IMPACT OF ACADEMIC STRESS ON

GENERAL ACADEMIC STRAND

STUDENTS
IN ABANON NATIONAL HIGH
SCHOOL

GROUP 1:
CATHERINE DELA CRUZ,
AJ SAMERA DIAZ, AJ CASTILLO SAMERA,
ZYRA MAE DAPON, ROMEL ABOBOTAL,
MAGGIE POSADAS, JOHN LOUIE PEREZ,
BEA CARINO, ROSEMARIE DE GUZMAN
 2

What is
Academic
Stress?
 3

Academic stress is anxiety caused by some

anticipated frustration from academic
failure or even not knowing that such
failure may be possible.
 4

CHAPTER I
 5

BACKGROUND OF THE
STUDY
Academic stress may be the main stress affecting the
mental health of senior high school students. Some
student organizations may experience more stress than
others. Academic stress is found to be positively
correlated with parental pressure and psychiatric
problems.
 6

STATEMENT OF THE
PROBLEM
1. What is the profile of the students as to:
» Age
» Sex
2. Is there a significant relationship between of the students
and the academic stress affecting them?
3. What are the Academic stress that most affect the General
Academic Strand Students in Abanon National High School?
 7

 
Scope and Delimitation
The major emphasis of the study was the effect of academic
stress on Abanon National High School Students in the
general academic strand. We counted all residents of General
Academic Strand 11 and 12 as respondents. Additionally,
surveys about academic stress will be given to each of them.
 8

Significance of the study

Students - Students who complete this course will have a sufficient understanding
of the numerous stresses in their environment and how they affect them.
Parents - Being able to provide some parental guidance and advice that can help
students cope will make parents more responsible
Teachers - Many teachers can gain from the learning outcome because it will
increase their understanding of how various stressors affect their students and
help them develop effective coping mechanisms for their students.
Future Researchers - This study can serve as a basis for future researchers who
will study the same subject.
 9

Definition of terms
Academic stress - a student's psychological state resulting from continuous social
and self-imposed pressure in a school environment that depletes the student's
psychological reserves
Academic attainment - sometimes known as academic performance, is the level
or breadth of performance of the respondent, a student, and attained the
educational goal in a specified academic curriculum.
Academic pressure - an experience in which a student is burdened by the demands
of time and energy to achieve specific academic goals.
Anxiety - a feeling of fear, dread, and uneasiness. It might cause you to sweat, feel
restless and tense, and have a rapid heartbeat
 10

CHAPTER II
REVIEW OF LITERATURE AND
STUDIES
 11

Related literature
Academic stress is defined as the body’s response to academic-related demands
that exceed adaptive capabilities of students. It is estimated that 10–30% of
students experience some degree of academic stress during their academic
career. Indeed, academic stress among students enrolled in highly academic
standards universities has a major impact. According to the American College
Health Association 2006 survey of college students, the one greatest health
obstacle to college students’ academic performance was academic stress of the
97,357 college students who participated in the survey, 32% reported that
academic stress had resulted in an incomplete, dropped course or a lower grade.
 12

Theoretical Framework
According to Ursin H, Eriksen HR. et al. Psychoneroendocrinology (2004). The
term “stress” is used for four aspects of “stress”, stress stimuli, stress experience,
the non-specific, general stress response, and experience of stress response.
These four meanings can be measured separately. The stress response is a
general alarm in a homeostatic system, producing generalized and indeterminate
neurophysiological activation from one level of arousal to greater arousal. Stress
response occurs whenever there is something, for example a homeostatic
imbalance, or a threat to the homeostasis and life of the organism.
 13

Conceptual framework
This study is anchored on the concept presented below about academic stress in
General Academic Strand Grade Eleven and Twelve Students.
.
DepEd Memorandum No. 392, signed by Education Secretary Armin Luistro on
September 16, 2017, advises teachers to limit the provision of homework / assignments
“to a reasonable amount to give their students enough time to sit back and relax at
home for the rest of the day. Teacher’s Dignity Coalition President Benjo Basas said the
memorandum was unnecessary and really violates the academic freedom of educators
to give students the best education possible. He said teachers give more homework on
Fridays because students have more time on weekends.
 14

INPUT PROCESS
OUTPUT
1. Profile of the respondents
as to:
-Age
-Sex The researchers would
Descriptive Qualitative
2. Is there a significant like to determine the
Analysis Using Survey
.relationship between of the
Questionnaires to impact of academic stress
students and the academic on GAS 11 and GAS 12
identify the Impact of
stress affecting them? Students and to make an
Academic Stress on
3. What are the Academic GAS 11 and GAS 12 orientation on how to

stress that most affect the students on Abanon cope with the stressors.

