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Running Head: STRESS MANAGEMENT STRATEGIES

Stress Management Strategies among Senior High School

Students of La Union National High School

Cabanban, Charmagne M.

Gaa, Eva Marie P.

Gameng, Klarence Jhay G.

Gurion, Darwin G.

Martinez, Princess Gwyneth F.

Rabang, Cielo Amor F.

Tabucol, Jumel P.

Valencia, Guillerma S.

La Union National High School

Senior High School

March 2020
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Chapter 1

Introduction

This chapter presents the different essential elements: the introduction, which contains

the rationale (an explanation of the reasons for the conduct of the research); the review of

literature and statistical foundation; the statement of the general and specific problems; the scope

and delimitation which identifies the major variables, sub-variables and the indicators; the

significance of the study which enumerates the beneficiaries of the study and the corresponding

benefits each will receive; and lastly, the notations.

Background of the Study

Stress is generally defined as the body’s nonspecific response or reaction to demands

made on it, or to disturbing events in the environment. It is a process by which one perceives and

copes with environmental threats and challenges. Personal and environmental events that cause

stress are known as stressors. Therefore, stress is simply defined as emotional disturbances or

changes caused by stressors. Stress which promotes and facilitates learning is called eustress or

the good stress. An optimal level of stress can enhance learning ability. On the other hand, stress

which inhibits and suppresses learning is called distress or bad stress, one which should be

prevented and avoided. It is noteworthy that the same stressors may be perceived differently by

different students, depending on their cultural backgrounds, personality traits, experience and

coping skills (Retrieved January 9, 2020 from https://www.aseanjournal2010.com).

Mandler (1984) defined stress as the physical pressure and strain that result from

demands or changes in the environment. Stress arises whenever there is a change in the body that

requires us to readjust. Everyone is exposed to stress at some time in their lives, that
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uncomfortable situation that affects our sense of well-being and quality of life. According to the

cognitive-transactional model of stress, stress is the dynamic relationship between an individual

and the environment in which a stimulus (whatever it is) disturbs an individual’s homeostasis,

causing him/her to respond to the situation with all available resources. When this occurs, we

evaluate the demand relative to our available resources, and the amount of stress we experience

is governed by the following rule: the more resources we have, the less stress we will experience

(Aherne, D. (1998). Understanding Student Stress: A Qualitative Study of the Stress Experienced

by Third Level Students. Retrieved January 9, 2020 from https://cora.ucc.ie/handle/10468/1615).

According to Cohen (1980), stress is not necessarily a bad thing in and of itself. Its

impact is relative to the individual: what is terribly difficult for one person can make another

person feel interested and alive. Stress can turn out to be a good thing because it keeps the body

going, and this, in turn, keeps us moving toward a new goal. When ‘stress’ is good, leading to

something desirable, it is called eustress.

On the other hand, the negative effects of stress are great. These include confusion,

inability to make decisions, avoidance of people, as well as, eventually, physical or

psychological illness. Furthermore, as mentioned by Cohen and Williamson (1991), when stress

is ‘bad,’ or overwhelms our ability to cope, it is called distress.

Meijer (2007) believes that stress induces feeling of frustration, fear, conflict, pressure,

hurt, anger, sadness, inadequacy, guilt, loneliness or confusion. Learners experience high stress

due to academic commitment, financial pressure and lack of time management skills. These

problems can lead to family conflicts, drug abuse, academic failure, violence and suicide.

Stress can be understood in terms of the meaning of stressful experiences for individuals. The

meaning of stressful experiences involves threats to self-adequacy, where self-adequacy is

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considered a basic human need. Appropriate research methods are required to explore this aspect

of stress (G Gomez, M. G. (2018). Stress in High School Students: A Descriptive Study. Journal

of Cognitive Behavioral Therapy, 1(1)).

Researchers have found that the main sources of stress in the academic environment and

work outside of school, giving presentations, competition with classmates, and academic

overload.

The quality of student-teacher interaction and peer relations within the school are found

to have a significant impact on student stress levels. Students with more positive interactions

with their teachers have lower stress levels with higher stress levels among those who have

experienced bullying from peers (Banks, J. & Smyth, E. (2015). Journal of youth studies.

Retrieved January 9, 2020 from

https://www.tandfonline.com/doi/abs/10.1080/13676261.2014.992317).

Students always face stress from requirements from their respective subjects, the pressure

of deadlines, the anxiety of anticipating exam results and recitations. Furthermore, problems with

their friends or partners and family also contribute hugely to the stress they experience.

