1

ONLINE SCHOOL ACTIVITY INVOLVEMENT AND STRESS MANAGEMENT:

THEIR IMPACT TOWARD ACADEMIC PERFORMANCE OF ABM STUDENTS

OF FILAMER CHRISTIAN UNIVERSITY

A Research Paper Presented to the Faculty

of the Senior High School Department of

Filamer Christian University

Roxas City

In Partial Fulfillment of the Requirements

in Research 2 (Quantitative Research)

By

Rose Dale Alcazaren

Charrisse Bechayda

Vondrake Bolasco

Joiezelle Marie Cabilan

Kailin Calicdan

Abby Nicole Dinero

Kessah Marie Lim

Sherrah Miguel

ABM 12-Gates

January 2021
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Table of Contents
Chapter Page
1 INTRODUCTION TO THE STUDY 3

Background and Theoretical Framework 4

of the Study

Statement of the Problem and the Hypothesis 13

Significance of the Study 15

Definition of Terms 17

Delimitation of the Study 21

2 REVIEW OF RELATED LITERATURE 23

Online School Activity Involvement 24

of Students

Stress Management 27

Academic Performance 31

Synthesis 34

3 RESEARCH DESIGN AND METHODOLOGY 38

Purpose of the Study and Research Design 38

Methods 40

Participants 40

Data-Gathering Instruments 42

Data-Gathering Procedures 43

Statistical Data Analysis Procedures 45

REFERENCES 47
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Online School Activity Involvement and Stress Management:

Their Impact Toward Academic Performance of ABM Students

of Filamer Christian University

Chapter I

Introduction to the Study

Chapter 1 includes (1) Background and Theoretical

Framework of the study, (2) Statement of the Problem, (3)

Significance of the study, (4) Definition of Terms, and

Delimitation of the Study.

Part One, Background and Theoretical Framework of the

Study, presents the rationale for selecting the present

problem and the study’s frame of the reference that

strengthens the reason for investigation.

Part two, Statement of the Problem and the Hypothesis,

gives the main problem and the specific questions the study

seek to answer. It also presents the hypothesis to be

tested.
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Part Three, Significance of the Study, discusses the

benefits each end-user may derive from and on how each can

profit from the results.

Part Four, Definition of Terms, defines both

conceptually and operationally the key terms and variables

used in the study.

Part Five, Scope and Delimitation of the Study

specifies the limits as well as boundaries of the research

in terms of the variables, research design, participant,

sampling, and statistical tools used in the analysis of the

data.

Background and Theoretical Framework of the Study

In today’s generation, student’s academic performance

is the basis of their knowledge, abilities and skills. It is

indisputable that almost all students who excel academically

are those who have high performance since 30% of the grading

system in this curriculum is the student’s performance or

the real life of understanding as evidence by the students’

performance of authentic tasks, students’ understanding,

30%, skills, 25% and knowledge 15%, according to the DepEd

Order No.73 S. 2012. However, students cannot attain a high

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level of performance because of several activity involvement

that hinders their time in doing so and the stress they are

engaging in which can be solved by proper coping techniques

and stress management.

In this study, the researchers wanted to focus on how

the Accountancy, Business and Management students of Filamer

Christian University deal with their involvement on

different types of activities of Senior High School Student

Republic, Youth for Environment in Schools Organization and

Red Cross School Organization and the stress they bear

mentally, socially, and emotionally, affect their academic

performance in order to gain knowledge on how to cope up

with these factors in maintaining the students’ academic

performance, identify the stressors and provide proper

conventions.

Activity involvement is necessary for students nowadays

whether it may be school related activities or extra-

curricular. Thus, these activities help students to be

exposed outside the four-corner room and let them be engaged

in such endeavor where they can build and test their skills

and abilities in dancing, singing, public speaking, or even

acting. However, the time they had consumed in engaging in

such activities might as well affect the number of hours

they have for studying. In fact, most student-athletes are

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always excused in classes due to practice and games which

may lead to low performance academically. Educationists are

interested in the relationship between academic achievement

and participation in extracurricular activities implying

that these activities do have some sort of influence on how

students perform academically (Stephen and Schaben, 2002).

Whether or not there is a relationship between students’

participation in school-based extracurricular activities and

student’s performance inside the classroom is yet to be

undertaken empirically. Numerous studies have been conducted

concerning the relationship between extracurricular

activities and academic performance. Total extracurricular

activity participation (TEAP), or participation in

extracurricular activities in general, is associated with an

improved grade point average, higher educational

aspirations, increased college attendance, and reduced

absenteeism” (Broh, 2002, para. 8).

Guest and Schneider (2003), in looking at the previous

research on this subject said, “Researchers have found

positive associations between extracurricular participation

and academic achievement” (para. 2) Participation in

interscholastic sports promotes students' development and

social ties among students, parents, and schools, and these

benefits explain the positive effect of participation on

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achievement. Although researchers agree that extracurricular

activities do, in fact, influence academic performance, the

specific effect that various activities produce is debated.

One study, conducted by the National Educational

Longitudinal Study, found that “participation in some

activities improves achievement, while participation in

others diminishes achievement” (Broh, 2002, para. 1).