General Academic Strand National Highschool.  

Students in Abanon National
High School?

 
  Figure 1. Paradigm of the Study
 
CHAPTER 3
 16

RESEARCH DESIGN
This research employs a descriptive design, specifically a
descriptive normative survey. Where we provide survey
questionnaires to determine the academic stress that affects our
respondents. The goal of this design is to describe the current state
of a defined variable such as an event, person, or subject. It is
quantitative because it employs statistical analyses and will collect
numerical data for quantification.
 17

SOURCE OF DATA
LOCALE OF THE STUDY
The research was carried out at Abanon National High School, a
public Secondary Education School founded in 1964 in the
municipality of San Carlos City, Pangasinan. The school is currently
a K-12 institution with a variety of other strands that are all open for
enrollment.
 18

Population and Sample

Since the overall population of GAS 11 and 12 is
small, we no longer split the population size of
the GAS 11 and GAS 12 using the probability
sampling approach in order to fairly reflect each
component of the population.
 19

Instrumentation and Data Collection

The researchers constructed two types of questionnaires for them to
answer.

The first discusses the profile of the respondents which includes age
and gender, while in second part we listed academic stress that
contain six different stressors. And the respondents were free to put
a check ( / ) on one stress or more if they had already encountered
them in their academics.
 20

Data Gathering Procedure

The researchers had dedicated significant time, effort, and
collaboration to developing and editing their questionnaire in order to
serve the intended respondents. The survey used appropriate
questions adapted from related research. A total of 67
questionnaires were distributed online via messenger to Gas
students at Abanon National High School using Google Forms.
Participants were given time to respond before the survey
questionnaires were collected by the researchers.
 21

Tools for Data Analysis

In this study, the data collected from the respondents is analyzed
using tabular analysis. In its broadest sense, tabular analysis refers to
nearly any type of quantitative analysis that makes use of tables. It
only applies to the analysis of nominal and ordered categorical
variables when cross-classified tables in the form of frequencies,
probabilities, or conditional probabilities are used in the analysis
(percentages).
Ethical Consideration 22

It is your obligation to consider potential harm while planning your research

and to make sure that safeguards are put in place to prevent it. Therefore,
the potential for danger must be carefully addressed, and you must ensure
that you:
 Conduct oneself in accordance with the right moral standards;
 Think about whether the participants in your study would suffer as a
result.
 The research adviser was consulted in order to carry out the
investigation.
 Each respondent followed the proper procedures to give their informed
consent.
 The intended respondents had the opportunity to raise questions or
request clarification after receiving sufficient information about the
study's objective.
Ethical Consideration 23

It is your obligation to consider potential harm while planning your research

and to make sure that safeguards are put in place to prevent it. Therefore,
the potential for danger must be carefully addressed, and you must ensure
that you:
 Conduct oneself in accordance with the right moral standards;
 Think about whether the participants in your study would suffer as a
result.
 The research adviser was consulted in order to carry out the
investigation.
 Each respondent followed the proper procedures to give their informed
consent.
 The intended respondents had the opportunity to raise questions or
request clarification after receiving sufficient information about the
study's objective.
 24

CHAPTER IV
Presentation, Analysis, and
Interpretation of Data
 25

I. Profile of the Respondents

AGE
45
40
35
30
25
20
15
10
5
0
15-16 17-18 19=20

Series 1

Profile of the Respondents as to Age

 26

I. Profile of the Respondents

SEX
45
40
35
30
25
20
15
10
5
0
Male Female

SEX

Profile of the Respondents as to Sex

 27

I. Profile of the Respondents

SEX
45
40
35
30
25
20
15
10
5
0
Male Female

SEX

Profile of the Respondents as to Sex

 28

I. Profile of the Respondents

SEX
45
40
35
30
25
20
15
10
5
0
Male Female

SEX

Profile of the Respondents as to Sex

 29
I. Academic Stressors affecting GAS 11 and GAS 12
respondents
Academic stressor Yes No

Having difficulties on quizzes? 37 30

Having difficulties on performance task? 48 19

Struggling to keep up on teacher’s classes? 26 41

Having difficulties on too early schedule of attending

38 29
school?

Having difficulties on report? 42 25

 30

I. Academic Stressors affecting GAS 11 and GAS 12

respondents

Academic stressor Yes No

Having difficulties on recitation? 38 29

Pressure to achieve a high grades? 40 27

Having difficulties on catching the deadlines? 40 27

Not enough time in doing the activities? 32 35

 31

CHAPTER V
Summary, Conclusions and
Recommendations
 32

Summary

Summary, Conclusions and

Recommendations
 33

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 45

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 46

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 47

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STRENGTHS WEAKNESSES
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 52

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 53

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