These problems which lead to stress which are undoubtedly experienced by most students

prompted the researchers to conduct this study which is deemed to be conducted at La Union

National High School-Senior High School during the second semester of the school year 2019-

2020. The respondents will be senior high school students.

The results of this study are of great help to: (1) students, because they will know further

what stress is and its impact on their health, lifestyle and academic performance. By learning so,

they may be able to differentiate eustress from distress and formulate strategies on how to cope

with stress; (2) teachers, as they will be aware of every student’s situations and give
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considerations and guidance on how their students can cope up with stress; (3) parents, because

they will be cognizant of their children’s situations and give their own guidance as well as their

pieces of advice to help their children fight their struggles and cope with stress; (4) school

administration, for them to be able to find solutions and ways to help students but also to parents,

teachers and etcetera; and (5) community, as this study will contribute to the body of knowledge

giving additional learning not only to students but also to parents, teachers and etcetera.

Statement of the Problem

According to the DepEd’s mission, they are to protect and promote the right of every

Filipino to quality and complete basic education where students learn in a child-friendly and

motivating environment. In order to achieve this, students, as well as teachers, need to be under

less stress for them to function properly and be more effective.

However, due to constant and several demands, students are put under a lot of stress. it

has become the number one reported impediment to academic performance, as students now

report being stressed out than ever.

If this situation continues among most students, quality of education will surely decline

as students may submit projects only for compliance that are not done with their best efforts and

excellence. In response to this problem, our study proposes to investigate stressors experienced

by students and their coping strategies.

The researchers propose to conduct a study entitled “Stress Management Strategies

among Senior High School Students of La Union National High School” which aims to identify

factors causing stress among senior high school students of La Union National High School and

their stress management strategies. Specifically, it will focus on the following objectives:

1. To identify various causes of stress among senior high school students.

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2. To identify signs and symptoms of stress among senior high school students

3. To determine ways how students cope with stress.

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INPUT PROCESS OUTPUT

 Identifying possible

 Causes of stress respondents through

among senior survey.

high school  Making of questions that Brochure about the

students will be asked to the stress management

respondents. strategies of

 Coping strategies  Validating of the questions. students and

of students  Collecting of data through recommendations

interview. for better coping

 Effects of stress  Analyzing the collected strategies.

to students’ data through content

academic analysis.

performance  Interpreting the data.

Feedback

Figure 1. Paradigm for the stress management strategies among senior high school students of

La Union National High School

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Chapter 2

Methods

Research Design

The phenomenological method was used in this study to investigate the experiences of

students who are under a lot of stress. This methodology was selected because the researchers are

interested in capturing the experiences of students and how they have successfully passed the

stressful struggle through their perspective. According to Creswell (2007), a phenomenological

study “describes the meaning for several individuals of their lived experiences of a concept or a

phenomenon” (p. 57). In other words, it focuses on describing a phenomenon that all the

participants have experienced, such as studying while under a lot of stress.  The strength of the

phenomenological method is it allows the examination of “the ways in which people experience,

conceptualize, perceive, and understand a phenomenon on their own perspectives.” This method

has also provided a rich and complete description of human experiences and meanings and

findings are allowed to emerge, rather than being imposed by an investigator. Investigations

with a phenomenographic orientation thus focus more on explanation of what is experienced and

how it is experienced (i.e. “second-order perspective”).

Participants

This study was conducted at La Union National High School-Senior High School, City

Schools Division of San Fernando, La Union during the school year 2019-2020. The respondents

of this study were the Grades 11 and 12 students of La Union National High School who were

enrolled during the second semester of the school year 2019-2020.

Purposive sampling was adopted for this study which is “a method of sampling where the

researcher deliberately chooses who to include in the study based on their ability to provide
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necessary data” (Parahoo, 1997, p. 232). The rationale for choosing this approach was that the

researcher was seeking effects and knowledge about the students’ opinion of stress that affects

their academic performances, which the participants would provide by virtue of their

experience. In this study, twenty (20) participants are chosen and as a rule of thumb

for phenomenological studies, Creswell (1998) recommends 5 – 25 and Morse (1994) suggests at

least six. The number of participants is informed by the extent to which the research question

has been addressed (Marshall, 1996; McLeod, 2002). A non-probability, purposive sampling

technique was selected, since participants were required to meet a pre-determined criteria

(McDermott & Sarvela, 1999). This involves identifying and selecting individuals or groups of

individuals that are especially knowledgeable about or experienced with the topic (Cresswell &

Plano Clark, 2011). In addition to knowledge and experience, Bernard (2002) and Spradley

(1979) note the importance of availability and willingness to participate, and the ability to

communicate experiences and opinions in an articulate, expressive and reflective manner. When

data reaches a point of saturation, i.e. when new themes stop emerging, the researcher can

conclude that there is no need for more interviews (Hutchinson & Wilson, 1991; Marshall, 1996;

Orbele, 2002). The number of participants interviewed in this study is therefore not

predetermined but were determined by the information gained during the various interviews.

