QUANTITATIVE STUDY ON STUDENTS STRESSORS AND

ITS IMPACT TO ACADEMIC PERFORMANCE AMONG

GRADE 11 STUDENTS OF STA. ANA NATIONAL SENIOR
HIGH SCHOOL
 INTRODUCTION
Students face different stress in terms of their academic, family situation, friends,
financial and many more. People that encounter stress lead them to rapid bodily
changes such as feelings of emotional unrest causing them to feel body aches. Many
students face stress as they try to mix up busy lives, school and financial matter; while
they are also to have time with family and friend. For some students, stress becomes
almost a way of living. However, it is dangerous to let stress become student's way of
living in Senior High School because stress levels can lead to a terrible effect that
changes completely student's life and it may result to failure.
 LITERATURE REVIEW
In New York City, nearly half of all American students report that stress has a negative
impact on both their personal lives and academic performance. About one-third (31
percent) of students have difficulty managing academic and family responsibilities and
35 percent cite jobs interfering with their family or personal time as a significant source
of stress. Stress causes more than half of Americans (54 percent) to fight with people
close to them. "Stress in America continues to escalate and is affecting every of
people's lives from school to personal relationship to sleep patterns and eating habits
as well as their health" says psychologist Russ Newman, (2007) executive director for
professional practice. "We know that stress is a fact of life and some stress can have a
positive impact, however, the high stress levels that many American students report
experiencing can have a family and academic consequences" (Newman, 2007).
 THEORY BASE
This study is anchored to the Cognitive Appraisal Theory of Stress by
Folkman and Lazarus (1984). It states that the Cognitive Appraisal theory of
stress focuses on an individual's cognition of a stressor which informs their
emotional response. It is "a theory of emotion which implicates people's
personal interpretation of an event in determining their emotional reaction".
Stress focuses on the transaction between people and their external
environment (known as the transactional model). The model contends that
stress may not be a stressor if the person does not perceive the stressor as a
threat but rather as positive or even challenging. Also, if the person possess or
can use adequate coping skills, then stress may not actually be a result or
develop because of the stressor. The model proposes that people can be
taught to manage their stress and cope with their stressors. They may learn to
change their perspective of the stressor and provide them with the ability and
confidence to improve their lives and handle all of types of stressors.
 
 STATEMENT OF THE PROBLEM
This study aims to know the students stressors and if there is an impact to academic
performance among Grade 11 Senior High Students in Sta. Ana National Senior High
School. This study will be able to answer the specific research questions as follow:
1. What is the level of stress among Grade 11 Senior High School Students in terms of:
1.1 Financial?
1.2 School?
1.3 Relationship?
2. What is the level of academic performance among Grade 11 Senior High School
Students?
3. Is there a significant relationship between stress and academic performance among
Grade 11 Senior High School Students?
 OBJECTIVE OF THE STUDY

Objectives in order to meet general objectives, the

study focused on the following specific objectives:
1.To identity the causes of stress among students
2. Measure students stress levels
3. To determine the effect of stress on the academic
performance
 SIGNIFICANCE OF THE STUDY

Results of this study are deemed beneficial to the following:

School Administration. This study is very important because it will serve as the basis to
the school administration to handle students in appropriate way to avoid negative
habits, manage the stress and to change into a healthy way; thus, may result an
improvement on their performance brighter future.
Teachers. This would serve as a basis for them to take care of their students and
understand them on different aspects of their life to handle or lessen their stress as a
concern instructor. This thing may compliment to the academic performance and
lifestyle of student; thus, becoming quality students that would be a part of their
attributes to a successful future.
 SCOPE AND LIMITATION OF THE
STUDY
This study focused on student’s stressors and its impact to academic performance among Grade
11 students of Sta. Ana National Senior High School.
The study would be done through the utilization of questionnaire to the students as a survey
and references, by this strategy the researcher will be able to know if what is the dominant factor
of stressors that is affecting to academic performance of students. Questionnaire will be directed
to Grade 11 Senior High Students. This will be limited to 40 respondents and limited to the
following strands of Grade 11; HUMSS, GAS, and ABM students of Sta. Ana National Senior High
School Sales St., Davao City. Study will be conducted on September 2019.
 ASSUMPTION

Ho: There is no significant relationship between stress and

academic performance among Grade 11 students in Sta. Ana
National Senior High School.
Ha: There is a significant relationship between stress and
academic performance among Grade 11 students in Sta. Ana
National Senior High School.
 METHOD

Presented in this section are the discussions of the research design, the
respondents, sampling design, research instrument, and the data
gathering procedure as well as the data analysis?
 RESEARCH DESIGN
The descriptive correlation method was utilized in this study, Key (1997)
cited that the method is used to obtain information concerning the
current status of the phenomena to describe "what exists" with respect
to variables or conditions in a situation. It is in the light that this design
was used. Hence, this study aimed at determining the student’s
stressors in relation to the academic performance of students.
 RESPONDENTS