Involvement in a schools extracurricular activity can be an

important learning experience for secondary school students

as clubs, library and debating club; young achiever club,

organized essay competition and some other clubs often teach

the basic concepts and values of the society as a whole.

On the other hand, managing your time on both

extracurricular activities and academic performance at

school would cause stress. According to American

Psychological Association, stress is an unbearable

experience that can affect psychological and behavioral

aspects of the person suffering from stress. Stress can be

helpful producing a boost that provides the drive and energy

to help people get through situations but most of the time,

stress is harmful. The main factors why people experience

stress are the things or events which caused terrible

feelings to them or can be called as the stressors.

Excessive intensity or a lengthy period engaging the stress

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response is what people generally refer to as stress.

Mitchell (2010) explained the effect of stress on memory.

Long term stress or big stressors greatly affect the

sympathetic nervous system which disrupts the function of

the hippocampus. The hippocampus is the part of the brain

which is responsible for placing and retrieving memories. It

is extremely sensitive to glucocorticoid levels in one’s

blood. Glucocorticoid helps to retrieve memories. During

prolonged stress and exposure to excessive glucocorticoid,

the hippocampus neurons absorb less glucose, decreasing

energy supply. Prolonged stress increases in blood

glucocorticoid levels have the potential to damage neurons

of the hippocampus, thereby impairing memory &

concentration. Stress can affect academic performance in a

way that students manage their time in different tasks that

they should be working on. Also, the hours or minutes being

spent in traveling from home to school can reduce the

students’ interest and focus due to long traveling time.

Aktekin, Karaman, and Senol (2001) also reported that higher

stress scores decreased academic performance.

Stress is defined as a person’s psychological and

physiological response to the perception of a demand or

challenge. Students are most frequently affected by stress

due to their academic and personal life. Students face

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various challenges, difficulties and a whole lot of pressure

in today’s competitive world. Students get to be trained in

handling stress and should get out from it. Stress is the

process by which an individual or a person reacts when

opened to external or internal problems and challenges. "the

organism processes numerous systems to coordinate such

adaptive responses both at systematic and cellular levels

"by this, stress has direct effect on the brain and the

whole anatomy of the body as such failure to adapt to a

stressful condition can result in brain malfunction,

physiological problem and also many areas of psychological

challenge's in the form of depression, anxiety, pain and

burnout.

(https://hrmars.com/papers_submitted/4439/A_Study_on_Stress_

Management_and_its_Impact_among_Students.pdf. Retrieval

Date: November 13, 2020)

Students need to know that there are positive ways to

cope with stressors in their lives, and being able to manage

stress and cope with stressors will help them in academic

and non-academic performance too. (J. Kempf, 2011).

According to Xie,et.al.,(2014), academic performance and

educational aspiration during adolescence are found to be

related to educational attainment in adulthood. On the other

hand, non-academic performance (dictionary.reference.com,

 10

2015) refers to the extra-curricular activities or

involvement of students in school activities or other than

academic concerns. Kronholz (2012) mentioned that students

who have significant involvement in extra-curricular

activities had the capacity for focus, self-discipline, and

time management. Finally, extra-curricular activities or

non-academic school activities were powerful and empowering

experience because they had the potential to influence

student belonging, promote positive academic and

psychological outcomes. (Akos, 2006).

This study connects to the Connectivism Learning

Theory. It focuses on the idea that people learn and grow

when they form connections. This can be connections with

each other, or connections with their roles and obligations

in their life. Hobbies, goals, and people can all be

connections that influence learning. Teachers can utilize

connectivism in their classroom to help students make

connections to things that excite them, helping them learn.

Teachers can use digital media to make good, positive

connections to learning. They can help create connections

and relationships with their students and with their peer

groups to help students feel motivated about learning

(https://www.wgu.edu/blog/five-educational-learning-

theories2005.html . Retrieval Date: December 7, 2020).

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This study is also anchored to the Attribution Theory

of Weiner (1974). Attribution theory is concerned with how

individuals interpret events and how this relates to their

thinking and behavior. Heider (1958) was the first to

propose a psychological theory of attribution, but Weiner

and colleagues (e.g., Jones et al, 1972; Weiner, 1974, 1986)

developed a theoretical framework that has become a major

research paradigm of social psychology. Attribution theory

assumes that people try to determine why people do what they

do, i.e., attribute causes to behavior. A person seeking to

understand why another person did something may attribute

one or more causes to that behavior. A three-stage process

underlies an attribution: (1) the person must perceive or

observe the behavior, (2) then the person must believe that

the behavior was intentionally performed, and (3) then the

person must determine if they believe the other person was

forced to perform the behavior (in which case the cause is

attributed to the situation) or not (in which case the cause

is attributed to the other person). Weiner focused his

attribution theory on achievement (Weiner, 1974). He

identified ability, effort, task difficulty, and luck as the

most important factors affecting attributions for

achievement. Attributions are classified along three causal

dimensions: locus of control, stability, and

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controllability. The locus of control dimension has two

poles: internal versus external locus of control. The

stability dimension captures whether causes change over time

or not. For instance, ability can be classified as a stable,

internal cause, and effort classified as unstable and

internal. Controllability contrasts causes one can control,

such as skill/efficacy, from causes one cannot control, such

as aptitude, mood, others’ actions, and luck.

