ADAMSON UNIVERSITY

COLLEGE OF ARCHITECTURE
900 San Marcelino St, Ermita, Manila

TECHNICAL ENGLISH
TASK SHEETS
UNIT 3

Submitted by:
Rupido, Angelica Mae I.

Submitted to:
Prof. Rizal Dapat, PhD.

December 2020
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet #12

Insights about Research
1. As a college student and researcher, what do you think is your role to
contribute to the body of knowledge in your discipline?

As an architecture student, acquiring knowledge is a significant part of

being a member of a society. People need to learn to survive and be more
capable of doing things that is beyond what is known. However, learning is not
just a simple act or group of comprehended words but rather a give and take
process of knowledge. My role as a students in the field of architecture is to not
only understand and apply what I learned in my course in my daily activities
and future career but also to raise questions and to find not only the alternative
but eminent possible solutions in different gaps in designing and science of
buildings and structures. Research in Urban Design and Biomimmicry is one of
the most prominent ideas and concepts that architecture students must tackle
because it doesn’t just promote easy, healthy and convenient living but also it
strikes the minds of other thinkers. So being an architecture students, my duty
is to not only give fancy interior designs and eye-catching exterior facades but
also to create ideas and concepts that can benefit not just my course but also the
community.

2. How important is research to the advantage of technology, health, business, and

other areas to improve the living condition of the people?

Research is not just finding answers to questions but it is also about

providing foundation for the future. 21st century is the time of advanced
technology starting from medical care, work force, economic development,
social sciences, astronomy etc. It is important to people because it enhances the
living experience of people and without it, what we have now will not exist.
Research gave individuals the capacity to be curious for answer and to be
thirsty for knowledge. Indeed, research became a bridge to knowledge and
people. It doesn’t only grasp for new knowledge but also it encompasses
enhancement and innovation of gained knowledge and practices that aid in the
betterment of the people’s experience

.
3. What can you do to pursue a culture of research in your school?

Today, research is often categorized as a school requirement but only a

few students appreciates the essence of it. Given the fact that research is not an
easy task to complete due to its extensiveness and delicate process. Research is
not viewed as an essential part of our existence but rather it is just viewed as a
task that needs to be finished in order to pass the subject and course and in the
world today, it must be changed. As a student, I have no authority to implement
such policies that benefits the development of research and its engagement to
people. However, I can be an agent of change by means of sharing what I know
and understand by and through it. I may not be an expert but as a student, I can
be capable of reminding my fellow learners that research must not be taken for
granted but rather to be taken as a gift of knowledge and ideas. I can share my
notions and acquired knowledge which I know can be very significant in taking
steps to the promoting a culture of research in my school.
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Writing Task
Share your insights about the value of research with your classmate.
Note down significant points shared and relate them to the whole class.
We discussed that the essence and meaning of research today is not
bounded by its true importance such as gaining knowledge and acquiring more
information for innovation and development but rather only a means of passing a
certain course. With this thinking, we realized that research must not be taken for
granted for it supplies numerous information that all the people benefit from. But
the thing is, doing research is not easy and also expensive. Even though schools
requires students to complete various research in certain subjects the problem that
I observed is that students don’t receive proper training and workshop. There is a
difference between making it as a school requirement and doing it because it can
help the researcher and the future. We reflected that, research is something that
people must appreciate and understand not only for the sake of passing a subject
but rather a body of knowledge that aids in the enhancement of everything
starting form food supply, medical care and service, psychological and mental
awareness and many more. Everything that people enjoy today is because of
research. Research is not only a subject but a foundation for future knowledge.
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet #13

Selecting and Narrowing a Research Topic

A.Concept Map and Concept Chart

Make a concept map for a general topic that your want to consider for a possible research topic.
The concept map will help you to choose a relevant topic for your study and show which ideas
are related.

B.Topic Pyramind
Choose one topic from your concept map which you will research on. Illustrate narrowing the
topic through a pyramid.
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet #
Formulate Statement of the Problem and Sub-problems

Using the PROBLEM Chart, determine the following aspects of your topic which you may
consider in formulating the research problem.

Problems Causes Effects

Academic stress affects Academic pressure. Low academic
the well-being of students. performance.
Academic stress impacts Acadmic pressure and Low academic
the self-esteem of the pressure from parents. performance and
students especially when participation. Low self-
experiencing self doubt. esteem.
Coping with academic Too much academic stress. Distracted and moody.
stress does not always fall
in the right direction.

Formulate the statement of the problem and its sub-problems based on the aspects your have
previously identified.

Research Topic: Academic stress, Coping strategies and Academic performance

Research Title: Factors Diminishing the Academic Stress of Architecture Students and its Effect
on their Academic Performance

Statement of the Problem: This study intends to know coping methods used by college students
when dealing with academic stress and its affect to their academic performance.

Sub Problems: Specifically, this study seeks to answer the following questions:
1. What is the profile of the respondents in terms of:
a. Gender
b. Enrollment Status
c. Employment Status
d. GWA Range (Preliminary Grade)
2. What is the perception of the respondents towards academic stress?
3. What are the diminishing factors of academic stress to students?
4. What are the effects of the diminishing factors of academic stress to the academic
performance of the students?
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet #14

Survey of Related Literature
A. Reference Chart. Write the complete title of the references surveyed.
Take note of the author, copyright and publisher. Highlight the ideas
relevant to your research topic.

