Chapters 1 5 1

St. Joseph College of Novaliches, Inc.
Rainbow Village 5, Congressional Ave., Novaliches Caloocan City
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
With the implementation of K-12 Program in the year 2016, the
Philippine government paved the way for the development of new education
system. This implemented law requires students to spend two more years in
high school. This new level is referred as Senior High School. It compromises
different tracks one of which is the Academic Track. It consists of different
strands namely, Science, Technology, Engineering, and Mathematics (STEM),
Accountancy and Business Management (ABM), and Humanities and Social
Science (HUMSS). Senior High School consists of different subject courses that
are almost similar to college courses. This level of high school requires higher
demands for the students. Students are subject to stress. Stress is the
response of one’s body to any kind of demand or threat. When a student
experiences high levels of stress, there is a high probability that it interferes
with their ability to learn, memorize, and earn good grades, as well as lead to
poor physical, emotional, and mental health. Senior high school students may
encounter common stressors in secondary level, perceptions of what are
considered as academic stressors may differ. A survey commissioned by the
Barrington High School in Rhode Island, recently found that students are
stressed-out, sleep-deprived, overloaded with homework and willing to cheat.
Three out of four students say they are often or always stress by school works.
(Salit, 2016). The key to reducing distress is providing students with a feeling
of control over their education, information about what to expect, and feedback
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regarding what can be done to improve their performance. Students
experience different kinds of feelings when they are attending school. One of
the feelings they definitely experience is stress.
The researchers believe that there is a need to conduct this study
entitled, A Comparative Study of the Different Stress Levels Among the Grade
12 Students from Different Strands of SJCNI Academic Year 2019-2020.
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STATEMENT OF THE PROBLEM
This study aims to identify the different stress levels among
the Grade 12 students from different strands of SJCNI Academic Year 2019-
2020. Specifically, by finding the answers to the following questions:
1. How may the respondents be described in terms of:
1.1 Age
1.2 Gender
1.3 Strand
1.4 Academic Performance
1.4.1 General Average: 1st Quarter
2. What is the major stressor among the strands of grade 12 students?
3. What is the leading cause of stress for each strand of the grade 12
students?
4. From a scale of 1 to 10, how may the respondents rate their capacity in
terms of coping successfully from stress? (1 is the lowest, 10 is the
highest)
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ASSUMPTIONS
This research is guided by the following assumptions:
1. The data and information gathered are valid and reliable.
2. The respondents have differences in terms of age, gender, strand, and
lastly by their academic performance during the 1st Quarter period.
3. The researchers believe that there is a major stressor among the Grade
12 students in terms of workloads, examinations, thesis writing,
recitation, projects, quizzes, and expectations.
4. The researcher assumes there are different leading causes of stress
among the strands of the Grade 12 students these are different
expectations from their parents, teachers, and their future plans.
5. The respondents can cope with stress through setting realistic goals and
learning how to manage their time well.
SCOPE AND DELIMITATION
This study focuses on the different stress level based from their specific
strand which pertains to the academics of the 12 students of St. Joseph College
of Novaliches, Inc. The researchers will utilize 38 STEM students, 17 ABM
students, and 5 HUMSS students. The researchers will have a total of 60
respondents for this study. It will be conducted in SJCNI’s Junior High School
Building (Academic Year 2019-2020). Information and data will be obtained
through questionnaires. Respondents in the process of data gathering will be
the seniors which will be the grade twelve students.
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SIGNIFICANCE OF THE STUDY
Vital results of this investigation could be highly significant and
beneficial to the following:
For the Students, to prepare themselves for events as much as possible
in advance so that they can decide on their priorities and look for different
solutions in a head of time.
For the Teachers, this study will provide data for them to use as a
reference. The information gathered from this study will help the teachers
understand or raise awareness of the stress levels experienced by the students
of the school.
For the Administration, the data from this study can be used to make
necessary changes to the current system and further improve and help the
quality of the welfare of the students.
For the Parents, the findings of the study will provide necessary insights
of the stress levels of their children that can be used to help them understand
the differences in stress levels of the students.
For the Future Researchers, the findings of the study will serve as
reference to be used in future studies akin to this study.
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DEFINITION OF TERMS
The following terms are arranged alphabetically and defined based from
the understanding of the researchers.:
Homework load it refers to the amount of homework to be done by a
student. This word was used in the background of the study and in parts of
chapter four.
Stress it is state of mental or emotional strain or tension resulting from
adverse or demanding circumstances. This word was used prevalently
throughout the study
Stress Level the level of the stress being felt by a person. This was
used prevalently in the study.
Time Management refers to the ability to use one's time effectively or
productively, especially at work.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents related literature and studies after the thorough
and in-depth search the researchers have done. This chapter will also present
the review done by the researchers to fully understand the research to be done
for better comprehension of the study.
Literature deals with the readings from magazines, books, and articles.
LOCAL
Santos, Arcelie (2018) “Academic Stress Among High School
Students” According to Associated Press/ MTV survey (2009), school is the
most frequently mentioned source of students’ stress from 13 to17 years old.
A child may be studying always but if not studying effectively, all the time
spent with books might actually be causing more stress. A high school is might
be way of building up a tolerance for stress because of too much homework,
testing, and pressure from peers.
FOREIGN
Thakkar, Anoushka (2018) “Academic Stress in Students” According
to most high school students, their greatest academic stressors include tests,
grades, homework, academic and achievement expectations and parental
pressure. School related stresses include inadequate instructional methods,
teacher-student relationships, heavy academic workload, poor physical
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classroom environments, inability to balance one’s leisure time with school,
and disorganization surrounding academic assignments and schedules.
Additional sources consist of a struggle to meet academic standards, worries
about time management and concerns over grades and scores. Students are
thus, seen to be affected by the negative causes of academic stress.
Studies are findings from researches, theses, and dissertations
undertaken by local and foreign news.
LOCAL
Guevarra and Cimanes (2017) “Stress Coping Mechanism and Its
Impact to their age among Senior High School students at Parañaque National
High School-Baclaran” Students face different challenges in terms of their
academic, family situation, friends 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 work; while they are trying 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 some stress levels can lead to a terrible effect that
changes completely student’s life and it may result to failure. Therefore,
students need to create a coping strategy for their stress in order for them to
reduce the negative effects to their learning and performance. The key to
reducing distress is providing students with a feeling of control over their
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education, information about what to expect, and feedback regarding what can
be done to improve their performance.
FOREIGN
Subramani and Kadhiravan (2017) “Academic Stress and Mental
Health Among High School Students” revealed the link between academic
stress and mental health among students. He endorsed that academic stress
and mental health are correlated and that students are cramped with the
academic structure. Parents and schools pressurize the students’ way too
much for the higher grades that disheartens the students, further to add on
there is not enough support from the parents and school in terms of guidance.
The students are mentally healthy when they perform constructively in the
academic forums. They also propounded that students from private schools
are more pressurized as compared to students from government schools due
to the excess of homework and other academic related assignments.
Khan, Lanin, & Ahmad, (2015)” The Level of Stress in Male and
Female School Students” Stress is normal in one’s life, everybody experiences
stress. It may come from different situations that causes one feel frustrated,
angry or anxious. Stress could be positive as well as negative. When an
individual is doing his/her work properly and systematically then it is because
of positive stress or eustress but when one loses rhythm for same work, it is
negative stress or distress. So, stress is good in one way and bad in other way.
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CONCEPTUAL FRAMEWORK
A Comparative Study of the Different Stress Levels Among the
Grade 12 Students from Different Strands of SJCNI Academic Year 2019-2020.
This leads to the concept of Subramani and Kadhiravan (2017) on their article
“Academic Stress and Mental Health Among High School Students” revealed
the link between academic stress and mental health among students. He
endorsed that academic stress and mental health are correlated and that
students are cramped with the academic structure. Parents and schools
pressurize the student’s way too much for the higher grades that disheartens
the students, further to add on there is not enough support from the parents
and school in terms of guidance. The students are mentally healthy when they
perform constructively in the academic forums. They also propounded that
students from private schools are more pressurized as compared to students
from government schools due to the excess of homework and other academic
related assignments.
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RESEARCH PARADIGM
The following figure shows the flow of the study using the
CONTEXT – INPUT – PROCESS PRODUCT (CIPP) model
CONTEXT
A COMPARATIVE STUDY OF THE DIFFERENT STRESS LEVELS
AMONG THE GRADE 12 STUDENTS FROM DIFFERENT STRANDS OF SJCNI
ACADEMIC YEAR 2019-2020
INPUT PROCESS
1. Respondents’ Profile
2. Different Stress levels

