President Diosdado Macapagal High School Senior High School Department

PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL
Senior High School Department

8th GHQ Brgy. Katuparan Taguig City
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Students are the important elements in educational institutions and these
learners play the part of the next generation future builders of the country’s
success. Students have to face many academic demands, for example,
answering in recitation, accomplishing paper works, showing progress in school
subjects, comprehending the lesson, socializing to classmates, fulfilling teachers
and parents’ academic expectations that leads to academic stress. The blog of
Thakkar (2018) stated that academic stress involves mental distress regarding
anticipated academic challenges.
Mounting social and academic pressures mean that higher education can
be a challenge for any student. A Uni Health study found that 80% of those
studying in higher education reported symptoms of stress or anxiety, while one
NUS survey found that nine in 10 students experienced stress, Lawton
(2019).Intricately, the academic stress is caused by enrolment and admission,
subject, schedule, classroom, financial, teacher, expectation and classmate. The
academic performance is affected on the academic stress and through identifying
the academic stress level, it will serve a way to give proper recommendations to
solve this situation along the realizations of academic stress level in senior high
school. Having low grades will lessen their self-confidence on enhancing their
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skills and abilities that reduces the opportunities to have their tertiary level of
education, employment and even entrepreneurship.
Reasons why this study will focus on the academic stress level of selected
senior high school students. These give researchers the determination to
contribute reliable and usable information that will help to lessen the academic
stress of senior high school and improve their academic performance through the
realization on conclusion based on the analysis and interpretation of data on the
academic stressors to know the academic stress level. These improvements on
students will open on many possibilities that the students will succeed on getting
their profession.
Background of the Study
According to the poll by the social network, After School, tens of thousands
of high school students are asked how often they feel stressed, nearly 45% said
“all the time,” citing relationships and teachers as the primary reasons why.
The poll answered by 35,878 teens in the United States of America shows
44.88% ofteens feel stressed “all the time,” compared to just 12.18% who are
“rarely” stressed, and 6.3% who are “never” stressed.
Relationships (27.22%) and teachers (24.55%) were the most popular
answers to “what stresses you out the most,” followed by parents (13.46%),
college (9.47%), and friends (4.21%).
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From 2015 to succeeding year, the news release of New York University
stated that selective high schools have oriented themselves to address a context
of competitive college admissions, along the school work, college applications,
extracurricular activities, and parental expectations all contribute to teenagers’
stress. It shows that nearly half (49%) of all students reported feeling a great deal
of stress on a daily basis and 31 percent reported feeling somewhat stressed.
Grades, homework, and preparing for college were the greatest sources of stress
for both genders. A substantial minority, 26 percent of participants, reported
symptoms of depression at a clinically significant level.
Furthermore, a recent study surveyed and interviewed and found out that
49 percent of students reported feeling “a great deal of stress” on a daily basis.
Half reported doing three or more hours of homework per night—over four times
the national average of 6 percent.But many students are only stressed about
these things because they internalize pressures from parents, teachers, and
peers, Ossola (2015).
Theoretical Framework
Cognitive-relational theory defines stress as a particular relationship
between the person and the environment that is appraised by the person as
taxing or exceeding his or her resources and endangering his or her well-being
(Lazarus & Folkman, 1984). Appraisals are determined simultaneously by
perceiving environmental demands and personal resources.
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COGNITIVE-RELATIONAL THEORY
PERSONAL FACTORS
Teacher-related Classmate-related
Figure 1: Conceptual Framework
This concept is from the cognitive-relational theory of Lazarus and
Folkman (1984) that has two factors which is the personal factors and
environmental factors. But we can only use personal factor which is consist of
Classmate-related and Teacher-related as the stressors that assess the
individual’s circumstances.
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Input Process Output
Demographic Profile  Survey