Interviews were conducted until the data reached an acceptable saturation point and the

researcher judged that the research question could be answered adequately.

Data Gathering Tool and Procedure

For this study, in-depth interview is the primary method of data gathering. It is a key

qualitative data collection method for social research. It is mainly useful in cases where there is a

need to attain highly personalized data, as well as in cases where there are opportunities for
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probing to get underlying factors (Gray, 2004). Potter (1996) argues that interviews are valuable

tools for collecting data in qualitative research. The main advantage of interviews stems from

their capability to offer a complete description and analysis of a research subject, without

limiting the scope of the research and the nature of the participant’s responses (Collis & Hussey,

2003). A one-on-one interview method allows the researcher to interact with the participants and

to observe non-verbal cues during the interview process. Interviews are thus useful for gaining

insight and context into a topic. They can provide information to which the interviewee was

previously privy to. In this study, an unstructured interview method was used to allow for an

open, in-depth discussion of the research topic. Denzin and Lincoln (2005) argue that

unstructured interviews allow the researcher to understand the complexity of the situation

without imposing any prior categorization. Through choosing interview as a method of data

collection, the researcher hoped to gain a deeper understanding of the participants’ constructions

through dialogue and through the language they use in constructing the different discourses. The

interview method allows the researcher to seek clarity and probe for deeper understanding. As a

result, the reporting and analysis of data is reflective of the views of the participants. The

questions were designed using the English language as most of the target population is fluent

with the said language. A cover letter explained the purpose of the study, the means of

responding to the queries, the aim of the research as well as the security of the information to

encourage high response among the study participants.

As for such data collection, the conversation between the participants and the researcher

were recorded pending the approval of the interviewee. The interviews as well as the focus

group discussions were conducted in the classrooms of the participants and the researchers had

asked them their most convenient time to avoid any distraction. Lastly, the researchers have
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established trust and rapport with the participants to make it easier for the participants to share

their own experiences without fear of being judged (Stanley, 1990).

Trustworthiness

In order to ensure trustworthiness, validity, consistency and credibility of the data, the

researchers had invited the participants. In this case, the Grade 11 and12 students of La Union

National High School Senior High School and made them realize and reflect on their situations

related to the topic and let them describe in detail a particular instance within these categories.

This also ensured that views and concepts are well grounded and well-supported throughout the

thesis as what Polkinghome (2005) suggests.

The researcher ensures the credibility of this study properly observing the collection of

data especially during interviews. Everything is based on factual data that are obtained directly

from the participants. Tape and recording were also used to preserve and ensure the consistency

of all the data to be collected. The intention of the researchers is to provide the final result to the

participants for the final validation. This is supported by Sandelowski (2006) which stated that

the extent to which a study is judged as credible is by having clear presentation of essential

descriptive information and the mutual understanding or agreement of readers to the description.

Furthermore, credibility is characterized by the recognition of the truth of the findings by the

participants and expert practitioners within the discipline. Validating the final results rests within

the recognition by the participants, not of their full story but the presence of the phenomenon as

described as their experiences. When the essence of the reality of the phenomenon is captured,

then anyone who has experiences in writing research papers will recognize it as their own story.
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Ethical Considerations

In this research, ethical guidelines were considered. Thus, it focused on the perception of

senior high school students; careful measures were taken to protect the privacy and

confidentiality of the participants. Fontana and Frey (2010) pointed out that great care must be

taken to ensure that each participant has been provided with informed consent, the right to

privacy, and protection from physical, emotional or any other kinds of harm. The researchers,

then, assured the participants that the information they shared are treated with utmost

confidentiality. Furthermore, the participants were also persuaded in agreement that any

expression, perceptions, or feelings are valuable as long as they are accurate.

Data Management

Content analysis was used to analyze the data which was gathered from personal

interviews. According to Moore & McCabe (2005), this is the type of research whereby data

gathered is categorized in themes and sub-themes, so as to be able to be comparable. A main

advantage of content analysis is that it helps in data collected being reduced and simplified,

while at the same time producing results that may then be measured using quantitative

techniques. Moreover, content analysis gives the ability to researchers to structure the qualitative

data collected in a way that satisfies the accomplishment of research objectives. However,

human error is highly involved in content analysis, since there is the risk for researchers to

misinterpret the data gathered, thereby generating false and unreliable conclusions (Krippendorf

& Bock, 2008).