 Systematic Random
Sampling
3. Leading causes of the
 Survey
Grade 12 Students
Questionnaire
4. Rating scale of the  Statistical
respondents in terms of Treatment of data

 Interpretation and
coping successfully from
presentation of data
stress
PRODUCT
A proposed guide in determining the different stress
level of grade 12 students based from their strand. This will
also provide necessary insights about the topic.
Figure 1: Paradigm of the Study
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Box 1 is the CONTEX, which explains on the idea of comparing the
different stress levels of each strands of the 12 students are they are
experiencing in the academic year 2019-2020.
Box 2 is the INPUT, the researchers believe that the listed variables
have a great factor in the stress level of a student that pertain in school namely
the amount of workload the teachers give, school examinations, recitations,
quizzes, projects, thesis writing, and lastly the different expectations.
Box 3 is the PROCESS, the collection of data will be gained by
conducting a survey questionnaire and using statistical treatment of data will
lead to the determination of the difference in the stress levels of each strand
among the grade 12 students of St. Joseph College of Novaliches, Inc.
Box 4 is the PRODUCT, if the researchers will utilize the findings thus,
a proposed guide in determining the different stress level of grade 12 students
based from their current strand.
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CHAPTER III
METHODS OF RESEARCH
This study presents the methods and procedures of research
applied to gather the needed data. The research design and methods utilized
in this study, the formulation of the survey questionnaires and statistical
treatment of data are elucidated in this chapter.
RESEARCH DESIGN
This quantitative study utilized a descriptive research design. A
descriptive research design can use a wide variety of quantitative methods to
investigate one or more variables. It is a theory-based research design which
is created by gather, analyze and presents collected data. This research design
is suitable with the aim of the researchers to determine the different stress
levels of each strand among the grade 12 students in St. Joseph College of
Novaliches, Inc.
RESPONDENTS
The researchers will utilize 38 STEM students, 17 ABM students,
and 5 HUMSS students. The researchers will use 60% of each strand in order
to achieve the suitable sample size of grade 12 students. The researchers will
have a total of 60 respondents for this study.
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SAMPLING TECHNIQUE
Systematic Random Sampling was employed in this study, it
involves dividing the population into different subgroups and then randomly
selects the optimal sample size to ensure a correct result. The researchers will
also use the fishbowl method to select the member of the sample from the list
of students per class.
INSTRUMENTS USED
To gather the necessary data, the researcher will utilize the
structured questionnaire. This will be the main source of the data gathering
instrument. It consists of series of questions for the purpose of gathering
information from respondents.
CONSTRUCTION OF INSTRUMENT
The researchers drafted the questionnaires based on the stated
problems in Chapter I. This will question the participant’s knowledge about the
study. When the drafting is complete, the researchers will confer their thesis
adviser to further improve the instrument to be used and to formulate the best
possible questions through their thesis adviser’s comments and suggestions.
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STATISTICAL TREATMENT OF DATA
The researchers used the following statistical treatment in examining the
data gathered from the questionnaire.
Frequency and Percentage Distribution
This will be used to relate a part of a whole. This is a numerical analysis
especially on frequency distribution:
Formula: p = f x 100
n
Where: p = Percentage
f = Frequency
n = total number of respondents
Ranking
This was used to determine the arrangement of responses for a given
degree of importance as perceived by the respondents.
Weighted Mean
It was used to get the final average of the data.
𝑭𝒙
Formula: 𝒙
̅=∑
𝒏
Where: F = Frequency
x = Scale
n = Number of Respondents
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
In this chapter, the results of the data analysis are
presented. The data collected through the survey questionnaires are processed
and analyzed in response to the problems posed in Chapter 1 of this Study.
1. Demographic data of the Grade 12 Students
TABLE 1.1
AGE OF THE RESPONDENTS
INDICATOR F %
16 3 5%
17 37 61.7%
18 19 31.7%
19 1 1.7%
TOTAL 60 100%
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TABLE 1.2
GENDER OF THE RESPONDENTS
INDICATOR F %
MALE 27 45%
FEMALE 33 55%
TOTAL 60 100%
TABLE 1.3
STRAND OF THE RESPONDENTS
INDICATOR F %
STEM 38 63.3%
ABM 17 28.3%
HUMSS 5 8.3%
TOTAL 60 99.9%
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TABLE 1.4
ACADEMIC PERFORMANCE OF THE RESPONDENTS
INDICATOR F %
OUTSTANDING 36 60%
VERY SATISFACTORY 19 31.7%
SATISFACTORY 4 6.7%
FAIR 1 1.7%
NEEDS
0 0%
IMPROVEMENT
TOTAL 60 100%
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AGE
19 1.70%
18 31.70%
17 61.70%
16 5%
0% 10% 20% 30% 40% 50% 60% 70%

