Experiences of Grade 11 and

Grade 12 STEM Students

towards Academic Stress and
Pressure: Root causes, and
Possible solutions
ABSTRACT:
 ABSTRAC
T:
This study focuses on determining the
Experiences of Grade 11 and 12 STEM Students towards
Academic Stress and Pressure: Root causes and Possible
Solutions.
In gathering primary data from the participants,
the researcher used a standardized questionnaire. Because
it is a standardized test has undergone validity and
reliability test and found to be valid and reliable. The tool
was made up of 2 parts.
 ABSTRAC
T:
The 1st part includes the profile of the participants specifically their
name (optional), age, gender, and section. The 2 nd part include all the
data about the experiences of Grade 11 and 12 STEM students towards
Academic stress and pressure. A letter for communication asking for
approval was sent to the school prior to the administration of the
questionnaire. Another letter was also sent to the teachers for them to be
aware of the activity. Also, another letter was sent to the participants
asking for their cooperation in answering the questioner provided by the
researchers. The adviser of the participants was informed ahead of the
test administration because he\she has direct contact with them. The
researcher personally-administer the survey during the vacant periods.
 ABSTRAC
T:
This provide a chance for the participants to race their given
questions which will be needed for the researchers in data
gathering that was treated with respect and confidentiality.
Based on the results of the survey questionnaire given
to Grade 11 and 12 STEM Students, majority of them get tired
because of multiple works. Most Grade 12 STEM student says
that the subject they really find hard are Entrepreneurship,
General Physics and General Biology while, General Chemistry,
Pre- calculus, Statistics and Earth Science are the hardest subject
for Grade 11 STEM students. They also get stressed when there
are upcoming tests.
INTRODUCTION
 INTODUCTION:
“Stress, in everyday terms, is a feeling that people have when they are
overloaded and struggling to cope with demands.” ( Timothy, Christian,
PhD, 2018). In today’s highly competitive world, students face various
academic problems including exam stress, disinterest in attending
classes and the inability to understand a subject. Academic stress
involves mental distress regarding anticipated academic challenges or
failure or even the fear of the possibility of academic failure. Academic
stressors show themselves in many aspects in the students’ environment:
at school, home, in their peer relations and even in their neighborhood.
The four components of academic stress usually identifiable in a student
are academic frustration, academic conflicts, academic anxieties and
academic pressures. (Thakkar,Anoushka, 2018).
 INTODUCTION:

According to most high school students in 2017, their greatest

academic stressors include tests, grades, homework, academic
and parental pressure and achievement expectations. School
related stresses include inadequate instructional methods,
teacher-student relationships, heavy academic workload, poor
physical classroom environments, inability to balance one’s
leisure time with school, and disorganization surrounding
academic assignments and schedules. Also, students struggle to
meet academic standards, worries about time management and
concerns over grades and scores.
 INTODUCTION:

This study determines the experiences and

perceptions of Grade 11 and 12 STEM students towards
Academic Stress and Pressure: Its root causes and
possible solution. Findings of the study can be good
substantial information for the students who is suffering
Academic stress and pressure. It will also serve as another
milestone in the field of education as it increases the
people’s awareness of the significance of Academic stress
and pressure.
STATEMENT OF THE
PROBLEM
 STATEMENT OF THE
PROBLEM:

This study aims to determine the

perceptions of Grade 11 and Grade 12
STEM Students towards Academic
stress and pressure. Specifically, it
seeks to answer the following
questions:
 STATEMENT OF THE PROBLEM:

1.) What are the underlying causes of

Academic stress and pressure
towards Grade 11 and Grade 12
STEM Students, in terms of:
a.) Subjects
 STATEMENT OF THE
PROBLEM:

2.) What are the ways that will

help Grade 11 and Grade 12
STEM Students to manage
Academic stress and pressure?
 STATEMENT OF THE
PROBLEM:

3.) How does Academic

stress and pressure affects
Grade 11 and Grade 12
STEM Students?
SIGNIFICANCE OF
THE STUDY
SIGNIFICANCE OF THE STUDY:

This study will benefit the following:

STEM Students – The outcome of this

study can benefit STEM students
because it will lessen the difficulty,
pressure and struggles they encounter
in school everyday.
 SIGNIFICANCE OF THE
STUDY:
Teachers- The findings of this study
will be beneficial in their field for this
will give them awareness on what to
improve, minimize or develop. Also, this
will give them feedback on the condition
of their students.
 SIGNIFICANCE OF THE
STUDY:
Parents- The result of the study will be
beneficial for them because they will know
the condition and the stressors of their
children everyday, for that reason they can
give some advice and avoid their children
to pressure and stress.
 SIGNIFICANCE OF THE
STUDY:

Community- The findings of the study

can help the community to have a stress
free and pressure-free environment and
have future productive employers.
 SIGNIFICANCE OF THE
STUDY:

Future Researchers- The result of this

study will serve as the baseline
information for those who are interested to
conduct further investigation related to the
problem.
HYPOTHESES
HYPOTHESES:

Null Hypothesis:
There is no significant
relationship between the perceptions
of Grade 11 and Grade 12 STEM
students towards Academic stress and
pressure.
HYPOTHESES:

Alternative Hypothesis:
There is a significant relationship
between the perceptions of Grade 11 and
Grade 12 STEM students towards
Academic stress and pressure.
 SCOPE AND
DELIMITATION
SCOPE AND DELIMITATION:

These study only limits on the Experiences of

Grade 11 and 12 STEM students towards
Academic Stress and Pressure: Its root causes and
possible solutions. The respondents are form La
Castellana National High School- Senior High
School with the total number of 76 respondents.
The results of this study will be based on the date
gathered using interview and questionnaires.
DEFINITION OF
TERMS:
SCOPE AND DELIMITATION:

Stress
• Conceptual: “Stress, in everyday terms, is a feeling that
people have when they are overloaded and struggling to
cope with demands.” By Christian Nordqvist and renewed
by Timothy J. Legg. PhD, CRNP Last updated, Tue 28
Nov. 2017.
• Operational: Stress is the feeling of Grade 11 and 12
STEM students and root causes, perception and possible
solution.
SCOPE AND DELIMITATION:

Students
• Conceptual: Students are the person who attends in
school and studies something.
• Operational: Students will be the one to be studied
specifically Garde 11 and 12 STEM students. Their
stress and pressure will be measured according to the
root causes, perception and possible solutions.
SCOPE AND DELIMITATION:

Pressure
• Conceptual: When someone is forcing. It usually
happens because of the high expectations of people
that surrounds us.
• Operational: Pressure is the feeling of Garde 11 and
12 STEM students and root causes, perceptions and
possible solutions.
 REVIEW OF
RELATED
LITERATURE:
 REVIEW OF RELATED
LITERATURE:
• Academic Stress and Pressure in Students
 

School education is a very important part in an

individual’s life and is also a turning point in their
academic life. At this stage, the academic performance of
a student plays a crucial role in deciding the next stage
of their education, which in turn shapes their career. An
excess of academic stress during this stage can result in
adverse effects that are far-reaching and prolonged
(Thakkar,Anoushka,Published:April 6, 2018).
 REVIEW OF RELATED
LITERATURE:

  Excessive levels of academic stress can result in an increased prevalence of

psychological and physical problems like depression, anxiety, nervousness and
stress related disorders, which in turn can affect their academic results. Anxiety as
a disorder is seen in about 8% of adolescents and children worldwide. Anxiety
and stress have a substantial negative effect on their social, emotional and
academic success. Depression is becoming the most common mental health
problem college students suffer these days. It is also a reflection of an individual’s
academic frustration, academic conflict, academic anxiety and academic pressure.
The four components of academic stress usually identifiable in a student are
academic frustration, academic conflicts, academic anxieties and academic
pressures.( Thakkar,Anoushka, 2018)
 REVIEW OF RELATED
LITERATURE:
  The mental health of students, especially in terms of
academic stress and its impact, has become a serious issue
among school and policymakers because of the increasing
incidence of suicides among students across the globe. The
Lancet Report states that, India has the world’s highest
suicide rates among the youth. Parental pressure for better
academic performance is found to be mostly responsible for
academic stress. Due to the constant pushing of the student by
the parents in order to perform better in both academics and
extra-curricular activities, some children develop deep-rooted
nervous disorders during their childhood.
 REVIEW OF RELATED
LITERATURE:

  Academic and exam stress is found to be positively

correlated with parental pressure and psychiatric
problems. It is important to remember that the mental
constitution or coping capacities vary from one child to
another. Therefore, children with poor coping capacities
become more prone to anxiety, depression and fear of
academic failure and this shows us that one should not
compare one student with another.
( https://medium.com/one-future/academic-stress-in-
students-498c34f064d7)
METHODOLOGY:
 METHODOLOGY:

  RESEARCH DESIGN:
This study on experiences of Grade 11 and Garde
12 STEM Students towards Academic Stress and
Pressure; root causes and Possible solutions follows a
Phenomenological Research. A Phenomenological
Research is used because our study aims to describes
or experience as it actually lived by the person and it
is concerned or emphasizes personal perspectives,
experiences and interpretation of the individual.
 METHODOLOGY:
•  LOCALE:

This study was conducted in La Castellana

National High School- Senior High School which is located at
the southern part of the province of Negros Occidental in the
Municipality of La Castellana. The municipality consist of 13
barangays.
The Municipality has a large area of rice and
sugar cane farm that serves as their primary source of
income. Specifically, this public school is located at the front
of Rosario Elementary School in sitio Villa Cania, Barangay
Robles.
 METHODOLOGY:

• SAMPLING DESIGN:
This study will consider a probability
sampling technique in which the samples will be
obtained using some objective chance mechanism
involving randomization. This study will use
Probability Cluster Sampling as the researchers isolate
a certain group or set of students to serve as the
sample members.
 METHODOLOGY:
• RESEARCH INSTRUMENT:
This study will use survey questionnaire and
interview to a group of people to get their perceptions, experiences
and opinions.
• PARTICIPANTS:
The respondents in this study is the Garde 11 and
Grade 12 STEM students of La Castellana National High School
Senior High School compose of 76 students: the group comprises
of 4 sections from Science Technology and Engineering and
Mathematics with different age level, gender, perceptions and
knowledge about the said research topic.
 METHODOLOGY:
• DATA GATHERING INTRUMENT:

In gathering primary data from the participants, the

researcher used a standardized questionnaire. Because it
is a standardized test has undergone validity and
reliability test and found to be valid and reliable. The
tool was made up of 2 parts. The 1st part includes the
profile of the participants specifically their name
(optional), age, gender, and section. The 2nd part include
all the data about the experiences of Grade 11 and 12
 METHODOLOGY:
• DATA COLLECTION METHOD:
A letter for communication asking for approval was sent to
the school prior to the administration of the questionnaire. Another letter
was also sent to the teachers for them to be aware of the activity. Also
another letter was sent to the participants asking for their cooperation in
answering the questioner provided by the researchers. The adviser of the
participants was informed ahead of the test administration because he\she
has direct contact with them.
The researcher personally administer the survey during the
vacant periods. This provide a chance for the participants to race their
given questions which will be needed for the researchers in data gathering
that was treated with respect and confidentiality.
 RESULTS,
INTERPRETATION
AND DISCUSSION:
RESULTS AND DISCUSSSION:
Based on the results of the survey questionnaire given to
Grade 11 and 12 STEM Students, majority of them get tired
because of multiple works. Based on them, they get a
headache while doing a lot of projects, assignments and
requirements. Most Grade 12 STEM student says that the
subject they really find hard are Entrepreneurship, General
Physics and General Biology while, General Chemistry, Pre-
calculus, Statistics and Earth Science are the hardest subject
for Grade 11 STEM students. They also get stressed when
there are upcoming tests.
 RESULTS AND DISCUSSION:
Also, majority of the STEM students get pressured
because their teachers expect too much from them. Most of
them find some subjects very hard. Based on the results most
of the parents of STEM students don’t expect too much from
them and STEM students don’t get ashamed to tell everyone
their scores in the test and they study hard to cope-up with
their lessons.
A preponderance result states that most of the students
recommends that the possible solutions in managing
Academic stress and pressure are: Time Management, study
harder, get enough of sleep and Pray. Based on the students
these possible solutions can help other students to manage
Academic stress and pressure.
CONCLUSION:
 CONCLUSION:
Based on the results, the following are concluded:

• 1.) We believed that the root causes of Academic Stress

based on Grade 11 and 12 STEM students affect them.

• 2.) We believed that the root causes of Academic Pressure

based on Grade 11 and 12 STEM students affect them.
 
• 3.) We believed that the possible solutions for Academic
Stress and Pressure helps Grade 11 and 12 STEM.
RECOMMENDATIONS:
RECOMMENDATION:
The following were highly recommended:
• 1.) Encourage intensive research studies about the
effect of Academic stress and pressure towards
students
• 2.) Motivate other researchers to pursue relevant
studies related to stressors of students.
• 3.) Encourage other researchers to focus on studies
or investigation involving stress and pressure