of the Respondents: Questionnaire
 Data Gathering
 Gender  Tallying of Data
 Age  Analyzing and  Academic Stress
 Strand interpreting the Level among
data Selected Senior
A Academic Stress High School
Level in the Students of
Following: President
Diosdado
 Teacher-related
Macapagal High
 Classmate-related
School. S.Y.
2019-2020
Figure 2: Research Paradigm
This figure shows the Input, Process and Output of the study.
In input, the researchers included the gender, age and strand as the
demographic profile of selected senior high school along the academic stress
level that composes of teacher-related and classmate-related,
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Process involves the survey questionnaire as the main instrument to
gather the information. The collected data by the researchers are counted to get
the frequency of the demographic profile and the answers of the respondents in
academic stressors that will define the academic stress level.
Lastly, the output is to find the relationship of academic stress level
pertaining to gender, age and strand.
Statement of the Problem
This study generally aims to recognize the academic stress level among
selected senior high school students.
Specifically, this study sought to answer the following questions:
1. What is the demographic profile of the respondents on the following:
1.1 Gender
1.2 Age
1.3 Strand
2. What is the academic stress level in terms of the following:
2.1 Teacher-related
2.2 Classmate-related
3. Is there a significant relationship between academic stress level of
selected senior high school students pertaining to gender, age and strand.
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Hypothesis
Ho: There is no significant relationship between academic stress level to gender,
age and strand of the students.
Ha: There is a significant relationship between academic stress level to gender,
age and strand of the selected senior high school students.
Scope and Delimitation of the Study
This study aimed to evaluate academic stress level among selected senior
high school students in the President Diosdado Macapagal High School being
conducted on year 2020. The researchers will not merely focus on identifying the
academic stress level of the selected respondents from senior high school,
instead, the study will also include the significant relationship of the academic
stress level pertains to gender, age, track and strand that will fill the gap on the
other past researches with regards the relationship of these variables.
The academic stress level of senior high students was identified through
academic stressors responded by selected senior high school studentsthat
include enrolment and admission related, subject-related, teacher-related,
classmate-related, schedule-related, classroom-related, financial-related and
expectation-related.
Significance of the Study
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This segment gave brief description on various significant of the study given to
those who would be benefited. This study is beneficial to the following:
Principals: This study serve as a reference for the curriculum design for
planning and implementation of program to lessen the academics stress shown
in the academic stress level.
Guidance Counsellors: They may use this study as a reference to organize a
program that will help and benefit the students to reduce and recover from their
stress.
Teachers: To make this study valuable through determining where subject area
does the students experienced struggle or stress and make a suggestion that will
be helpful on planning the program.
Students: This may help the students to recognize their academic stress level
and what strategies or solution they can take to minimize their stress that is
merely affect their performance on school. In line with this, the study also helps
them to turn their academic stresses into the useful things and be productive.
Future researchers: To find this research as a useful tool in gathering data for
future references that will help them on improvements through filling the gaps
present in other researches.
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Definition of Terms
The following terms used in this study are defined operationally to ensure
better understanding of the text.
Academic stress- is a stress that is response of body to academic challenges
and failures that students usually experience.
Academic stress level- a kind of stress level that merely focus on academic that
is being identified through the academic stressors perceived by the senior high
school students.
Age- it is one of the demographic profiles that has the ranges of 16-17, 18-19,
20-21, 22-23 and 24-25.
Classmate-related- is where the academic stress came from their classmate
through interaction and socialization within the school.
Gender- define the respondents as female or male.
Senior high- the level of education that includes the grade 11 and 12.
Strand- it includes Humanities and Social Science (HUMSS), General Academic
Strand (GAS), Science Technology Engineering and Mathematics (STEM),
Cookery, Electrical Installation and Maintenance (EIM), Information and
Communication Technology (ICT) and Nursing Aid for demographic profile of
respondents.
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Stress- is feeling or emotion of a person towards the tasks and challenges that is
seem so hard to accomplish.
Students- these are the selected grade 11 and 12 students used as a
respondenton conducting a study.
Teacher-related - is the related cause of academic stress of the students
through the teacher's teaching style, attitude or as motivator.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents relevant literature and studies concerning the academic
stress level of selected senior high school students.
Academic Stress
Academic stress was associated with poor living arrangements, unable to
share personal problems with others and involvement in romantic relationships,
Deb (2015). Academic stressors show themselves in many aspects in the
students' environment: at school, home, in their peer relations and even in their
neighborhoods. The WHO (2015) defined the age interval for adolescences as
10 to 19 years.
In addition, academic stress demands an extra ability to cope, often with
something that is new and different in academics, Deb (2015).Students in
secondary and tertiary education settings face a wide range of ongoing stressors
related to academic demands.
Previous research indicates that academic-related stress can reduce
academic achievement, decrease motivation and increase the risk of school
dropout, concluded on the article of Pascoe et al. (2019).
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Thakkar (2018) asserted that 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
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.
Gender
The study of Dhull and Kumari (2015) examined the Academic Stress
among Adolescents in relation to Gender. They found out that there is a
significant difference between academic stress of male and female adolescents.
Female subjects were found to be under more academic stress as compared to
their male counterparts.According to Calvarese (2015) more females
experienced higher levels of depression, frustration, and anxiety than their male
counterparts when reacting to stress. Males also tended to have other
psychological reactions different from those listed on the survey. In addition,
while the stress reaction of anger was barely statistically in significant, more
females expressed anger than males as a reaction to stress.
Age
