A Study on the Utilization of Coping Mechanisms of Senior High

School of Sta. Monica Parochial Institute

In Partial Fulfilment of the Requirements for Research

Submitted to Sta. Monica Parochial Institute

Ajhay Ditona
Johann Bayani
Jhimton Aivan Manticahon

March 2020
 Chapter 1
The Problem and Its Background

Stress, on a medical context, is said to be our body’s response to change. This could be
physical, mental or emotional. Sources of stress can be either internal, such as illness or
external, environmental or social situation.

One of the common sources of stress specifically for young people is academic stress
which is, by definition, is the anxiety experienced by students that comes from schooling and
education (Prabu, 2015). Tight deadlines, academic overloads, oral presentation and taking
examinations are the common stressors coming from schooling. It was reported that by
American College Health Association in 2006 that academic stress is one great health obstacle
to college students (Alsulami et. al., 2018).

In the Philippines, the top five causes of academic stress of the students are said to be:
(1) academic difficulty of subject matter; (2) workload due to subjects; (3) time management
because of subjects; (4) responsibilities due to being on one’s own; and (5) time management
because of both subjects and organization (Dy, 2015).

It has been established that stress in education is inevitable and different mechanisms
are pivotal for the success of the students. Coping mechanisms are methods that should be
done by the students to deal with difficult situations defeating anxiety and stress. This study will
determine the coping methods students are using when they are under stressful academic
situation.

Background of the Study

One popular instrument being used in evaluating coping mechanism is the COPE
Inventory. Created by Carver in 1989, the instrument is a multi-dimensional inventory
developed to assess the different coping strategies people use in response to stress. It stands
for Coping Orientation to Problems Experienced. The instrument uses 15 scales namely:
positive reinterpretation and growth, mental disengagement, focus on and venting of emotions,
use of instrumental social support, active coping, denial, religious coping, humor, behavioural
disengagement, restraint, use of emotional social support, substance use, acceptance,
suppression of competing activities and planning.

Sta. Monica Parochial Institute, as one of the educational institutions in Botolan,

Zambales, started to implement K-12 and has numerous students enrolled in General Academic
Strand. Students in the program are said to have been dealing with academic stress with
workload and other extra-curricular activities contributing to their anxiety.

In this light, this research wants to determine how students are dealing with academic
stress answering the question “What are the coping mechanisms of Grade 11 and 12 students
of Sta. Monica Parochial Institute?”

Theoretical Framework

This study, which deals with the coping mechanism of the Grade 11 and 12 students of
Sta. Monica Parochial Institute, uses Haan’s Model of Coping, Defense and Fragmentation. This
model is a three-way model of ego process that includes coping, defense and fragmentation.
This process is said to be strategy to solve essential problems in day-to-day living.

Coping is an attempt to overcome difficulties on equal terms. Coping is an encounter

wherein people reach out and within themselves for resources to come to terms with
difficulties (Haan, 1993). Coping can be problem-focused and emotion-focused, talking about
strategy. Problem-focused strategy relies on utilizing active ways to directly tackle situation
causing the stress. Emotion-focused strategy, on the other hand, are being used to handle
feelings of distress rather than the actual problem (Cliché, 2019).
 Defense, meanwhile, is a method of adaptation or self-protection which involves
unyielding fortification (Haan, 1993). Operationally, it is an unconscious mechanism that greatly
helps in reducing anxiety from harmful stimuli. People normally use defense to protect
ourselves from feelings of anxiety or guilt, which arise because we feel threatened, or because
our id or superego becomes too demanding.

Lastly, Fragmentation is defined to be an adaptive failure. One example of this is

psychotic behaviour. Extreme stress can cause fragmentation where maintenance of self-
consistency is precarious.

Coping
Defense
Fragmentation

Figure 1.1 Tripartite Model of Haan’s Model of Coping, Defense and Fragmentation

Conceptual Framework

This study, in effort to use Haan’s model of coping, defense and fragmentation wanted
to focus on coping as main strategy in coping academic stress. Operationally, this research will
focus on determining “coping” as a strategy in dealing academic stress of Grade 11 and 12
students of Sta. Monica Parochial Institute.
 With the help of COPE Inventory of Carver, the study will be focusing on determining
coping mechanisms of the students based on 15 dimensions presented in the instrument. The
study will be using this model:

Input Process Output

Cope Analysis of Summary

Inventory the and Findings
Secondary Responses of the
Data from Grade Reposonse
11 and 12 from Grade
Students of 11 and 12
Sta. Monica Students of
Parochial Sta. Monica
Institute Parochial
Institute

Figure 1.2 Conceptual Framework of the Determining the Coping Mechanisms of Grade 11 and
12 Students of Sta. Monica Parochial Institute

Statement of the Problem

In terms of coping with academic stress, it is imperative to learn how people usually
deals with stressors. More specifically, educational stress, in its broader sense, is something
that needs to be address for one to cope up and be successful academically.

