A STUDY ON STRESS MANAGEMENT

AND ITS IMPACT ON ACADEMIC

PERFORMANCE AMONG THE SELECTED
STUDENTS OF PHILIPPINE
CHRISTIAN UNIVERSITY
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 A RESEARCH PRESENTED BY:

Amelyn D. Sadang
Irene Li
Juvy D. Rodriguez
Mary Justine B. Magcawas
Faiz P. Adiong
BATCH 6 – GROUP 1

PRESENTED TO :

Professor Russ G. Gariando, Ph. D.

SLIDESMANIA

PHILIPPINE CHRISTIAN UNIVERSITY

 CONTENT
I. Introduction
II. Research Objectives or Research Problem
III. Conceptual Framework
IV. Scope and Limitations of the Study
V. Significance of the Study
VI. Research Methodology
VII. Respondents of the Study
VIII.Population and Sampling Design
IX. References
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 INTRODUCTI
ON
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 RELATED
LITERATURE
A person's psychological and physiological reaction to the
sense of a demand or challenge is known as their state of stress.
Stress affects students the most frequently because of their demanding
personal and academic lives. In today's competitive environment,
students deal with many obstacles, problems, and a great deal of
pressure. Students receive training on managing stress and ought to
avoid it. Stress is the process through which a person or an
individual responds to issues and obstacles, whether they are
internal or external. Stress directly impacts the brain and the entire
body's anatomy because the organism processes numerous systems
to coordinate such adaptive responses at both the systematic and
cellular levels. As a result, failure to adapt to a stressful situation can
lead to brain malfunction, physiological issues, and psychological
difficulties such as depression, anxiety, pain, and burnout.
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 Physically, biological and developmental factors that vary from person to
person greatly influence the development of stress-related diseases in
the form of reproductive, cardiovascular, metabolic, and gastrointestinal
disorders. However, symptoms of these disorders can occasionally be
similar between individuals (Hellhammer & Hellhammer 2008. vii).
(Wheeler 2007,2) claims that stress is a physics term that describes the
amount of force given to an object and relates in practice to how specific
concerns that convey force are applied to human life. For instance,
problems with money, health challenges, and disputes with friends exert
pressure on a person's body, mind, and spirit.
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 Most of the stress originates from the outside world, but it most
frequently manifests as worry, anxiety, regret, discouragement, and poor
self-confidence inside a person's psyche. Therefore, stress is a force
applied to a person, and strain results from uncontrolled stress, which
occurs when they cannot cope with a task or difficulty. While for some
people, the impact is little, and they can handle the pressure, for others,
it is significant and has a negative impact.
According to Pargman (2006), five stresses is defined as "An ambiguous
reaction to external and internal elements," which refers to a positive or
negative response to environmental stimuli. In this sense, it refers to how
your entire body responds to changes and strange circumstances that
arise over time. Vital body organs respond quickly at this time, including
the heart rate, blood pressure, the volume of the stroke, and respiratory
rate. Many hormonal reactions are at their height.
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 Due to their increased independence and responsibility, students
in late adolescence face basic obstacles, according to research
from the Royal College of Psychiatrists published in 2003. Life is
challenging for students who are first leaving home. It entails a
need to confront new obligations and an uncertain future, as well
as separation from family and friends and acclimating to a new
environment. Other researchers have also published similar
reports. The move from home to college life, according to D'Zurilla
and Sheedy (1991), causes college students—particularly those
who are much fresher—to be more worried.
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 According to Ross et al. (1999), the majority of student’s experience stress as a
result of some required adaptations, including the following:
1. Spending the first time away from home;
2. Upholding excellent academic success; and
3. Adjusting to a new social environment.
In addition to these, a student faces pressure to achieve high grades
(Bunn et al., 2007). Significant areas of genetic and developmental factors that
vary from person to person determine the physiological aspects of stress-related
diseases in the form of reproductive, cardiovascular, metabolic, and
gastrointestinal disorders. However, symptoms of this disease can occasionally
be similar among individuals (Hellhammer & Hellhammer 2008. vii). In real life,
stress pertains to how specific difficulties that convey force are applied to
people's lives, according to (Wheeler 2007,2), who claims that the term "stress" is
a physics term that refers to the amount of force imposed on an object. A
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person's body, mind, and soul are put under tension or pressure by problems
with money, health, and friends.
 While some of the pressure or force comes from the environment, it most
frequently manifests as worry, anxiety, regret, discouragement, and a lack
of confidence inside a person's head. So, stress is the force that is delivered
to a person, and strain is the result of uncontrolled stress; strain happens
when a person is unable to handle a task or difficulty. While for some
persons the effect is negligible and they are able to withstand pressure, for
others the influence is significant and has a negative impact. (Pargman
2006, 5) defines stress as "An unclear reaction to external and internal
causes," which refers to a neutral or positive response to environmental
cues. In this sense, it refers to how your entire body responds to
adjustments and novel circumstances that arise over time. Vital body
organs respond quickly at this time, including the heart rate, blood
pressure, volume of the stroke, and respiratory rate. Numerous hormonal
reactions are at their height.
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 Students who experience academic stress perform poorly on their
schoolwork. There is a lack of focus among students. Studies have
shown that stress interferes with a student's capacity to concentrate,
and stress can impact concentration in college students. Stress also
has an impact on pupils' output or productivity. The study also
demonstrated that roughly 46.7% of students thought that their
workload contributed to their stress. According to their findings, pupils
are suffering from role overload, role stagnation, and self-rule
distance, according to Rakesh Kumar Agrawal and Shailendra Singh
Chahar (2007). Sixty-five percent of students cited stress factors as a
challenge, along with the language used and the faculty members' lack
of support. The resources a person has to deal with particular stressful
events and situations affect the level of stress they experience (Moore
et al., 1992).
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 The overwhelming burden in classes, the pressure to fit in, the
lack of direction, and transitional phases were found to be the
most stressful situations for students in Radcliff and Lester's
(2003) studies on the felt stress among final-year medical
undergraduate students. In addition, the study by Keinan and
Perlberg (1986) concentrated on the stressors that university
teachers face. But unlike Moore et al. (1992) and Perlberg and
Keinan (1986), this study adopted a particular angle to examine
the variations in undergraduate students' perceptions of probable
sources of stress (age, school year, faculty, and gender).
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 RESEARCH
PROBLEM