LEGEND: AGE
Figure 1.1: Bar Graph Showing the Frequency Distribution of
Respondents According to Age
Figure 1 clearly shows that seventeen years old (17) Grade 12 students
contain the highest frequency with 37 or 61.7%, followed by eighteen years
old (18) with a frequency of 19 or 31.7%, followed by sixteen years old (16)
with a frequency of 3 or 5%, and lastly the nineteen-year-old (19) students
with the lowest frequency of 1 or 1.7%
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GENDER
55.00% 45%
LEGEND: MALE FEMALE
Figure 1.2: Pie Chart Showing the Frequency Distribution of the

Respondents According to Gender
Figure 2 shows the comparison of the male and female respondents.
Wherein, the female respondents acquire more than half of the population with
a frequency of 33 or 55.00%, male respondents on the other hand contains a
frequency of 27 or 45%.
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STRANDS
70.00%
63.30%
60.00%
50.00%
40.00% LEGEND:
28.30% STRANDS
30.00%
20.00%
8.30%
10.00%
0.00%
STEM ABM HUMMS
Figure 1.3: Clustered Column Showing the Frequency Distribution of

the Respondents According to Strands
Figure 3 shows the different strands of the respondents. Wherein, STEM
students has the highest frequency of 38 or 63.30%. Followed by the ABM
students with a frequency of 17 or 28.3% and lastly HUMMS students with 5
or 8.30%.
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ACADEMIC PERFORMANCE
LEGEND: OUTSTANDING (90-100)
VERY SATISFACTORY (85-89)
SATISFACTORY (81-84)
FAIR (75-80)
DID NOT MEET EXPECTATIONS (75 &

BELOW)
0%
2%
7%
60%
31%
Figure 1.4: Pie Chart Showing the Frequency Distribution of the
Respondents According to their Academic Performance for the 1st
Quarter
Figure 4 shows the academic performance of the respondents during the
1st quarter. 36 or 60% acquired a general average ranging from 90-100 which
is Outstanding, second is Very Satisfactory with a general average ranging
from 85-89 with a frequency of 19 or 31.67%, followed by Satisfactory with a
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general average ranging from 80-84 with a frequency of 4 or 6.67%, followed
by Fair with a general average ranging from 75-79 with a frequency of 1 or
1.67%, And lastly, students with a general average of 75 or below, which is
classified as Did not meet expectation has a frequency of 0 or 0%.
2. Major stressor/s among the strands of Grade 12 students
TABLE 2
WEIGHTED MEAN AND RANKING OF THE MAJOR STRESSORS OF

GRADE 12 STUDENTS
Weighted Mean and Ranking of the Major Stressors of Grade 12

students
INDICATOR WM RANK
HOMEWORK 5.3 9
EXAMINATION 3.0 1.5
THESIS WRITING 3.0 1.5
RECITATION 3.6 4
PROJECT 4.3 6
QUIZZES 4.5 8
EXPECTATION FROM PARENTS 4.2 5
EXPECTATION FROM
TEACHERS 5.6 10
EXPECTATION FROM FRIENDS 4.4 7
EXTRA-CURRICULAR 3.3 3
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Weighted Mean of the Major Stressors Among the Grade

LEGEND 12 Students
: Weighted Mean of the Major Stressors Among the Grade 12 Students
Extra Curricular 3.3

Expectation from Friends 4.4
Expectation from Teachers 5.6
Expectation from Parents 4.2
Quizzes 4.5
Project 4.3
Recitation 3.6
Thesis Writing 3
Examination 3
Homework 5.3
FIGURE 2. SUMMARY OF THE WEIGHTED MEAN OF THE MAJOR

STRESSORS AMONG THE GRADE 12 STUDENTS
Table 2 presents the weighted mean and corresponding
interpretation of the major stressors of the Grade 12 students. Rank 1.5 is
shared by two indicators namely examination and thesis writing. These
indicators both have a weighted mean of 3.0 interpreted as the leading cause
of stress for the Grade 12 students among each strand. Followed by rank 3
which is the extra-curricular having a weighted mean of 3.3. Next is rank 4
specifically the recitation with a weighted mean of 3.6. Followed by rank 5
which is the expectation from parents with a weighted mean of 4.2. Rank 6 is
the project having a weighted mean of 4.3. Followed by rank 7 which is the
expectation from friends with a weighted mean of 4.4 Followed by rank 8 which
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is the quizzes having a weighted mean of 4.5. Followed by rank 9 namely
homework with a weighted mean of 5.3. And lastly is the rank 10 which is the
expectation from parents having a weighted mean of 5.6 interpreted as the
least stressor of the Grade 12 students.
3. Leading stressor/s for each strand.
STEM
TABLE 3.1