This study aims to answer the question: What are the coping mechanisms used by
Grade 11 and 12 students of Sta. Monica Parochial Institute in dealing with academic stress?
Objectives of the Study

Generally, this study will be determining the coping strategies of the student when
facing academic anxiety and stress. Specifically, the research wants to meet the following
objectives:

1. Determine the profile of the respondents based on:

a. Gender
b. Age
c. Grade

2. Determine the coping mechanisms of the students when dealing with academic stress
based on the following dimensions:
a. Positive reinterpretation and growth
b. Mental disengagement
c. Focusing on and venting of emotions
d. Use of instrumental social support
e. Active coping
f. Denial
g. Religious coping
h. Humor
i. Behavioural disengagement
j. Restraint
k. Use of emotional social support
l. Substance use
m. Acceptance
n. Suppression of competing activities
o. Planning
 3. To determine if the responses of the students have significant differences when grouped
according to:
a. Gender
b. Age
c. Grade

Research Hypothesis

In effort to know the coping strategies of Grade 11 and 12 students of Sta. Monica
Parochial Institute when it comes to dealing with academic stress, the researcher has come up
with the following research hypothesis:

1. There is no significant difference on the responses of Grade 11 and 12 students on the

coping mechanisms used when grouped according to age.
2. There is no significant difference on the responses of Grade 11 and 12 students on the
coping mechanisms used when grouped according to gender.
3. There is no significant difference on the responses of Grade 11 and 12 students on the
coping mechanisms used when grouped according to strand.

Scope and Limitation

The research is dealing with academic stress of the students and how they cope with
them. The study focused only on the student of Sta. Monica Parochial Institute. More
specifically, the study is putting emphasis on Grade 11 and 12 students. The purpose of limiting
the scope is to ensure that this undertaking is feasible and measurable.

The research also used the coping mechanism designed by Carver. The study focused on
the 15 multi-dimensional instrument because it is opined that this greatly answers the general
question of the research.
Significance of the Study

Primarily, this study wanted to come up with a conclusion about how students deal with
stress they experience in school. The effort of the study can be beneficial to different
stakeholders.

To Students

This research is shedding light to students on how they generally deal with academic
stress. Knowing how they cope up will help them change the direction of their actions especially
if their methodology does not conform with the values their school is establishing. This study
also helps them prioritize their strategies based on situation they deal with.

To Teachers

The results of this study will help the teachers assess how they will deal with their
students in helping them in stressful situations. Academic anxiety is inevitable and knowing
how they will help the students is pivotal to their teacher-student relationship. It will also help
them grow as educators as student development is part of their career growth.

To Schools

Sta. Monica Parochial Institute greatly benefits from the results of the study as this will
help them implement programs which are focused on dealing with the academic stress their
students are experiencing. These programs will be student-centered which help the students
deal with day-to-day anxious situations.
Definition of Terms

Coping mechanism – refers to the strategy the students use in dealing with academic stress.

Academic stress – students’ body’s response to academic-related demands which exceed their
adaptive capabilities.

Utilization – refers to how the Grade 11 and 12 students of Sta. Monica Parochial Institute use
coping mechanism in dealing with academic stress.

Senior High School Students – refers to Grade 11 and 12 students of Sta. Monica Parochial
Institute.

Sta. Monica Parochial Institute – one of the oldest education institutions in Botolan, Zambales.

Profile – refers to demographic information of grade 11 and 12 students of Sta. Monica

Parochial Institute, which includes gender, age and grade level.

Gender – refers if the students are male or female.

Age – this refers how old the respondents are.

Grade – this refers to the grade level of the respondents, whether they are in Grade 11 or
Grade 12.
 Chapter 2
Review of Relevant Literature

Academic Stress

Stress can exist when working at a fast place, doing difficult problems, or listening to
someone shout at you. It can be brought about through conflicts, making decisions, or
otherwise straining abilities, or it can exist because of numerous social demands on time. We
have noted that emotional states tend not to be long lasting, whether they are unpleasant
emotions like fear, or pleasant ones, such as joy. Yet on occasion such states may persist for
long periods of time, or they may reach excessively high levels. When this happens, the result
typically is labelled "stress", and its manifested in psychological as well as physiological terms.