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The 2018 Statistics of Canada shows that 23 per cent of people over the
age of 15 report that most days are “quite a bit” or “extremely” stressful, and that
number rises to 30 per cent among the 35 to 54 age group. From the 2017
statistical data by Kunst that exhibit the percentage of adults in the U.S. by
frequency of stress as of 2017, by age. It was found that 87 percent of those
aged 18 to 29 years often or sometimes felt stressed, compared to 70 percent of
those aged 30 to 59 years. Age really matters when it comes on levelling of
stress that will use on academic stress level.
Strand
Desamparado et al. (2019) reveals that there is no significant association
of stress levels when students are categorized according to strand.
Teacher-related
Meador (2019) defines a bad teacher that can set a student or group of
students back considerably. They can create significant learning gaps making the
next teacher’s job that much harder. A bad teacher can foster an atmosphere full
of discipline issues and chaos establishing a pattern that is extremely difficult to
break. Finally, and perhaps most devastatingly, they can shatter a student’s
confidence and overall morale. The effects can be disastrous and nearly
impossible to reverse. Discipline issues cause distractions, and distractions add
up and limit learning time. Every time a teacher has to handle a discipline issue,
she loses valuable instructional time. In addition, each time a student is sent to
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the office on a discipline referral that student loses valuable instruction time. Any
discipline issue will result in the loss of instruction time, which limits a student’s
learning potential. This some teacher-related factors can be a stressor to identify
the academic stress level.
Furthermore, Alm and Colnerud (2015) researched that grading is often
perceived as one of a teacher's most difficult tasks. Despite most teachers
endeavoring to grade their students as objectively as possible, many students
feel that they are subject to unfair grading.
Classmate-related
The news written by Hadden (2015) provides reliable information about
academic competition causes stress. It presents that school-inflicted stress is
increasing, and many students and faculty members believe that academic
competition, within the classroom and in the form of class ranks, is a major
contributing factor.
Schuman (2012) stated that bullying is a widespread and serious issue.
What was once brushed aside as a rite of passage, when kids were advised to
"tough it out," is now understood as a potentially catastrophic problem among
youth today. According to BullyingStatistics.org, 160,000 children in the U.S miss
school each day for fear of being bullied. And with improved technology and the
pervasive use of social media, inappropriate behavior between kids can occur
outside of school hours via emails, text messages, and Facebook posts. These
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exchanges, known as cyberbullying, can be particularly hurtful and aggressive,
especially if they are anonymous, and their harmful effects are often brought
back into school the next day. Whether it's verbal or physical, bullying is a threat
to children of all ages. Here are seven ways to help your child cope with being
bullied.
In addition, Mann (2017) stated that one more club, one more sport, one
more Advanced Placement class — one less hour of sleep. This kind of schedule
has become a reality for some high schoolers, often resulting in students
devoting excessive amounts of time to school. This is done in order achieve high
caliber grades while staying involved in various extracurricular activities.Students
attempting to maintain involvement in a variety of activities while juggling school
work has proven to have a number of effects on their mental health. A study
conducted by Dr. Noelle Leonard, a psychological researcher at New York
University, found that American high school students are functioning at stress
levels which parallel those of an adult with chronic stress disease. Activities
showcasing lots of veins.
Synthesis and Relevance of the Related Literature and Studies
Academic plays a big role in youth succession in any aspects of life.
However, it may also hinder the success through the academic stressors that
involves enrolment and admission-related, subject-related, teacher-related,
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classmate-related, schedule-related, classroom-related, financial-related,
expectation-related.
Access to college education through enrolment and admission is one of
the main sources of the senior high school students. The subjects add burden to
the students especially when the learners are struggling to cope up on lessons.
Inside the school, teachers can impose lots of disciplinary actions but sometimes
teachers’ way of teaching can shatter a students’ confidence and over all morale.
Classmate-related and classroom-related stressors reveal the academic stress
level because it includes the competition inside the room that results the stress
that will increase when the classrooms is over-crowded or have any distractions
that may sum up to the academic stress level. Schedule-related stressor is also
one of the elements of stress, specifically includes the class workload in which
the advanced level classes requires a high amount of study. In money issue, the
financial related stressors reveal that the financial problem is the most conceive
causes of academic stress according to American study. Furthermore,
expectations can leads to low self-confidence because students are afraid to
have disappointments on parents. On the other hand, the parental expectation
has no relationship to the academic stress level from the study of Chellamuthu
(2019).
Nonetheless, the academic stress level has relationships on the
demographic profile includes the gender, age, track and strand. Gender has a
significant difference between stress level and between male and female. In terms
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of age, in the 2018 statistics of Canada; the age of 35 to 54 age group has high
stress level. Lastly, from the study of Desamporado, et al. (2019) stated that there
is no significant relationship between strand or track and academic stress level.
The relationship of strand and track to academic stress level is the variable that
the researcher will fill to enhance the research that may use by the future
researchers as their basis.
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CHAPTER III
THE RESEARCH METHODOLOGY
This chapter describes the research method used, population frame and
sampling scheme, description of the respondents, research instrument, data
gathering procedures and statistical treatment of data.
Research Method Used
This study entitled Academic Stress Level among Selected Senior High
School Students of President Diosdado Macapagal High School. S.Y. 2019-2020
used correlation and descriptive research. A correlational research
design measures a relationship between two variables without the researcher
controlling either of them, McCombes (2019). This means to study whether
variables increase or decrease that corresponds into another variable that will
identify if the correlation is strong or weak. In other cases, there might be no
correlation at all between the variables of interest. According to McCombes
(2019), descriptive research is an appropriate choice when the research aim is to
identify characteristics, frequencies, trends, correlations, and categories; this
