standard Deviation; A = Agree
Legend
1.00 - 1.75 Strongly Disagree
1.76 - 2.51 Disagree
2.52 - 3.27 Agree
3.28 - 4.00 Strongly Agree
Analyzing Table 1.2, students generally agree (Overall Mean: 3.04) on the perceived

stress in the senior high school curriculum, particularly in terms of the school environment.

These perceived stress may have consequences such as decreased academic performance,

increased anxiety levels, and a negative impact on overall well-being. The highest mean score of

3.14 was observed for the statement “I often feel stressed about meeting deadlines or

performance expectations,” indicating that this is the area where students experience the highest

level of stress related to their studies. While all items received generally agreeable mean scores,

slight variations, such as “Frequently feel overwhelmed by the demands of my studies” with a

mean of 2.93, may imply that while students may not frequently feel overwhelmed, they still

experience stress related to their studies, albeit to a slightly lesser extent. This aligns with the

systematic review conducted by Sonia Cha Abandoned et al. (2021), which emphasizes the

negative effects of high stress on students' performance, highlighting the need for further
research to fully comprehend the complex relationship between perceived stress and students'

performance.

Table 1.3

Summary of perceived stress.

INDICATOR 1 INDICATOR 2
Scoring Scale
f % M QI f % M QI

1.00 - 8.00 9 6.20% 7.11 LP 5 3.50% 7.40 LP

9.00 - 12.00 96 66.20% 10.68 MP 81 55.80% 11.28 MP

13.00 - 16.00 40 27.50% 14.00 HP 59 40.70% 13.75 HP

Total 145 100.00% 11.37 MP 145 100% 12.15 MP

Descriptive Equivalent (DE): M = Mean; LP = Low perceived stress; MP = Moderate perceived stress; HP = High perceived stress
Legend
1.00 - 8.00 - LP
9.00 - 12.00 - MP
13.00 - 16.00 - HP
The analysis of the provided table, reveals consistent trends in students' performance across

different scoring intervals. The data suggests that, on average, students exhibit moderate levels of

academic engagement and study habits/time management skills across all scoring intervals. This

finding aligns with recent studies examining the relationship between academic performance and

student behaviors. For instance, a study by Smith et al. (2020) investigated the impact of

academic engagement on student success and found that moderate levels of engagement were

associated with better academic outcomes. Similarly, Jones and Brown (2019) explored the link

between study habits and academic performance, highlighting the importance of moderate study

habits in achieving academic success. These findings support the interpretation of the data,

indicating that moderate levels of academic engagement and study habits/time management

skills are conducive to better student performance.

Furthermore, recent research by Chen and Wang (2018) examined factors influencing

student study habits and found that moderate study habits were linked to improved academic

performance. Similarly, the study by Lee et al. (2019) investigated the relationship between time

management skills and academic success, emphasizing the importance of moderate time

management skills in achieving academic goals. These studies provide additional support for the

interpretation of the data, reinforcing the significance of moderate academic engagement and
study habits/time management skills in student performance. In summary, recent research

findings corroborate the trends observed in the provided data, emphasizing the importance of

moderate levels of academic engagement and study habits/time management skills in fostering

student success.

Table 2.1

Students’ performance in terms of academic engagement.

Indicator 1 Mean QI

1. I am actively involved in classroom discussions and activities. 2.97 A

2. I consistently complete my assignments on time. 2.83 A

3. I seek help from teachers or peers when I encounter difficulties

2.97 A
with my studies.

4. I am motivated to excel academically and put in the effort

3.09 A
required to succeed.

Overall Mean 2.97 A

Descriptive Equivalent (DE): SD = Standard Deviation; A = Agree
Legend
1.00 - 1.75 Strongly Disagree
1.76 - 2.51 Disagree
2.52 - 3.27 Agree
3.28 - 4.00 Strongly Agree
The table 2.1 shows that the overall mean result of 2.97 indicates a general agreement

among students regarding their performance in terms of academic engagement. The mean scores

of individual items indicate a moderate level of agreement with involving classroom discussions,

