1

Abstract

Stress is one of the most challenging problems facing by the

students today because it affects their mental, physical, social and

emotional health. Researches have been conducted in order to determine

the stress level of Grade 12 students of San Rafael National High School

and its effect to their Academic Profile. This study aims to find the key

stressor of the students and their stress tolerance management practices

to lessen their stress and also to find if there’s a significant relationship

between the stress level of the students to their performance in class.

The researchers conducted a survey among 69 Grade 12 students

of San Rafael National High School using a questionnaire with 2 questions

and a standardize questions to test their stress level. Afterwards, the

researchers gathered the academic profile of all the respondents including

their name, age and the average grade. From there, the results were

tabulated and analyzed through measure of central tendency and

percentage. The results then stated that the number one key stressor

among students is the “Pressure in Studies” and the number one way

to lessen their stress is “Bring fun and laughter”. Furthermore, there is

77.4% of very satisfactory students sometimes felt stress.

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Acknowledgment

The researchers would like to give their deepest and warmest gratitude

to the effort of the following people:

To the parents who had an unending support to the researchers in

financial aspects and moral support in order to finish their task.

To Mr. Sunny R. Cariaga, Mrs. Stephanie Joy Fabricante and Mrs.

Mary Doll P. Villanueva who have shared their knowledge and ideas that

brought a big help in the progress of the research paper.

Through the effort of Mrs. Janet S. Vargas who never got tired in

reminding the researchers to do their research paper and submit it on time

and to the guidance she had lend for the researchers to deeply

understand in developing the paperwork of the researchers.

To those panelists who served as the evaluators of the research and for

giving some suggestions that led the researchers to make a good

outcome of their findings.

To all the people who became part of the success and encouragement

you have given.

And most of all, to Almighty God who showed His undeserved kindness

and gave the researchers courage, determination, countless blessings,

strength and knowledge to fully overcome the risk in doing the research

paper.
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CHAPTER I
The Problem and Its Background

Background of the Study

Stress is a universal phenomenon. All people experienced it. It is a

form of reaction of the body to a specific event caused by either good or

bad experience. Many people are affected by stress due to the things

happening around them. It can widely affect someone’s physical, social

and emotional health. Most people who are under deep stress became

tired, sick and unable to think clearly (MTSTCIL.org).

Stress doesn’t have a specific age bracket. It affects every

individual. According to the survey conducted by the American

Psychological Association (APA, 2013), the most stressed individual came

from younger people compare to the older people.

The study conducted by the New York University (NYU) in 2015

among the Top High School Students, youth experiences high levels of

chronic stress that affect their ability to succeed academically and can be

prone to risk behaviors. School, homework, extracurricular activities sleep

and repeat is the daily routine of the students nowadays. (Leonard, Noelle

of NYU-College of Nursing).

It is the most challenging problem of every individual facing today,

especially the youth, because it greatly affects the physical, emotional,

intellectual, social, and mental health of a person which is the parameter

of every individual to improved and excel in performance academically.

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San Rafael National High School is one of the top performing

schools in Partido area. It excels academically as well as on

extracurricular activities. The researchers chose the school to be the

specific subject of the study because of the performance of the students

enrolled in it and its continuously increasing population.

Having mentioned that, the researchers wanted to know the key

stressor because it is the root of the stress level among grade 12 and if it

has an effect on the academic profile of the students. The researchers

based among the answers of 69 selected Grade 12 students.

Statement of the Problem

The study focused on how stress level can affect the academic

profile of Grade 12 students of San Rafael National High School.

Specifically, it answers the following problems:

1. What are the key stressors that cause stress among students?

2. What are the stress tolerance management practices employed

by the students?

3. Is there significant relationship between the levels of stress to

the performance of the students?

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Assumptions

The study is based on the following assumptions:

1. Every Grade 12 students of San Rafael National High School

experience stress.

2. Stress experienced by Grade 12 students significantly affects

their grades.

3. Grade 12 students of San Rafael National High School can be

effectively managed.