research method is used for frequencies, averages and other statistical
calculations. Often the best approach prior to writing descriptive research, is
conducting a survey investigation. These two research designs are vital to know
the academic stress level of seniors through the sample and its relationship to
gender, age and strand.
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Population Frame and Sampling Technique
Senior High School Students in President Diosdado Macapagal High
School will be the population in this research with the total of 686 students in
senior high school level; hence, 253 senior high school students will be the
sample. According to Ochoa (2017) simple random sampling is a sampling
method in which all of the elements in the population and, consequently, all of the
units in the sampling frame have the same probability of being selected for the
sample. It would be along the lines of having a fair raffle among every individual
in the population.
Slovin’sformula was utilized to determine the sample size of the population
on this study, where,
n= sample size
N= population size
e 2= margin of error
N
n=
1+ N e 2
Description of the Respondents
Simple random sampling procedure was been used on this study for
selecting the respondents from the six (6) sections of grade 12 and eight (8)
sections of grade 11 with their corresponding strand Science Technology
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Engineering and Mathematics (STEM), General Academic Strand (GAS),
Humanities and Social Sciences (HUMSS) under Academic Track and Electrical
Installation and Maintenance (EIM), Cookery, Nursing Aid, Information and
Communication (ICT) for Technology Vocational Livelihood.
Research Instrument
The researchers adopted the survey questionnaire of Glenn M. Calaguas
consisting of series of questions. This questionnaire is adopted to get the
academic stress level among selected senior high school students and its
relationship to gender, age and strand. The questionnaires compose (a)
enrolment and admission-related, (b) subject-related, (c) teacher-related, (d)
classmate-related, (e) schedule-related, (f) classroom-related, (g) financial-
related, and (h) expectation-related as academic stressors to know the academic
stress level. But we can only used t The questionnaire has 67 items to be
answered by the respondents.
Data Gathering Procedures
The researchers were asked permission from the teachers especially to the
principal to use the students on responding to the research. Next, the
identification of the sample population of the students that the researchers used
in conducting their study with the help of Mrs. Leilani D. Concepcion as the SHS
basic education information system officer in-charge. The researcher found out
that the total number of students in grade 11 is 376 students while in grade 12 is
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310 with the overall total of 686 senior high school students. Researchers used
Slovin`s Formula to get the total number of samples to be use on responding the
survey. Then, the researcher administered the survey questionnaire to the
selected senior high school respondents through fish-bowl method wherein the
names of respondents was placed inside the bowl and the researchers randomly
picked 253 respondents. When the respondents were absent the researchers
used social media in communication to have their answer. Before the
respondents answer the provided questionnaires, the researchers give the
permission letter to the current teacher in class and when they approved, the
directions and content was clearly explained to have more accurate and reliable
data results. If there are some misconception on some statement, the
respondents had their freedom to ask. The survey questionnaire was checked
by the researchers if the respondents answered it completely while collecting.
Lastly, the researchers analysed and interpreted the gathered data from the
respondents’ answers.
Statistical Treatment of Data
Data would be analyzed by the used of descriptive statistics and inferential
statistics. According to Kaur et al. (2018) descriptive statistics are used to
summarize data in an organized manner by describing the relationship between
variables in a sample or population. Calculating descriptive statistics represents a
vital first step when conducting research and should always occur before making
inferential statistical comparisons.
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On the other hand, inferential statistics is used to draw educated
conclusions about a population that is likely too large to sample completely. This
is done by taking a random sample of individuals within the population of interest,
and taking measurements. From these measurements, various parameters can
be estimated about the overall population, King, P. (2018).
Frequency Table is a representation, either in a graphical or tabular format
that displays the number of observations within a given interval. The interval size
depends on the data being analyzed and the goals of the analyst. The intervals
must be mutually exclusive and exhaustive, Young (2019). This table is used to
identify the number of responses with regards to gender, age and strand or track
as well as their answers on the academic stressors to know the academic stress
level.
Percentage reflects the proportion of scores of a particular value. The
percentage for a particular value is calculated by dividing the frequency of a
given value by the total number of scores in the data set, Hayes,
(2015).Percentage is used to know the portion of respondents in terms of their
demographic profile that includes gender, age and strand or track.
Where:
P- Percentage for a category
f- Frequency or number of responses per category
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N- Total number of respondents
Weighted Mean is a statistical method where in the value will be multiplied
to the given data points and after the multiplication is the application of addition
and division based on the respondents. The weighted mean is used in the
frequency table to know the value of each academic stressors.
ANOVA or Analysis of Variance is a statistical test that looks for
significant relationship between means on a particular measure, Crossman 2018.
It is purposely used to identify the relationship of gender, age and strand or track
to the academic stress level.
Where:
 X = individual observation,
 = sample mean of the jth treatment (or group),
 = overall sample mean,
 k = the number of treatments or independent comparison groups, and
 N = total number of observations or total sample size.
Likert Scale was used to interpret the data. It is a system that has verbal
interpretation that measures the likeness or the most preferable answer of the
respondents that is used in data analysis and reflects on the results of the study.
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There are classically four options to be offered.
Scale Range Verbal Interpretation
4 3.01-4.00 severely stressful
3 2.01-3.00 moderately stressful
2 1.01-2.00 mildly stressful
1 0.01-1.00 not at all stressful
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter shows the presentation, analysis and interpretation of data in
every criterion that states the result in terms of gender, age and strand as
demographic profile and teacher-related, classmate-related, as academic
stressors to evaluate the academic stress level.
Specific Problem 1. What is the demographic profile of the
respondents in terms of gender, age and strand?
1.1 Gender
Table 1
Profile of the Respondents in terms of Gender
Gender Frequency Percentage