RESEARCH
OBJECTIVES
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 Stress is considered as one of the threats to poor academic performance.
This research aimed to figure out the factors affecting the stress level and
how it affects the academic performance of selected students of
Philippine Christian University.
This study seeks to answer the following questions:

● What is the level of stress among the selected

students?
● What are the factors that triggers stress to
students?
● What are the effects of stress to academic
performance of the students?
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 The main objectives of this research are:

● To assess the stress level among the students.

● To identify and reduce the factors triggers stress
among the students.
● To recommend strategies to cope the stress.
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 CONCEPTUA
L
FRAMEWOR
K .
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“
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 Sometimes it only takes one image
The conceptual framework was developed based on the
review of the literature to illustrate which variables will be
measured and their relationships to each other. Previous
research indicates that academic-related stress can
reduce academic achievement. This study aims to
determine the impact of stress management and stress
coping resources on academic performance. The
independent variable or the predictor is the perceived
stress level among the selected students.
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 Sometimes it only takes one image
This variable can also be influenced by other factors such as
demographics (age, gender, and year level) health behavior
(sleep, alcohol use, and diet), and causes of stress (financial,
social, emotional, and academic). While the expected effect or
the dependent variable is their academic performance, which
their test scores will measure. To expand the framework and
determine the impact of stress management on the cause-
and-effect relationship between stress and academic
performance, the stress-coping resources as a moderating
variable was added.
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 The conceptual framework
hypothesizes:
Students with higher stress coping resources to
manage their stress perform better in their tests than
those with lower stress-coping resources. This means
that stress management changes the effect that the
variable “perceived level of stress” has on the test
scores of the students.
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 SCOPE AND
LIMITATIONS
OF THE
STUDY
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 The present study has some limitations as follows:

● Data will be collected only from the 50 selected

students of Philippine Christian University who will
participate the survey. It is recommended for the
future studies to take a more comprehensive view
of the topic.
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 SIGNIFICAN
CE OF THE
STUDY
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 This study examines the effects of stress on academic
performance of the selected students of Philippine Christian
University. The outcome of this study will provide
recommendations on how to cope and reduce stress level to
students that will lead to improvement in students level of
achievement.
The study will also beneficial not only to the students but
also with the University , as it will provide insights on how to
handle students during those circumstances .
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 RESEARCH
METHODOL
OGY
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 To enhance a productive study, the researchers
use quantitative method in gathering and
analyzing data.

In this approach the researches will be

conducting a survey and interview to the selected
students of the Philippine Christian University.
Questionnaires will be provide to know the point
of view of respondents on the
impact of stress on academic performance to
students.
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 RESPONDEN
TS OF THE
STUDY
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 The respondents of the study are the selected students of Graduate
Studies of Philippine Christian University.
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 POPULATION
AND
SAMPLING
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 POPULATIO
N According to Leedy and Ormrod (2010),
population can be seen as thetarget group about
which the researcher is interested in gaining
information and drawing conclusions.

This research will focus on fifty selected students

in the Philippine Christian University.
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 SAMPLING
METHOD
According to Malhotra, Birks and Wills (2013) sampling is the process of
selecting a representative few or unit from a larger group or population,
which is used as a basis of estimating certain characteristics or
elements about the group or population. Arnold and Randall, (2010)
also held similar view when it was concluded that sampling deals with
the selection of respondents chosen in such a way that represent the
total population as good as possible.

A Convenience Sampling Method will be used to identify or get in

contact with our respondents. A convenience sampling is a type of non-
Probability sampling method where the sample is taken from a group of
people
easy to contact or to reach. Then a random sampling technique was
used in selecting participants from each group to form our sample size.
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Self-Administered questionnaires were issued to the respondents.