Significance of the Study

The study may benefit the following:

Teachers. This may help them better understand the reason

behind the poor or high performance of their students and will help them

guide the students to achieve more.

Guidance Counselor. This study may help the guidance counselor

of the school to have a basis of knowledge in order to provide assistance

to the students who needed to eliminate their stress.

Curriculum Planner. It can be a basis to revise the packed

subjects in a particular curriculum and it can also help them to make a

light manner of discussions so that the students can engage and adjust to

the curriculum well.

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School Administrators. It may serve as an additional data to the

school. It will also help them minimize the stress factors inside the campus

that can help the students perform better in Academics.

Students. This may help the students of the San Rafael National

High School to know how stress affects their academic performance in

class.

Other Researchers. This can be a source of information and data

for the other researchers who want to conduct a study with the same

background and discipline.

Scope and Delimitation

The study aims to determine the effect of stress level to the

academic profile of Grade 12 students of San Rafael National High

School.

Out of all the grade 12 students enrolled for the first semester, 69

students served as the sample size in conducting the survey. Each strand

has a specific number of representatives computed by dividing the total

sample size to the total population size multiplied by the number of

students enrolled in particular strand. Academic profile which consists of

their gender, age, prelims average grade was collected after the

respondents have been administered by a standardized questionnaire

then analyzed and presented into tables for better understanding of the

result.
 7

Locale of the Study

The study was conducted in San Rafael National High School. It is

the school where the researchers are currently studying. It is located at

Barangay San Rafael, Tigaon, Camarines Sur. It is headed by two (2)

school’s principal. The school is composed of two sites; the main

campus and annex campus which are located in the same barangay. The

total land area of the main campus is 6,250 sq. meters while the annex

campus has an initial land area of 5,000 sq. meters but as of March 29,

2017, the Sangguniang barangay of San Rafael, Tigaon donated 1,359

sq. meters to add up. The study was conducted at the annex campus

where Senior High School and Special Program in the Arts are housed.

Figure 1. Map of Tigaon showing San Rafael National High School

as the locale of the study.

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CHAPTER II
Review of Related Literature and Studies

This chapter presents the related literature and studies relevant to

the present study gathered by the researchers. Also, it also discusses the

Theoretical Framework, Conceptual Framework and the Definition of

Terms to fully understand and know better the study.

Academic Profile

Academic profile was designed to measure those skills and abilities

in reading, writing, critical thinking that are expected to develop through

completion of the core curriculum, as opposed to the more specific

knowledge, skills, and abilities that are developed through advanced study

in any specific content area. Academic profile is relevant to academic

success (Diana Marr 2017).

Academic profile provides one central location in which schools can

manage all aspects of a student’s enrollments and performance.

Academic profile can be used to navigate to on record and search for

students using people finder.

Stress

Stress is the feeling someone has when he/she is under pressure.

Some stresses are good because without any stress at all in our lives
 9

would be boring and pointless. However, when it comes to mental health,

stress is bad (Nordqvist, 2015).

Stress can be either good or bad. Good amount of stress can bring

the best out in teenager while bad stress can cause headaches,

nightmares, irritability and fatigue. Long period of stress may affect to

various diseases. Among 4300 students, 39% suffered from mild to severe

depression while 6% reported suicide attempts. More and more

youngsters go through situations that cause stress and depression

(Kwartier, 2015).

The top 5 stress factors for High School students are fear of

failures, tougher academics and more responsibilities, social pressures,

uncertainty about the future and concerns about college. However, it is

natural for kids to be stressed though it may lead to mental health issues

(The Understood Team)

Some students perform better as they learn how to handle stress

on their own or either takes help. Some students stutter, stammer and

become cryptic. Most of the students’ performance falls in 80% and only

20% are resourceful (Ranade, 2017).

Psychologist identified some common sources of stress. These

are (1) Frustration, (2) Conflicts with sub parts in which are (a) Approach

Avoidance, (b) Double Approach Conflicts, and (c) Double Avoidance

Conflicts, and the common sources of stress is (3) Pressure.