Male 108 42.69%
Female 145 57.31%
Total 253 100%
As shown on the table above, most of the respondents were female
comprises of 145 with its corresponding percentage of 57.31% while the male
had the number of 108 with its percentage of 42. 69%. The total number of
frequency of male and female is 253 with percentage of 100%.
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1.2 Age
Table 2
Profile of the Respondents in terms of Age
Age Frequency Percentage

24-25 2 0.79%
22-23 4 1.58%
20-21 16 6.32%
18-19 104 41.11%
16-17 127 50.20%
Total 253 100%
As mentioned on the table 2, the age of the respondents started from 16-
25 years old. Majority of the respondents were from the age range of 16-17 years
old that consist 127 respondents or50.20%, followed by 18-19 years old with the
total of 104 or 41.11%, from the age of 20-21, the respondents were composed
of 16 or 6.32%, while from the range of 22-23 there were 4 or 1.58%
respondents. On the other hand, the lowest number of respondents were came
from the age range of 24-25 that only consist of 2 or 0.79%
1.4 Strand
Table 4
Profile of the Respondents in terms of Strand
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Strand Frequency Percentage
Humanities and Social Science

(HUMSS) 43 16.99%
General Academic Strand (GAS)
37 14.62%
Science Technology Engineering
and Mathematics (STEM) 41 16.21%
Cookery 49 19.37%
Electrical Installation and
Maintenance (EIM) 32 12.65%
Information and Communication
Technology (ICT) 31 12.25%
Nursing Aid 20 7.91%
Total 253 100%
As shown on table 4, the total respondents is 253 students.Cookery has a
largest respondents composed of 49 or 19.37%, followed by Humanities and
Social Science (HUMSS) has 43 or 16.99% respondents then, Science
Technology Engineering and Mathematics (STEM)has 41 or 16.21%
respondents while, General Academic Strand (GAS) has a total 37 or 14.62%
respondents, Electrical Installation and Maintenance (EIM) has sum of 32
respondents, Information and Communication Technology (ICT)composed of 31
or 12.25% respondents and Nursing Aid has a smallest number of respondents
consist of 20 0r 7.91%.
2. What is the academic stress level in terms of the following:
2.1 Teacher-related
Table 7
Academic Stress Level in terms of Teacher-Related
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TEACHER-RELATED 4 3 2 1 Weighted Verbal

Mean Interpretation
1. Dealing with strict parents 41 66 78 68 2.62 Moderately
stressful
2. Coping with teachers’
teaching methodologies 29 62 101 61 2.23 Moderately
stressful
3. Adjusting with teachers’ unfair
treatment of students 38 72 83 60 2.35 Moderately
stressful
TOTAL OF WEIGHTED MEAN 2.40 Moderately
stressful
Reflected in the table 7, all verbal interpretation is moderately stressful
and the highest weighted mean is 2.62 forthe situation of dealing with strict
parents followed by the adjusting with teacher’s unfair treatment of students with
2.35 weighted mean and the last is the weighted mean of 2.23 for coping with
teacher’s teaching methodologies. The total weighted mean resulted on
moderately stressful because of its value of 2.40.
The result implies that the students mostly had stress in dealing with strict
parents. It only says that the parents should build and enhance their good and
open relationships with their children and students may open up to their teacher
about the problem they encounter, specifically, their relationship with their
parents.
To support the findings, Alm and Colnerud (2015), the grading is often
perceived as one of a teacher's most difficult tasks. Despite most teachers
endeavoring to grade their students as objectively as possible, many students
feel that they are subject to unfair grading.
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2.4 Classmate-related
Illustrated on the table 8, the verbal interpretation in all situations under
the classmate-related is moderately stressful along the total weighted mean of
2.26 with same corresponding verbal interpretation. The Bullying by classmates
is on the top with 2.31 weighted mean, 2.30 for conducting activities with
classmates, 2.24 for competing with classmates, 2.23 for disliking classmates
and the last is the arguing with classmates resulted on 2.21 weighted mean.
This implies that bullying by classmates is one of the sources that make
the student stress. However, conducting activities with classmate give stress to
the students. Therefore, the students should have proper socialization with each
other to lessen the cases of bullying like cyberbullying, physical, social and
verbal bullying. The teachers should give personal advices to their students to
stop bullying and the Supreme Students Council or SSG must strengthen their
control on different types of bullying.
Schuman (2012) stated that bullying is a widespread and serious issue.
According to BullyingStatistics.org, 160,000 children in the U.S miss school each
day for fear of being bullied. Cyberbullying, can be particularly hurtful and
aggressive, especially if they are anonymous, and their harmful effects are often
brought back into school the next day. Whether it's verbal or physical, bullying is
a threat to children of all ages.
Table 8
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Academic Stress Level in terms of Classmate-Related
CLASSMATE-RELATED 4 3 2 1 Weighted Verbal