Internet References
College is a stressful time for many students as they go through the
process of adapting to new educational and social environments. College Misra., R. and Castillo., L.
may be even more stressful for international students who have the added (2004). Academic stress among
strain of learning different cultural values and language in addition to college students:comparison of
academic preparation (Essandoh, 1995; Mori, 2000). As stressors american and international
accumulate, an individual’s ability to cope or readjust can be overtaxed, students. Retrieved from
depleting their physical or psychological resources. In turn, there is an https://www.researchgate.net/publ
increasedprobability that physical illness or psychological distress will ication/228367874_Academic_Str
follow (Laz-arus & Folkman, 1994; Pearlin, 1999). ess_Among_College_Students_C
omparison_of_American_and_Int
United States (Davis, 1996). According to the Institute of ernational_Students7_of_doctoral
International Education (2002), a total of 582,996 students representing _degrees_earned_in_the/citation/d
more than 186nations attended 2,500 institutions of higher education in ownload
the United Statesin 2001. Economic, cultural, and political factors
indicate an increase infuture enrollment (Hayes & Lin, 1994; Huang,
1994).College is a stressful time for many students as they go through
theprocess of adapting to new educational and social environments.
College may be even more stressful for international students who have
the addedstrain of learning different cultural values and language in
addition toacademic preparation (Essandoh, 1995; Mori, 2000). As
stressors accumu-late, an individual’s ability to cope or readjust can be
overtaxed, depletingtheir physical or psychological resources. In turn,
there is an increasedprobability that physical illness or psychological
distress will follow (Laz-arus & Folkman, 1994; Pearlin, 1999).Although
numerous studies have evaluated the impact of stress oncollege students
(e.g., Edwards, Hershberger, Russell, & Market, 2001;Misra, McKean,
West, & Russo, 2000; Reifman & Dunkel-Schetter, 1990;Zaleski, Levey-
Thors, & Schiaffino, 1999), there has been a dearth ofstudies on
international students. Both American and international stu-dents share
common academic stressors such as family-related pressures,scholarship
requirements, financial burdens, competition in class, andcourse-related
stress (Cheng, Leong, & Geist, 1993). However, perceptionsof academic
stress and coping strategies might differ across cultures.Hence, American
and international students may differ in their perceptionsand reactions to
academic stressors.
Academic stress has been identified as the primary cause of these Reddy K. J, Menon K. R, Thattil
alarming figures.Lee & Larson (2000) explain this stress as an interaction A. Academic Stress and its
between environmental stressors, student’s appraisal and reactions for the Sources Among University
same. It has now become a grave reality that is termed as a “career Students. Biomed Pharmacol J
stopper” (Kadapatti & Vijayalaxmi, 2012). It therefore,becomes a 2018;11(1). Retrieved from:
significant cause of concern as it is symptomatic of rising mental health http://biomedpharmajournal.org/?
concerns in India (Nadamuri & Ch,2011). p=19485

Depression, anxiety, behavioural problems, irritability, etc. are few of the

many problems reported in students with high academic stress(Deb,
Strodl& Sun, 2015;Verma, Sharma & Larson, 2002).Incidences of
depression were also found among stressful adolescents as it is linked
with inability to concentrate, fear of failure, negative evaluation of future,
etc. (Busari, 2012).Adolescents were also reported to be indulging in
various risky behaviours such as increased consumption of alcohol and
drugs, unprotected sexual activities, physical inactivity, poor eating and
sleeping patterns (American College Health Association, 2009; Bennet &
Holloway, 2014; King, Vidourek& Singh, 2014). The pressure these
students face to perform is so severe resulting in five-fold increase in
suicide attempts.

It becomes imperative to also understand that low stress does not

necessarily ascertain that students will perform better, but in fact under
these circumstances, they would perceive the task as unchallenging and
may also get easily bored (Uchil, 2017). Though certain levels of stress
push students towards optimum performance, when it is not managed
efficiently due to inadequate resources to cope with the stress, it can have
dismal consequences for the student as well as the institution.
Academic stress and depression are the topic of interest for today’s Minchekar, Vikas. (2018).
society as well as for academic circle. This world is full with passion Academic stress and depression
achievement and challenging for students but it is very bad to say that it is among college students.
also period of stress for these students, in terms of adapting with new International Journal of Current
educational and social environment college is stressful location for Research. 10. 76429-76433.
college students. There are nationwide increases in college students stress 10.24941/ijcr.33132.12.2018.
(Sax, 1997). It is also product of mental distress which produces
frustration and associated with academic failure and academic anxiety
(Gupta and Khan, 1987).College Students faces so many academic
burdens, such as, continuous examination, answering questions in the
class, showing progress in school subjects due to academic stress,
meanwhile understanding teaching, competition with classmates,
fulfilling teachers and parental academic expectations these also the effect
of academic stress consequently these demands may led to much
academic pressure among students. So in terms of these “Academic stress
is defined as a mental and emotional pressure or tension that occurs due
to the demands of college life” (Rachel, 2008).

The first year of college experienced stressful by students that led to

depressiveness among students during academic journey. According to
Adams et. al. (2008) depression is the prevalent disorder in centers of college
counseling. Various stressful events are related with the depressive symptoms
across the complete academic period especially new challenges and stressors
from academic life, family and social domains, increases general feelings of
depression among students. Badlythe incidence of depressive s increasing
vastly among college students day by day and affecting on their ability of
completing academic requirements and demands. American College Health
Association (2009) reported that 43% of college students reported high
feelings of depressed symptoms which can make study, these depressive
symptoms affect negatively on college students and produces greater sum of
emotional suffering that effect on academic performance and also cause to
negative thoughts among them. In terms of this present study will help to
study the nature of academic stress and depression of college students.
In education system, adolescents are those receiving education in junior high Kumar1., S. and Bhukar., J.
schools, senior high schools, vocational high schools, colleges or universities. (January 2013). Stress level and
Due to fast physical changes and mental development at this stage, students coping strategies of college
may sometimes experience incompatibility of their mental development with students. Retrieved from
their physical changes or with the social environment and thus suffer from https://academicjournals.org/journ
problems arising from inadequate adaptations. These problems may further al/JPESM/article-full-text-
cause psychological troubles and even induce deviant behaviors. In modern pdf/4F29D521904
society, stress has become a part and parcel of life. Pinel (2003) defines stress
as a physiological response to perceived threat. It therefore has negative
effects on life's pressures and events *Corresponding author. E-mail:
Sanjeev_mundair@gmail.com. Tel: +919435469108. (Benson and Stuart,
1992) and can generally be viewed as a set of neurological and physiological
reactions that serve an adaptive function (Franken, 1994). Holmes and Rahe
(1967) indicated that any life change that requires numerous readjustments
can be perceived as stressful. Teens of today face many challenges that
parents and traditional educators may not have had to experience when they
were growing up. Due to numerous pressures of the 21st century, adolescents
are having difficulty in coping, and are requesting for educational programs
in schools to help teach them how to cope with such stressors (Frydenberg et
al., 2004). Many students face stress as they try to mix up busy lives, school,
and work; while they are trying also to have time with family and friend. For
some student, stress becomes almost a way of living. However, it is really
dangerous to let stress become student’s way of living in college, because
some stress levels can lead to a terrible effect that changes completely
student’s life and it may result to failure.

