Paoay North Institute

SENIOR HIGH SCHOOL DEPARTMENT

Academic Track
GENERAL ACADEMIC STRAND

LEVEL OF STRESS ON THE NEW NORMAL EDUCATION TO THE STUDENTS OF

PAOAY NORTH INSTITUTE

Submitted by:
ACANTILADO, PRINCESS E.

Submitted to:
DR. CEASAR FIDEL AGURITA

Paoay North Institute

SENIOR HIGH SCHOOL DEPARTMENT
Academic Track
GENERAL ACADEMIC STRAND
Paoay 2902, Ilocos Norte
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CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
Stress is a natural part of every young person’s life. Stress is any change, internal or

external, positive or negative, to which a young person must adapt; simply, “stress is anything

that causes physical and/or mental wear and tear on the body and mind” (Joyce V. Fetro,

Personal & Social Skills, 2000).

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 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.

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Learning in the new normal is a challenge for the teachers, students and even parents.

After postponing the opening of online classes last August 24, DepEd now confirms that they are

ready for October’s opening of classes, for the school year 2020 to 2021, through blended

learning approaches after reaching more than 23 million enrollees.

Blended learning is a combination of both online and offline learning methodologies with

the use of technology. Online is when the students study with their teacher and classmates

through an application that uses a webcam while offline is when the teacher provides the

students with the lesson, seatwork or assignment that they can finish at their own pace, within the

deadline. All works are submitted and graded via online.

This new way of learning brought by COVID-19 pandemic can be an additional

challenge during this tough time. And since going back to the “normal” we’re all accustomed to

isn’t going to happen anytime soon, let’s all do the best we could to adjust and make this current

situation work. Remember, the goal of online learning is to keep the students engaged

academically in order to retain what they have learned.

Theoretical Framework

Stress, the focus of the study, is a characteristic that interferes with cognitive functioning

and involves physiological disruption in humans (Grady 1978; Tobias 1979). Performance on

major examinations appears to have ego-threatening components, and measures of autonomic

arousal appear to be closely associated with academic performance (Morris and Liebert 1969).
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Accurate measurement of a college student's level of perceived stress may be of importance to

the college educator as it concerns a student's ability to learn.

How might the academic environment of college be evaluated in terms of the stress it

contributes to a particular student? In 1967, Holmes and Rahe developed the now famous Social

Readjustment Rating Scale which began then work of major studies of environmental stress.

They developed a checklist of recent life events which, with mounting frequency, appeared to

correlate positively with an individual's becoming ill. This self-administered checklist allowed

the individual to check the events he or she had experienced and how often within a certain time

period (Holmes and Rahe 1967).

Studies on medical personnel during past epidemics revealed that reducing pandemic-

related stress and loneliness may be best accomplished through interventions designed to

enhance resilience (Maunder et al. 2008). Positive psychology is a broad scientific discipline that

focuses on exploring factors that facilitate well-being and resilience (Seligman and

Csikszentmihalyi 2000), with grit and growth mindset as central notions. Resilience is referred to

“as any response to academic or social demands that is positive and beneficial to development,

such as seeking new strategies or putting forth greater effort” (Yeager and Dweck 2012, p. 303).

In the context of external adversities, resilience might relate to the ability to dealing with distress

and lack of control (Fletcher and Sarkar 2012). Hence, resilience is an invaluable psychological

characteristic to develop, and growth mindset and grit as intertwined concepts have been shown

to support resilient thinking and attitude (Duckworth et al. 2007).

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Conceptual Framework

The major concept of this study is focused on the level of stress on the new normal

education of a student of Paoay North Institute. The figure shows the dependent variable and

independent variable. The independent variable is High School students while the dependent

variable is level of stress and independent variable of the study students the relation of variables

which contain the level of stress of a student to the new normal education.

Dependent Variable Independent Variable

LEVEL OF HIGH SCHOOL

STRESS STUDENTS

Figure 1. Research Paradigm

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Statement of the Problem

The study aimed to know the level of stress on the new normal to the High School

students.

Specially, it sought to answer the following question.

1. What is the level of stress on the new normal to the student?

2. What are the cause of their stress to the new normal education?

Significance of the Study

The researches seek to describe what is the level of stress of High School Students, what

are the cause of their stress and what is the effect of this stress to their mental health. This will

illustrate different impact and level of stress to the students regarding New Normal Education.

This study also aims to benefit Students, Parents, Advisers and teachers upon the information

gathered on the end of the study.

Scope and Delimitation

The study was limited and conducted only at the Paoay North Institute (PNI) during the

Second Semester of the School Year 2020 – 2021. The respondents of the study are the High

School students, both Junior High School and Senior High School who are studying at Paoay

North Institute (PNI).