Stress and its manifestations, such as anxiety, depression, and burnout, have always
were as a common problem among people in different professions and occupations. In the last
few decades, alarm has already been provoked by the proliferation of books, research reports,
popular articles and the growing number of organized workshops, aiming to teach people how
to cope with this phenomenon.

A study was conducted determining the stress among secondary students and it was
revealed that students are having moderate level of academic stress and irrespective of sub
samples of the higher secondary students are having moderate level of academic stress.
Further, male student’s academic stress is higher than female students. Urban students are
experiencing more stress than their rural counterparts and students from public schools have
higher stress level than those enrolled in private schools (Prabu, 2015).

Academic stress has become a pervasive problem across countries, cultures, and ethnic
groups (Wong, Wong & Scott, 2006). It was concluded that academic stress still continues to be
a devastating problem affecting a student’s mental health and well-being. Stream wise
differences in the experience of stress were also highlighted. Management of the condition
thus becomes fundamental at every level namely, personal, social and institutional. Techniques
like biofeedback, yoga, life-skills training, mindfulness meditation, psychotherapy have been
found to be effective in reducing stress among students Understanding the source from the
different spheres will enable professionals in the field to tailor-make intervention for students
combining the most effective strategies. Improving the holistic well-being of the student would
eventually be productive not only the individual but, for the overall productivity of the
institutions as well (Reddy, Menon and Thattil, 2018).

Coping Mechanisms

Coping mechanism or strategy refers to specific efforts, which includes behavioural and
psychological, people employ to master, tolerate, reduce or minimize stressful events (Taylor,
1998). Folkman and Lazarus have defined coping as a person's constantly changing cognitive
and behavioural efforts to manage an encounter appraised as stressful. The coping mechanism
is also described as any effort directed to stress management, including task-oriented and ego
defense mechanisms, the factors that enable an individual to regain emotional equilibrium after
a stressful experience. It may be an unconscious process. The process of coping is a very
complex response that occurs when an individual attempt to remove stress or a perceived
threat from the environment. Thus, coping can be viewed as a stabilizing factor that may assist
individuals in maintaining psychosocial adaptation during stressful events; quite a few scales
are also available to measure coping (Somaiya, 2015).

A local Indian study was conducted to identify the mechanisms of coping, resilience and
quality of life (QoL) and their correlations in medical undergraduates, so as to find some factors
which can help to make some positive changes in medical curriculum. It was found out that
problem-solving and fatalism was more in immigrant students than native students of Mumbai.
Problem-oriented mechanisms of coping, resilience, and QoL were higher in students doing
internship. However, students of 3rd year part 2 were less resilient, used emotion-focused ways
of coping and had a lower QoL.

COPE Inventory

The COPE Inventory is a multidimensional coping inventory to assess the different ways
in which people respond to stress. Five scales (of four items each) measure conceptually
distinct aspects of problem-focused coping. This includes active coping, planning, suppression
of competing activities, restraint coping, seeking of instrumental social support. Also, there is a
measure aspect of what might be viewed as emotion-focused coping, which include seeking of
emotional social support, positive reinterpretation, acceptance, denial, turning to religion.
Lastly, there are three scales measuring coping responses that arguably are less useful. This
refers to focus on and venting of emotions, behavioral disengagement, mental disengagement
(Carver, n.d.).

Two studies evaluated the dimensionality of the COPE inventory (Carver, Scheier, &
Weintraub, 1989) and examined its relationships with approach- and avoidance-motives and
positive and negative traits. In Study 1, four coping factors emerged, three of which reflected
either self-sufficient or socially-supported coping strategies, along with an avoidant-coping
factor. Correlations of scales from the self-sufficient and socially-supported coping factors with
behavioral activation and positive traits suggested these factors involved approach-oriented
coping, while the avoidant-coping scales correlated with behavioral inhibition and negative
traits. In Study 2, similar self-sufficient, socially-supported, and avoidant-coping factors
emerged; highly similar correlations were found between the scales that defined these factors
with approach- and avoidance-motives and positive and negative traits (Litman, 2005).
Synthesis

With all the collected articles, journals, unpublished researches and publishes ones, the
researcher has come up with the idea of pursuing the which determines the level of use of
coping mechanisms among Grade 11 and 12 students of Sta. Monica Parochial Institute.