The concept of coping is based on three theoretical components namely:

physiological, cognitive and learned. Physiologically, the body’s systems
have their own ways of coping with distressing events. Threats or challenges
that an individual perceives in the environment can cause a chain of
emotional arousal and neuroendocrine events that involve the secretion of
catecholamine (epinephrine, norepinephrine) and corticosteroids
(Frankenhaeuser, 1986). Studies from United Kingdom that have examined
coping strategies of medical students with the stresses of undergraduate
education have generally identified the use of alcohol as a coping strategy
(Guthrie et al., 1995; Campbell et al., 1998), but some studies have reported
the use of other substances such as tobacco and drugs (Miller and Surtees,
1991; Ashton and Kamali, 1995). A study from Pakistan reported that sports,
music and hanging out with friends were common coping strategies (Shaikh
et al., 2004). Being able to manage responsibilities, problems, or difficulties
in a calm and thoughtful manner is one way of coping. Students are being
pressured frequently by a variety of factors which cause them to have stress
in one or more ways (Strong et al., 2008).
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet #15

Citation
Read and analyze further the articles which you will use for your Review
of Related Literature. Choose the information that you intend to include and
categorize them as to paraphrase or direct quotation.
A. Direct Quotation

As stressors accumulate, an individual’s ability to cope or readjust can be

overtaxed, depleting their physical or psychological resources. In turn, there is an
increasedprobability that physical illness or psychological distress will follow
(Lazarus & Folkman, 1994; Pearlin, 1999).

It becomes imperative to also understand that low stress does not necessarily
ascertain that students will perform better, but in fact under these circumstances,
they would perceive the task as unchallenging and may also get easily bored
(Uchil, 2017). Though certain levels of stress push students towards optimum
performance, when it is not managed efficiently due to inadequate resources to
cope with the stress, it can have dismal consequences for the student as well as the
institution.

Lee & Larson (2000) explain this stress as an interaction between environmental
stressors, student’s appraisal and reactions for the same. It has now become a grave
reality that is termed as a “career stopper” (Kadapatti & Vijayalaxmi, 2012). It
therefore,becomes a significant cause of concern as it is symptomatic of rising
mental health concerns in India (Nadamuri & Ch,2011).

Stress among college students arises from both academic and non-academic factors
(Brand & Schoocheim-Klein, 2009).

Academic stress is a specific stress that refers to the body's response to academic-
related demands that exceed the adaptive capabilities of students (Wilks, 2008).

Coping is an important key point of dealing with stress and preventing

psychological problems (Schiller, 2018).

Coping with stress is a strategy, which relates to the whole action performed by an
individual in a situation he or she finds stressful (Wilczek & Jableka, 2013).
 B. Paraphrased
Original Text
College is a stressful time for
many students as they go
through the process of adapting
to new educational and social
environments (Mori, 2000).
Stress has a significant factor in
influencing students’
motivation and success
however if stress is exceeds the
capacity of the students to cope
it may cause detrimental
situation where it may affect
the mental, physiological and
behavioral aspects of the
student (Stallman & Hurst).
College can be a very stressful
period in the lives of most
students; however, some
students cope with stress better
than others. Many students
who are able to handle stress
well have effective stress
coping skills.
Paraphrased
According to Mori (2000),
entering college is a challenge
where the students needs to
adapt to the new environment
and culture.
According to Stallman and
Hurst, stress is important for
student motivation and
success. Still, it could also be
harmful to the student's well-
being, as it exposes to a higher
risk of psychological,
behavioral, physical health
problems, and suicidal
ideation.
According to Manaig (2017).
lot of student experience stress
during their college life thus
giving them the opportunity in
learning how to adapt to these
various stressors that
significantly affects their
disposition and actions. Thus,
the way of coping of every
students differs to another as
they every student has his/her
own perception of stress which
influences their capacity to
embrace and handle stress.
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet #16

Drafting Review of Related Literature
Draft your literature review. Use the rubric as your guide to writing your draft.
Research Title: Factors Diminishing the Academic Stress of Architecture Students and
its Effect on their Academic Performance
Foreign Literature and Studies
 Architecture is one of the most difficult degree course in the world (Muniz, 2019).
 A 2016 study called the National Survey of Student Engagement (NSSE) surveyed US
college students, asking how many hours they normally spend preparing for classes each
week. The study then divided these answers up by major to give a rough idea as to which
majors generally required more preparation time than others. The degree Architecture gained
22.20 hours of preparation per weeks which supports that architecture students suffers from
sleep deprivation.
 According to the American Institute of Stress, it is a condition or feeling experienced when a
person perceives that demand exceeds the personal and social resources the individual is
able to mobilize (Kania, 2014).
 According to Stallman and Hurst, stress is important for student motivation and success.
Still, it could also be harmful to the student's well-being, as it exposes to a higher risk of
psychological, behavioral, physical health problems, and suicidal ideation.
 Stress among college students arises from both academic and non-academic factors (Brand
& Schoocheim-Klein, 2009).
 In the recent study about academic stress, it states that most students identify academic
pressure as the main reason for their stress (Moradi & Tohid, 2015).
 Academic stress is a specific stress that refers to the body's response to academic-related
demands that exceed the adaptive capabilities of students (Wilks, 2008).
 Previous research suggested that at a modest prevalence rate of 10 to 35 percent of college
students experience functionally impairing levels of test anxiety (Chapell et al., 2005).
 Coping is an important key point of dealing with stress and preventing psychological
problems (Schiller, 2018).
 Coping with stress is a strategy, which relates to the whole action performed by an
individual in a situation he or she finds stressful (Wilczek & Jableka, 2013).
 The impact of academic stress is evident to the students’ academic performance. A study
conducted by Macan and his co-researchers (2008) states that the academic stress faced by
the most student is attributed to poor study habits, such as poor time management, studying
for exams, and coursework which may eventually lead to poor academic performance.
 Coping styles and strategies can either increase or decrease our experiences of stress (Hill,
2014).
 Local Literature and Studies