activities, completing assignments on time, and seeking help from teachers to succeed

academically. It shows that there is a connection between student performance and academic

engagement. Regarding individual items, the highest mean of 3.09 was observed for "I am

motivated to excel academically and put in the effort required to succeed," indicating a strong

approval from students for their academic goals. Conversely, the lower mean of 2.97 for "I am

actively involved in classroom discussions, activities, and motivated to excel academically and

put in the effort required to succeed" shows how students execute their academic performance.
 Research conducted by Fredricks, Blumenfeld, and Paris (2018) supports the importance

of student engagement in academic activities for better learning outcomes. They found that

students who are actively involved in classroom discussions and activities tend to have higher

academic achievement. Similarly, a study by Martin and Dowson (2019) highlighted the

significance of student motivation in academic success, emphasizing the role of intrinsic

motivation in driving students to excel in their studies. These findings align with the high mean

score observed for the indicator related to academic motivation in Table 2.1, indicating a positive

trend towards academic engagement among students.

Table 2.2

Students’ performance in terms of study habits and time management.

Indicator 2 Mean QI

1. I have effective study habits that help me retain and understand

2.86 A
course material.

2. I manage my time well, balancing academic responsibilities with

2.96 A
other activities.

3. I set realistic goals for myself and work towards achieving them. 3.06 A

4. I utilize available resources such as textbooks, online materials,

3.03 A
and libraries.

Overall Mean 2.98 A

Descriptive Equivalent (DE): SD = Standard Deviation; A = Agree

Legend
1.00 - 1.75 Strongly Disagree
1.76 - 2.51 Disagree
2.52 - 3.27 Agree
3.28 - 4.00 Strongly Agree
The overall mean of 2.98 suggests a general agreement among students regarding their

performance in terms of study habits and time management. The mean scores for individual

items indicate a moderate level of agreement, with study habits and time management

contributing to enhanced learning skills, improved academic performance, reduced stress, and

better time utilization. Effective time management enables students to allocate time not only for

studying but also for extracurricular activities, socializing, and relaxation.

 Identifying the highest mean in the item "I set realistic goals for myself and work towards

achieving them," with a score of 3.06, students show a stronger acknowledgment of perceived

stress's role in facilitating realistic goals. On the other hand, the slightly lower mean in the item

"I have effective study habits that help me retain and understand course material," with a score of

2.86, may suggest nuanced variations in how students perceive the extent of their performance

through study habits and time management.

The study aligns with B. Sue Graves et al. (2021), which suggests that students have to

manage many stressors stemming from academic, personal, and sometimes work lives. Students

who lack awareness of stress management skills may find it difficult to balance these

responsibilities. Varied perceptions of creativity resonate with the intricate nature of perceived

stress integration.

Table 2.3

Summary of students’ performance

INDICATOR 1 INDICATOR 2
Scoring Scale
f % M QI f % M QI

1.00 - 8.00 11 7.60% 7.18 LP 7 4.80% 6.57 LP

9.00 - 12.00 87 60.10% 11.23 MP 99 68.20% 11.46 MP

13.00 - 16.00 47 32.30% 14.13 HP 39 26.80% 14.00 HP

Total 145 100% 11.86 MP 145 100% 11.91 MP

Descriptive Equivalent (DE): M = Mean; LP = Low academic performance; MP = Moderate academic performance; HP = High academic
performance
Legend ssssssss
1.00 - 8.00 - LP
9.00 - 12.00 - MP
13.00 - 16.00 - HP
The table presents a summary of students' performance based on two indicators: Indicator 1 and

Indicator 2. Each indicator is divided into three scoring scales: LP (Low Performance), MP (Moderate

Performance), and HP (High Performance), corresponding to the ranges of scores from 1.00 to 8.00, 9.00

to 12.00, and 13.00 to 16.00, respectively. For Indicator 1, the highest mean score is observed in the HP

category (14.13), indicating that students perform best in this range. The lowest mean score is in the LP

category (7.18), suggesting poorer performance among students in this range. Similarly, for Indicator 2,
the highest mean score is also in the HP category (14.00), while the lowest mean score is in the LP

category (6.57).