Definition of Terms
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Some terminologies that are going to be frequently used are enlisted below for the better

understanding of the study.

 Stress – the feeling of frustration, anger, anxiety or depression.

 New Normal – a current situation, that is different from what has been experienced.

 Education – the action or process of educating or of being educated also.

 Online Class – is a learning conducted through over the internet.

 Modular Learning – is a distance learning that uses printed modules.

 Students – the respondents in the study.

 Paoay North Institute – school where the study is conducted.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

A certain level of stress is normal. And positive stress responses from events such as

changing schools and meeting new friends can actually help students learn and grow. But when

exposed to repeated stressful events without the tools to manage feelings, stress can become

emotionally and physically toxic.

When sadness and depression become unmanageable it can be a sign of a mood disorder,

which affect 1 in 5 children. While experts can identify many reasons why mood disorders occur

in children, such as parents getting divorced, loss of a loved one and emotional trauma, stress can

be a trigger. In addition, coping with stress can exacerbate symptoms, increasing the pressures

associated with having a mood disorder.

Children and teens spend most of the day in classrooms, teachers can play a powerful role in

limiting stress. One way to “displace nervous energy,” according to mental health professional Stefanie

Juliano, is to allow students to use standing desks, sit on exercise balls or even work on the floor. She

also suggests creating a quiet, serene corner by adding a beanbag chair, relaxing pictures and positive

sayings.
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When children suffer from stress, it affects the entire family. Because parents are used to being

able to fix problems, not knowing how to intervene can be frustrating and even add to stress in the

home. Students with test anxiety become so anxious that it causes a physical response. They may feel

their heart beating fast, begin to sweat and become nauseous. Unfortunately, the more they are

preoccupied with the anxious feelings, the more anxious they become, creating a seemingly never-

ending cycle. In other words, it’s the worrying about worrying that gets in the way.

According to whitesands tampa, stress is the major factor which can lead students into drugs

(visit miami drug rehab), it is important that parents are always making sure that they are doing their

best. The question parents should be asking themselves is “why?”. Knowing what is causing your child

stress at school is the first step toward helping him or her overcome it.

Many students worry about getting a good grade or simply making time to study if there is

more than one upcoming test. Test stress doesn’t just affect struggling students, either—high-achievers

usually experience a lot of stress about doing well on tests. Whether it’s advanced-level classes or the

amount of studying required, a heavy workload can be a major source of stress for students. This is

especially common for older high school students as they start making their post-secondary plans.

Students with poor organizational skills tend to experience more stress in school. This is usually

because they aren’t properly prepared with the tools or the understanding needed to learn. If those

organization skills don’t improve they may continue to fall behind, leading to more stress and

frustration about school. A lack of support from parents or teachers, even if it’s only perceived, can add

a lot of stress to students. They may feel that a lot is expected of them, but that they don’t have a strong
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enough support system (whether emotional or practical) to achieve their goals. This is another cause of

stress can affect high-achieving students in particular.

Related Studies

The college experience changed suddenly and drastically as a result of the coronavirus

(COVID-19) outbreak. Campuses began closing, unemployment surged, and social distancing

became the norm — all within a few short weeks.

According to a new survey by BestColleges, 78% of households with a high school or

college student have experienced disruptions stemming from COVID-19. A worrisome side

effect of these disruptions has been the impact on student mental health. Among students

impacted by COVID-19, an overwhelming majority (81%) somewhat or strongly agreed they

were experiencing increased stress.

Much of the stress reported by survey respondents could relate to other negative effects

stemming from the coronavirus outbreak. Among other variables, housing, travel, jobs, and

income may have been impacted by the pandemic at either the student or household level.

The fact that so many students are stressed out may come as no surprise, but it adds to

ongoing concerns about student mental health. A 2018 study by Harvard Medical School found

that as many as 1 in 4 college students had been diagnosed or treated for a mental health disorder

the prior year.

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Adding to these concerns, many students may not seek help when they need it. A survey

from the American Psychological Association shows that, regardless of whether they had sought

treatment, 52% of students on college campuses reported feelings of hopelessness and 39% of

students reported being severely depressed.

In the Best Colleges survey, 69% of respondents agreed that schools are providing

enough to support them during the transition from on-campus to online learning. But as the

duration of this crisis grows, schools will need to become better at anticipating student needs.

The novel coronavirus disease (COVID-19) has been declared by the World Health

Organisation as an international public health emergency. Owing to its high infectivity, countries

all over the world implemented nationwide lockdowns with the hope of flattening the epidemic

curve. Around the world, this has led to the closure of schools in over 150 countries affecting the

education of nearly 1 billion children (Sahu, 2020).