Mean Interpretation
4. Arguing with 29 58 10 63 2.21 Moderately
classmates 3 stressful
5. Disliking classmates 32 63 90 68 2.23 Moderately
stressful
6. Competing with 31 68 84 70 2.24 Moderately
classmates stressful
7. Bullying by 46 54 85 68 2.31 Moderately
classmates stressful
8. Conducting activities 35 60 10 54 2.30 Moderately
with classmates 4 stressful
TOTAL OF WEIGHTED MEAN 2.26 Moderately
stressful
Specific problem 3. Is there a significant relationship between
academic stress level of selected senior high school students pertaining to
gender, age and strand?
Table 13
Relationship of Academic Stress Level to Gender
GENDER
Academic Stressors F-value Significance Verbal Interpretation
Enrolment and .333 .564 Not Significant
Admission-related
Subject-related 2.37 .120 Significant
Teacher-related .016 .900 Not Significant
Classmate-related 2.072 .151 Significant
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Schedule-related .005 .944 Not Significant

Classroom-related 1.626 .203 Significant
Financial-related 2.431 .120 Significant
Expectation-related .713 .399 Significant
As illustrated on the table, Enrolment and admission-related had greater
significance of .564 compared to its f-value .333, in terms of subject-related the
significance was .120 with f-value of 2.37, while the significance of teacher-
related was .900 with .016 f-value. In classmate-related .151 was the significance
with its f-value of 2.07 while schedule-related had significance of .944 with f-
value of .005, classroom-related had significance of .203 and f-value of 1.626,
the significance of financial-related was .120 with 1.626 f-value. Lastly,
expectation-related had significance of .399 and f-value of .713 that shows
significant to gender.
Table 14
Relationship of Academic Stress Level to Age
AGE
Academic Stressors F-value Significance Verbal Interpretation
Enrolment and 1.229 .299 Significant
Admission-related
Subject-related .817 .515 Significant

Teacher-related .762 .551 Significant
Classmate-related 1.590 .178 Significant
Schedule-related .077 .989 Not Significant
Classroom-related 1.013 .401 Significant
31
Financial-related .767 .547 Significant