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Psychologists say that frustration results from blocking the needs

and goals of one’s person. It has external factors in which include the

accidents, delays, hurtful interpersonal relationship, loneliness, and

isolation. The internal factors affects lack of basic skills, and lack on

confidence of one's person.(F. Zulueta & L. Fenandez-Distajo 2011)

Conflicts are another source of stress. It occurs when there are

two or more incompatible motives. Psychologist also defined pressure as

a type of stressor. It is always placed on a person by others at home, in

school and work and in social lives. Pressure can be cause of the external

and internal factors. Stress may not only come from frustration and

conflicts but also from pressure of achieving something of goals

(Fernandez et al 2011).

Related Studies

The New York University – College of Nursing conducted a study

among Top High School Students’ stress and Coping Mechanism in

2015. The study found out that the academic, athletic, social and personal

challenges are factors of good stress. However, many youth experiences

high level of chronic stress that can affect into their college admissions.

The study of “Stress and Academic Achievement among

undergraduate students in University Putra Malaysia” by Abdullah et al in

2011 used the Grade Point Average or GPA of the 376 undergraduate

students to measure the academic performance while they used the

 11

College Undergraduate Stress Scale or CUSS to measure the students’

stress level. They found out that the undergraduate students experienced

moderate stress level and commonly the source of their stress mostly

came from the academic pressures. They also found out that there is a

significant but weak negative relationship between students’ stress level

and their academic achievement.

The study conducted by NayarehShamohammadi in 2011 entitled

“Students’ Coping with the Stress at High School Level particularly at

11thand 12th Grade” found out that 26.1% of the students from grades 11

and 12 are distressed and the top 10 stressors came from academic

matters. The top stressor he got was not getting a place in college, exams,

too much lessons, difficulty of the subjects, too many homework and

school’s timetable. The study also found out that the students coped with

the difficult situations through a mature manner and tend to withdraw from

the problems they faced in life.

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Theoretical Framework

Stress

Selye’s General Adaptation Piaget’s Theory of Cognitive

Syndrome Development

Selye’s General Adaptation Syndrome (1982) investigated the

psychological changes in people that were experiencing various amounts

of stress. According to him, there were three stages on how a person

responses to a stress. The first stage is alarm where people can

experience loss of appetite, sleeplessness, headaches, ulcers, or

hormonal imbalances. The second stage is the resistance, people in stage

2 are often irritable, impatient, and angry and they may be constantly tired.

And the final stage is exhaustion where in serious illness and death may

occur. The researchers can use it as a description to the stress level of the

students.

Jean Piaget’s Theory of Cognitive Development stated that certain

mental abilities tend to appear at certain stages of development. It was

divided into four categories, first is the sensorimotor stage that usually

occurs on 0-2, the stage where a child begins to interact and coordinate

their body parts. Second is the preoperational stage which occurs on 3-7,
 13

where a child begins to represent object mentally. Third is concrete

operational stage that occurs on 8-12, where they can follow rules and

understand many things and remain the same even when their superficial

appearance changed. Last is the formal operational that occurs in ages 12

and so on, where adolescent can transcend concrete situation and think

about the future. The researchers can use it as a basis on to determine

the foundation of a person’s learning and how the different stages affect

the growth of a person and how they respond to stress.

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Conceptual Framework

Academic Profile Analysis of Data The effect of stress

through level of Grade 12

Gender, Age, Prelim
questionnaire, students to their
Grades
FGD and measure Academic Profile

of central tendency

PROCESS OUTPUT
INPUT

Input box shows the factors that used in order to obtain the

academic profile of the students. It shows the respondent’s gender, age,

and prelim grades.

Process box shows the procedure to attain the result of the study.

This includes the analysis of the data that was gathered through the use of

standardize questionnaire and the focus group discussion that was

conducted by the researchers and interpretation of data thru measure of

central tendency.