GRADE 12 STEM STUDENTS

STEM Students
INDICATOR WM RANK
HOMEWORK 5.3 10
EXAMINATION 2.9 2
THESIS WRITING 3.1 3
RECITATION 3.4 4
PROJECT 4.3 5
QUIZZES 4.4 6
EXPECTATION FROM PARENTS 4.8 7.5
EXPECTATION FROM
4.9 9
TEACHERS
EXPECTATION FROM FRIENDS 4.8 7.5
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GRADE 12 STEM STUDENTS
LEGEND:
MAJOR STRESSORS OF GRADE 12 STEM STUDENTS
5.3 4.9
4.4 4.8 4.8
4.3
3.1 3.4
2.9 2.5
FIGURE 3.1 SUMMARY OF THE WEIGHTED MEAN OF THE MAJOR

STRESSORS AMONG THE GRADE 12 STEM STUDENTS
Table 3.1 presents the weighted mean and corresponding
interpretation of the leading cause of stress among the Grade 12 STEM
students. The Grade 12 STEM students consider their extracurricular activities
with a weighted mean of 2.1. It is interpreted as as the leading cause of stress
or the Rank 1 among the other stressors for most STEM students, followed by
a Rank 2 which is the students Examinations with a weighted mean of 2.9,
followed by the rank 3 which is the students Thesis Writing with a weighted
mean of 3.1. The Rank 4 is the Recitation of the students with a weighted
mean of 3.4, followed by the Rank 5 with a weighted mean of 4.3 which is the
student’s project. The Rank 6 is the Quizzes with a weighted mean of 4.4,
followed by the Rank 7.5 with a weighted mean of 4.8 is shared with a two
indicators specifically the Expectations of the students from their parents and
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from their friends. The Rank 9 is the Expectation of the Teachers to the
students with a weighted mean of 4.9. Lastly, the students consider their
Homework as the Rank 10 or the least cause of stress with a weighted mean
of 5.25.
ABM
TABLE 3.2

GRADE 12 ABM STUDENTS

ABM Students
INDICATOR WM RANK
HOMEWORK 5.2 9
EXAMINATION 2.9 1.5
THESIS WRITING 2.9 1.5
RECITATION 4.1 5
PROJECT 4.2 6
QUIZZES 4.6 8
EXPECTATION FROM
4.3 7
TEACHERS
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GRADE 12 ABM STUDENTS
LEGEND:
MAJOR STRESSOR OF GRADE 12 ABM STUDENTS
5.2 5.5
4.1 4.2 4.6 4.3
3.7
2.9 2.9 2.5

STRESSORS AMONG THE GRADE 12 ABM STUDENTS
interpretation of the major stressors of the Grade 12 ABM students. Rank 1.5
is shared by two indicators namely examination and thesis writing. These
indicators both have a weighted mean of 2.9 interpreted as the leading cause
of stress for the Grade 12 ABM students. Followed by rank 3 which is the extra-
curricular having a weighted mean of 3.0. Next is rank 4 which is the
expectation from parents with a weighted mean of 3.7. Followed by rank 5
which is the recitation with a weighted mean of 4.1. Rank 6 is the project
having a weighted mean of 4.2. Followed by rank 7 which is the expectation
from teachers with a weighted mean of 4.3 Followed by rank 8 which is the
quizzes having a weighted mean of 4.6. Followed by rank 9 namely homework
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with a weighted mean of 5.2. And lastly is the rank 10 which is the expectation
from parents having a weighted mean of 5.5 interpreted as the least stressor
of the Grade 12 ABM students.
HUMSS
TABLE 3.3

GRADE 12 HUMSS STUDENTS

HUMSS Students
INDICATOR WM RANK
HOMEWORK 5.3 9
EXAMINATION 4.0 6
THESIS WRITING 3.0 2
RECITATION 3.2 4
PROJECT 5.2 8
QUIZZES 4.0 6
EXPECTATION FROM
3.0 2
TEACHERS
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GRADE 12 HUMSS STUDENTS
LEGEND:
MAJOR STRESSOR OF GRADE 12 HUMSS STUDENTS
5.3 5.2
4 4 4
3 3.2 3 3
1.3

STRESSORS AMONG THE GRADE 12 ABM STUDENTS
interpretation of the leading cause of stress among the Grade 12 HUMMS
students. The major stressor of grade 12 HUMMS students are shared by three
indicators which are thesis writing, teachers and extra-curricular activities,
these indicators are ranked as 2nd with a weighted mean of 3. Followed by
recitation which is ranked as 3rd with a weighted mean of 3.2. 6th rank is also
shared by three indicators which are examinations, quizzes and expectations
from friends with a weighted mean of 4. Then, expectations from parents is
ranked as 7th with a weighted mean of 4.3. Lastly, the least stressor among
HUMMS students is project which is ranked as 8th with a weighted mean of
5.2
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4. The capacity of the respondents to cope successfully from stress using
a rate scale.
x f % RANK
1 1 1.7% 9
2 0 0% 10
3 2 3.3% 7.5
4 3 5.0% 6
5 6 10% 4.5
6 6 10% 4.5
7 10 16.7% 2
8 21 35% 1
9 9 15% 3
10 2 3.3% 7.5
∑𝒇 = 60
THE CAPACITY OF THE RESPONDENTS TO