(https://www.instructionaldesign.org/theories/attribution-

theory/#:~:text=Attribution%20theory%20is%20concerned

%20with,to%20their%20thinking%20and%20behavior.&text=Weiner

%20focused%20his%20attribution%20theory,factors%20affecting

%20attributions%20for%20achievement. Retrieval Date:

December 7, 2020)

Having every information being merged, the researchers

came into a decision to conduct a study with regards to the

online school activity involvement, stress management and

academic performance of the Accountancy, Business and

Management Students of Filamer Christian University. The

researchers think that this kind of issue is the most common

struggle that every student in the university faces. Knowing

the fact that the Accountancy, Business and Management

strand requires more time and attention because it deals

with complex reading, analyzing, calculating and delving

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deeper of what the environment is and are engaged in various

graded performances. With this study, the researchers aim to

empower and broaden the past research that has been

conducted to add more knowledge, strategies, points, and

lesson to manage online school activity involvement and

stress that could affect the student’s academic performance.

The independent variable of this study is the online

school activity involvement and stress management of ABM

Students of Filamer Christian University while the dependent

variable is the academic performance.

Figure 1 shows the conceptual framework of the study.

Independent Variable Dependent

Variable Online School

Activity
Involvement Academic
Performance

Stress Management

Figure 1. Online School Activity Involvement, Stress

Management and Academic Performance.

Statement of the Problem and the Hypothesis

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Generally, this study aims to determine how the

involvement of activities and how the Accountancy and

Business Management Students of Filamer Christian University

manage stress as it affects their academic performance.

1) What is the level of Online Activity Involvement of ABM

students in Filamer Christian University in terms of

FCUSR, Red Cross, and Hillside Echo Sr.?

2) What is the level of Stress Management of ABM students

in Filamer Christian University in terms of mental,

social, and emotional?

3) What is the level of Academic Performance of ABM

students in Filamer Christian University?

4) Is there a significant relationship among the levels of

Online Activity Involvement, Stress Management, and

Academic Performance of ABM students of FIlamer

Christian University?

5) Is there a significant differences among the levels of

Online Activity Involvement, Stress Management, and

Academic Performance of ABM Students of Filamer

Christian University?

Based on the aforementioned problems, the following

hypotheses will be tested:

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1) There is no significant relationship among the Online

School Activity Involvement, Stress Management and

Academic Performance of Accountancy and Business

Management students of Filamer Christian University.

2) There is a significant relationship among the levels of

Online Activity Involvement, Stress Management, and

Academic Performance of ABM students of FIlamer

Christian University.

3) There is a significant difference among the levels of

Online Activity Involvement, Stress Management, and

Academic Performance of ABM Students of Filamer

Christian University.

Significance of the Study

The results of the study may be beneficial to the

students, teachers, parents, guidance counselors, school

administrator, school organizations, researchers and future

researchers.

Students. This study will help the students to be aware

of various activities they are going to join with, that will

not consume all their time and strength in order to avoid

stress and maintain their classroom performances. Apply

proper conventions in regards with stress management.

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Teachers. With the result of the study it will help

them to identify and assess their selves if they are

effective teachers. Also, to let them be aware of the

struggles of the students, that they are facing when

engaging in activities.

Parents. The findings in this study will lessen their

concern about their children’s education considering school

performances and daily activities.

Guidance Counselors. The findings of this study will

support the guidance counselors in concerning the students’

classroom performance and the activities they are engaged

in. This will be their guide in their daily performances as

counselors off the said university in order to uphold the

well-being of the students and the school as well.

School Administrator. This study will help them in

securing the students’ welfare academically and physically

as well as the abilities, skills and capacities of students

and teachers. Thus, this could serve as the baseline data to

improve programs for school advancement.

School Organizations. This will help them know the

effects of their activities to the academic performance of

the students.
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Researchers. The researcher will also gain significance

in this study. They would improve their skill, strategy, and

knowledge in engaging research.

Future Researchers. This study will help future

researchers to be aware and knowledgeable of online school

activity involvement and stress management. This study may

be one of the basis that a new theory in learning will use.

Definition of Terms

The following terms are provided to assist the

reader to develop a clearer understanding for terms used

throughout the paper.

Academic Performance – refers to the measurement of

student achievement across various academic subjects.

Teachers and education officials typically measure

achievement using classroom performance, graduation rates

and results from standardized tests

(https://ballotpedia.org/Academic_performance. Retrieval

Date: November 14, 2020).

In this study, “academic performance” referred to the

extent to which a student, teacher or institution has

achieved their short or long-term educational goals. It is

 18

commonly measured through examinations or continuous

assessments but there is no general agreement on how it is

best evaluated or which aspects are most important.

General Average – refers to a principle of maritime law

whereby all stakeholders in a sea venture proportionally

share any losses resulting from a voluntary sacrifice of

part of the ship or cargo to save the whole in an emergency.