Output box shows the expected results of the study. The box below

indicates that the stress level among students affects the variables in input

and output boxes specifically the academic profile of the Grade 12

students.
 15

Definition of terms

For the purpose of clarification, the following terms used in the

study were defined:

Stressors. These are threats and challenges. It is a physical,

psychological or social force that puts perceived demand on an

individual’s body, emotions, mind and spirit (Business Dictionary).

Stress Tolerance. It is the ability to be relaxed and composed when

an individual is facing some difficulties.

Academic Profile. These are factors that consists the academic

background of the students.

Mental Health. This refers to the psychological and emotional

condition of a well-being. It affects someone’s feeling and thinking.

Profile. It refers to the background or the personal facts of the

respondents.
 16

CHAPTER III
Research Design and Methodology

This chapter contains the research design and the procedure of the

investigation that was used to conduct the study. Also, it tackles about

respondents of the study, the tools that the researchers used to gather

data and the measure of central tendency for interpretation.

Research Design

Descriptive Research Design was used in the study. It is designed

to depict the participants in an accurate way. It is also a valid method for

researching specific subjects and as a precursor to more quantitative

studies. The Study used Stratified Sampling to determine the sample size

of the study.

Respondents of the Study

According to Cristobal et. al. (2017), Descriptive research design

has an acceptable sample size of 10-20% of total population. The

respondents were the Grade 12 students of San Rafael National High

School. Six (6) strands namely Accountancy Business and Management,

Science, Technology, Engineering and Mathematics, Humanities and

Social Science, Technical-Vocational and Livelihood and Arts and Design

have specific number of representative. The researchers obtained 14

students from ABM, 11 from STEM, 14 from GAS, 8 from HUMSS, 16

from TVL and 6 from Arts and Design with a total of 69.
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Procedure of Investigation

The researchers seek permission to the Principal of the school in

order to conduct a study. After seeking permission, the selected 69

students have been administered by the standardized questionnaire to

test their stress level.

Instrument in Gathering Data

Standardized Questionnaire. The researchers used a

standardized questionnaire from the book “Write Your Own Prescription

for Stress” published by Kenneth B. Matheny, Ph.D., ABPP and

Christopher J. McCarthy, PhD. in 2000. The answers were scored with

corresponding points such as 0 point for every question answered by

NEVER, 1 point for the questions answered by ALMOST NEVER, 2 points

for the questions answered by SOMETIMES, 3 points for the questions

answered by FAIRLY OFTEN and 4 points for the question answered by

VERY OFTEN. While the question no. 4,5,7 and 8 the points were

reversed 4 points for the question answered by NEVER, 3 points for the

question answered by ALMOST NEVER, 2 points for the questions

answered by SOMETIMES, 1 point for the question answered by FAIRLY

OFTEN and 0 point for the question answered by VERY OFTEN. The

Score ranging from 0-13 would be considered low stress while Score

ranging from 14-25 would be considered moderate stress and the Scores
 18

ranging from 27-40 would be considered high perceived stress. The

researchers decided to use standardized questionnaire because it has

already undergone into psychological test and prove that can determine

someone’s stress level.

Structured Interview. The structured interview was placed in the

first part of the instrument. It consists of two (2) questions that were

answered personally by the respondents. The questions helped

strengthen the study to get a more reliable output.

Focus Group Discussion. Focus Group Discussion or FGD is a

good way to discuss a specific topic of interest. The respondents were

guided by one of the researchers to discuss and help the respondents

participate in the study.

Statistical Tool

The researchers used the most popular and well known measure of

central tendency, the mean. It is equal to the sum of all the values in the

data set divided by the number of values in the data set.

∑𝑥
𝑥̄ =
𝑛

x̄ - Mean

∑x – sum of all values in data

n – Number of values in the data set

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CHAPTER IV
Presentation, Analysis and Interpretation of Data

This chapter presents the findings and data gathered in a tabular

form supported with corresponding analysis and interpretation.

Key stressors obtained behind the stress of Grade 12 students of

San Rafael National High School.