The articles and studies substantiate the pursuance of this research. All the studies,
written documents, and electronic-based literature are relevant and will supply the researchers
their needed data. The related study and literature may also serve as their guide in pursuing the
research venture, which in fact, helped the researchers to construct their statement of the
problem.
 Chapter 3
Research Methodology

Research Design

The undertaking used quantitative approach to be able to meet the objectives of the
study. Quantitative research scientifically and systematically investigates quantitative
properties and phenomena. This kind of research approach focuses on the recurrence of data,
making it more appropriate in the conduct of the study. The researchers believed that the data
gathered can be best analyzed using quantitative approach.

Further, the research under investigation used a descriptive research design in

answering the research problem. Descriptive design aimed to reveal what is going on or what
exists, it provides definitions and detailed descriptions of what is being studied (Pernia, 2004).
The study used descriptive design because it determines the level of use of coping mechanisms
among students of Sta. Monica Parochial Institute.

Research Method

For quantitative data gathering, the researcher utilized survey research. Survey
research is a collection of data with the purpose of gathering the general conclusion from a
specific group of people. This method is said to be the most widely used research method in
social science research. Survey helps draw conclusion from a sample population representing
to be of whole. It helps describe the characteristic of a large population.

Research Locale

The research was conducted locally and focused in Sta. Monica Parochial Institute. Sta.
Monica Parochial Institute is one of the oldest educational institutions in Botolan, Zambales.
The researcher limits the parameters of the research because of time and budget issues. The
subject of the study are the Grade 11 and 12 students because the researcher believed that
among all other grade levels, they are the ones who experience most stressful situations.

Sample and Sampling Technique

The researcher decided to draw a total of 18 students due tot the limited number of
available respondents. It is also believed that the said number greatly represent the total
population of Grade 11 and 12 students of the said institution.

For sampling technique, the researcher decided to use convenience sampling. It is a type
of non-probability sampling which involves drawing out samples from the population that is
close to hand. The researcher considered the availability of the students.

Instrumentation

In terms of the instrument, the researcher used the COPE Inventory tool. Created by
Carver in 1989, this tool is a multi-dimensional inventory developed to assess the different
coping strategies people use in response to stress. COPE stands for Coping Orientation to
Problems Experienced. The instrument is composed of 60 statement which are all answerable
through a Likert scale.

Statistical Formula Used

To show the proportion of one category to the total number of the student researches
gathered, the researchers used Percentage. In getting the percentage, the following formula
was used:

P= R/N x 100
Where:
P=percentage
R=number of theses per category
N=total number of student researches

Apart from using the two abovementioned statistical treatments, the researchers also
used Ranking in analyzing the collected data especially for the multiple response. Ranking was
computed using the formula:
R=Σan/ny
Where: R = rank of a particular item
Σan = sum of the assigned answers
ny= number of variables having the same value

Also, this study aimed at determining if the responses of the students varies according
to different profiles namely age, gender and grade level. To measure that, the researcher used
ANOVA test to determine significant difference. The researchers utilized Excel to compute for
the standard deviation, F and F-crit which will all determine if null hypothesis should be
accepted or rejected.
 Chapter 4
Presentation, Analysis and Interpretation of Data

Profile of the Respondents

Table 1.1
Table of Frequency and Percentage of Respondents According to Gender
Frequency Percentage
Male 4 22%
Female 12 67%
NA 2 11%
Total 18 100%

The table above shows that majority of the respondents are Female with 67% of the
total sample or frequency of 12. Meanwhile 22% (4) of the respondents are Male. 11% or 2 did
not respond to the question.
Table 1.2
Table of Frequency and Percentage of Respondents According to Age
Frequency Percentage
15 5 28%
16 10 56%
19 1 6%
NA 2 11%
Total 18 100%

Majority of the respondents are 16 years old with 56% (10) of the total sample. 28% (5)
are 15 years old and 6% (1) is 19 years old. 11% (2) did not respond.

Table 1.3
Table of Frequency and Percentage of Respondents According to Grade
Frequency Percentage
Grade 11 14 78%
 Grade 12 4 22%
Total 18 100%

Most of the students are Grade 12 with a frequency of 14 or 78% of the total
population. Meanwhile, 4 or 22% of the sample are from Grade 12.