For instance, should the crew jettison some cargo overboard

to lighten the ship in a storm, the loss would be shared pro

rata by both the carrier and the cargo-owners.

(https://en.wikipedia.org/wiki/General_average. Retrieval

Date: December 16, 2020)

In this study, “general average” referred to the

general grades that will serve as reference of the academic

performance of the ABM students in Filamer Christian

University.

Online Activity Involvement – refers to the activities

of educating or instructing; activities that impart

knowledge or skill. It is a participation in a school event

as an extracurricular activity.

(https://www.thefreedictionary.com/School+activities.

Retrieval Date: November 14, 2020).

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In this study, “online activity involvement” referred

to the various activities that the students are involved in

that best fits their interest such as FCU SR., School Based

Red Cross, and Hillside Echo SR.

Accountancy and Business Management (ABM) – in its most

fundamental sense refers to the accountancy, business, and

management academic programs that concentrate on the

foundational concepts in corporate operations, financial

management, business management, as well as each and every

factor that revolves around those central fields. It is one

of the strands offered to Senior High School students. This

strand is for learners who aim to take up BS

Entrepreneurship, BS Business Administration, BSBA

Economics, BSBA Marketing Management, and BS Human Resource

Management (https://www.enderuncolleges.com/abm-

strand/#:~:text=The%20ABM%20strand%20in%20its,revolves

%20around%20those%20central%20fields. Retrieval Date:

November 14, 2020).

In this study, “Accountancy and Business Management

(ABM)” referred to the participants in this study that will

survey their online activity involvement and stress

management that affect their academic performance.

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Stress Management - refers to the wide spectrum of

techniques and psychotherapies aimed at controlling a

person’s level of stress, especially chronic stress, usually

for the purpose of improving everyday functioning.

(https://en.wikipedia.org/wiki/Stress_management. Retrieval

Date: November 13, 2020)

In this study, “stress management” referred to how the

students manage their stress in the various activities they

have joined that will impact their academic performance.

Mental Stress – refers to a form of stress that occurs

because of how events in one’s external or internal

environment are perceived, resulting in the psychological

experience of distress and anxiety.

(https://link.springer.com/referenceworkentry/10.1007%2F978-

1-4419-1005-9_261. Retrieval Date: December 16, 2020)

In this study, “mental stress” referred to the mental

factor that causes mental tension and distress to the ABM

students of Filamer Christian University.

Social Stress – refers to a situation which threatens

one’s relationships, esteem, or sense of belonging within a

dyad, group, or larger social context. Social stress can

emerge in a number of situations. Social stress can stem

from difficult social interactions, for example, a

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conflictual or tumultuous marital or family relationship.

(https://link.springer.com/referenceworkentry/10.1007%2F978-

1-4419-1005-9_283#:~:text=Social%20stress%20can%20be

%20broadly,in%20a%20number%20of%20situations. Retrieval

Date: December 16, 2020)

In this study, “social stress” referred to a form of

stress that is caused by the social environment and one’s

relationship with the other among the ABM students of

Filamer Christian University.

Emotional Stress – refers to the involvement of the

experience of negative affect, such as anxiety, in the

context of a physiological stress response that includes

cardiovascular and hormonal changes. Emotional stress

commonly occurs when an individual perceives that he or she

does not have adequate personal resources to meet

situational demands effectively.

(https://link.springer.com/referenceworkentry/10.1007%2F978-

1-4419-1005-9_289#:~:text=Definition,includes

%20cardiovascular%20and%20hormonal%20changes. Retrieval

Date: December 16, 2020)

In this study, “emotional Stress” referred to the

emotional factor that causes emotional tension and anxiety

to the ABM students of Filamer Christian University.

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Delimitation of the Study

This survey-correlational study aims to determine the

online school activity involvement, stress management and

academic performance of ABM students of Filamer

Christian University.

The participants of this study will be the randomly

selected ABM students of Filamer Christian University for

the school year 2020-2021. The data gathered will be based

on the responses of ABM students who participated in the

study.

Quota sampling will be used in the identification and

selection of ABM Students.

The independent variable in the study is the online

school activity involvement and stress management while the

dependent variable is the academic performance.

The personal data need for the study will be gathered

using a research-made questionnaire to gather the

information on the participants’ sex, age strand, work

location and monthly family income. Online school activity

involvement, stress management and academic performance will

be measured by a research made questionnaire. This will be

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conducted online using Google Form and will be send in all

social media platforms.

This study will be conducted in the school year 2020-

2021. Any changes or progress in details and updated

information beyond the said point are not covered by the

framework of this study.

Chapter 2

Review of Related Literature

Chapter 2 presents the Review of Related Literature and

studies which have bearing on the study under investigation.

These served as a guide and provide direction of the study.

This Chapter is divided into four parts:

Part One, Activity Involvement of students, discusses

relevant ideas on engaging in various activities as

students.

Part Two, Stress Management, discussed ideas on how

could they manage stressor in their lives and the coping

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mechanism of students as student-athlete or those who are

involve in different school activities.