Table 1. Frequency and Percentage Distribution of the Key stressors

among students

Key Stressors Frequency Percentage (%)

Teachers 16 6
Lessons 36 13.6
Classmates 12 4.6
Conflict with Family and Friends 31 11.7
Pressure in Family 26 9.8
Pressure in Studies 43 16.3
Frustrations 30 11.4
Physical Illness 15 5.7
Lack of sleep 40 15.2
Death of someone important 11 4.2
Others 4 1.5
Total 264 100

The table above shows that the red color highlighting the “Pressure

in studies” indicates that it has the highest frequency having 43 or 16.3

percent.

The other stressors posted the following frequencies: 40 or 15.2

percent for “Lack of Sleep”; 36 or 13.6 percent for “Lessons”; 31 or 11.7

percent for “Conflicts with Family and Friends”; 30 or 11.4 percent for

“Frustrations”; 26 or 9.8 percent for “Pressure in Family”; 16 or 6 percent

 20

for “Teachers”; 15 or 5.7 percent for “Physical Illness”; 12 or 4.6 percent

for “Classmates”; 11 or 4.2 percent for “Death of Someone Important”; and

4 or 1.5 percent for “Other reasons”.

With the study conducted of Shamohammadi (2011), indeed the top

stressor among students came from academic matters. In the

researcher’s case, Pressure in Studies is the top one key stressor

among stressed students. It tallied 16.3% among 11 other stressors.

Further, the variation in the frequencies of different stressors is a strong

indicator that there are different reasons affecting the stress of the

students.

Ways used to lessen the stress of Grade 12 students of San Rafael

National High School.

Table 2. Frequency and Percentage Distribution of the stress tolerance

management perceived by the students

Percentage
Stress Tolerance Frequency
(%)
Trust in God’s words 47 14.5
Prayer 50 15.4
Listening to melodic music 45 13.9
Healthy diet 3 0.9
Bring fun and laughter 43 13.3
Taking care of pet 10 3.1
Accept your problem and face them squarely 35 10.8
Resting and relaxing 48 14.8
Let yourself free from excitement 19 5.9
Temper your emotion 20 6.2
Others 4 1.2
Total 324 100
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The table above shows that “Prayer” has the highest frequency of

50 or 15.4 percent.

The red markings indicated that it is the top 3 highest frequency

among other choices. It means that “Prayer”, “Resting and Relaxing” and

“Trust in God’s words” were the top ways used by the students to lessen

their stress while the blue markings indicated that it is the top 3 lowest

frequency. It means that “Taking care of pet”, “Healthy diet” and “Other

ways” weren’t often used by the students to lessen their stress.

Overall, “Prayer” is the most common way students used in order to

lessen or minimize their stress. The above findings indicate that all the

respondents have ways in order to lessen their stress level.

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The Significant Relationship between Grade 12 students with their

Stress Level and Academic Performance

Table 3. Frequency and Percentage Distribution of the Key stressors

among students

OFTEN FAIRLY SOMETIMES ALMOST NEVER TOTAL

OFTEN NEVER

Outstanding 1 4 20 6 31
0
(90-100 GPA) (3.2%) (12.9%) (64.5%) (19.4%) (44.9%)
Very Satisfactory 4 26 2 32
0 0
(85-89 GPA) (12.5%) (81.25%) (6.25%) (46.4%)
Satisfactory 6 6
0 0 0 0
(80-84 GPA) (100%) (8.7%)
Fairly Satisfactory
0 0 0 0 0 0
(75-79 GPA)
Did not meet
expectation 0 0 0 0 0 0
(Below 74 GPA)
1 8 52 8 69
TOTAL 0
(1.4%) (11.6%) (75.4%) (11.6%) (100%)

The table above shows the relationship of academic performance

and stress level of the students. The numbers inside the parenthesis show

the percentage value computed by dividing the frequency to the total

number per column while the percentage value inside the total scores

where obtained from dividing it to the total number of respondents which is

69.

The Study by Abdullah et al (2011) used the General Point Average

of the undergraduate students to measure their academic performance, in

the researchers’ case; the weighted average of all subjects in first quarter

was used to measure the academic performance.