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Chapter 3

Results and Discussions

Results

Upon utilizing the intended data analysis approach, 3 emergent themes were generated:

‘Academics’, ‘Physiological Impact’, and ‘Relaxation’. Additionally, emergent themes will be

discussed in relation to the lived experiences of the participants supported through the review of

literature.

Academics

Wheeler (2007) defined stress as a physics word which refers to the amount of force used

on an object and it relates in real life as to how certain issues that carry force applied to human

life. Meanwhile, academic stress is a mental distress with respect to anticipated frustration

associated with academic failure or even unawareness to the possibility of such failure. To better

understand this emergent theme, three theme clusters were drawn to help readers understand

academic as a theme.

The first sub-theme cluster is the ‘school works’. Researchers have found that the main

sources of stress in the academic environment are exams, homework and work outside school,

giving presentations and academic overload. This causes a stressful cycle where school works

pile up and students don not have the time or energy to complete it all-leading to even more

stress. Two of the participants mentioned that the source of his/her stress is:

“School works dahil sabay-sabay silang nagpapagawa at kailangan ipasa kaagad sa

sinabi nilang deadline.”

“School requirements…excessive masyado ‘yung binibigay.”

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Extra-curricular activities are the second sub-theme cluster which emerges from this

emergent theme. These are activities that fall outside the realm of the normal curriculum of

school education. These activities are generally voluntary, nonpaying, social and philanthropic.

Thus, a verbalization from a participant states: Ngayon nakakastress lang kasi ‘di mo alam kung

anong uunahin mo ngay tapos dumagdag pa ‘yung schedules ng trainings naming, tapos ano pa

naextend na naman, napostpone na naman yung R1AA…

The third sub-theme cluster derived from this theme is ‘financial stress’. School works

needing a lot of materials, and of course, money, trigger financial stress in most of students.

They constantly worry about where to get money for the activity – projects and/or special tasks

like watching movies or plays—especially when the family he/she belongs to is not financially

well-off. Instead of the students focusing solely on their studies, their minds will wander on the

situation they’re in and think of ways on how they will obtain money in order to contribute or

pay. As explained by one of the participants:

“…Kasi ‘yung sa financial, ‘yun talaga ang pinakamabigat sa lahat tulad ng papasok ka

nang walang baon…”

Physiological Impact

The second emergent theme is entitled “Stress: Physiological Impact.” Medically, it has

been established that chronic symptoms of anxiety and stress can crumble our body’s immune

system. Irrespective of the nature of the causes of stress real or perceived our subconscious mind

reacts with the same body response by releasing stress hormones equal to the degree of our fear,

worry or sense of threat. It brings about changes in the bodies’ biochemical state with extra

epinephrine. It also induces increased palpitation and blood pressure in the body with mental

manifestations such as anger, ear, worry or aggression. In short, stress creates anomalies in our
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body’s homeostasis. When the extra chemicals in our bloodstream don’t get used up or the stress

situation persists, it makes our body prone to mental and physical illnesses (Mapp & Hudson,

1997)

The first sub-theme cluster is Less Productivity. Makmen (1999) stated that stress

negatively affects production of work and creativity in life. He loses balance in dealing with

things, as well as disperses energy and potential, as well as resentment of access to meet the

objectives. As one of the participants stated:

“I can’t do things I wanted to do and I usually don’t exert much effort on things I do

because of being stressed.”

Being moody or irritable is the second sub-theme cluster. Kilburn (2010) stated that stress

affecting you emotionally will make you feel irritable and moody. You may feel overwhelmed

by work, family problems or new experiences, finding it difficult to relax and switch off. One of

the participants spoke about the mood swings he had experienced:

“’Pag naiistress ako, mabilis lang ako mainis tapos ayoko nang masyadong maingay

tapos nabwibwisit ako ‘pag kinukulit ako, kasi syempre stressed ka kapag kinulit ka pa

tapos maingay pa ang paligid, mas mauuna talaga galit mo dahil sa dami ng iniisip mo.”

The third sub-theme cluster derived from this theme is ‘Social Impact’. Don and

Catherall (2005) mentioned that it is difficult for individuals under influence of stress to build

relationship with neighbors, or friends, or with students and teachers as they get annoyed even by

the little things and to the people even with them doing nothing. As described by one of the

participants:

“’Pag naiistress na ako, ayoko ‘yung nakikihalubilo pa ako sa iba kasi stressed nga

ako…Nasisira ‘yung pagkakaibigan minsan…”

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Relaxation

The first sub-theme cluster is ‘sleeping’. Sleepiness is one thing but some people

experience intense fatigue during periods of high stress to the point where it can be debilitating.