Part Three, Academic Performance, provides ideas and

concepts about academic performance of students who engage

in various activities.

Part Four, Synthesis, summarizes and highlights

important features on students’ activity involvement and the

relationship of stress management to academic performances.

Online School Activity Involvement of Students

Student’s activity involvement cultivates student

learning providing opportunities for leadership, recreation,

connection and engagement in and beyond the university.

These opportunities promote a sense of pride, empowering

students to take ownership of their experience in accordance

with their values and beliefs.

A study stated that, it is an advantage of the student

with higher socioeconomic standing and greater academic

ability when one participates in extracurricular activities

(McNeal, 2010). Furthermore, there are positive effects that

a student receives when one participates or is involved in

 25

extracurricular activities namely the right attitude, good

scores in one’s academics, school works achievement,

becoming mature with having the right values and morals, and

lastly, knowing how to interact or socialize (Massoni,

2011). Strapp and Farr (2010) investigated the effect of

involvement in major-related activities on the satisfaction

of psychology major students with their program and their

academic performance. The study was conducted at Western

Oregon University (WOU) and 71 senior students majoring in

psychology were surveyed four weeks before they graduated.

There are seven extracurricular activities available to

psychology major student at WOU. These are: 2 internships

that consist of mentoring and practicum programs, research

or teaching assistantships, membership in Psi Chi honor

society and, Western Oregon University Psychology Student

Association and Psychology Club. The honor society has

admission requirements whereas the clubs do not have any.

The study found that involvement in major-related activities

provided student satisfaction and better academic

performance; and of course different activities provided

different types of satisfaction to students.

Strapp and Farr (2010) suggest that faculty and

administrators should encourage students to get involved in

major related extracurricular activities. They also raised

 26

some questions for further research such as relationship

between involvement in honor societies and preparation to

the job market or graduate school; and long-term effect of

satisfaction of alumni who were very active in college.

McCarthy (2010) studied the student’s activity,

participation, gender, ethnicity, and socio-economic level

on high school students. All high schools in the largest

school district in Colorado were invited to participate in a

study of whether students who participated in school-

sponsored activities were different from no participants

with respect to grade point averages (GPAs) and school

attendance. Sixteen schools sent complete data on student

GPAs. The project also studied differences in these areas

for gender, ethnicity, and socio-economic level as reflected

by participation in the school extracurricular program.

Amanda (2011) in her investigation on self-perceptions

and participation in extra-curricular physical activities

considers the relationship between self-perceptions and

participation in extra-curricular physical activities in

secondary school adolescents. Sixty-three participants and

forty-one non-participants of extra-curricular activities

completed the Self-perception profile for adolescents and a

physical activity questionnaire. Data analyses indicated

 27

that participants involved in extra-curricular physical

activities reported significantly higher self-perceptions

compared to non-participants.

Students who participate in activities can learn

important skills, such as teamwork or leadership skills, and

these skills may help them in other parts of their lives.

When furthering their education, those who participated in

activities are more likely to make friends easily, adjust to

a new environment, and show leadership based on prior

experience in activities. By being involved, students

decrease the likelihood that they will be involved with

problem behaviors. For example, research indicated that

youth who are involved in pro-social activities from 2-8

p.m. are less likely to commit or be a victim of a crime

(Brown, n.d.).

Stress Management

Mitchell (2010) explained the effect of stress on

memory. Long term stress or big stressors greatly affect the

sympathetic nervous system which disrupts the function of

the hippocampus. The hippocampus is the part of the brain

 28

which is responsible for placing and retrieving memories. It

is extremely sensitive to glucocorticoid levels in one’s

blood. Glucocorticoid helps to retrieve memories. During

prolonged stress and exposure to excessive glucocorticoid,

the hippocampus neurons absorb less glucose, decreasing

energy supply. Prolonged increases in blood glucocorticoid

levels have the potential to damage neurons of the

hippocampus, thereby impairing memory & concentration.

Having the awareness to identify when you are under

stress, what is stressing you, and different ways of coping

with stress can greatly develop both your mental and

physical well-being. Significant life events and more common

stressors during the adolescent period have been linked to

behavior and more serious mental health problems. (Grant,

Compas, Thurm, McMahon, & Gipson, 2004; Tessner, Mittal, &

Walker, 2011; Zimmer-Gembeck & Skinner, 2008). The physical

and psychological impact of stressful events can also

disrupt one's developing identity long after the event is

over (Sutin, Costa, Wethington, & Eaton, 2010). Stress

activates numerous coping mechanisms, including assessment

and management of emotions.

As a teenager, there is a lot to be stressed about. At

school, there are heavy homework loads, tests that require

 29

lots of studying, college applications, and sometimes even

changing schools. Stressful issues at home can include

parents’ expectations, loss of loved ones, and dealing with

siblings. Teens must also face bodily changes during

puberty, peer pressure, and changes in relationships. With

so much going on, it’s easy to get overwhelmed. When stress

builds up and isn’t dealt with in a healthy way, it can

diminish a person’s energy, compromise the immune system,

and lead to anxiety problems. To avoid these issues, it’s

important to deal with stress in positive ways. Therefore,

young people, like adults, can benefit from learning and

practicing stress management skills. Students who develop

stress reduction skills learn how to feel and cope better

without hurting themselves or others. Identifying and

acknowledging the causes of stress and expressing feelings

about them are usually the most effective tools students

have to reduce stress, in addition to learning practical

stress reduction skills.