COPE SUCCESSFULLY FROM STRESS
THE CAPACITY OF THE RESPONDENTS TO COPE SUCCESSFULLY FROM STRESS
40.00%
35%
35.00%
30.00%
25.00%
20.00% 16.70%
15%
15.00%
10% 10%
10.00%
5.00%
5.00% 3.30% 3.30%
1.70%
0%
0.00%
1 2 3 4 5 6 7 8 9 10
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Most of the respondents answered 8 to the question of how they
can successfully cope with their stress. It is ranked as 1st with a frequency of
21 and percentage of 35%. Diverting their attention is one of their strategies
in coping from stress. Doing different activities such as playing computer
games or listening to music. Remembering their goals and aspirations in life
gives them the strength and drive to not give up and let stress overcome them.
Most of the senior high school students are able to surpass their stress that
they are experiencing from school. While some answered 7 with a frequency
of 10 and a percentage of 16.7%. Followed by 9 with a frequency of 9 and a
percentage of 15%. Others answered 5 or 6 with the same frequency and
percentage of 6 and 10 respectively. Followed by 4 with a frequency of 3 and
a percentage of 5%. 3 and 10 also has the frequency of 2 and a percentage of
3.3%. Then 1 has a frequency of 1 and a percentage of 1.7%. Lastly, no one
has answered 2.
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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS,
AND RECOMMENDATIONS
This chapter provides the findings tabulated, the conclusions
drawn from the processed findings data, and the recommendations presented
to understand the content of the findings and conclusions. The conclusions
hopefully complete the purpose of this study by expressing logical reasons
based on the data gathered.
SUMMARY OF FINDINGS
This study of the A Comparative Study of the Different Stress
Levels Among the Grade 12 Students from Different Strands of SJCNI
Academic Year 2019-2020 reveals the following findings:
1.) Seventeen years old (17) contains the highest frequency with 37
or 61.7%, followed by Eighteen years old (18) respondents have a
frequency of 19 or 31.7%, followed by Sixteen years old (16)
respondents have a frequency of 3 or 5%, and lastly Nineteen years old
(19) respondents have a frequency of 1 or 1.7%.
Female respondents acquired more than half of the population
with a frequency of 33 or 55%, on the other half is the Male respondents
contains a frequency of 27 or 45%.
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Majority of the population are STEM students with a frequency of
38 or 63.3%, followed by ABM students with a frequency of 17 or 28.3%,
and lastly the HUMSS students have a frequency of 5 or 8.3%.
In terms of their Academic Performance during the First Quarter,
36 or 60% of the students gained a general average ranging from 90-100
which is Outstanding, 19 or 31.7% of the students gained a general average
ranging from 85-89 which is Very Satisfactory, 4 or 6.7% of the students
gained a general average ranging from 81-84 which is Satisfactory, 1 or
1.7% of the students gained a general average of 75-80 which is Fair, and
lastly, 0 or 0% of the population did not acquire a general average of 75
and below during the First quarter.
2.) Majority of the students said that their main source of stress
comes from quarterly Examinations and their Thesis writing. They both
share a weighted mean of 3.0 making these indicators as Rank 1 among
10 stressors. The least stressor for the Grade 12 students is the
Expectation from their Teachers with a weighted mean of 5.6 making it
as Rank 9.
3.) Some of the STEM students considered their extra-curricular as
their leading cause of stress having a weighted mean of 2.5 interpreted
as the Rank 1. Majority of the ABM students specified that Examination
and Thesis Writing were their major stressors both having weighted
mean of 2.9 interpreted as their Rank 1. And lastly, for HUMSS students
they identified that Thesis writing, Expectation from Teachers, and their
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Extra-curricular sharing a weighted mean of 3.0 or Rank 2. The least
stressor for them is their homework with a weighted mean of 5.3 or
Rank 9.
4.) 21 out of 60 respondents answered that they can cope
successfully from stress by rating themselves as an 8 due to the reason
of diverting their attention by playing computer games and reminding
themselves not to give up.
CONCLUSIONS
Based on the findings, the following conclusions are drawn:
1. Majority of the Grade 12 students in SJCNI are 17 years old. Most of
the population are female students. More than half of the respondents
are STEM students. Nearly all of the respondents received a general
average of 90-100 during first quarter.
2. Based from the findings, the major cause of stress among the Grade
12 students are the quarterly examination and thesis writing.
3. Based from the findings, the leading cause for STEM is their extra-
curricular, followed by ABM are their quarterly examination and thesis
writing, and lastly for the HUMSS are their thesis writing, expectations
from their teachers, and their extra-curricular.
4. The Grade 12 students rated themselves an 8 because they can cope
from stress successfully by doing different activities wherein they could
divert their attention.
35 | P a g e
RECOMMENDATION
This study is intended to prepare students for events as much as
possible in advance so that they can decide on their priorities and look for
different solutions in ahead of time. This study will also help the teachers
understand or raise awareness of the stress levels experienced by the students
and to make certain changes in the current system and further improve the
quality of the welfare of the students.
1. Students should learn to manage their time effectively. This requires
prioritizing and organizing the tasks they need to do. By practicing this
all of the things will fall into place in an orderly manner.
2. Students should be in control of their environment. Learning to find
solutions to problems will help students to feel in control of everything.
Creating a balanced schedule will help them reduce their common
stressors.
3. Seeking help from others should be practiced by students. They should
accept that they cannot do everything at once if they only rely on
themselves.
36 | P a g e
REFERENCES
Khan, Lanin, & Ahmad, (2015)” The Level of Stress in Male and Female
School Students”. Retrieved from http://www.ijsrp.org/research-paper-
0119/ijsrp-p8559.pdf
Guevarra and Cimanes (2017) “Stress Coping Mechanism and Its Impact
to their age among Senior High School students at Parañaque National High
School-Baclaran”. Retrieved from https://docplayer.net/63337153-Stress-
coping-mechanism-and-its-impact-to-their-age-among-senior-high-school-
students-at-paranaque-national-high-school-baclaran.html
Santos, Arcelie (2018) “Academic Stress Among High School Students”.