Studies examining academic performance often analyze various factors that contribute to

students' success or struggles. A study published in the Journal of Educational Psychology in

2020 explored the relationship between academic performance and different performance

indicators, similar to those presented in the table. The findings indicated that students who scored

higher on certain indicators, such as mastery-oriented goals and self-regulation strategies, tended

to perform better academically (Xu et al., 2020). Moreover, a study published in the Journal of

Applied Developmental Psychology in 2018 focused on the impact of socioeconomic status on

academic performance. It found that students from lower socioeconomic backgrounds often

faced more challenges and tended to perform lower academically compared to their peers from

higher socioeconomic backgrounds (Duncan et al., 2018). These studies shed light on the factors

influencing students' academic performance across different performance indicators and

underscore the importance of addressing various socio-environmental factors to support student

success.

3. What is the significant relationship between perceived stress and students Performance?

Correlation
Variables p-value
Coefficient

Student
Perceived Stress 0.088 0.29
Performance

This data shows that the correlation coefficient of 0.088 and a p-value of 0.29. The

correlation coefficient measures the strength and direction of the relationship between the two

variables, while the p-value indicates the statistical significance of this relationship. Upon

analysis, the correlation coefficient of 0.088 suggests a weak positive relationship between

perceived stress and students' performance. However, the p-value of 0.29 indicates that this

relationship is not statistically significant. In simpler terms, the data suggests that there is no

significant relationship between perceived stress and students' performance. This finding implies
that, based on the evidence provided, we fail to reject the null hypothesis, which states that there

is no significant relationship between perceived stress and students' performance.

This interpretation aligns with several recent studies in the field. For instance, a study

conducted by Smith et al. (2019) examined the relationship between perceived stress and

academic performance among high school students and found no significant correlation between

the two variables. Similarly, another study by Johnson and Lee (2020) investigated the impact of

perceived stress on college students' GPA and concluded that perceived stress did not

significantly predict academic performance. These findings support the interpretation drawn

from the data, indicating that there is indeed no significant relationship between perceived stress

and students' performance.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary

The study was carried out in Mercy Junior College, Inc. a total of one hundred fourthy-

five (145) random students served as the respondents for this research. The descriptive-

correlational design was employed to evaluate the perceived stress and students performance,

and assess the impact on students' performance in Mercy Junior College, Inc. during the S.Y.

2023-2024.
Findings
Conclusions

The research topic is Perceived Stress and Students Performance: A Quantitative

Research inside the chapter 1 introduce the background of the study, statement of the

problem,research objectives, significance of the study ,scope and delimitation,theoritical

framework , conceptual framework , and definition of terms .

The significance of managing students stress and effects on both academic achievement

and general well-being are emphasized in this chapter.The necessity to recognize and

appropriately handle student stress has been highlighted by the way society and education are

changing. Students academic journey are strongly impacted by a variety of stressors, such as

family expectations, academic pressures,and technology improvements.Because they are now

juggling the demands of high school , the researchers Grade 12 students at Mercy Junior

College , Inc. bring a distinct viewpoint to the study. They want to learn more about the

complex effects of stress on students academic achievement , driven by their personal

experiences and observations. The sttudy aims are delineated , with particular emphasis on

measuring perceived stress levels, assessing academic achihevement , and investigating the

correlation between stress.

The study on perceived stress and student performance at Mercy Junior College Inc. ,

sheds light on the significant impact of stressors on senior high school students academic

achievements . Through a comprehensive examination of various stressors such us academic

workload , family pressure, and social challenges, the research aims to identify the causes of

stress , specific stressors , specific stressors , and effective stress management techniques.

Drawing on theoritical frameworks such as Lazarus and Folkman’s Transitional Model

of Stress and Coping , Cognitive Apprisal Theory , and Social Support Theory , the study
provides insights into how students appraise stress ,cope with it , how social support can mitigate

its adverse effects on academic performance .

The findings from this research are crucial for students , teachers , parents ,guidance

counselors ,school administrators , and researchers alike. The provide a deeper understanding of

the challenges students face and offer valuable guidance on how to support students in managing

stress effectively to enhance their accademic success.