(https://www.massmed.org/About/Affiliates-and-

Subsidiaries/MMS-Alliance/Teen-Stress--Tips-on-Managing-

Daily-Stress-.pdf. Retrieval Date: November 14,2020.)

Students’ stress is usually related to everyday

experiences, worries and challenges at school, home, in the

community and within their peer group. For example, young

 30

people may experience stress resulting from bullying, name

calling, social isolation, not getting what they want, body

image, academic difficulties, and unsafe neighborhoods.

While each student will respond to and resolve stress

differently, the impact of ongoing and/or unresolved stress

can lead to feelings of anxiety, depression, irritability,

poor concentration, aggression, physical illness, fatigue,

sleep disturbance and poor coping skills such as tobacco,

drug and/or alcohol use. Therefore, young people, like

adults, can benefit from learning and practicing stress

management skills. Students who develop stress reduction

skills learn how to feel and cope better without hurting

themselves or others. Identifying and acknowledging the

causes of stress and expressing feelings about them are

usually the most effective tools students have to reduce

stress, in addition to learning practical stress reduction

skills.(Thomas,2015)

Students reportedly are experiencing more severe stress

and fewer psychosocial development and prevention programmes

at the university level (Shek & Wong, 2011). More recently,

Hamaideh (2011) used the Student Stress Inventory and found

that students reported self-imposed stress (such as

competing with others) and pressures (such as workload) as

 31

the most frequent stressors and used cognitive responses

(such as analysing the stressful situation) most often.

Developmental research on children and adolescents

suggests that as individuals mature their coping capacities

expand and they are better able to successfully utilize

coping strategies that are effective for specific situations

(Zimmer-Gembeck & Skinner, 2011).

Meaningfulness reflects the extent to which people

believe their lives are significant, purposeful, goal-

directed, and fulfilling (Glazer, Kożusznik, Meyers, &

Ganai, 2014). When faced with stressors, people who have a

strong sense of meaning in life will also try to make sense

of the stressors. Resilience is a personality state that can

be fortified and enhanced through varied experiences. People

who perceive their lives as meaningful are more likely to

find ways to face adversity and are therefore more prone to

intensifying their resiliency. When people demonstrate

resilience to cope with noxious stressors, their ability to

be resilient against other stressors strengthens because

through the experience, they develop more competencies

(Glazer et al., 2014).

There are many facets to stress. Stress manifests

itself in many different ways and can be either self-induced

 32

or something that occurs in life. We can never eliminate

stress from our lives as stressful situations are part of

life. However, we can learn to react to stress in a positive

manner and take control of the situation rather than

allowing the stress to remain in control.

(https://www.psychologistworld.com/stress/stress management.

Retrieval Date: November 14, 2020)

Academic Performance

Motivational beliefs are very essential to the

classroom performance that leads to academic achievement of

students because they help to determine the extent to which

students will consider, value, put in effort, and show

interest in the task. For example, self-efficacy influences

how learners feel, think, motivate themselves, and behave.

This has been manifested by research, indicating students’

problem solving performance significantly relates to their

self-efficacy beliefs. According to Zimmerman, Collins found

highly efficacious students to be quickly capable of

rejecting faulty strategies, solving more problems, and

reworking more previously difficult problems than their less

efficacious counterparts. Further, Zimmerman and Martinez-

Pons noted that students who displayed greater perceptions

 33

of efficacy and used learning strategies progress well in

school. Zimmerman and Martinez-Pons added that students’

belief about their academic efficacy can provide an

essential window for understanding individual differences in

learning and motivation no matter what other activities they

engaged in. The general expectancy-value model of motivation

characterizes motivation into three components: value

components that include goal orientation and task value;

expectancy components that include self-efficacy and control

beliefs; and the effective construct of test anxiety despite

of the struggles they are facing in.

(http://downloads.hindawi.com/journals/edri/2017/1789084.xml

. Retrieval Date: November 14, 2020)

Learning strategies and stress management have to do

with steps taken by students to enhance their learning

competencies. In the words of Zimmerman, self-regulated

learning strategies are actions and processes directed at

acquiring information or skill that involve agency, purpose,

and instrumentality perceptions by learners. Some learning

strategy uses include rehearsal, organization, critical

thinking, time and study environment management, effort

regulation, peer learning, and help seeking.(Hindawi,2017)

 34

Setting high standards of education and achievement in

the classroom is a simple strategy that helps students stay

engaged in classroom material. A 2010 report by The Center

for Comprehensive School Reform and Improvement (CCSRI)

looks at strategies for improving student behavior. The

report, titled Using Positive Student Engagement to Increase

Student Achievement, suggests that creating a class culture

of achievement engages students in the process of gaining

knowledge and understanding. (Robinson & Richard, 2018)

Focusing on the achievement of students in and out of

the classroom will require a comprehensive strategy of

setting high educational standards, challenging students to

meet the requirements, encouraging students to ask

questions, and making adjustments to meet the needs of every

pupil to improve student achievement. Behavioral problems

within the classroom can seem distracting at first, but

classroom management rewards that are combined with high

expectations can make students interested in the material.