Expectation-related .448 .774 Not Significant
Reflected on the table, enrolment and admission-related significant to age
which had greater f-value of 1.229 compared to its significance .229, .515 was
the significance of subject-related with f-value of .817, while teacher-related had
significance of .551 with its f-value of .762. In classmate-related had .178
significance and 1.590 f-value, while schedule-related revealed not significant to
age its significance .989 was greater than to its .077 f-value, .401 was the
significance of classroom-related with its f-value of 1.013, financial-related had
significance of .547 with .767 f-value. Lastly, expectation-related shows not
significant to age with its significance of .774 and .448 f-value.
Table 15
Relationship of Academic Stress Level to Strand
STRAND
Academic F-value Significance Verbal
Stressors Interpretation
Enrolment and 3.537 .002 Significant
Admission-related
Subject-related 4.852 .000 Significant
Teacher-related 3.165 .005 Significant
Classmate- 1.080 .375 Significant
related
Schedule-related 1.830 .094 Significant
Classroom- 3.639 .002 Significant
related
Financial-related 2.265 .038 Significant
Expectation- 8.018 .000 Significant
32
related
As mentioned on the table, all academic stressors show significant to
student`s strand. Enrolment and admission-related had significance of .002 and
f-value of 3.537, .000 was the significance of subject-related with 4.852 f-value,
in teacher-related the significance was .005 with its f-value of 3.165, while
classmate-related got .375 significance and 1.080 f-value. In terms of schedule-
related the significance was .094 with its 1.830 f-value, classroom-related had
lowest significance .002 compared to its f-value of 3.639, financial-related had .
038 significance and f-value of 2.265. On the other hand, expectation-related had
.000 significance and 8.018 f-value.
33
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATION
This chapter presents the summary of findings, the conclusion drawn, and
recommendations made as stated in the statement of the problem.
Summary of Findings
The salient findings of the study are as follows:
1. Demographic Profile
1.1. Gender- Most of the respondents were female which contained 57.31%,
while male was 42.69% from the 253 respondents.
1.2. Age- The age of the respondents started from 16-25 years old. Majority of
the respondents were from the age range of 16-17 years old that consist 127
respondents or 50.20%, followed by 18-19 years old with the total of 104 or
41.11%, from the age of 20-21, the respondents were composed of 16 or 6.32%,
while from the range of 22-23 there were 4 or 1.58% respondents. On the other
hand, the lowest number of respondents came from the age range of 24-25 that
only consist of 2 or 0.79%
1.4. Strand- the total respondents is 253 students. Cookery has a largest
respondents composed of 49 or 19.37%, followed by Humanities and Social
Science (HUMSS) has 43 or 16.99% respondents then, Science Technology
34
Engineering and Mathematics (STEM) has 41 or 16.21% respondents while,
General Academic Strand (GAS) has a total 37 or 14.62% respondents,
Electrical Installation and Maintenance (EIM) has sum of 32 respondents,
Information and Communication Technology (ICT) composed of 31 or 12.25%
respondents and Nursing Aid has a smallest number of respondents consist of
20 0r 7.91%.
2. Academic Stress level
2.3. Teacher Related- the most answered is the verbal interpretation of
moderately stressful. The highest mean is the submitting of requirements with
weighted mean of 2.34. Followed by the 2.32 weighted mean of preparing for and
examination, 2.31 for completing requirements and 2.29 for passing practical
examination. The situations passing unannounced examinations and beating
requirements for deadlines both got the weighted mean of 2.28. Passing a
removal examination with 2.26, passing written examinations and participating in
extension activities both got 2.21. A weighted mean of 2.19 for searching for
reference materials, 2.18 for passing oral examinations, 2.16 in conducting
laboratory experiments and 2.15 in completing assignments. Participating in
classroom discussions had 2.13, 2.12 for completing seat works and for the last
three situations got 2.10 for dealing with unannounced graded recitations,
followed by understanding classroom discussions with 2.09 and the lowest is the
weighted mean of 2.04 for writing of assignments. Overall, the total mean is 2.20
with its verbal interpretation of moderately stressful.
35
2.4. Classmate related-the verbal interpretation in all situations under the
classmate-related is moderately stressful along the total weighted mean of 2.26
with same corresponding verbal interpretation. The Bullying by classmates is on
the top with 2.31 weighted mean, 2.30 for conducting activities with classmates,
2.24 for competing with classmates, 2.23 for disliking classmates and the last is
the arguing with classmates resulted on 2.21 weighted mean.
3. Significant relationship of academic stressors to gender, age, track and strand.
In terms of gender, Enrolment and admission-related had greater
significance of .564 compared to its f-value .333, in terms of subject-related the
significance was .120 with f-value of 2.37, while the significance of teacher-
related was .900 with .016 f-value. In classmate-related .151 was the significance
with its f-value of 2.07 while schedule-related had significance of .944 with f-
value of .005, classroom-related had significance of .203 and f-value of 1.626,
the significance of financial-related was .120 with 1.626 f-value. Lastly,
expectation-related had significance of .399 and f-value of .713 that shows
significant to gender.
In terms of age, enrolment and admission-related significant to age which
had greater f-value of 1.229 compared to its significance .229, .515 was the
significance of subject-related with f-value of .817, while teacher-related had
significance of .551 with its f-value of .762. In classmate-related had .178
significance and 1.590 f-value, while schedule-related revealed not significant to
36
age its significance .989 was greater than to its .077 f-value, .401 was the
significance of classroom-related with its f-value of 1.013, financial-related had
significance of .547 with .767 f-value. Lastly, expectation-related shows not
significant to age with its significance of .774 and .448 f-value.
In terms of strand, all academic stressors show significant to student`s
strand. Enrolment and admission-related had significance of .002 and f-value of
3.537, .000 was the significance of subject-related with 4.852 f-value, in teacher-
related the significance was .005 with its f-value of 3.165, while classmate-
related got .375 significance and 1.080 f-value. In terms of schedule-related the
significance was .094 with its 1.830 f-value, classroom-related had lowest
significance .002 compared to its f-value of 3.639, financial-related had .038
significance and f-value of 2.265. On the other hand, expectation-related had .
000 significance and 8.018 f-value.
In terms of track, enrolment and admission-related had significance of .
009 and f-value of 6.837, with the significance of subject-related was .020 and f-
value of 5.521, in teacher-related the significance was .043 and its f-value was
4.143, while classmate-related had significant of .977 and f-value of .001. In
terms of schedule-related the significance was .976 and f-value of .001, the
significance of classroom-related was .140 with its f-value of 2.192, while
financial-related got a significance of .483 and f-value of .4984. On the other
hand, expectation-related had significance of .020 and 5.519 f-value.
37
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1.Most of the respondents were female. Majority of the respondents who answered
the survey questionnaire were in the range of 16-17 years old, where most of
them came from Technical Vocational Track. There were more respondents in
the strand of Technology Vocational Livelihood- Cookery.
2.Majority of the respondents answered moderately stressful in all academic
stressors. The expectation-related stressor is the highest academic stress level
while lowest is the schedule-related.
3.The subject, classmate, expectation, financial, and classroom-related had the
verbal interpretation of significant while the enrolment and admission, teacher,
schedule-related is not significant to gender. In terms of age, the academic
stressors that had significant relationship are enrolment and admission, subject,
teacher, classmate, classroom and financial-related in contrast to schedule and
expectation-related. All academic stressors had significant relationship to
strand. Enrolment and admission, subject and teacher-related had significant
relationship, on the other hand, classmate, schedule, classroom, financial and
expectation-related had no significant relationship.
38
Recommendations
Based on the findings and conclusions presented, the following
recommendations are suggested.
1. The curriculum design for planning and implementation of program was
suggested for the principal to focus on the academic stressors presented in
this research.
2. Study suggested that the guidance counselors will focus on the program that
will lessen and handle the academic stress particularly on the field of
expectation-related as the most answered stressor of having stress.
3. Approach the students on what academic stressors that they struggle the
most and help the principals and guidance counselors on conducting the
implemented program that focus on handling the academic stress.
4. Students must tell their answers on the teachers’ approach about the
academic stressors that they experienced and manage their time in school
matters.
5. Future researchers may find what specific gender, age, strand and track
mostly suffered from stress to have their enhancement.
39
40

