METHODS USED TO COPE WITH STRESS BY SELECTED STUDENTS

FROM GRADE 11 OF BLWC

Presented to the Faculty Committee at

The Bearer of Light and Wisdom Colleges

In Partial Fulfillment

of the Requirements for the

Senior High School Students (GAS)

Practical Research 1 and 2

by

Hikaru Ishii

Jhon Roy Gochangco

Christopher Masagca

Ralph Joseph Naycalo

Jericho Quilao

March 2021
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

According to MedlinePlus, Stress is a feeling of emotional or physical tension. It

can come from any event or thought that makes you feel frustrated, angry, or nervous.

Stress is your body's reaction to a challenge or demand. In short bursts, stress can be

positive, such as when it helps you avoid danger or meet a deadline

Stress is a feeling of emotional or physical tension. It can come from any event or

thought that makes you feel frustrated, angry, or nervous.

It is your body's reaction to a challenge or demand. In short bursts, stress can be

positive, such as when it helps you avoid danger or meet a deadline. But when stress

lasts for a long time, it may harm your health.

It is very common in student’s life and it makes their school life difficult for them.

It can caused by school pressure like school works, assignments, projects, assigned

tasks and many activities you can get from school, at home by lack of sleep, no support

by the parents, lack of organization for themselves like time.

Background of the Study

Based on BioRICS, although the term “Stress” is generally claimed as

something negative, it is in reality also a positive driver. In order to perform well, a

certain degree of positive stress is needed. Positive stress can be experienced when
someone is well focused on a specific task, motivated, feeling confident and also

excited about the result he/she is hoping to achieve. It is a typical short term feeling.

Negative stress occurs when a person feels unable to perform or to cope with a

situation. This feeling can be short or long term. It causes anxiety or concern and can

lead to mental and physical problems. The causes for the negative feelings of stress do

not always lie with external situations. Internal feelings, thoughts and certain behaviors

can also lead to negative stress.

Statement of the Problem

This study aims to determine the methods used by the grade 11 students of

BLWC in coping with their stress.

1. What is the demographic profile of the respondents?

a. Age

b. Gender

2. Where do you often get stressed?

a. At home

b. At school

c. At games (console, sports)

d. At relationships

3. How often you get stressed?

a. Always

b. Often

c. Sometimes

d. Rarely
4. Did you let your parent know you were stressed?

a. Yes

b. No

5. What methods were used by the student uses to cope with stress?

a. Listening to music

b. Reading a book or e-book (wattpad, etc.)

c. Eating food

d. Talking with friends

e. Sleep

f. Watch movies or videos

g. Playing sports or e-sports (basketball, volleyball, online games, etc.)

 Conceptual Framework

INTERVENING VARIABLE

Grade level, age, gender

Method to cope with stress
a. Listening to music

b. Reading a book or

e-book (wattpad,
DEPENDENT INDEPENDENT
VARIABLE etc.) VARIABLE

c. Playing games

d. Eating food
Methods used to cope Grade 11 of BLWC
with stress e. Talking with

friends

f. Sleep

g. Watch movies or

videos

h. Playing sports

(basketball,

volleyball, etc.)

Dependent variable shows that the methods to cope with stress, however, the

intervening contains questionnaire and status, sex, and hobbies of the respondents.

Lastly, the independent cariable shows the respondents of this study

Scope and Delimitations of the Study

The research study was conducted at the Bearer of Light and Wisdom Colleges

from September 2020 to March 2021

The scope of this study refers to methods used by the grade 11 students to cope

with stress from school to the selected respondents.

The researchers distributed questionnaires to the selected students of grade 11

students from BLWC consist of 30 students.

Significance of the Study

This study is perceived to be significant to the following:

Students. This study helps students to know the methods that are effective to cope

stress from school. In this study, the students can lessen stress if they try the methods

that works among the selected respondents.

Teachers. This study would be beneficial to the teachers because they will understand

how the students manage their stress from school, changes in their behavior, and the

performance of the students that were stressed.