(https://website.flapnermasubac.gq/. Retrieval date:

November 14, 2020)

Expecting students to succeed, asking questions and

getting involved in the curriculum can naturally motivate

each student. Behavioral challenges require support,

 35

encouragement and the belief that students can achieve high

standards to overcome the challenges and distractions.

(https://website.flapnermasubac.gq. Retrieval date: November

14, 2020)

Synthesis

All of researchers went into struggles in order to

maintain or develop and enhance the academic performance of

students. They are amenable that they went through

challenges and have encountered various stressors that make

their everyday living more complicated. However, school

online activity involvement of students is not the uppermost

reason why students have low academic performance.

Basically, engaging in different activities would help

one develop yourself holistically and not merely destruct

your focus academically. Activity involvement has a positive

impact on other endeavors in life, these would help students

to not only learn through online classes but to apply what

they have learned. These would help them be taught by and

experience leadership, social skills and development

opportunities that positively impact the student's social

self-concept. Students who spent their time in purposeful

 36

activities have a greater chance to avoid teenage problems

that the society is facing nowadays such as smoking,

drinking and committing crimes. Thus, these will make them

better individuals who see their true worth. They have a

chance to be successful someday for they already experienced

how multi-tasking improves their well-being.

Stress is constant. They can experience stress daily

and unpredictably. The transition to university life is a

stressful period for young adults. Roles shift, identities

change and additional stressors make students particularly

prone to stress. Many would think that stress could greatly

affect the performance of students but it does not. Students

face stressors such as time and financial management

difficulties, sleep deprivation, social conflicts, and

dating and relationship uncertainty that may jeopardize

their academic performance. There are theories that have

been discussed in this study that would help students in the

coping strategies and is based on how they view those

stressors as.

Their level of stress depends on their anxiety and

their behavior itself. This process helps the individual to

react appropriately to situations in order to meet personal

needs and goals. Whatever stressors you encounter it depends

 37

on yourself in what way you are able to adapt, control and

overcome it.

Students often cited school-related reasons for their

low academic performance and that is their activity

involvement which causes their stress and they are incapable

of performing well in class. Academic performance is the

extent to which a student, teacher or institution has

achieved their short or long-term educational goals. It is

commonly measured through examinations or continuous

assessments but there is no general agreement on how it is

best evaluated or which aspects are most important.

Activity involvement would cause stress for students

but it would not hinder students’ goals in achieving high

academic performance thus, when the students do proper

conventions in terms of stress management, this would have

an impact to their excellence except for the additional

points the institution offer for those students who are

highly active in various programs, this leads them to be

better students through showcasing their skills, abilities

and capacities in sports, cultural and intellectual.

Zimmerman and Martinez-Pons noted that students who

displayed greater perceptions of efficacy and used learning

strategies progress well in school despite of their activity

 38

involvement. Activities make a significant contribution to a

student’s learning and development.

Chapter 3

Research Design and Methodology

 39

This chapter is consisting of three parts: 1) Purpose

of the Study and Research Design, (2) Method and (3)

Statistical Data Analysis Procedure.

Part one, Purpose of the Study and Research design,

describes the research design and enumerates the variables

and their statistical tools employed in the analysis of the

data.

Part two, Method, describes the participants, the data

gathering instruments, and the statistical used.

Part three, Statistical Data Analysis Procedure,

discusses the procedure for scoring and statistical tools

used to test the hypothesis.

Purpose of the Study and Research Design

The purpose of this study is to determine the online

school activity involvement and stress management impact to

the academic performance of ABM Senior High School students

of Filamer Christian University for the school year 2020 –

2021.
 40

This study will use the survey and descriptive

correlational research design. According to Jackson, (2009)

in survey method of research, participants answer questions

administered through questionnaires. In order for the

survey to be both reliable and valid it is important that

the questions are constructed properly. Questions should be

written so they are clear and easy to comprehend. In a

survey, people from a wide sample are asked questions about

the topic of concern.

In this study, the independent variables are the Online

School Activity Involvement and Stress Management, while the

dependent variable is their academic performance.

For descriptive data analysis, frequency count,

percentage, mean, and standard deviation will be used, while

t-test, ANOVA, and Person will be used for inferential data

analysis. The alpha level of significance was set at 0.05

for all inferential tests.

Methods
 41

Participants
The participants of this study are the one hundred

forty-nine (149) that will be taken from a population of two

hundred forty-one (241) Grade 11 and 12 ABM Senior High

School students of Filamer Christian University for the

school year 2020–2021.

The participants will be chosen using the random

sampling. Stratified random sampling will be used by drawing

the sample from the population and then drawing separate

random samples from each stratum (Sullivan in Brillo, 2017).