Because it is so metabolically expensive to keep the body on high alert, sleepiness may occur so

that the body can replenish that energy. Under periods of stress, many people choose to spend

excess time in bed and often fall asleep as it is their way of escaping from stress. Sleep can

provide some relief from distress even for a while. Also, the brain might only hold so much

emotional information, and sleep helps clear some space and help figure out which daily

experiences need to be put in long-term memory storage and what can be discarded (Prather,

2019).

Eating is the second sub-theme cluster which emerges from this emergent theme. Galan

(2018) explained that stress causes the appetite to decrease so that the body can deal with the

situation but if the stress does not let up, a hormone called cortisol is released. This hormone

increases appetite and food cravings for sugar or fatty foods.

The third sub-theme cluster derived from this theme is ‘listening to music’. Notes (2003)

explained that music or sound coordinated in a rhythmic manner is known to appeal to our inner

being so powerfully that it can speed up healing in our body. Music, whether vocal or

instrumental, basically sends out various forms of vibrating sound energy to its surrounding.

People are generally attracted to the types of music appealing to their inherent body vibration.

Some people may love to listen to the high and racy vibrations of jazz, but to some, it’s the slow

and lulling sound of flute that appeals most. The sound of music, when coordinates well with

one’s inner vibration, untangles the knitted and stressed out nerves, soothes the mind and body,
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and promotes well-being in human as well as other species. Music can be a source of emotional

enjoyment; whether one performs or just experiences it as a passive listener.

Discussion

All of the emergent themes reflected the lived experiences of the participants in their

stressful journeys. The first theme, ‘academics,’ depicted the stressors that the participants have

encountered throughout their lives. It is not the load that may break students down, but the way

they’re carrying it. Like any other problem, stress also requires a strategic approach to conquer

or at least to manage. Students must be strong enough to handle their challenges skillfully, wise

enough to find solutions to the problems, and capable enough of doing whatever are needed to be

done.

The second theme, ‘physiological impact,’ indicated by an unpleasant sensoric, emotional

and subjective experience that is associated with potential damage of body tissue and bodily

threat. Different bodily conditions may fulfill these criteria, e.g. pain, hunger, oxidative stress

and others.

The third theme, ‘relaxation,’ any number of relaxing activities can help people cope

with stress. Relaxing activities may include practicing meditation, progressive muscle relaxation

or other calming techniques, sitting in nature, or listening to soft music.

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Chapter 4

Conclusion

Conclusion

This study sought to gather data on stress, stress symptoms, and coping mechanisms from

the current senior high school students of La Union National High School. Students provided

insight to a set of stressors they face (e.g., school works, extra-curricular activities, school fees),

stress symptoms (physiological effects), and strategies for coping (sleeping, eating, listening to

music). This study shows that the stress experienced by students takes a toll in their lives.

Parents, teachers, as well as the students themselves should take necessary methods to reduce the

stress among the learners as the main cause of their stressor is academics. Furthermore, when

faced in a stressful situation, learners should know how to handle their stress effectively for them

to not get affected by it. They should have recreational activities or stress-relievers (e.g. playing,

watching) in order for them to have a quick break, let go of the stress they feel and its effects,

and continue to work excellently.

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References

A. Books

Cohen, A. (1980). Health: A Guide to Wellness. New York: Harper Collins

Cohen, A. & Williamson, M. (1991). Identify the Sources of Stress in Your Life. California,

U.S.A.:Simon and Perth Publishing Incorporated.

Mandler, B. (1990). Psychology and You. New York:Academic Press

Meijer, J. (2007). Correlates of Students’ Stress in Secondary Education. San Francisco, CA:

Jossey-Bass

B. Electronic Sources

Aherne, D. (1998). Understanding Student Stress: A Qualitative Study of the Stress Experienced

by Third Level Students. Retrieved January 9, 2020 from

https://cora.ucc.ie/handle/10468/1615

Banks, J. & Smyth, E. (2015). Journal of youth studies. Retrieved January 9, 2020 from

https://www.tandfonline.com/doi/abs/10.1080/13676261.2014.992317

Gomez, M. G. (2018). Stress in High School Students: A Descriptive Study. Journal of Cognitive

Behavioral Therapy, 1(1)

Retrieved January 9, 2020 from https://www.aseanjournal2010.com