Coping Strategies

Table 2.1
Table of Frequency and Mean of Responses Under Positive Reinterpretation and Growth
1 2 3 4 WM QI
I try to grow as a person as a 2 5 6 5 I usually do this a
2.76
result of the experience (2) (10) (6) (20) medium amount
I try to see it in a different light, 2 5 7 4 I usually do this a
2.72
to make it seem more positive. (2) (10) (21) (16) medium amount
look for something good in what 3 5 6 4 I usually do this a
2.61
is happening. (3) (10) (18) (16) medium amount
I learn something from the 1 1 5 11 I usually do this a
3.44
experience. (1) (2) (15) (44) lot
I usually do this a
Average Weighted Mean = 2.89
medium amount

Table above shows the response of the students when it comes to using positive
reinterpretation and growth. Average weighted mean (AWM) of the four responses is 2.89
interpreted as students “usually do this a medium amount”. Notably, the statement “I learn
something from the experience” usually is done a lot by the students with 3.44 weighted mean.

Table 2.2
Table of Frequency and Mean of Responses Under Mental Disengagement
1 2 3 4 WM QI
I turn to work or other 2 7 8 1 2.44 I usually do this a
substitute activities to take my (2) (14) (24) (4) medium amount
 mind off things.
I daydream about things other 1 8 6 3 I usually do this a
2.61
than this. (2) (16) (18) (12) medium amount
1 7 4 6 I usually do this a
I sleep more than usual. 2.83
(2) (14) (12) (24) medium amount
I go to movies or watch TV, to 3 2 4 9 I usually do this a
3.10
think about it less. (3) (4) (12) (36) lot
I usually do this a
Average Weighted Mean = 2.74
medium amount

In terms of mental disengagement, the students agreed that this specific coping
strategies are usually don on a medium amount with 2.74 weighted mean. However, one
statement from this group, “I go to movies or watch TV, to think about it less”, gained a 3.10
weighted mean, meaning students do it a lot.

Table 2.3
Table of Frequency and Mean of Responses Under Focus on and Venting of Emotions
1 2 3 4 WM QI
I get upset and let my emotions 2 9 3 4 I usually do this a
2.50
out. (2) (18) (9) (16) medium amount
I get upset and am really aware 6 4 4 4 I usually do this a
2.33
of it. (6) (8) (12) (16) medium amount
2 10 3 3 I usually do this a
I let my feelings out. 2.38
(2) (20) (9) (12) medium amount
I feel a lot of emotional distress 4 5 7 2 2.39 I usually do this a
and I find myself expressing (4) (10) (21) (8) medium amount
 those feelings a lot.
I usually do this a
Average Weighted Mean = 2.40
medium amount

On an average, focus on and venting of emotions got a weighted mean of 2.40 which
means students do this a medium amount.

Table 2.4
Table of Frequency and Mean of Responses Under Use of Instrumental Social Support
1 2 3 4 WM QI
I try to get advice from 2 8 3 5 I usually do this a
2.61
someone about what to do. (2) (16) (9) (20) medium amount
I talk to someone to find out 3 6 7 7 I usually do this a
2.44
more about the situation. (3) (12) (21) (28) medium amount
I talk to someone who could do 1 8 4 5
I usually do this a
something concrete about the (1) (16) (12) (20) 2.72
medium amount
problem.
I ask people who have had 3 3 7 5
I usually do this a
similar experiences what they (3) (6) (21) (20) 2.78
medium amount
did.
I usually do this a
Average Weighted Mean = 2.64
medium amount

Table 2.4 shows that the use of instrumental social support is being done on medium
amount by Grade 12 students as shown by average weighted mean of 2.64. Asking similar who
had similar experiences are mostly done by the students among these responses with 2.78
weighted mean.

Table 2.5
Table of Frequency and Mean of Responses Under Active Coping
1 2 3 4 WM QI
I concentrate my efforts on 9 3 5 1 2.61 I usually do this a
 doing something about it. (1) (6) (15) (4) medium amount
I take additional action to try to 3 8 5 1 I usually do this a
2.23
get rid of the problem. (3) (16) (15) (4) medium amount
I take direct action to get 2 8 5 3 I usually do this a
2.50
around the problem. (2) (16) (15) (12) medium amount
I do what has to be done, one 1 3 7 7 I usually do this a
3.11
step at a time. (3) (6) (21) (28) lot
I usually do this a
Average Weighted Mean = 2.61
medium amount

Active coping, meanwhile, got an average weighted mean of 2.61 which translates to
medium amount of utilization by students of Sta. Monica Parochial Institute. Meanwhile,
students pay attention to doing things one step at a time, reflected by weighted mean of 3.11.