The required numbers of participants will be determined

using the formula of Slovin. Students are selected at random

using the stratified proportional sampling by means of

drawing of lots. This means that all the names of the

students were written in rolled slips of paper and placed in

a box. From the box, the required number of respondents will

be picked, without looking, and then drawn from the box and

served as the participants in the study. The proportional

allocation formula will be used to get the appropriate

sample size from various groups or classes of the population

involved in the study.

Table 1 below shows the sample size from each section.

A total of one hundred forty-nine (149) Grade 11 and 12 ABM

 42

students are taken from a population of two hundred forty-

one (241) using the stratified random sampling, a sample of

thirty (30) from section Gates of Grade 11, thirty (30) from

Section Jobs of Grade 11, thirty (30) from Section Gates of

Grade 12, twenty-nine (29) from Jobs of Grade 12, and thirty

(30) from Pacioli of Grade 12.

Table 1 Stratification Table

Proportional allocation of the sample size in each section

Filamer Christian University Senior High School

Grade 11 and 12 ABM Students

Grade and Section Population Size Sample Size

11-Gates 49 30

11-Jobs 49 30

12-Gates 48 30

12-Jobs 47 29

12-Pacioli 48 30

Total 241 149

Data Gathering Instrument

 43

Online School Activity Involvement Questionnaire. A 15-

item standardized study habits questionnaire adopted from

Siebert in Camposagrado (2018) to measure the online school

activity involvement of the students. Using a five-point

Likert scale, each of the items was answered with any of the

following responses:

Scale Description

5 Always
4 Often
3 Sometimes
2 Rarely
1 Never

For the descriptive interpretation online school

activity involvement of students, the scale below will be

used.

Mean Description

4.21 – 5.00 Very high

3.41 – 4.20 High
2.61 – 3.40 Moderate
1.81 – 2.60 Low
1.00 – 1.80 Very low

Stress Management Questionnaire. A 15-item Stress

management Questionnaire adopted from Shepherd in

Batacandolo (2019) is used to gather the data of students

stress management to online school activity involvement.

 44

Using a five-point Likert scale, each of the items was

answered with any of the following responses:

Scale Description

5 Strongly Agree
4 Agree
3 Uncertain
2 Disagree
1 Strongly Disagree

To describe the level of stress of student, the scale

below will be used.

Mean Description

4.21 – 5.00 Very high

3.41 – 4.20 High
2.61 – 3.40 Moderate
1.81 – 2.60 Low
1.00 - 1.80 Very low

Data-Gathering Procedures

Before the actual conduct of the study, the researcher

will ask permission from the Filamer Christian University

High School Principal through a letter of permission. Upon

permission will be granted, the researchers will immediately

proceed to the advisers of participants to ask the list of

their students.
 45

The researchers will personally distribute and

administer the questionnaire to the respondents to ensure

100 percent return rate.

The Academic performance of the students is a secondary

data taken from their general average grades of the first

semester this school year. The researchers will personally

ask for their grades from their advisers.

To interpret the Academic performance of Grade 11-12

ABM students, the scale of means given below will be used.

Scale Description

90 – 100 Outstanding
85 – 89 Very Satisfactory
80 – 84 Satisfactory
75 – 79 Fairly Satisfactory
Below 75 Did not Meet Expectation

After the questionnaires are answered it will be

retrieved, coded, encoded, and processed using the

Statistical Package for Social Science (SPSS) Software.

In order to ensure ethical research, the participants

are informed about their participation in this research, the

benefits derived from the study, as well as the nature of

their participation in this research which is voluntary and

the procedures are ensured with confidentiality.

 46

Statistical Data Analysis Procedures

The data gathered from the study will be interpreted

using the Statistical Package for Social Science (SPSS)

software.

Frequency Count. This will be used to determine the ABM

students’ profile in terms of sex, age, strand, year and

section and also to determine the number of respondents in

every section.

Mean. This test will be used to determine the level of

the online school activity involvement, stress management

and academic performance of the ABM students of Filamer

Christian University.

Standard Deviation (SD). This test will be used to

determine the homogeneity as well as heterogeneity of the

online school activity involvement, stress management and

academic performance of the ABM students of Filamer

Christian University.

T Test for Independent Samples. This test will be used

to compare the means of Online School Activity Involvement,

Stress Management, and Academic Performance. It will also be

used to determine whether the Online School Activity

 47

Involvement has an effect to the Academic Performance of ABM

students of Filamer Christian University.

Analysis of Variance (ANOVA). Set at .05 alpha, this

test will be used to determine the significance of the

difference among three or more compared groups.

Pearson r. This test will be used to determine the

relationship of activity involvement, stress management, and

classroom performance of the HUMSS students of Filamer

Christian University.

References
 48

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Akos. (2006). “Non-academic school activities”

Amanda. (2011). “self-perceptions and participation”

Broh. (2002, para. 1). “Participation in some activities

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Broh. (2002, para. 2). “Total Extracurricular Activity

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Glazer, Kożusznik, Meyers, & Ganai. (2014). “Meaningfulness”

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Hamaideh. (2011). “The Student Stress Inventory”

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 49

Strapp and Farr. (2010). “effect of involvement in major-

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