 23

Among Outstanding students, 3.33% often felt stress, 13.33%

Fairly often, 66.67% sometimes, 20% almost never and 0% never. While

among Very Satisfactory, 12.5% fairly often felt stress, 81.25% sometimes

and 6.25% almost never. While all satisfactory students sometimes felt

stress.

The table above also shows that out of 69 respondents, Only one

respondent often felt stress, 8 fairly often felt stress, 52 sometimes felt

stress and none never felt stress.

To sum it up, there is a significant positive effect on stress and

academic performance. Also, the study conducted by Ranade (2017)

stated that students perform better as they learn how to handle their own

stress and the problem no. 2 prove that the students really have practiced

stress tolerance management among themselves.

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CHAPTER V
Summary, Conclusion and Recommendation

This chapter presents the summary of findings, the conclusion

drawn based on the data gathered and the recommendations made as an

outgrowth of this study. More specifically, the detailed explanation of the

following problems;

Problem no. 1. What are the key stressors that cause stress

among students?

Summary of Findings

The researchers obtain “Pressure in Studies” as the number one

key stressor among stressed students having a frequency of 43 out of 69

respondents. It was followed by Lack of sleep, Lessons, Conflicts with

Family and friends, Frustrations, Pressure in Family, Teachers, Physical

Illness, Classmates, Death of Someone Important and other reasons.

Conclusion

The highest tallied frequency among stressors is an example of

academic matters; therefore academic matters are really one contributor

of stress among Grade 12 students of San Rafael National High School.

Moreover, the variation of frequencies indicates that it is not just academic

matters but also factors found outside the campus can contribute to the

stress of students as well.

 25

Recommendation

The researchers therefore recommend other researchers to use

this study as a platform for lessening the difficulty of lessons since the

number one key stressor is pressure in studies. Also, to help minimize the

stressors that can be found inside the campus and develop an effective

ways to help students have a stress free environment.

Problem no. 2. What are the stress tolerance management

practices employed by the students?

Summary of Findings

Praying is the number one way of Grade 12 students to lessen their

stress. It tallied 50 out of 69 respondents. It was followed by “Resting and

Relaxing”, “Trust in God’s words”, “Listening to melodic music”, “Bring fun

and laughter”, “Accept your problem and face them squarely”, “Temper

your emotion”, “Let yourself free from excitement”, “Taking care of pets”,

“Healthy diet” and other ways.

Conclusion

The researchers therefore conclude that the students have their

own ways in order to lessen their stress. On top of those ways were more

on spiritual aspects like praying and trusting God’s words. Furthermore,

the students are aware that they are stress and they know how and what

can help them minimize it.

 26

Recommendation

The researchers recommend other researchers who wanted to

continue this study to find the level of effectiveness of stress management

practices to the performance of the students because the researchers

have a limited time finding it.

Problem no. 3. Is there significant relationship between the

levels of stress to the performance of the students?

Summary of Findings

The researchers found out that among 69 respondents, only one

student often felt stress, 8 students fairly often felt stress, 52 students

sometimes felt stress and no students never felt stressed.

Among 31 outstanding students, only one often felt stress, 4

students fairly often felt stress, 20 students sometimes felt stress and 6

students almost never felt stress. In 32 very satisfactory students, 4 of

which fairly often felt stress, 26 students sometimes felt stress and 2

students almost never felt stressed while all 6 satisfactory students

sometimes felt stressed.

Conclusion

The researchers therefore conclude that there is a significant

positive relationship between stress and academic performance. Even the

students have experienced stress; they can still perform well in class.

44.9% among all respondents felt stress yet still have outstanding
 27

academic performance; 46.4% felt stress yet still performed very

satisfactory and 8.7% felt stress yet still performed satisfactory.

Recommendation

The researchers recommend other researchers to develop theory

and practices connected to minimizing the stress level. Another, the

researchers also recommend doing some action-research on minimizing

the stress of students inside the campus because it is a good and helpful

way of researching to solve a specific problem.