Table 2.6
Table of Frequency and Mean of Responses Under Denial
1 2 3 4 WM QI
5 4 5 4 I usually do this a
I say to myself "this isn't real." 2.44
(5) (8) (15) (16) medium amount
I refuse to believe that it has 4 10 3 1 I usually do this a
2.06
happened. (4) (20) (15) (4) medium amount
I pretend that it hasn't really 1 10 3 4 I usually do this a
2.56
happened. (1) (20) (9) (16) medium amount
I act as though it hasn't even 5 6 3 4 I usually do this a
2.33
happened. (5) (12) (9) (16) medium amount
I usually do this a
Average Weighted Mean = 2.35
medium amount

Denial, as a coping mechanism, are being not on a medium amount by the students,
getting an average weighted mean of 2.35. The statement “I pretend that it hasn’t really
happened’” gets the highest weighted mean of 2.56.

Table 2.7
 Table of Frequency and Mean of Responses Under Religious Coping
1 2 3 4 WM QI
3 1 13 1 I usually do this a
I put my trust in God. 3.39
(3) (2) (39) (4) lot
0 4 6 8 I usually do this a
I seek God's help. 3.22
(0) (8) (18) (32) lot
I try to find comfort in my 4 5 7 2 I usually do this a
2.39
religion. (4) (10) (21) (8) medium amount
0 3 4 11 I usually do this a
I pray more than usual. 3.44
(0) (6) (12) (44) lot
I usually do this a
Average Weighted Mean = 3.11
lot

Religious coping is mostly done by the students with an average weighted mean of 3.11.
Praying more than usual gets a weighted mean of 3.44 which means students mostly do this
among all other statements under religious coping.

Table 2.8
Table of Frequency and Mean of Responses Under Humor
1 2 3 4 WM QI
2 7 7 2 I usually do this a
I laugh about the situation. 2.50
(2) (14) (21) (8) medium amount
3 8 6 1 I usually do this a
I make jokes about it. 2.28
(3) (16) (18) (4) medium amount
2 9 5 2 I usually do this a
I kid around about it 2.39
(2) (18) (15) (8) medium amount
5 6 0 7 I usually do this a
I make fun of the situation. 2.50
(5) (12) (0) (28) medium amount
I usually do this a
Average Weighted Mean = 2.42
medium amount
 Humor as a coping strategy is being done on medium amount by students as reflected
by its average weighted mean of 2.42. Laughing about the situation and making fun of them are
mostly done by the student, getting a weighted mean of 2.50.

Table 2.9
Table of Frequency and Mean of Responses Under Behavioral Disengagement
1 2 3 4 WM QI
I admit to myself that I can't 5 9 1 3 I usually do this a
2.11
deal with it and quit trying. (5) (18) (3) (12) medium amount
I just give up trying to reach my 10 6 0 2 I usually do this a
1.56
goal. (10) (12) (0) (8) little bit
I give up the attempt to get 7 7 3 1 I usually do this a
1.89
what I want. (7) (14) (9) (4) little bit
I reduce the amount of effort 4 8 4 1
I usually do this a
I'm putting into solving the (4) (16) (12) (4) 2.12
medium amount
problem.
I usually do this a
Average Weighted Mean = 1.92
little bit

Behavioural disengagement is being done a little bit by the students, with 2.12 average
weighted mean. Giving up trying to reach their goals gets lower utilization among all other
statements.

Table 2.10
Table of Frequency and Mean of Responses Under Restraint
1 2 3 4 WM QI
I restrain myself from doing 4 8 0 6 2.11 I usually do this a
 anything too quickly. (4) (16) (0) (24) medium amount
I hold off doing anything about 5 8 4 1 I usually do this a
2.05
it until the situation permits. (5) (16) (12) (4) medium amount
I make sure not to make 4 6 3 5
I usually do this a
matters worse by acting too (4) (12) (9) (20) 2.50
medium amount
soon.
I force myself to wait for the 6 4 4 4 I usually do this a
2.33
right time to do something. (6) (8) (12) (16) medium amount
I usually do this a
Average Weighted Mean = 2.25
medium amount

Restraint is being done by Grade 12 students of the given school a medium amount as
shown by its average weighted mean of 2.25. Acting soon to make sure not to make matters
worse are mostly done by the students among this subgroup, with weighted mean of 2.50.