 In the recent announcement from the Professional Regulation Commission (PRC), A total of
1,242 out of 2,229 passed the Architect Licensure Examination (ALE) given by the Board of
Architecture last January 24 and January 26, 2020. The passing rate is 55.72%.
 College can be a very stressful period in the lives of most students; however, some students
cope with stress better than others. Many students who are able to handle stress well have
effective stress coping skills (Manaig et. al., 2017).
 Martinez (2007) states that academic performance is the product given by the students and it
is usually expressed through school grades.
 Rubric for Drafting the Literature Review
4 – Highly Evident 3 – Very Satisfactorily Evident
2 – Satisfactorily Evident 1 – Not Evident at all

Review of Related Literature and 1 2 3 4

Studies
the review provides updated literature and
studies only
the literature and previous research
particularly, are relevant to the variables under
investigation

the review provides a critique of relevant

literature and previous researches to establish
the status of the study conducted in the local
setting

the review provides a critique of relevant

literature and previous researches to establish
the status of the study conducted in
international setting

the review shows the significant link among

the literature and previous studies
The review determines the gap among the
literature and previous studies
the review determines the dearth/lack of
literature or previous studies
the review provides a well-thought out
synthesis of the relevant literature and previous
researches to support the study conducted

the reviews use the appropriate

citation style
the citations appropriately included in the
bibliographical entries
the review is cohesively organized and
presented
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Title of the Research Article:

Researcher/s:

Task Sheet #17

Evaluating Sample Review of Related Literature

Literature Review Analysis Yes No

✓
A. Techniques Employed
✓
1. Does the review employ direct quotations?
✓
2. Does the review have paraphrased lines / paragraphs as
signaled by in-text citation?
✓
3. Does the review present a well-synthesized
discussion?
✓
B. Content
1. Does the review state adequate / sufficient related literature?
✓

2. Does the review state adequate / sufficient previous ✓

conducted studies?
✓
3. Does the review indicate limited related literature?
✓
4. Does the review state absence of studies conducted?
✓
5. Does the review identify local literature and studies?
✓
6. Does the review identify foreign literature and studies?
✓
7. Does the review help in establishing the research problem?

Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

 Output in Focus

Task Sheet #18

Analyzing Sample Introduction
Analyze the sample introduction. Determine the basic aspects
addressed in developing the introduction of the study. Highlight the
details presented in the sample.

Basic Aspects in Developing the

Introduction
Sample Introduction

Immobilization of Mercury and Lead in the Sediments of Estero de

Balete through Sand-Cement-Clay-Polystyrene Solidification
Introduction*

Metro Manila, a region of rapid growth and industrialization is

subjected to different kinds of water pollution. For years, the river
has served as a sewer system for many commercialized and
residential settlers. However, it has been affected by subsequent
urbanization. As a sewage system for many industries, it has suffered
from heavy metal contamination, particularly lead and mercury.

High concentration of heavy metals is harmful and toxic for

organisms exposed to it. The potential accumulation of these metals can
cause serious illnesses. As the toxicity spreads throughout the
environment, it also impinges on human bodies resulting to various
chronic diseases, learning disorders, cancer, dementia and premature
aging.

These free molecules of heavy metals will still be present even if

the sediments are isolated from the water. Human contact resulting to
health hazards may increase. The presence of these free heavy metals
must be entrapped, and its leachability, stopped.
 Basic Aspects in Developing
the Introduction
Sample Introduction

Contaminated water from Pasig River flows to its major and minor
tributaries which may contribute to worsening the condition. Estero
de Balete, a minor tributary which branches west from the Pasig
River is the concern site of this research. Its groundwater sediments
contain high concentrations of lead and mercury brought about by
the discharges of industrial wastewater rooting from Pasig River and
nearby households.

In this study, a solidification/stabilization relies upon mobility

reduction resulting from a combination of chemical reaction (e.g.,
precipitation) and physical entrapment (porosity reduction).
Encapsulation is a stabilization/ solidification (S/S) treatment greatly
recognized and applied in remediation of many contaminated sites.
Its technology is based primarily on solidification, and prevents
hazardous waste having in contact with potential leaching agents,
such as water. Solidification process involves the addition of binders
like cement, pozzolans, clays, and some polymers in order to
encapsulate the heavy metals within the matrices of the product. The
product is a monolithic solid block which contains heavy metals,
immobilizing them to prevent harmful effects. The main area of
concern in the solidification process is leaching, the transfer of
molecules from a solid matrix to a liquid when the molecules have a
higher affinity with the liquid than the solid.

Hazardous waste materials can be encapsulated in two ways:

microencapsulation which involves mixing the waste together with
the encasing the material before solidification occurs, and
microencapsulation involves pouring the encasing material over and
around a larger mass of waste, thereby enclosing it in a solidified
block. Sometimes these processes are combined.

This study considered both microencapsulation to immobilize the

heavy metals in the sediments, and macroencapsulation to entrap
these metals to avoid further leaching and exposure to the
surrounding water. Since the reuse of these metals may not be
feasible for other purposes, encapsulation is a good treatment
method which usually utilizes Portland cement, clay and sand as the
primary binders. However, this study utilized polystyrene as an
additional containment material.

The presence of free molecules of mercury and lead in the sediments

of Estero de Balete poses a threat to the environment especially in
concentrations above the minimum standard. Its ability to leach to
the water system adds another level of concern for people living
nearby. These free molecules of heavy metals must therefore be
contained to prevent its harmful effects to the people and
environment. One method of treating heavy metals present in the
sediments is the solidification process.
*(CRD Funded Research)
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet #19

Drafting the Introduction

Research Title: Factors Diminishing the Academic Stress of Architecture Students and
its Effect on their Academic Performance

Introduction:

Architecture is one of the most difficult degree course in the world (Muniz,
2019). A 2016 study called the National Survey of Student Engagement (NSSE)
surveyed US college students, asking how many hours they normally spend preparing
for classes each week. The study then divided these answers up by major to give a
rough idea as to which majors generally required more preparation time than others.
The degree Architecture gained 22.20 hours of preparation per weeks which supports
that architecture students suffers from sleep deprivation. Architecture is the study of art
and science. It requires extensive knowledge in math and interest in designing in order
to survive. In the recent announcement from the Professional Regulation Commission
(PRC), A total of 1,242 out of 2,229 passed the Architect Licensure Examination
(ALE) given by the Board of Architecture last January 24 and January 26, 2020. The
passing rate is 55.72%. The remaining 987 students which is almost half of the
population of the examination takers failed which gives an emphasis on the difficulty of
the course and the exam. Compared to other courses, architecture also requires massive
amount of time allotment in school requirements especially in conceptualizing,
designing, analyzing and planning buildings and infrastructures. Thus, the occurrence
of stress among architecture students is inevitably considered embedded in the course
in accordance to the long working conditions and hard work. It has been revealed
through various research results all over the world that students can experience a
significant amount of stress, which in turn can lead to negative academic outcomes or
health problems.