Retrieved from https://www.pressreader.com/philippines/sunstar-
pampanga/20180909/281681140767234
Subramani and Kadhiravan (2017) “Academic Stress and Mental Health

Among High School Students”. Retrieved from
https://pdfs.semanticscholar.org/2478/6c4fc34572910427f47fabaa5c51ade5
8a29.pdf
Thakkar, Anoushka (2018) “Academic Stress in Students”. Retrieved from

https://medium.com/one-future/academic-stress-in-students-498c34f064d7
37 | P a g e
APPENDIX A
Questionnaire
Dear Respondents,
Our study entitled” A Comparative Study of the Different Stress Levels
Among the Grade 12 Students from Different Strands of SJCNI Academic Year
2019-2020”. It aims to know the factors affecting the decision making of Grade
10 students with regards to their Senior High School Strand Preferences.
Please answer the questionnaire as honest as possible. There is no
wrong answer, do not leave any item unanswered. Rest assured that your
answer should be treated with utmost confidentiality.
TRIPLE 5
Directions: Please check the box that corresponds to your answer
Name: ______________________
Grade and Section: ______________
Age:
 16
 17
Strand:
 18
 19  STEM
 ABM
Gender:
 HUMSS
 Male
 Female
38 | P a g e
Academic Performance
1st Quarter
 Outstanding (90-100)
 Very Satisfying (85-89)
 Satisfactory (81-84)
 Fair (75-80)
 Did not meet Expectations (75 and below)
1. Among the following stressors below, kindly rank them according

to your level of stress ranging from 1-7 (1 is the most, 7 is the
least).
____ Homework
____ Examinations
____ Thesis Writing
____ On the spot Recitation
____ Project
____ Quizzes
____ Expectations from (Kindly Specify): _________________
____ Others(Optional): ________________
2. From a scale of 1-10 (1 is the lowest, 10 is the highest) rate your

capacity in terms of coping successfully from stress.
1 2 3 4 5 6 7 8 9 10
Why did you say so? Explain your answer:

________________________________________________________
________________________________________________________
________________________________________________________
39 | P a g e
APPENDIX B
MAJOR STRESSORS AMONG GRADE 12 STUDENTS
TABLE 2.1
HOMEWORK
HOMEWORK
x f fx
1 6 6
2 3 6
3 3 9
4 3 12
5 8 40
6 10 60
7 26 182
TOTAL ∑ =59 ∑ = 315
WEIGHTED MEAN= 315 / 59 = 5.3
TABLE 2.2
EXAMINATION
EXAMINATION
x f fx
1 10 10
2 20 40
3 9 27
4 13 52
5 4 20
6 3 18
7 2 14
TOTAL ∑ =61 ∑ = 181
40 | P a g e
TABLE 2.3
THESIS WRITING
THESIS WRITING
x f fx
1 18 18
2 9 18
3 12 36
4 6 24
5 6 30
6 6 36
7 3 21
TOTAL ∑ =60 ∑ = 183
TABLE 2.4
RECITATION
RECITATION
x f fx
1 8 8
2 13 26
3 10 30
4 10 40
5 7 35
6 7 42
7 5 35
TOTAL ∑ =60 ∑ = 216

41 | P a g e
TABLE 2.5
PROJECT
PROJECT
x f fx
1 4 4
2 7 14
3 7 21
4 10 40
5 17 85
6 11 66
7 5 35
TOTAL ∑ = 61 ∑ = 265
TABLE 2.6
QUIZZES
QUIZZES
x f fx
1 1 1
2 4 8
3 10 30
4 14 56
5 13 65
6 16 96
7 1 7
TOTAL ∑ =59 ∑ = 263
42 | P a g e
TABLE 2.7
EXPECTATIONS FROM PARENTS
EXPECTATION FROM PARENTS

x f fx
1 10 10
2 3 6
3 2 6
4 2 8
5 0 0
6 4 24
7 12 84
TOTAL ∑ =33 ∑ = 𝟏𝟑𝟖
TABLE 2.8
EXPECTATIONS FROM TEACHERS
EXPECTATION FROM TEACHERS

x f fx
1 2 2
2 0 0
3 5 15
4 0 0
5 4 20
6 1 6
7 4 28
TOTAL ∑ =16 ∑ = 𝟕𝟏
43 | P a g e
TABLE 2.9
EXPECTATION FROM FRIENDS

x f fx
1 0 0
2 0 0
3 0 0
4 2 8
5 0 0
6 1 6
7 2 14
TOTAL ∑ =5 ∑ = 𝟐𝟖
TABLE 2.10
EXTRA-CURRICULAR
EXTRA-CURRICULAR
x f fx
1 1 1
2 1 2
3 2 6
4 0 0
5 1 5
6 1 6
7 0 0
TOTAL ∑ =6 ∑ = 𝟐𝟎
44 | P a g e
MAJOR STRESSORS AMONG GRADE 12 STEM STUDENTS
TABLE 3.1.1
HOMEWORK
HOMEWORK
x f fx
1 5 5
2 1 2
3 2 6
4 3 12
5 6 30
6 4 24
7 18 126
TOTAL ∑ =39 ∑ = 205
TABLE 3.1.2
EXAMINATION
EXAMINATION
x f fx
1 5 5
2 14 28
3 7 21
4 6 24
5 2 10
6 2 12
7 1 7
TOTAL ∑ =37 ∑ = 107
45 | P a g e
TABLE 3.1.3
THESIS WRITING
THESIS WRITING
x f fx
1 11 11
2 4 8
3 10 30
4 4 16
5 4 20
6 2 12
7 3 21
TOTAL ∑ = 38 ∑ = 𝟏𝟏𝟖
TABLE 3.1.4
RECITATION
RECITATION
x F Fx
1 5 5
2 8 16
3 6 18
4 9 36
5 5 25
6 4 24
7 1 7
TOTAL ∑ = 38 ∑ = 𝟏𝟑𝟏
46 | P a g e
TABLE 3.1.5
PROJECT
PROJECT
x F Fx
1 3 3
2 7 14
3 0 0
4 6 24
5 9 45
6 9 54
7 2 14
TOTAL ∑ =36 ∑ = 𝟏𝟓𝟒
TABLE 3.1.6
QUIZZES
QUIZZES
x F Fx
1 1 1
2 2 4
3 7 21
4 9 36
5 7 35
6 12 72
7 0 0
TOTAL ∑ =38 ∑ = 𝟏𝟔𝟗
47 | P a g e
TABLE 3.1.7