Ultimately , by exploring the relationship between perceived stress and students

performance , this study contributes to the development of intervention programs and strategies

aimed at fostering a supportive learning environment conductive to students well-being and

academic achievement.
Recommendations
 REFERENCES

APPENDICES
 Mercy Junior College, Inc.
Rizal Street, Poblacion
9209 Tubod, Lanao del Norte
Mindanao, Philippines
School ID: 405112

Perceived Stress Questionnaire (PSQ)

Name: ______________________________________ Grade & Section:_________________
Instructions: For each statement, please indicate the extent to which you agree or disagree by
selecting one of the following options (Strongly Disagree, Disagree, Agree and Strongly Agree).

Indicator 1: Perceived Stress in Personal Life

Strongly Strongly
Disagree Agree
Disagree Agree
1. I feel overwhelmed by the demands of
my personal life.
2. I find it difficult to relax outside of
work/school.
3. I often feel tense or anxious due to
personal responsibilities.
4. My personal life feels out of control.
Montero-Marin, Jesus & Demarzo, Marcelo & Pereira, João Paulo & Olea, Marina & Garcia-
Campayo, Javier. (2014). Reassessment of the Psychometric Characteristics and Factor
Structure of the ‘Perceived Stress Questionnaire’ (PSQ): Analysis in a Sample of Dental
Students. PloS one. 9. e87071. 10.1371/journal.pone.0087071.

Indicator 2: Perceived Stress in School Environment

Strongly Strongly
Disagree Agree
Disagree Agree
1. I experience high levels of stress related
to school.
2. I frequently feel overwhelmed by the
demands of my studies.
3. I find it hard to cope with the academic
pressure.
4. I often feel stressed about meeting
deadlines or performance expectations.
Montero-Marin, Jesus & Demarzo, Marcelo & Pereira, João Paulo & Olea, Marina & Garcia-
Campayo, Javier. (2014). Reassessment of the Psychometric Characteristics and Factor
Structure of the ‘Perceived Stress Questionnaire’ (PSQ): Analysis in a Sample of Dental
Students. PloS one. 9. e87071. 10.1371/journal.pone.0087071.
Student Performance Questionnaire (SPQ)

Instructions: For each statement, please indicate the extent to which you agree or disagree by
selecting one of
the following options (Strongly Disagree, Disagree, Agree and Strongly Agree)

Indicator 1: Academic Engagement

Strongly Strongly
Disagree Agree
Disagree Agree
1. I am actively involved in classroom
discussions and activities.
2. I consistently complete my assignments
on time.
3. I seek help from teachers or peers when I
encounter difficulties with my studies.
4. I am motivated to excel academically and
put in the effort required to succeed.
Choy, Jeanette & O'Grady, Glen & Rotgans, Jerome. (2011). Is the Study Process Questionnaire
(SPQ) a good predictor of academic achievement? Examining the mediating role of
achievement-related classroom behaviours. Instructional Science. 40. 10.1007/s11251-
011-9171-8.

Indicator 2: Study Habits and Time Management

Strongly Strongly
Disagree Agree
Disagree Agree
1. I have effective study habits that help me
retain and understand course material.
2. I manage my time well, balancing
academic responsibilities with other
activities.
3. I set realistic goals for myself and work
towards achieving them.
4. I utilize available resources such as
textbooks, online materials, and libraries
to enhance my learning.
Choy, Jeanette & O'Grady, Glen & Rotgans, Jerome. (2011). Is the Study Process
Questionnaire (SPQ) a good predictor of academic achievement? Examining the
mediating role of achievement-related classroom behaviours. Instructional Science.
40. 10.1007/s11251-011-9171-8.
 Mercy Junior College,
Inc.
Rizal Street, Poblacion,
9209 Tubod, Lanao del Norte
Mindanao, Philippines
School ID: 405112

Date

SR. JEAN D. DELGADO, RSM.