The life of a college student is not easy. A great number of problems and
demands come out brought by school mostly everyday. One of the struggle that college
students face is stress. Stress is a natural event that people experience in their lives.
According to the American Institute of Stress, it is a condition or feeling experienced
when a person perceives that demand exceeds the personal and social resources the
individual is able to mobilize (Kania, 2014). Stress in college life is inevitable.
However, stress is not always embedded to negative effects. Stress can be positive or
negative depending on how the students perceive the stress and what reactions has been
taken. Stress among college students is known to be an essential part of growing and
learning. However, the experience of stress varies in different ways and circumstances.
According to Stallman and Hurst, stress is important for student motivation and
success. Still, it could also be harmful to the student's well-being, as it exposes to a
higher risk of psychological, behavioral, physical health problems, and suicidal
ideation.

Stress among college students arises from both academic and non-academic
factors (Brand & Schoocheim-Klein, 2009). In the recent study about academic stress,
it states that most students identify academic pressure as the main reason for their stress
(Moradi & Tohid, 2015). Academic stress is a specific stress that refers to the body's
response to academic-related demands that exceed the adaptive capabilities of students
(Wilks, 2008). Majority of students experience high levels of academic stress when
pressured with school-related requirements which impacts the student’s time and task
management and self-confidence. Academic stress can be conceptualized as a student’s
interaction between environmental stressors, the cognitive appraisal of the academic
related stressors and coping with them, and psychological or physiological response to
the stressors. Most students experience stress during tests and examination periods.
Stress levels escalate into a significant percentage when students present the symptoms
of anxiety. Previous research suggested that at a modest prevalence rate of 10 to 35
percent of college students experience functionally impairing levels of test anxiety
(Chapell et al., 2005).

Despite the evidence of students to most likely experience negative effects of

academic stress, every students have certain ways of overcoming stress. Coping is an
important key point of dealing with stress and preventing psychological problems
(Schiller, 2018). Coping with stress is a strategy, which relates to the whole action
performed by an individual in a situation he or she finds stressful (Wilczek & Jableka,
2013). Coping strategies is what students use to survive the uncertainty and challenge
of college life. These are generally divided into two types: first problem-focused coping
strategies such as trying to establish control over the situation, gaining information
about the problem, analyzing the problem into smaller components, determining
specific goals to help solve the problem, using previous experiences to solve the
problem, and talking to people with the same problem; and second emotion-focused
coping strategies like hoping to improve the situation, praying, seeking help from
family and friends, capitulating to fate, aggression, crying, medication intake, etc.
(Aziznezhad et. al.,2006). In addition to that, according to Endler and Parker, there are
three ways to apply coping strategies which are concentration on task, concentration on
emotions and concentration on avoidance (Bargiel et. al, 2004). These coping methods
differ to each and every student thus affecting its effectiveness. Students have different
characteristics and personalities is which influences their perception and understanding
about academic stress. Studies shows that students who have a positive disposition were
able to adapt the with demands of academic stress but others with low self-esteem may
not perceive the same way. College can be a very stressful period in the lives of most
students; however, some students cope with stress better than others. Many students
who are able to handle stress well have effective stress coping skills (Manaig et. al.,
2017).
 The impact of academic stress is evident to the students’ academic performance.
A study conducted by Macan and his co-researchers (2008) states that the academic
stress faced by the most student is attributed to poor study habits, such as poor time
management, studying for exams, and coursework which may eventually lead to poor
academic performance. The way students cope with academic stress depends on them,
yet, no matter what their coping method is the effect and impact of academic stress on
their academic performance is inevitable. In terms of coping, effective active coping
alleviates the problem and reduces emotional distress (Karabulutlu, et. al., 2010) and
using correct coping strategies can lead to positive results. Using inappropriate coping
strategies in case of having tension increases the problems (Farzin, et al., 2010). Coping
is mostly regarded as a positive factor in an individuals’ life, because its basic aim is to
relieve the burden of stress. However, not all coping methods work well, many are
maladaptive which is causing more harm than help to the person using them. The
impact of coping methods leans on the severity of stress. Coping styles and strategies
can either increase or decrease our experiences of stress (Hill, 2014).

Academic performance is often correlated to the success of the student’s hard

work. It is defined as the role of the student in complying and maintaining good
presentation and work at school. Martinez (2007) states that academic performance is
the product given by the students and it is usually expressed through school grades. If
academic stress influences the academic performance of the students, for the students
being able to cope with stress might also have an impact to the student’s performance in
school. If right coping strategy is adapted, there is a significant chance that the coping
method used is a major factor that improves or elevates the academic performance of
the student. Although, as mentioned, if the coping method is abused or taken into a
negative form, it might also cause a detrimental effect to the students academic
performance. In terms of coping and academic performance, information are limited.
Thus, further research and analysis must be conducted. Most studies conducted
regarding school performance is associated with academic stress, very few shows the
relationship of coping strategies used on academic stress and its effect to the students
academic performance.
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet #20

Significance of the Study
Objectives of the Study

A. Identify the people and specify the benefits they will gain from the
results of your study.

Significance of the Study:

This study is helpful to the following:
1. For the Future researchers, to gather more information regarding the effects of
coping methods to students' academic performance.
2. For the Students, to raise awareness regarding the different coping strategies
that they could use when experiencing academic pressure.
3. For the Schools, to use this kind of studies in conducting a more connected and
appreciative environment for the students especially in terms of giving lecture
about academic stress and better ways to deal with it without compromising the
essence of coping and their academic performance.
4. For the Community, to be able to view the importance of psychological and
mental health in every household especially concerning academic related
problems and struggles experienced by the students.