 RESEARCH
INSTRUMENT
The main instruments used to elicit information for the study is
Questionnaire. The questionnaire was structured to consist of both closed and
open-ended type questions which were used to get answers from the
respondents. Questionnaire is a set of questions with a definite purpose
designed for a target group of people to be administered by themselves
within a particular time frame.
According to Plano and Badiee, (2010), questionnaire
guarantees high efficiency in data collection and high generalizability of
results over the more intensive research designs.
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REFERENCE
S
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 ● Agrawal, R.K. and Chahar, S.S. (2007), “Examining role stress among
technical students in India”,Social Psychology of Education, Vol. 10
No. 1, pp. 77–91.
● D'Zurilla, T. J., and Sheedy, C. F. (1991), “The relation between social
problem-solving ability and subsequent level of psychological stress
in college students”, Journal of Personality and Social Psychology,
Vol 61, pp. 841-846.
● Hellhammer, H. (2007), “Solutions on Stress (SOS): programmes,
packages and products for helping Teenagers”, Young Consumers,
Vol. 8 No. 1, pp. 29-35.
● Keinan,G. & Perlberg, A.(1986). Sources of stress in Academe: The
Israeli Case. Higher Eduv´cation, Vol.15, No.1/2,73-88.
● Wheeler, C. M. (2007).10 Simple Solutions to Stress. Oakland, CA:
New Harbinger.
●
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https://www.researchgate.net/publication/355049499_The_impact_o
f_stress_on_the_academic_performance_of_students_in_the_Univers
ity_of_Cape_Coast_School_of_Business
 A STUDY ON STRESS MANAGEMENT AND ITS IMPACT ON ACADEMIC
PERFORMANCE AMONG THE SELECTED STUDENTS OF PHILIPPINE CHRISTIAN
UNIVERSITY
Demographic Profile
SURVEY QUESTIONAIRES
Age 20-25 yrs. old 26-30 yrs. old 31-35 yrs. old
Gender Female Male
Year Level ___
Part I
1.Which of the following causes most stress? (select all that apply)
 Student issues
 Family issues
 Romantic relationship issues
 Sport/athletic activities
 Financial issues
 Friend’s issues
 Health related issues
 Others
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 2. What are the consequences of stress in your daily life? (select all that apply)
 Decrease in activity level
 Poor Academic Performance
 Difficulty on communicating
 Change in eating habits
 Excess usage of caffeine
 Decrease efficiency and effectiveness
 Inability to rest/relax down
 Using tobacco/alcohol
 Others

3. How much stress do you think you have on average per month?
 Never
 Almost Never
 Sometimes
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 Fairly Often
 Very Often
 4. What are the most pressing stress factors in your current academic context (related to
this program of study)? Select all that apply.

 Study workload
 Grades
 Financial pressure (e.g. tuition, living cost)
 Work and Study – Life Balance
 Relationship with (some faculty members)
 Relationship with some students
 Campus Social Life
 Others
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 5. What are the emotional or psychological consequences of stress that you have
noticed so far?

 Feeling heroic, euphoric or invulnerable

 Anxiety or fear
 Irritability or anger problems
 Sadness
 Feeling overwhelmed
 Feeling unappreciated
 Denial
 Worry about safety
 Restlessness
 Depression
 Feeling isolated, lonely, lost, or abandoned
 Others
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
 ●
6. What are the emotional or psychological consequences of stress that you have noticed so
far?
 Feeling heroic, euphoric or invulnerable
 Anxiety or fear
 Irritability or anger problems
 Sadness
 Feeling overwhelmed
 Feeling unappreciated
 Denial
 Worry about safety
 Restlessness
 Depression
 Feeling isolated, lonely, lost, or abandoned
 None of the above
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 Others
 7. What are the cognitive effects of stress that you experienced?
 Memory problems
 Confusion
 Concentration difficulty
 Disorientation
 Difficulty in basic calculations
 Getting slower in thinking and analyzing
 Overthinking
 None of the above
 Others
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 8. What are the social effects of stress that you experienced?
 Isolating from people
 Having problems in sharing ideas
 Criticizing
 Difficulty in giving or accepting support
 Listening difficulties
 Blaming
 Increase intolerance
 Impatience
 None of the above
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 9. Which of the following do you apply when you feel stressed? (select all that apply)
 Sleeping
 Going to gym/exercise
 Drinking
 Smoking
 Computer games/console games
 Talking to someone
 Taking a walk
 Eating
 Taking drugs
 Unnecessary shopping
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 Part II
On a scale of 1 to 5, indicate the extent to which you agree to the following
Statements, where, SA– STRONGLY AGREE A – AGREE N – NEUTRAL
D –DISAGREE SD – STRONGLY DISAGREE
1. Stress affects students on academic life.
 SA
 A
 N
 D
 SD
2. Stress does not help me to get good grades in all course.
 SA
 A
 N
 D
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 SD
 3. Stress does not reduce my academic morale.
 SA
 A
 N
 D
 SD

4. Stress does not lead to failure in completing an assignment on time.

 SA
 A
 N
 D
 SD
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 5. Stress does not distract my attention during lectures.
 SA
 A
 N
 D
 SD

6. Increased class workload (assignment/projects).

 SA
 A
 N
 D
 SD
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