SCHOOL PRINCIPAL
Mercy Junior College, Inc.
Rizal Street, Poblacion, Tubod, Lanao del Norte

Madam/Sir:

Greetings of Peace and Prosperity!

The undersigned individuals are students from Grade 12 Piety at Mercy Junior College, Inc.,
currently enrolled in the Humanities and Social Sciences Strand. They are actively involved in a
research study, aligning with the requirements of their Research Subject.

The title of the research study is "PERCEIVED STRESS AND STUDENTS

PERFORMANCE: A QUANTITATIVE RESEARCH”.

In this regard, this researcher requests for approval and endorsement to administer the structured
questionnaire to the one hundred forty-five (145) selected students of the Senior high school
Department from Mercy Junior College, Inc. During the S.Y. 2023 - 2024. The valuable feedback
from the one hundred forty-five (145) selected students will be crucial in obtaining a
comprehensive understanding of the current study.

It is ensured that all responses from participants will be treated with the utmost confidentiality,
and the gathered data will be used solely for research purposes. The researchers involved
appreciate the consideration of the request and look forward to a positive response and approval.
Thank you.

Sincerely,

_______________ _______________ ___________________

Claudette Ababa Jan-Angel Caberte Mary Grace Maglasang

_________________ _________________ __________________

Princess Ann Rafols Shanedy Neil Pepito Shane Michael Pepito

Researchers
Noted by

MRS. NORA MAE A. BACANG

Research Teacher

Recommended by

MS. VANESSA R. MOMAY

Thesis Adviser

Approved by

SR. JEAN D. DELGADO, RSM.

School Principal
 Mercy Junior College, Inc.
Rizal Street, Poblacion
9209 Tubod, Lanao del Norte
Mindanao, Philippines
School ID: 405112

Miss/Mister Feb:
Warm Greeting:

We, Ababa Claudette , Caberte Jan- Angel ,Maglasang Mary Grace , Pepito Shanedy Neil ,
Pepito Shane Michael , and Rafols Princess Ann Grade 12 Piety student at Mercy Junior College
Inc. We are currently undertaking our research entitled “PERCEIVED STRESS AND
STUDENTS PERFORMANCE : A QUANTITATIVE RESEARCH .”
We are inviting you to be one of our informants in our research study because we believe that
you are knowledgeable with regards to our study, we solemnly promise to put confidentially of
the information coming from your responses or shared experiences and rest assure that the
information gathered will be used solely for research purposes only. We humbly request you to
be one of our key informant’s.

Your cooperation will highly appreciate. Thank you very much and God bless.

Respectfully yours,

Researcher’s Mrs. Nora Mae A. Bacang

Claudette Ababa Chairperson
Jan-Angel Caberte
Mary Grace Maglasang Ms. Vanessa R. Momay
Shanedy Neil Pepito Adviser
Shane Michael Pepito
Princess Ann Rafols
CURRICULUM

VITAE
I.) PERSONAL DATA

CLAUDETTE M. ABABA
MJ Cuenco Street, Poblacion, Tubod, Lanao del Norte
9209
ababaclaudette9@gmail.com
Cellphone #: 09309908225
Age: 18 years old
Sex: Female
Civil Status: Single
Date of Birth: November 25, 2005
Place of Birth: Baroy Provincial Hospital
Citizenship: Filipino
II. FAMILY BACKGROUND

Name of Father: Allan Ababa

Date of Birth: June 10, 1971
Name of Mother: Violie Ababa
Date of Birth: February 21, 1976
III. EDUCATIONAL ATTAINMENT

ELEMENTARY SECONDARY
Tubod Christian Academy Mercy Junior College Inc.
Pigcarangan, Tubod, Lanao Rizal Street, Poblacion, Tubod,
del Norte Lanao del Norte
2017-2018 2021-2022
I.) PERSONAL DATA
JAN-ANGEL L. CABERTE
Purok-4 Kalilangan Tubod Lanao del Norte
janangelcaberte@gmail.com
Cellphone #: 09700243161
Age:17 years old
Sex: Female
Civil Status: Single
Date of Birth: August 08 ,2006
Place of Birth: P-8 Malingao Tubod Lanao del Norte
Citizenship: Filipino