Parents. This study would be beneficial to parents because they will be helping their

children on how will they cope their stress from school. They can be a supporter to their

children to lessen their stress.

Future researchers. This study would be beneficial to future researchers because they

can get information that might needed in their research and some of their problem may

possibly answered through this research.

Definition of Terms
 CHAPTER 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter covers the review of related literature and studies. It includes both

local and foreign related literature and studies, and also the justification of the present

study or its synthesis.

Local Literatures

Bate, Go, and Velos (2019). In their journal titled: “Top Stressors among Filipino

Undergraduate Students: A Multicenter - Interdisciplinary Study” said that the result in

this paper further indicates that undergraduate students from these state universities

tend to adopt positive coping mechanisms rather than the negative. The most adopted

coping mechanism was carrying out constructive distractions in the form of activities or

social interactions to cultivate happy thoughts and emotions. Though negative coping

mechanisms (e.g., smoking, alcohol, and drugs), they are less likely used. Thus,

universities should be guided that in the conception of programs and extensions,

specific approaches per undergraduate program is necessary to achieve an active

brigade towards a student's development in an environment that promotes mental

health.

Foreign Literatures

In his book “Managing Stress” Brian Luke Seaward (2018) said that at the point

when we experience a circumstance or occasion we see as a stressor, some piece of

us feels truly defenseless and undermined. To endure the danger, regardless of

whether negligible or epic, some sort of adapting procedure is made to manage it. Every
stressor requires its own adapting technique. Some adapting techniques are natural to a

great many people when the stressor is negligible, and a strategy is taken with next to

zero cognizant idea included.

According to Mental Health Foundation (2021), now and again, this pressure

reaction can be a fitting, or even helpful response. The subsequent sensation of

'pressure' can assist us with pushing through circumstances that can be nerve-wracking

or extreme, such as running a long distance race, or giving a discourse to an enormous

group. We can rapidly get back to a resting state with no antagonistic consequences for

our wellbeing if what is focusing on us is brief, and numerous individuals can manage a

specific degree of stress with no enduring impacts.

Shilts (2018) said that mindfulness education, when implemented in the

classroom, helps reduce stress, improve self-regulation, and increase productivity. In

the adolescent student, mindfulness education has the potential to address problems

specific to the age group, including heighted stress levels due to changes in brain

chemistry and hormonal fluctuations, compromises to mental and physical health due to

sleep deprivation and overuse of media platforms, and further hindrances to focus

needed for increased academic, social and extracurricular expectations. Research

supporting the efficacy of mindfulness in the classroom is examined, and a unit of

mindfulness instruction is provided to support the secondary teacher in the

implementation of the practice into the classroom.

Jain and Singhai (2018) said that the main source of stress for the students is the

inadequacy of right support. There is a standard evaluation procedure which does not

give enough scope to the students to experiment and push the boundaries to excel.
There are many personal and social factors that lead to stress among students. Lack of

clarity and unavailability of right career counselors lead to directionless goals, and even

after graduating, students are clueless with their careers and are insecure regarding a

job.The pressure of the studies in terms of academics, extra-curricular activities,

assignments etc. has increased beyond comparison. Parents expect their children to be

a part of rat race and outshine their competitors, to enhance their own social status in

the society.

Baqutayan (2015) said that stress is a factor in the life of every person on Earth.

The causes of stress range from the environment to genetics, with effects just as far

reaching. It cannot be overstated that not all stress is harmful. Generally, chronic stress

accounts for the greatest negative effects, both mentally and physically. Many theories

have been put forth concerning stress and coping, however the overwhelming opinion of

stress is that there is still much to learn. The foundation and processes connected to

stress were not fully understood, which inhibits our knowledge of how and why stress

affects human body as well as their thinking.