B. Identify the goals you plan to achieve with the completion of your research
project.

Objectives of the Study:

This study intends to achieve the following:
1.To determine the perception of the architecture students towards academic stress.
2.To identify the coping strategies that architecture students use when dealing with
academic stress.
3.To know the effects of the coping strategies to the academic performance of the
architecture students.

Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus
 Task Sheet #21
Scope and Delimitations of the Study

Identify first the scope of your study and emphasize the areas included in
your research. After establishing the scope, discuss the limitations of your
study.

Scope and Limitations of the Study

The purpose of this research is to gain information regarding the possible effects
of coping strategies, in accordance to the adaptation of academic stress, to the academic
performance of college students. The researchers intend to view the perception of the
students to academic stress. Also, to identify the factors that diminishes the academic
stress of the students. And lastly, to determine the effects of the chosen coping method
to the academic performance of the students. With these objectives, the idea of the
effects of coping strategies to students and their academic performance might also shed
light in further understanding the consequences of each coping method. Furthermore, to
also give insights and information that would help in reviewing, updating and
enhancing the curriculum of schools and universities in terms of teaching in handling
academic stress and the possible ways of coping and adapting to it. For the benefit of
the students to cope in a good way, the researchers should study these strategies and
discover which of them has more benefits for the students and comprise more
satisfaction than the others. This study does not cover any behavioral or psychological
analysis of the students but only to describe their perception towards academic stress
and what strategies the students us to cope with it. Also, to only determine if their
chosen coping strategy has an effect to their academic performance. This study is
limited to architecture students of Adamson University.
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet #22

Definition of Terms

I. Analyze the following definitions. Write FD, if the definition

qualifies as a formal definition; or OD if it is an operational
definition.

OD 1.Activation – in this study, activation refers to the viewers’

strategies employed before or at the start of viewing the science fiction or epic-
fantasy film.
OD 2.Activation Principle – learning is promoted when
learners activate relevant cognitive structures (Handbook of Research on
Educational Communications and Technology, 2008).
FD 3.Affect – a spectrum of emotions with various
connotations for different disciplines; the underlying unconscious element in the
emotional life (Norman, 2004); the entire spectrum of emotions, including
feelings, moods, sentiments, and so forth (Picard, 1997, in Ghinea and Chen,
2006).
FD 4.Digital – the conversion of an analog signal into a binary form.
In digital recordings, digits are used to represent quantities, and digits in a rapid
sequence represent varying quantities. The system is driven by a computer that
provides speed, data management, and graphical interfaces between the user and
the system hardware. Media manipulated resides on computer storage
mechanisms as digital files (Ohanian, 1998).
OD 5.Interactive Fiction – fiction rendered in various digital forms like
computer games and films. Interactive Fiction – in this study, nonlinear digital
narrative is considered interactive fiction because of the viewer’s active
response or interaction with the film and its context which involves cognitive
and affective response during the actual viewing.
FD 6. Interactive Multimedia – the use of more than one form of
media (such as text, visuals, video, animation, and audio) in a way in which a
user has a great deal of control over the choice of the program (Handbook of
Research on Educational Communications and Technology, 2008).
FD 7. Interactive Media – in this study, nonlinear digital narrative is
considered interactive multimedia because of its text, visuals, video, animation,
and audio processed by the participant during the actual viewing. However, it
did not allow the viewers to control or direct their own viewing, like replay,
forward, pause, scene select, etc.
FD 8. Nonlinear – the physical nature of the medium does not impose
constraints on how the material must be ordered. Shots can be tried in a
different order, and a series of shots can be easily moved around as a group
(Ohanian, 1998).
FD 9. Strategies – the conscious and the unconscious procedures
and to both overt tactics, and mental processes (Seguinot, 1991). In this study, it
refers to processing strategies employed by the learners during the actual
viewing of the digital narratives.
FD 10. Visual Literacy – literacy which involves critical viewing,
strategies in processing the simultaneous interplay of visual and audio codes,
and affective and interactive responses to the simultaneous interplay of codes of
any viewing genre (film, telecine, television program, video documentary, video
or computer games, music video, advertisement, news, cartoons or animations,
etc.)

II. Explain the following.

1. What do the names and year indicate in the sample definitions (items
3 and 5)?
The publication date of the article, book or journal.
2. Which of the following sample definitions must not be included in
the alphabetical listing of terms?
Activation Principle – learning is promoted when learners
activate relevant cognitive structures (Handbook of Research on
Educational Communications and Technology, 2008)
3. What do the sample definitions (3, 4, 6, 7, 8, 9, 10) illustrate in
providing formal definition?
The function and importance of digital related topics such as multimedia.
4. Which of the sample definitions commit any violations or errors?
How does the sample violate the rules in formal definition?
[Interactive Multimedia – the use of more than one form of media (such as
text, visuals, video, animation, and audio) in a way in which a user has a great
deal of control over the choice of the program (Handbook of Research on
Educational Communications and Technology, 2008). ] It definition doesn’t
reflect to the purpose of the topic, it is an opinionated statement.

Writing Task
As a group, identify the important concepts or terms which you will
significantly and exclusively use in the discussion of your research problem.
Refer to a dictionary for the conceptual definition of these terms which
serves as a guide in formulating the operational definition. Determine the
specific use or application of these terms in your study. Then, integrate the
 conceptual definition to the exclusive application of these terms to derive the
operational definition. Consider the formula also of a formal definition.

Drafting the Research Proposal

Research Title Factors Diminishing the Academic Stress of Architecture Students and
its Effect on their Academic Performance

Group Members : Listones, Anthoneth V.

Lansang, Angelica P.
Marquez, Ma. Angela S.
Rupido, Angelica Mae I.
Villanueva, Princess Rose Anne R.