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President Diosdado Macapagal High School Senior High School Department

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PRESIDENT DIOSDADO MACAPAGAL HIGH SCHOOL

Senior High School Department

THE PROBLEM AND ITS BACKGROUND

Students are the important elements in educational institutions and these

success. Students have to face many academic demands, for example,

answering in recitation, accomplishing paper works, showing progress in school

subjects, comprehending the lesson, socializing to classmates, fulfilling teachers

anticipated academic challenges.

studying in higher education reported symptoms of stress or anxiety, while one

NUS survey found that nine in 10 students experienced stress, Lawton

(2019).Intricately, the academic stress is caused by enrolment and admission,

subject, schedule, classroom, financial, teacher, expectation and classmate. The

academic performance is affected on the academic stress and through identifying

education, employment and even entrepreneurship.

senior high school students. These give researchers the determination to

realization on conclusion based on the analysis and interpretation of data on the

academic stressors to know the academic stress level. These improvements on

Background of the Study

“rarely” stressed, and 6.3% who are “never” stressed.

Relationships (27.22%) and teachers (24.55%) were the most popular

college (9.47%), and friends (4.21%).

of competitive college admissions, along the school work, college applications,

extracurricular activities, and parental expectations all contribute to teenagers’

of stress on a daily basis and 31 percent reported feeling somewhat stressed.

for both genders. A substantial minority, 26 percent of participants, reported

symptoms of depression at a clinically significant level.

49 percent of students reported feeling “a great deal of stress” on a daily basis.

peers, Ossola (2015).

Cognitive-relational theory defines stress as a particular relationship

(Lazarus & Folkman, 1984). Appraisals are determined simultaneously by

perceiving environmental demands and personal resources.

Figure 1: Conceptual Framework

This concept is from the cognitive-relational theory of Lazarus and

Classmate-related and Teacher-related as the stressors that assess the

Input Process Output

Demographic Profile  Survey

Figure 2: Research Paradigm

level that composes of teacher-related and classmate-related,

Process involves the survey questionnaire as the main instrument to

academic stressors that will define the academic stress level.

Lastly, the output is to find the relationship of academic stress level

pertaining to gender, age and strand.

Statement of the Problem

selected senior high school students.

Specifically, this study sought to answer the following questions:

1. What is the demographic profile of the respondents on the following:

2. What is the academic stress level in terms of the following:

3. Is there a significant relationship between academic stress level of

Ho: There is no significant relationship between academic stress level to gender,

age and strand of the students.

Ha: There is a significant relationship between academic stress level to gender,

age and strand of the selected senior high school students.

Scope and Delimitation of the Study

other past researches with regards the relationship of these variables.

academic stressors responded by selected senior high school studentsthat

include enrolment and admission related, subject-related, teacher-related,

classmate-related, schedule-related, classroom-related, financial-related and

Significance of the Study

those who would be benefited. This study is beneficial to the following:

planning and implementation of program to lessen the academics stress shown

in the academic stress level.

Guidance Counsellors: They may use this study as a reference to organize a