Local Studies

Austria-Cruz (2019). In her study titled “Academic Stress and coping Strategies

of Filipino College Students in private and public universities in Central Luzon” said that

In the light of the finding conclusions were drawn. As to the causes of academic stress,

the majority of the students are having difficulty in dealing with teachers, requirements

completion, and having cheater classmates. The student agreed that because of

academic stress, they were tired and sleeping more and less which affects their self-

confidence and they are being moody. Furthermore, respondents agreed that to cope

with academic stress they choose to be more spiritual.

Tan (2017) said that Based on the responses of 100 participants, faculty

members generally felt slight to moderate pressure when dealing with different

stressors. Multiple regression analysis also revealed part-time/full-time status, age, job

satisfaction and negative religious coping as significant predictors of faculty stress.

Stressors related to reward and recognition and departmental influence showed

significant negative correlations with job satisfaction. Finally, though faculty members

preferred positive religious coping over negative religious coping, results suggested that

faculty members may use positive and negative religious coping simultaneously.

Bibera, Cando, and Villacastin (2011) said that based on the findings of their

study, it was found out that mothers having children in Labangon Elementary School

and Labangon Day Care Center had no significant difference as regards their stress

levels, wherein respondents experienced situations that entailed high levels of stress.
Likewise, it was shown that there was no significant difference between the mothers of

the two schools as regards their coping mechanisms, proving that they were less likely

aware of the different coping mechanisms that they could adapt when they are

experiencing stress.

Nuas, Mercado, Matanguihan, et al. (2015). In the study titled “Stressors and

Coping Mechanism of Physical Therapy Students of Lyceum of the Philippines

University- Batangas” said that this study concluded that among the stressors the LPU-

B physical therapy students experienced, all year levels go through academic stress.

First-year level experienced environmental, intrapersonal and interpersonal stress,

respectively. Second-year level experienced intrapersonal, environmental and

interpersonal stress. Major year level (3rd -5 thyear) experienced the same ranking of

stress in which intrapersonal, environmental and interpersonal stress followed to

academic stress respectively. To cope up with these stressors, all year levels used

spiritual strategy followed by cognitive method except for second-year level that used

physical adaptive method. These are followed by physical non-adaptive and emotional

mechanisms.

Rotas and Cahapay (2021) said that remote learning amid a crisis may present

tremendous stress to students. This study aimed to qualitatively explore how Filipino

college students cope with remote learning during the COVID-19 pandemic. It can be

concluded from the results that students employ several coping strategies in their

attempt to succeed in remote learning amid the current crisis. The categories of coping

strategies that emerged are: looking for good space and time; borrowing learning

resources, seeking support from peers; approaching the teachers; practicing time
management; doing learning tasks ahead; extending the time for learning tasks;

diverting attention; regulating the self; taking extra jobs; crying; and praying. This paper

presents a contextual conclusion as far as particular coping strategies of college

students in remote learning during a global crisis are concerned.

Foreign Studies

Acosta-Gomez, Roca-Chiapas, Zavala-Bervena, et al. (2018), have a few

suggestions for improving understudy personal satisfaction: 1) offer preparing projects

to show understudies how to oversee pressure and tension before assessments, which

can be directed as brief workshops; 2) offer understudies seminars on the most

proficient method to get ready for assessments, including the advancement of study

abilities and memory methodologies so they can improve their scholarly exhibition in

troublesome subjects; 3) assess the professional direction and vocation guidance that

understudies get with the point of diminishing the pressure related with vocation

decisions; and 4) build up a program to distinguish understudies with family issues or

issues adjusting to class so they can be given mental help.

Labraque, Gloe, McEnroe-Petitte, et al. (2016). In their study titled “A Literature

Review on Stress and Coping Strategies in Nursing Students” said that mounting

evidence suggests that stress has a detrimental effect not only on the physio-psycho-

social health of the nursing students but also with their well-being. This review is

considered as the pioneer in the field of nursing. The review is valuable to nurse

educators as this is the first to critically discuss stress and coping mechanisms among

nursing students during the nursing education process. It demonstrates the need for

more research to link specific coping strategies to nursing school stressors.