A total of 40 questionnaires were distributed. In total, 39 questionnaires

were returned, comprising a response rate of 97.5%. Therefore, the
sample size for testing the hypotheses was 39 (97.5%) from the total
number of questionnaires being distributed.
The survey was participated by the students of the following
strands: headed by General Academic Strand which was the highest
number of Participants (n=16, 41.03%), followed by HUMSS (n=13,
33.33%), and STEM (n=10, 25.64%).
 SAMPLING DESIGN
Convenience sampling was used in selecting the subjects of this study.
This technique used by researchers for the respondent’s availability and
willingness to take part and useful results can be obtained. Therefore,
respondents of this study have no chance of being selected.
This type of sampling is part of no-probability or non-random
sampling where members of the target population that meet criteria such
as accessibility, availability given at time, or the willingness to
participate are included for the purpose of the study (Etikan, Musa,
Alkasim (2015)).
 RESEARCH INSTRUMENT
The study utilized a test questionnaire. The t-test questionnaire was adapted from the
tool used in a study conducted by Barreca and Hepler (2000) on student’s stressors;
however, slight modifications have been made to suit the present conditions of the
study and thereby, subjected to validation of experts.
Further, the 3 item-questionnaire contained 5 questions for each indicator on the
level of students stress in terms of financial, school, and relationships. Below is the
rating scale used to interpret the responses?
Another tool used in the study is the Student Permanent Record (SPR) which bears the
Grade Point Average (GPA) of each respondent. The GPA serves a representation of the
Academic performance. The scale below was used to describe and interpret the level
of Academic performance.
 DATA GATHERING PROCEDURE
The following were the steps in the gathering of data:
1. Asking a permission to conduct the study. The researchers sought
permission from the teachers and Principal of the Sta. Ana National
Senior High School to conduct the study.
2. Administration and distribution of the questionnaires. After the
approval, the study commenced. Questionnaire were personally
administered to the respondents by the researchers.
3. Retrieval of the questionnaires. The data are then retrieval, collected,
tallied, tabulated, analyzed and interpreted confidentially and
accordingly through the aid of the satisfaction.
TABLE 2. LEVEL OF STRESS AMONG GRADE 11 STUDENTS
IN STA. ANA NATIONAL SENIOR HIGH SCHOOL
Financial
_____________________________________________________________________
SUB-MEAN 3.11 1.31 Moderate
_____________________________________________________________________

School
_____________________________________________________________________
SUB-MEAN 2.46 1.18 Low
_____________________________________________________________________

Relationship
_____________________________________________________________________
SUB-MEAN 2.51 2.51 Moderate
_____________________________________________________________________
OVERALL 2.32 1.67 Low
_____________________________________________________________________
TABLE 3. LEVEL OF ACADEMIC PERFORMANCE AMONG GRADE
11 STUDENTS IN STA. ANA NATIONAL SENIOR HIGH SCHOOL

_____________________________________________________________________
Item Rate Descriptive Rating
_____________________________________________________________________
Academic Performance/ 4 High
Grade point Average (GPA)
______________________________________________________________
TABLE 4. RELATIONSHIP OF STUDENTS FINANCIAL STRESS, SCHOOL STRESS, AND
RELATIONSHIP STRESS WITH ACADEMIC PERFORMANCE

_____________________________________________
Independent Academic Performance
r p-value
_____________________________________________
Stress Level - .406* .010
_____________________________________________

Legend: ** Correlation is significant at the 0.05 (2 tailed)

r – correlation coefficient (r)
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
The following were the findings of the study:
The level of stress among Grade 11 Senior High Students yielded the following results in
the financial stressor, the mean rating is 3.11 or “moderate”, school stressor mean rating
is 2.46 or “low”, relationship stressor mean rating is 2.51 or “moderate”. The overall
mean rating indicated is 2.32 which correspond to a descriptive interpretation of “low”
The level of academic performance among Grade 11 Senior High Students based on their
Grade Point Average (GPA) posted at rate of 4 which correspond to a descrihigh rating
as “high”
The statistical test on the significance of the relationship between the stress level and
academic performance of the students in Sta. Ana National Senior High School yielded a
p-value of .010 which is lesser than the tabular value of 0.05 level of significance.
Conclusions
On the basis of the foregoing findings, it can be concluded that:
The level of stress among Grade 11 Senior High School Students is low.
The level of academic performance among Grade 11 Senior High School Students in
terms of grade is high.
The null hypothesis stating that, there is no significant relationship between stress and
academic performance among Grade 11 students of Sta. Ana National National Senior
High School.
 
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Recommendations
On the basis of aforementioned conclusions, the researchers therefore recommend:
Though the three factors of stress are found didn’t actually affect the students academic performance, it
is still recommended that the school administrators should provide avenues among students to engage
in academic activities or program that shall aim to build higher level of academic achievement.
The teacher should continually employ strategies in teaching that would certainly reinforce the
academic performance of the learners.
It is recommended that the conceptual model, being a good suitableness model of academic
performance, will adopted in the formulation of organizational guides and policies of every academic
institution in Region XI, Philippines. This could be a right way of fundamental basic steps for developing
strategic planning to reduce stress levels of every students.
The parents and guardians should take part in enhancing the academic performance through the
activities and scholastic performance of their children.
It is recommended to the researchers and upcoming soon researchers, to know the essence of
academic capabilities. To be aware on the impact of student stressors

 
Thank you!