 28

BIBLIOGRAPHY

Ansis, J. (2017). Filipinos cite job, studies as top cause of stress — CNN
PH poll. cnn. Retrieved 10 July 2017, from http://cnnphilippines.
com /lifestyle/ 2015/09/23 /Filipinos-top-causes-of-stress-job-traffic-
money.html

James, C. (2015). NYU Study Examines Top High School Students’

Stress and Coping Mechanisms. Nyu.edu. Retrieved 10 July 2017,
from http://www.nyu.edu/about/news-publications/news/2015/
august/nyu-study-examines-top-high-school-students-stress-and-
coping-mechanisms.html

Leonidas, L. (2017). Stress and learning. Opinion.inquirer.net. Retrieved

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learning

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all-stress-bad2

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Shahmohammadi, N. (2011). Students’ coping with Stress at high school

level particularly at 11th & 12th grade - ScienceDirect.
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042811027492
 29

Aspiras, L., & Aspiras, E. (2014). Perceived Stress Factors and Academic
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 30

Appendices

Appendix A

San Rafael National High School

Tigaon, Camarines Sur
S/Y 2016-2017

Dear Respondents,

The questionnaire below is an instrument to gather important data

relative to the study entitled “Stress Level and Academic Profile of Grade
12 Students of San Rafael National High School: An Academic Policy”

This study aims to determine if the stress level affects the academic
profile of the students. Put a check (/) in the box provided for
corresponding answer. Please feel free to fill out the questionnaire. Rest
assured that all data are highly appreciated and will be treated with utmost
confidentiality.
The undersigned researchers are hoping that you will answer the
questions honestly.
Thank you very much and God Bless!
Sincerely yours,
Abante, Ron Aldrich
Dongon, Mark Irvin
Mata, Christine Mae
Moreno, Honey Grace
Natividad, Joan
Pastorco, Annie Rose
Ramos, KlarenceMaridee
Talagtag, Keifer
 31

Appendix B

Survey Questionnaire

Respondent’s Profile

Name (Optional): ____________________________________________

Age: _____Gender: ____Track:______________ Strand:_____________

I. Direction: Please answer the following questions honestly.

Check the underlined words according to your answers. (As
many as you can)

1. What causes your stress?

_____Teachers
_____Lessons
_____Classmates
_____Conflict with family and friends
_____Pressure in Family
_____Pressure in Studies
_____ Frustrations
_____Physical illness
_____Lack of sleep
_____Death of someone important
Others (please specify) :______________

2. What are your ways to lessen/minimize your stress?

_____Trust in God’s words
_____Prayer
_____Listening to melodic music
_____Healthy Diet
_____Bring fun and laughter
_____Taking care of pet
_____Accept your problem and face them squarely
_____Resting and relaxing
_____Let yourself free from excitement
_____Temper your emotion
Others (please specify):_____________
 32

Appendix C

II. Direction: Please put the number at the underlined which

corresponds your answer.

For each question choose from the following alternatives:

0-Never 1-Almost Never 2- Sometimes 3- Fairly Often 4-often

________________1. In the last month, how often have you been upset because of
something that happened unexpectedly?

________________2. In the last month, how often have you felt that you were unable to
control the important things in your life?

________________3. In the last month, how often have you felt nervous and stressed?

________________4. In the last month, how often have you felt confident about your
ability to handle your personal problems?

________________5. In the last month, how often have you felt that things were going
your way?

________________6. In the last month, how often have you found that you could not
cope with all the things that you had to do?

________________7. In the last month, how often have you been able to control
irritations in life?

________________8. In the last month, how often have you felt that you were on top of
things?

________________9. In the last month, how often have you been angered because of
things that happened that were outside of your control?

________________10. In the last month, how often have you felt difficulties were piling
up so high that you could not overcome them?

This is a standardized questionnaire from the book” Write Your Own Prescription for Stress” published by Kenneth B. Matheny,

Ph.D., ABPP and Christopher J. McCarthy, PhD. in 2000