 Ramachandiran and Dhanapal (2018) said that the findings of their research

showed clearly that the majority of the respondents, at the percentage of 78.2%, fell

under the moderate level of stress category. It was also proven without doubt that

among the factors identified as sources of stress were their studies, peer pressure,

family problems, financial problems and others. Their studies (88%) were said to be the

factor that caused the most stress. With regard to the effects of stress, 56% of the

respondents claimed to have experienced some form of sleep disorder. The research

findings also showed that there was a positive relationship between BMI, glucose levels,

cholesterol levels and systolic blood pressure. However, there was no evidence to

indicate that a relationship existed between stress levels and the measured variables.

Reddy, Menon, and Thattil (2018) said that the present study brought into light

that academic stress still continues to be a devastating problem affecting a student’s

mental health and well-being. Stream wise differences in the experience of stress were

also highlighted. Management of the condition thus becomes fundamental at every level

namely, personal, social and institutional. Techniques like biofeedback, yoga, life-skills

training, mindfulness meditation, psychotherapy have been found to be effective in

reducing stress among students Understanding the source from the different spheres

will enable professionals in the field to tailor-make intervention for students combining

the most effective strategies. Improving the holistic well-being of the student would

eventually be productive not only the individual but, for the overall productivity of the

institutions as well.
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter contains the research design, population and sampling,

respondents of the study, research instrument, ethical issues, and the statistical

treatment of data.

Research Design

The researchs used descriptive research method to determine the methods used

by the selected students to cope from stress.

According to Shona McCombes (2019), descriptive research aims to accurately and

systematically describe a population, situation or phenomenon. It can answer what,

where, when and how questions, but not why questions. A descriptive research design

can use a wide variety of research methods to investigate one or more variables.

Descriptive research is usually defined as a type of quantitative research, though

qualitative research can also be used for descriptive purposes. The research design

should be carefully developed to ensure that the results are valid and reliable.

In accordance with the study, the design was valid since the aim of the study is to

determine methods used by the students to cope stress.

It was true and correct that descriptive research design can involve collections of

quantitative information that can be tabulated along a continuum in numerical form,

such as scores on a test a person chooses methods to cope their stress. Descriptive
research involves gathering data that describe events and then organizes, tabulates,

depicts, and describes the data collection.

Population and Sampling

The population of the study were composed of 20 grade 11 students that attend

school at The Bearer of Light and Wisdom Colleges A.Y 2020-2021.

In determining the research respondents, the study used a purposive non-

probability sampling technique wherein it selects respondent based on the purpose

needed in the study. The purposive sampling technique, also called judgment sampling,

is the deliberate choice of an informant due to the qualities the informant possesses.

Respondents of the Study

The respondents of the study were composed of 20 grade 11 students from

BLWC.

Research Instrument

The data gathering instrument used in this study was questionnaires determining

the assessment of the students were the methods in accumulating the information for

the study. The survey questionnaires are closed-ended questions wherein options are

already provided to the respondents to choose from. Close-ended questions work best

when numerical information to be statistically tested are gathered.

In addition, the survey questionnaires as the main instrument in accumulating the

data needed were distributed to the respondents.

Validation of the Instrument

The questionnaire was content-validated to guarantee that the questions were

lined up with targets of the investigation which was to determine methods to cope stress

in school.

Face-validation was also conducted to ensure that the questionnaires are

presentable and easy to understand by the respondents.

After approval, the surveys were distributed to the respondents. The respondents

were offered time to response after the administration of questionnaire, the papers were

gathered and scored. The result were analyzed, tabulated, and interpreted.

Data Gathering Procedures

The following are the steps that the researchers followed and used as a guide to

collect the information needed in the study:

1. Analyzing the research questions and start formulating the set of questions to be

used in the test questionnaires.

2. Determine the validity of the test questionnaires.

3. Distribution of the questionnaires to the respondents at selected student.

4. Collect the distributed test questionnaires to the participants and start analyzing the

information gathered.
Statistical Treatment of Data

The study used weighted mean as a statistical tool to determine the methods

students used to cope stress in school.

Weighted Mean
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