Draft your research proposal guided by the indicators specified in the

rubric.
4 – Highly Evident 3 – Very Satisfactorily Evident
2 – Satisfactorily Evident 1 – Not Evident at all

Research Proposal 1 2 3 4
I. Introduction
✓
provides a comprehensive background of the study
✓
establishes strongly the problem
✓
establishes strongly the need for conducting the study
✓
provides the significant bases for conducting the study
✓
contextualizes the study in the local setting
✓
cites specific instances to situate the problem
✓
cites relevant literature and studies
✓
synthesizes related literature and studies
✓
statement of the problem clearly formulated to indicate the
variables under study
✓
statement of problem significant enough to warrant a formal
study

✓
research title clearly and grammatically constructed to reflect the
variables under study

✓
sub-problems relevant to the statement of the problem
 ✓
sub-problems sufficient to support the statement of the
problem

✓
the study framed from theories/principles relevant to the
variables

✓
the study established from the relevant application of
theories/principles of recent studies

✓
the study clearly sets its objectives
✓
the study specifically identifies its benefits/contributions in
terms of the following:
growth of knowledge
welfare of the community advancement of the
industry
✓
the study clearly specifies its scope
✓
the study clearly sets its limitations
✓
the study clearly and operationally defines the terms
✓
the study contextualized by operationally defining the terms
II. Methodology ✓

Uses appropriate research method

✓
Uses appropriate sampling method
✓
Uses appropriate data collection method
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet #27

Evaluating Sample Research Report: IMRaD Format
Evaluate a sample online research report presented in IMRaD format
based on the following indicators. Assign a + sign if the indicator is present;
or – sign if the indicator is not present or lacking. Synthesize your final
evaluation.

Research
Report: Conciseness Coherence Completeness Comprehensivenes Final
IMRaD s Evaluation
format

+ + + + The paper is
written well
Introduction with
cohesiveness
and
+ + - + informative
statements.
Method However, in
the
methology,
the
+ - + + construction
of the
Results and chapter is
Discussion lacking on
specifics
especially on
+ + + +
the process
of data
Bibliography
gathering
and data
treatment.
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet #28

Writing a Research Report: IMRaD Format

Prepare the report of your research output using the IMRaD format. Use
the following indicators in the rubric as your guide in submitting a hardcopy
for critiquing.

Rubric Assessment for Writing Research Report: IMRaD Format

4 – Highly Evident 3 – Very Satisfactorily Evident 2 –
Satisfactorily Evident 1 – Not Evident at all

IMRaD Research Report 1 2 3 4

Introduction
provides a comprehensive background of the study ✓

Establishes strongly problem ✓

Establishes strongly to need for conducting the study ✓

provides the significant bases for conducting the ✓

study

Contextualizes the study in the local setting ✓

cites specific instances to situate the problem ✓

cites relevant literature and studies ✓

synthesizes related literature and studies ✓

statement of the problem clearly formulated to ✓

indicate the variables under study

statement of problem significant enough to warrant ✓

a formal study

research title clearly and grammatically constructed ✓

to reflect the variables under study

sub-problems relevant to the statement of the ✓

problem

sub-problems sufficient to support the statement of ✓

the problem

the study framed from theories/principles relevant ✓

to the variables

the study established from the relevant application ✓

of theories/principles of recent studies

the study clearly sets its objectives ✓

the study specifically identifies its benefits/ ✓

contributions in terms of the following:

growth of knowledge
welfare of the community
advancement of the industry

the study clearly specifies its scope the study ✓

clearly sets its limitations

the study clearly and operationally defines the ✓

terms

the study contextualized by operationally defining ✓

the terms

Methodology ✓

The method of the research uses appropriate to the ✓

variable involved

the study employs appropriate methods to obtain ✓

relevant and valid data

the study secures the informed consent ✓

the study employs the appropriate methods to ✓

qualify the respondents/participants and obtain the

adequate sample size

the criteria for sample selection/inclusion considers ✓

the characteristics of a population

the study provides clear and comprehensive ✓

procedures

the study indicates the duration of the study for a ✓

particular method of research employed

the study designs and validates an instrument ✓

appropriate to obtain the relevant data

the study adopts an existing standardized ✓

instrument? (if necessary)

the study adapts/modifies an existing standardized ✓

instrument? (if necessary)

Results and Discussion ✓

the tables/figures present clearly and substantially ✓

the findings of the study

the study clearly explains the relevance of the ✓

profile of the respondents to the variables (if

necessary)
the study clearly distinguishes between actual ✓

findings and interpretation

the data analyze and interpret in terms of the ✓

variables under study

the interpretation is based on the actual data ✓

obtained

the interpretation clearly explains the variables ✓

under study
the study provides a comprehensive interpretation ✓

of the findings

the conclusion strongly establishes its basis for ✓

accepting a claim

The conclusion strongly justifies the basis for ✓

accepting a claim

unwarranted generalizations are made beyond the ✓

study sample

the conclusions are justified by the sufficient data ✓

the conclusions are strongly congruent with the ✓

research questions and rationale of the study

the conclusion relates the study to the existing ✓

knowledge about the research problem

The implications and recommendations identified ✓

in terms of the following:

contributing to the growth of knowledge securing
the welfare of the community advancing the
industry
The recommendations for future studies indicated ✓
 Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet#29
Preparing References/Bibliography

Gather all information sources that you used in your research project.
Organize them according to material type. Cite all sources using either APA
or IEEE format.

Material Reference List

Type
Secondary Alsulami, S., Al Omar, Z., Binnwejim, M., Alhamdan, F., Aldrees, A.,
Al-bawardi, A., Alsohim, M., & Alhabeeb, M. (2018 March 18).
Perception of academic stress among Health Science Preparatory
Program students in two Saudi universities. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5856041/
Secondary Baaleis, M., & Ibrahim Ali, S., (2018) Impact of Usage of Different
Coping Strategies on Academic Performance of Female Students
in College of Medicine, Al-Ahsa. Retrieved from
https://ejhm.journals.ekb.eg/article_20857_a1fdb5d1bee6410d4
520a0ff13c938ce.pdf
SSecondary Bello, D., & Gumarao, M.,(2016 July) Stress, Coping Strategies, and
Academic Performance of Dentistry Students Retrieved from
http://aup.edu.ph/alumni/wp-content/uploads/RJ3.pdf
Secondary Dr.P.Suresh, P. (2015 Oct) A Study on Academic Stress among Higher
Secondary Students. Retrieved from
http://www.ijhssi.org/papers/v4(10)/Version-
2/I04102063068.pdf
Secondary Hashemi, F., Darshori, A., Sharif, F., Karimi, M., & Zare, N., (2015
Jan) Effect of Coping Strategies Training On Its Use by
Thalassemia Major Adolescents: A Randomized Controlled
Clinical Trial. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4280559/