Table 2.11
Table of Frequency and Mean of Responses Under Use of Emotional Social Support
1 2 3 4 WM QI
I discuss my feelings with 6 5 4 3 I usually do this a
2.22
someone. (6) (10) (12) (12) medium amount
I try to get emotional support 7 3 7 1 I usually do this a
2.05
from friends or relatives. (7) (6) (21) (4) medium amount
I get sympathy and 2 10 6 0 I usually do this a
2.22
understanding from someone. (2) (20) (18) (0) medium amount
I talk to someone about how I 3 6 6 3 I usually do this a
2.50
feel. (3) (12) (18) (12) medium amount
I usually do this a
Average Weighted Mean = 2.25
medium amount

Students utilized the “Use of Emotional Social Support” on a medium amount. This
coping strategy gained a weighted mean of 2.25. Meanwhile, talking to someone about how
they feel during stressful situation gets more responses, with a weighted mean of 2.50.
 Table 2.12
Table of Frequency and Mean of Responses Under Substance Use
1 2 3 4 WM QI
I use alcohol or drugs to make 12 2 3 0 I usually do this a
1.44
myself feel better. (12) (4) (9) (0) little bit
I try to lose myself for a while 13 5 0 0
I usually do this a
by drinking alcohol or taking (13) (10) (0) (0) 1.28
little bit
drugs.
I drink alcohol or take drugs, in 13 4 1 0 I usually do this a
1.33
order to think about it less. (1) (8) (3) (0) little bit
I use alcohol or drugs to help 15 3 0 0 I usually do this a
1.17
me get through it. (15) (6) (0) (0) little bit
I usually do this a
Average Weighted Mean = 1.30
little bit

Substance use are not being utilized that much by the students, with a weighted mean
of 1.30. Using alcohol or drugs to help them get through stressful situations is being less utilized
by the students as a coping mechanism, with weighted mean of 1.17

Table 2.13
Table of Frequency and Mean of Responses Under Acceptance
1 2 3 4 WM QI
I get used to the idea that it 3 11 3 1 I usually do this a
2.11
happened. (3) (22) (9) (4) medium amount
I accept that this has happened 1 9 4 4 I usually do this a
2.61
and that it can't be changed. (1) (18) (12) (16) medium amount
I accept the reality of the fact 1 6 5 6 I usually do this a
2.89
that it happened. (1) (12) (15) (24) medium amount
1 7 5 5 I usually do this a
I learn to live with it. 2.78
(1) (14) (15) (20) medium amount
Average Weighted Mean = 2.60 I usually do this a
 medium amount

Acceptance, meanwhile, are being used on a medium amount by the students as

reflected by its average weighted mean of 2.60. Among the responses from this group,
accepting reality of the fact that stressful situation has happened is mostly done by the
students.

Table 2.14
Table of Frequency and Mean of Responses Under Suppression of Competing Activities
1 2 3 4 WM QI
I keep myself from getting
1 8 7 2 I usually do this a
distracted by other thoughts or 2.55
(1) (16) (21) (8) medium amount
activities.
I focus on dealing with this 2 10 6 0
I usually do this a
problem, and if necessary, let (2) (20) (18) (0) 2.22
medium amount
other things slide a little.
I try hard to prevent other 4 5 7 2
I usually do this a
things from interfering with my (4) (10) (21) (8) 2.39
medium amount
efforts at dealing with this.
I put aside other activities in 3 11 4 0 I usually do this a
2.05
order to concentrate on this. (3) (22) (12) (0) medium amount
I usually do this a
Average Weighted Mean = 2.30
medium amount

Suppression of competing activities are being done on medium amount by students with
an average weighted mean of 2.30. students, according to the data mostly keep themselves
from getting distracted by other thoughts or activities, with weighted mean of 2.55.

Table 2.15
Table of Frequency and Mean of Responses Under Planning
1 2 3 4 WM QI
I make a plan of action. 0 9 4 4 2.55 I usually do this a
 (0) (18) (12) (16) medium amount
I try to come up with a strategy 0 6 9 2 I usually do this a
2.61
about what to do. (0) (12) (27) (8) medium amount
I think about how I might best 1 4 8 5 I usually do this a
2.94
handle the problem. (1) (8) (24) (10) medium amount
I think hard about what steps 2 6 4 6 I usually do this a
2.78
to take. (2) (12) (12) (24) medium amount
I usually do this a
Average Weighted Mean = 2.72
medium amount

Lastly, students usually do a medium amount of planning, getting an average weighted

mean of 2.72. Thinking about how to best handle the problem is most popular among the
students, with weighted mean of 2.94.

Table 3
Table of Average Weighted Mean and Ranking of the Responses According to Strategy
AWM Ranking
Positive reinterpretation and growth 2.89 2
Mental disengagement 2.74 3
Focus on and venting of emotions 2.40 9
Use of instrumental social support 2.64 5
Active coping 2.61 6
Denial 2.35 10
Religious coping 3.11 1
Humor 2.42 8
Behavioral disengagement 1.92 14
Restraint 2.25 12.5
 Use of emotional social support 2.25 12.5
Substance use 1.30 15
Acceptance 2.60 7
Suppression of competing activities 2.30 11
Planning 2.72 4

Table above shows the average weighted mean and ranking of different coping
strategies. The data shows that religious coping is mostly done by the students followed by
positive reinterpretation and growth and mental disengagement. Substance use, behavioural
disengagement, restraint and use of emotional social support are least being used by the
students.