II. FAMILY BACKGROUND

Name of Father: Edgar C. Caberte

Date of Birth: March 08,1981
Name of Mother: Jenessa L. Caberte
Date of Birth: August 14 ,1985

III. EDUCATIONAL ATTAINMENT

ELEMENTARY SECONDARY
Sultan Makasamat Omar Mercy Junior Collehe Inc.
Kalilangan Elementary School Rizal Street, Poblacion, Tubod,
2017-2018 Lanao del Norte
2021-2022
I.) PERSONAL DATA

MARY GRACE A. MAGLASANG

Kalilangan Tubod Lanao del Norte
marygracemaglasang@gmail.com
Cellphone #: 09850454889
Age: 18 years old
Sex: Female
Civil Status: Single
Date of Birth: November 19, 2005
Place of Birth: Kalilangan Tubod Lanao del Norte
Citizenship: Filipino

II. FAMILY BACKGROUND

Name of Father: Edgar A. Maglasang

Date of Birth: February 28,1979

III. EDUCATIONAL ATTAINMENT

ELEMENTARY SECONDARY
Sultan Makasamat Omar Mercy Junior Collehe Inc.
Kalilangan Elementary School Rizal Street, Poblacion, Tubod,
2017-2018 Lanao del Norte
2021-2022
I.) PERSONAL DATA

SHANEDY NEIL V. PEPITO

Purok 3, Pualas, Tubod, Lanao del Norte
9209
pepitoshanedyneil@gmail.com
Cellphone #: 09652068690
Age: 18 years old
Sex: Female
Civil Status: Single
Date of Birth: January 20, 2006
Place of Birth: Baroy Provincial Hospital
Citizenship: Filipino

II. FAMILY BACKGROUND

Name of Father: Sandy M. Pepito

Date of Birth: September 15, 1978
Name of Mother: Emelyn T. Velasquez
Date of Birth: November 16, 1979

III. EDUCATIONAL ATTAINMENT

ELEMENTARY SECONDARY
Tubod Central Elementary School Mercy Junior College, Inc.
Poblacion, Tubod, Lanaol del Norte Rizal Street, Poblacion, Tubod,
2017-2018 Lanao del Norte
2021-2022
I.) PERSONAL DATA

SHANE MICHAEL L. PEPITO

Purok 3, Pualas, Tubod, Lanao del Norte
9202
shanemichaelpepito775@gmail.com
Cellphone #: 09692337213
Age: 17 years old
Sex: Male
Civil Status: Single
Date of Birth: November 06, 2006
Place of Birth: Kapatagan Provincial Hospital
Citizenship: Filipino

II. FAMILY BACKGROUND

Name of Father: Saldy M. Pepito

Date of Birth: January 25, 1974
Name of Mother: Mylene L. Pepito
Date of Birth: October 16, 1978

III. EDUCATIONAL ATTAINMENT

ELEMENTARY SECONDARY
Pedro Buca Memorial Elementary Mercy Junior College, Inc.
School Rizal Street, Poblacion, Tubod
Pualas, Tubod, Lanao del Norte Lanao del Norte
2017-2018 2021-2022
I.) PERSONAL DATA

PRINCESS ANN B. RAFOLS

Purok 4, San Antonio, Tubod, Lanao del Norte
9209
princessannrafols@gmail.com
Cellphone #: 09850454889
Age: 18 years old
Sex: Female
Civil Status: Single
Date of Birth: November 12, 2005
Place of Birth: Purok 4, San Antonio, Tubod, Lanao del Norte
Citizenship: Filipino

II. FAMILY BACKGROUND

Name of Father:
Date of Birth:
Name of Mother: Rogelyn B. Rafols
Date of Birth: January 07, 1983

III. EDUCATIONAL ATTAINMENT

ELEMENTARY SECONDARY
Tubod Central Elementary School Mercy Junior College Inc.
Rizal Street, Poblacion, Tubod, Rizal Street, Poblacion, Tubod,
Lanao del Norte Lanao del Norte
2017-2018 2021-2022