x F Fx
1 4 4
2 1 2
3 3 9
4 1 4
5 1 5
6 2 12
7 10 70
TOTAL ∑ =22 ∑ = 106
TABLE 3.1.8

x F Fx
1 1 1
2 0 0
3 1 3
4 0 0
5 3 15
6 1 6
7 2 14
TOTAL ∑ =8 ∑ = 𝟑𝟗
48 | P a g e
TABLE 3.1.9
EXPECTATIONS FROM FRIENDS

x F Fx
1 1 1
2 0 0
3 0 0
4 0 0
5 1 5
6 1 6
7 1 7
TOTAL ∑ =4 ∑ = 𝟏𝟗
TABLE 3.1.10
EXTRA-CURRICULAR
EXTRA-CURRICULAR
x F Fx
1 2 2
2 1 2
3 0 0
4 0 0
5 0 0
6 1 6
7 0 0
TOTAL ∑ =4 ∑ = 𝟏𝟎
49 | P a g e
MAJOR STRESSORS AMONG GRADE 12 ABM STUDENTS
TABLE 3.2.1
HOMEWORK
HOMEWORK
x f fx
1 1 1
2 2 4
3 1 3
4 0 0
5 2 10
6 5 30
7 6 42
TOTAL ∑ =17 ∑ = 88
WEIGHTED MEAN= 88 /17 = 5.2
TABLE 3.2.2
EXAMINATION
EXAMINATION
x f fx
1 3 3
2 6 12
3 1 3
4 4 16
5 2 10
6 1 6
7 0 0
TOTAL ∑ =17 ∑ = 50
50 | P a g e
TABLE 3.2.3
THESIS WRITING
THESIS WRITING
x f fx
1 5 5
2 4 8
3 2 6
4 2 8
5 1 5
6 3 18
7 0 0
TOTAL ∑ = 17 ∑ = 𝟓𝟎
TABLE 3.2.4
RECITATION
RECITATION
x f fx
1 2 2
2 3 6
3 4 12
4 1 4
5 1 5
6 2 12
7 4 28
TOTAL ∑ = 17 ∑ = 𝟔𝟗
51 | P a g e
TABLE 3.2.5
PROJECT
PROJECT
x f fx
1 1 1
2 0 0
3 4 12
4 4 16
5 6 30
6 2 12
7 0 0
TOTAL ∑ =17 ∑ = 𝟕𝟏
WEIGHTED MEAN= 71 /17 = 4.2
TABLE 3.2.6
QUIZZES
QUIZZES
x f fx
1 0 0
2 1 2
3 2 6
4 5 20
5 5 25
6 3 18
7 1 7
TOTAL ∑ =17 ∑ = 𝟕𝟖
52 | P a g e
TABLE 3.2.7

x f fx
1 5 5
2 1 2
3 0 0
4 0 0
5 0 0
6 1 6
7 4 28
TOTAL ∑ =11 ∑ = 41
TABLE 3.2.8

x f fx
1 0 0
2 0 0
3 2 6
4 0 0
5 0 0
6 0 0
7 1 7
TOTAL ∑ =3 ∑ = 𝟏𝟑
53 | P a g e
TABLE 3.2.9

x f fx
1 0 0
2 0 0
3 0 0
4 1 4
5 0 0
6 0 0
7 1 7
TOTAL ∑ =2 ∑ = 𝟏𝟏
TABLE 3.2.10
EXTRA-CURRICULAR
EXTRA-CURRICULAR
x f fx
1 0 0
2 0 0
3 1 3
4 0 0
5 0 0
6 0 0
7 0 0
TOTAL ∑ =4 ∑=𝟑
54 | P a g e
MAJOR STRESSORS AMONG GRADE 12 HUMSS STUDENTS
TABLE 3.3.1
HOMEWORK
HOMEWORK
x f fx
1 1 1
2 0 0
3 0 0
4 0 0
5 0 0
6 1 6
7 2 14
TOTAL ∑ =4 ∑ = 21
TABLE 3.3.2
EXAMINATION
EXAMINATION
x f fx
1 1 1
2 0 0
3 0 0
4 3 12
5 0 0
6 0 0
7 1 7
TOTAL ∑ =5 ∑ = 20
55 | P a g e
TABLE 3.3.3
THESIS WRITING
THESIS WRITING
x f fx
1 2 2
2 1 2
3 0 0
4 0 0
5 1 5
6 1 6
7 0 0
TOTAL ∑=5 ∑ = 𝟏𝟓
TABLE 3.3.4
RECITATION
RECITATION
x f fx
1 1 1
2 2 4
3 0 0
4 0 0
5 1 5
6 1 6
7 0 0
TOTAL ∑=5 ∑ = 𝟏𝟔
56 | P a g e
TABLE 3.3.5
PROJECT
PROJECT
x F Fx
1 0 0
2 0 0
3 1 3
4 0 0
5 2 10
6 1 6
7 1 7
TOTAL ∑ =5 ∑ = 𝟐𝟔
TABLE 3.3.6
QUIZZES
QUIZZES
x f fx
1 0 0
2 1 2
3 1 3
4 0 0
5 1 5
6 1 6
7 0 0
TOTAL ∑ =4 ∑ = 𝟏𝟔
57 | P a g e
TABLE 3.3.7

x f fx
1 0 0
2 1 2
3 0 0
4 1 4
5 0 0
6 0 0
7 1 7
TOTAL ∑ =3 ∑ = 13
TABLE 3.3.8

x f fx
1 0 0
2 0 0
3 1 3
4 0 0
5 0 0
6 0 0
7 0 0
TOTAL ∑ =1 ∑=𝟑
58 | P a g e
TABLE 3.3.9