Table 4.1
Analysis of Variance to Test Differences on the Usage of Coping Mechanisms When Grouped
According to Age
SUMMARY
Groups Count Sum Average Variance
16 15 35.56778 2.371185 0.180192
15 15 40.25 2.683333 0.331667
19 15 41 2.733333 0.780952

ANOVA
Source of
Variation SS df MS F P-value F crit
Between Groups 1.155438 2 0.577719 1.340611 0.272652 3.219942
Within Groups 18.09935 42 0.430937

Total 19.25479 44        
Decision: Accept Null Hypothesis (No Significant Difference)
 Table 4.2
Analysis of Variance to Test Differences on the Usage of Coping Mechanisms When Grouped
According to Gender
SUMMARY
Groups Count Sum Average Variance
38.00815 2.53387 0.27890
Female 15 2 7 7
2.36666 0.14836
Male 15 35.5 7 3

ANOVA
Source of
Variation SS df MS F P-value F crit
0.20969 0.20969 0.98155 0.33030 4.19597
Between Groups 4 1 4 3 1 2
5.98178 0.21363
Within Groups 2 28 5

6.19147
Total 7 29        
Decision: Accept Null Hypothesis (No Significant Difference)
 Table 4.3
Analysis of Variance to Test Differences on the Usage of Coping Mechanisms When Grouped
According to Grade
SUMMARY
Groups Count Sum Average Variance
37.92240 0.20303
Grade 11 15 3 2.52816 7
Grade 12 15 32.2875 2.1525 0.2493

ANOVA
Source of
Variation SS df MS F P-value F crit
1.05840 1.05840 4.67971 0.03920 4.19597
Between Groups 4 1 4 4 8 2
6.33272 0.22616
Within Groups 1 28 9

7.39112
Total 5 29        
Decision: Reject Null Hypothesis (There is Significant Difference)
 Chapter 5
Summary of Findings Conclusions and Recommendations

Summary of Findings

After the interpretation of the collected data, the researcher found the following facts:

1. Majority of the students are female with 67% of the sample while 22% are male. 56% of
the sample students are 16 years old while 28% of them are 15 years old and 6% is 19
years old. Majority of the students from Grade 11 with 78% of the total sample while
22% are from Grade 12.

2. Positive reinterpretation and growth got an awm of 2.89. Mental disengagement has
2.72 while focus on and venting of emotions has 2.40. Use of instrumental social
support got an awm of 2.64 and active coping got 2.61. Denial has 2.35 awm while
religious coping got 3.11. Humor has 2.42 and behavioural engagement has 1.92.
Restraint, use of emotional social support and substance use got awms of 2.25, 2.25,
and 1.30, respectively. Acceptance got an awm of 2.60 and suppression of competing
activities got 2.30. Lastly, planning got 2.72 awm.

3. When grouped according to Age, the responses of Grade 11 and 12 students have no
significant difference. Meanwhile, there is no significant difference on the responses of
the students when grouped according to Gender. Lastly, there is a significant difference
on the responses of the student when grouped according to Grade.
Conclusions

The researcher has concluded the following facts:

1. Most of the students are female, are 15 years old and under General Academic Strand.

2. Most of the students use religious coping as a mechanism on dealing with academic
stress. This can be attributed to the fact that students are enrolled in a catholic school
and values are being taught well. This is followed by positive reinterpretation and
growth and mental disengagement. This study also revealed that students don’t use
alcohol or drugs in dealing with stressful situations in their school.

3. Study revealed that there are no significant difference on the responses of the students
when grouped according to Age and Gender, but has significant difference when
grouped according to Grade.

Recommendations

After careful consideration of the findings of the study, the researcher has come up with
the following recommendations:

1. Using the data from this study, the teachers can use them to create programs which will
focus on helping the students in dealing with their everyday struggles academically.
There is already a strong foundation in values teaching as reflected in the results of the
study. the school can focus more on helping students use other positive coping
mechanisms such as planning, positive reinterpretation and growth and acceptance.
2. Further studies can be conducted which will deal more on exploring the reasons why
students use the following coping mechanism. A qualitative study is highly
recommended to understand better the thoughts of the students and to be able to
explain more on why students utilize different strategies.
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