Primary Hill, C. (2014) School Stress, Academic Performance, and Coping in

College Freshmen. Retrieved from
https://digscholarship.unco.edu/cgi/viewcontent.cgi?
article=1089&context=urj

Secondary Nakalema, G. & Ssenyonga, J. (2014 April) Academic stress: Its causes
and results at a Ugandan university. Retrieved from
 https://www.researchgate.net/publication/305289560_Academic
_stress_Its_causes_and_results_at_a_Ugandan_university
Secondary Nyatsanza, T., Mtezo, J., (2013) Coping mechanisms used by students
In open and distance learning (ODL) in response to stressful events. A
case study of the Zimbabwe Open University (ZOU). Retrieved from
https://www.iosrjournals.org/iosr-javs/papers/vol4-
issue5/J0455763.pdf?id=7045
Secondary Osenweugwor, A. (2019) Perceived Academic Stress among
Undergraduate Students in a Nigerian University. Retrieved
from http://archive.sciendo.com/JESR/jesr.2019.9.issue-2/jesr-
2019-0013/jesr-2019-0013.pdf

Name: RUPIDO, ANGELICA MAE I Prof: Sir. Rizal O. Dapat

 Section: 2020-2021-1-01027 Date:

Output in Focus

Task Sheet#30
Finalizing References/Bibliography

Make a reference/bibliography for the IMRaD format of your research

report. Follow strictly the reference style applicable to your discipline.

Alsulami, S., Al Omar, Z., Binnwejim, M., Alhamdan, F., Aldrees, A., Al-bawardi, A., Alsohim,
M., & Alhabeeb, M. (2018 March 18). Perception of academic stress among Health
Science Preparatory Program students in two Saudi universities. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5856041/

Baaleis, M., & Ibrahim Ali, S., (2018) Impact of Usage of Different Coping Strategies on
Academic Performance of Female Students in College of Medicine, Al-Ahsa. Retrieved
from
https://ejhm.journals.ekb.eg/article_20857_a1fdb5d1bee6410d4520a0ff13c938ce.pdf

Bello, D., & Gumarao, M.,(2016 July) Stress, Coping Strategies, and Academic Performance of
Dentistry Students Retrieved from http://aup.edu.ph/alumni/wp-content/uploads/RJ3.pdf

Dr.P.Suresh, P. (2015 Oct) A Study on Academic Stress among Higher Secondary Students.
Retrieved from http://www.ijhssi.org/papers/v4(10)/Version-2/I04102063068.pdf

Hashemi, F., Darshori, A., Sharif, F., Karimi, M., & Zare, N., (2015 Jan) Effect of Coping
Strategies Training On Its Use by Thalassemia Major Adolescents: A Randomized
Controlled Clinical Trial. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4280559/

Hill, C. (2014) School Stress, Academic Performance, and Coping in College Freshmen.
Retrieved from https://digscholarship.unco.edu/cgi/viewcontent.cgi?
article=1089&context=urj

Nakalema, G. & Ssenyonga, J. (2014 April) Academic stress: Its causes and results at a Ugandan
university. Retrieved from
https://www.researchgate.net/publication/305289560_Academic_stress_Its_causes_and_r
esults_at_a_Ugandan_university

Nyatsanza, T., Mtezo, J., (2013) Coping mechanisms used by students in open and distance
learning (ODL) in response to stressful events. A case study of the Zimbabwe Open
University (ZOU). Retrieved from https://www.iosrjournals.org/iosr-javs/papers/vol4-
issue5/J0455763.pdf?id=7045
Osenweugwor, A. (2019) Perceived Academic Stress among Undergraduate Students in a
Nigerian University. Retrieved from http://archive.sciendo.com/JESR/jesr.2019.9.issue-
2/jesr-2019-0013/jesr-2019-0013.pdf

Pascoe, M., Hetrick, S., & Parker, A. (2019) The impact of stress on students in secondary
school and higher education. Retrieved from
https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1596823
Sheykhjan, T. (2015) Proactive Stress Coping Strategies for Developing Mental Well Being.
Retrieved from https://files.eric.ed.gov/fulltext/ED565791.pdf

Staff, M. Relaxation techniques. Retrieved from https://www.mayoclinic.org/healthy-

lifestyle/stress-management/in-depth/relaxation-technique/art-20045368

Terry, J., (2020) How Do You Cope? Retrieved from https://www.semel.ucla.edu/dual-

diagnosis-program/News_and_Resources/How_Do_You_Cope

Thakkar, A. (2018 April 6). Academic stress in students. Retrieved from

https://medium.com/one-future/academic-stress-in-students-498c34f064d7

Veyis, F., Seçer, I & Ulaş, S. (2019 November 19) An Investigation of the Mediator Role of
School Burnout Between Academic Stress and Academic Motivation. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1237510.pdf

Yaw, C. (2017) Stress and coping strategies among distance education students at the University
of Cape Coast, Ghana. Retrieved from EJ1147588.pdf

Yazon, A., & Ang-Manaig, K., Tesoro. J., (2017) Coping Mechanism and Academic
Performance Among Filipino Undergraduate Students Retrieved from
https://knepublishing.com/index.php/KnE-Social/article/view/2372/5224

Yumba, W. (2008) Academic Stress: A Case of the Undergraduate students. Retrieved from
https://www.diva-portal.org/smash/get/diva2:556335/FULLTEXT01.pdf

Yusuf, M., & Afolabi, F., Adigun, J., (2018) Stress Coping Strategies Used by the Management
Staff of Colleges of Education in Nigeria. Retrieved from https://eric.ed.gov/?
id=EJ1196871

Zulkifly, Z. (December 2014) Level of Stress of Architecture Students of KAED. Retrieved from
https://prezi.com/mkkd1vatsznm/level-of-stress-of-architecture-students-of-kaed-its-
stres/
AdU email: angelica.mae.rupido@adamson.edu.ph