x f fx
1 0 0
2 0 0
3 0 0
4 1 4
5 0 0
6 0 0
7 0 0
TOTAL ∑ =1 ∑=𝟒
TABLE 3.3.10
EXTRA-CURRICULAR
EXTRA-CURRICULAR
x f fx
1 0 0
2 0 0
3 2 6
4 0 0
5 0 0
6 0 0
7 0 0
TOTAL ∑ =2 ∑=𝟔
59 | P a g e
APPENDIX C
CURRICULUM VITAE
CONTACT INFORMATION
Name: Clarissa Margarita C. Costales
Address: Kingstown 1, Bagumbong, Caloocan
City
E-mail: clrssacstls08@gmail.com
Contact number: 09666622379
PERSONAL INFORMATION
Date of birth: January 8, 2001
Place of birth: Calumpit, Bulacan
Gender: Female
Height: 5’0
Weight: 52kg
Religion: Roman Catholic
EDUCATIONAL BACKGROUND
Primary Education: St. Joseph College of Novaliches, Inc.
Secondary Education: St. Joseph College of Novaliches, Inc.
Page | 60
CURRICULUM VITAE
CONTACT INFORMATION
Name: Patricia Mae J.Paulino
Address: Solar Urban Homes Bagumbong,
Caloocan City
Contact no.: 09560979530
Date of birth: January 21, 2002
Place of birth: Cauayan, Isabela
Gender: Female
Height: 5’4
Weight: 75
Primary Education: Twenty First Century Private Academy
Secondary Education: St. Joseph College of Novaliches Inc.
Page | 61
CURRICULUM VITAE
CONTACT INFORMATION
Name: Eliseo John N. Posion
Address: Phase8-A Package12 Block16 Lot24
Baong Silang, Caloocan City
Contact no.: 0956224567
Date of birth: October 23, 2001
Place of birth: Bagong Silang, Caloocan City
Gender: Male
Height: 5’5
Weight: 58
Religion: Christian
Primary Education: Golden Valley College of San Jose Del Monte, Bulacan
Secondary Education: St. Joseph College of Novaliches Inc.
Sacred Heart Academy of Novaliches, Quezon City
Page | 62
CURRICULUM VITAE
CONTACT INFORMATION
Name: Lucas Nathaniel G. Razonable
Address: Sierra Madre St. Diamond Village, Brgy.
Kaligayahan, Novaliches, Quezon City
E-mail Address: lucasrazonable@gmail.com
Contact No.: 09568592142
PERSONAL INFORMATION:
Date of birth: November 8, 2001
Place of birth: Novaliches, Quezon City
Gender: Male
Height: 5’8
Weight: 69.0 kg
Primary Education: St. Mary’s School of Novaliches, Inc.
Secondary Education: St. Mary’s School of Novaliches, Inc.
Page | 63
CURRICULUM VITAE
CONTACT INFORMATION
Name: Ynnah Shainne R. Santianez
Address: Phase2 Package1 Block1 Lot7 Bagong
Silang, Caloocan City
E-mail: santianezynnah@gmail.com
Contact no.: 09998514400
Date of birth: April 1, 2002
Place of birth: Dr. Jose N. Rodriguez Memorial Hospital
Gender: Female
Height: Secret
Weight: 40
Primary Education: Holy Rosary College Foundation
Secondary Education: Holy Rosary College Foundation
St. Joseph College of Novaliches Inc.
Page | 64

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St. Joseph College of Novaliches, Inc.

Rainbow Village 5, Congressional Ave., Novaliches Caloocan City

THE PROBLEM AND ITS BACKGROUND

With the implementation of K-12 Program in the year 2016, the

different tracks one of which is the Academic Track. It consists of different

strands namely, Science, Technology, Engineering, and Mathematics (STEM),

Accountancy and Business Management (ABM), and Humanities and Social

response of one’s body to any kind of demand or threat. When a student

experiences high levels of stress, there is a high probability that it interferes

encounter common stressors in secondary level, perceptions of what are

considered as academic stressors may differ. A survey commissioned by the

stressed-out, sleep-deprived, overloaded with homework and willing to cheat.

regarding what can be done to improve their performance. Students

the feelings they definitely experience is stress.

The researchers believe that there is a need to conduct this study

12 Students from Different Strands of SJCNI Academic Year 2019-2020.

STATEMENT OF THE PROBLEM

This study aims to identify the different stress levels among

2020. Specifically, by finding the answers to the following questions:

1. How may the respondents be described in terms of:

1.4 Academic Performance

1.4.1 General Average: 1st Quarter

2. What is the major stressor among the strands of grade 12 students?

terms of coping successfully from stress? (1 is the lowest, 10 is the

This research is guided by the following assumptions:

1. The data and information gathered are valid and reliable.

2. The respondents have differences in terms of age, gender, strand, and

lastly by their academic performance during the 1st Quarter period.

12 students in terms of workloads, examinations, thesis writing,

recitation, projects, quizzes, and expectations.

4. The researcher assumes there are different leading causes of stress

among the strands of the Grade 12 students these are different

expectations from their parents, teachers, and their future plans.

learning how to manage their time well.

SCOPE AND DELIMITATION

of Novaliches, Inc. The researchers will utilize 38 STEM students, 17 ABM

students, and 5 HUMSS students. The researchers will have a total of 60

Building (Academic Year 2019-2020). Information and data will be obtained

through questionnaires. Respondents in the process of data gathering will be

the seniors which will be the grade twelve students.

SIGNIFICANCE OF THE STUDY

Vital results of this investigation could be highly significant and

beneficial to the following:

For the Students, to prepare themselves for events as much as possible

solutions in a head of time.

understand or raise awareness of the stress levels experienced by the students

quality of the welfare of the students.

the differences in stress levels of the students.

reference to be used in future studies akin to this study.

the understanding of the researchers.:

Homework load it refers to the amount of homework to be done by a

Stress it is state of mental or emotional strain or tension resulting from

adverse or demanding circumstances. This word was used prevalently

throughout the study

used prevalently in the study.

Time Management refers to the ability to use one's time effectively or

productively, especially at work.

REVIEW OF RELATED LITERATURE

for better comprehension of the study.

Santos, Arcelie (2018) “Academic Stress Among High School

Students” According to Associated Press/ MTV survey (2009), school is the

be way of building up a tolerance for stress because of too much homework,

testing, and pressure from peers.