Since the closure of schools, parents find themselves primarily responsible for the

teaching of their children. They are forced to take over the task of home-schooling to maintain

continuity of education. This becomes an added burden, while they are already tackling issues

such as work-from-home, temporary unemployment leading to financial crisis, management of

household chores. Many parents would not have adequate time or the necessary educational

qualifications to assist their children with assignments that were previously taken care of by their

teachers. This is likely to lead to frustration and burnout amongst caregivers and disruption in the

academic activities of the children, leading to stress in both parents and children. Gender

disparity regarding allocation of household duties in such periods of confinement also needs to
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be focussed upon, as women are often expected to devote more time to home-schooling children

and doing household chores affecting their academic career (Machado et al., 2019).

Both teachers and students are unprepared in terms of technology handling or

accessibility issues for online learning where most of the academic activities happen via Zoom or

google meet without any dedicated online learning platform (Jena, 2020)

This disparity of access becomes a harbinger of academic stress in students who would

find themselves unable to avail online classes or submit their assignments, thus falling behind

their peers in their curriculum. This has led to reports of symptoms of depression, anxiety, and in

severe cases suicidal attempts in children and adolescents triggered by academic stress and

apprehensions regarding future (Fegert et al., 2020).

Students in secondary and tertiary education settings are known to face a varied range of

ongoing normative stressors associated with their ongoing academic demands (reference).

However, in the current scenario created by the social restrictions imposed by the pandemic,

have led to escalation to severe levels of academic stress in students. There is enough evidence to

demonstrate that severe and long-standing academic-related stress has an adverse effect on

academic performance, mental health and well-being of children and adolescents. Academic-

related stress is significantly associated with reduced student academic motivation (Liu, 2015)

and academic disengagement (Liu & Lu, 2011).

This in turn makes them vulnerable to dropping out, future unemployment, and increased

incidence of psychiatric disorders such as depression, anxiety and substance use disorders
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(Pascoe et al., 2020). Long-standing stress exposure in children and adolescents may also lead to

the development of physical health problems such as metabolic syndrome, obesity and reduced

insulin sensitivity as well as reduction of life expectancy (Pervanidou & Chrousos, 2012).

The COVID-19 pandemic has grown from being a public health crisis to an overarching

humanitarian crisis demanding strong social welfare measures to mitigate its adverse

consequences. The education sector in India is one important area that has been severely affected

by the lockdown and restrictions that are required to slow down the disease transmission

(Sharma, 2020). Although, the Department of School Literacy and Education is involved in

improving access to education through various online platforms and initiatives like National

Repository of Open Educational Resources (NROER), Digital Infrastructure for Knowledge

Sharing (DIKSHA), e-Pathshala and a National Online Education platform called SWAYAM

(Ministry of Statistics and Programme Implementation, 2017–2018) but the accessibility and

acceptability of such initiatives need to be focussed upon (Jena, 2020).

The concept of schooling was designed to prepare young people for the adult world, not

just in trade opportunities but also in maintaining relationships and dealing with other people.

While school presented an opportunity for young adults to simulate current world scenarios, it

may have unintentionally introduced another real-world concept—student stress. This is because

college life is a period of numerous adjustments for students, which may result in heightened

levels of stress (Bennion et al., 2018).

The physical and mental demands of studies often increase proportionally to a student’s

progress (Reddy et al., 2018). Additionally, external factors such as family life, finances, friends,
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and mental health may either provide a supporting role or an additional distraction to studying

(Lian, 2018).

With the ongoing coronavirus pandemic yet to show signs of ending, a lot of routine

activities have ground to a crawl or even a halt. But prior to the global outbreak, studies indicate

that students typically undergo increased levels of stress while attending college (Conley et al.,

2013), in one way or another.

While the stress response may be identical, the sources of stress reported by individuals

vary. These differences would be seen in the causes, sources and consequences of stressors.

Some of the common stressors reported in an academic setting include excessive assignments,

poor time management and social skills, peer competition, etc. (Fairbrother & Warn, 2003).

These results are consistent with studies conducted in India as well as reported by

Sreeramareddy, Shankar, Binu, Mukopadhyay, Ray & Menezes (2007).

Other individual specific factors include problems in financial management, changes in

living atmosphere, difficulties managing personal and academic life, etc. (Byron, Brun & Ivers,

2008; Chernomas & Shapiro, 2013; Goff, 2011; Jimenez, Navia-Osorio & Diaz, 2010;

Moscaritolo, 2009).

The educational system also plays an enabling role subsequently leading to increased

stress levels experienced by students. Some of the sources include overcrowded lecture halls,

semester grading system, inadequate resources and facilities (Awing& Agolla, 2008), vastness of

syllabus (Agrawal &Chahar, 2007; Sreeramareddy et al., 2007), long hours and expectations of
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rote learning (Deb et al., 2015). Parents and institutions relentlessly instill the fear of failure

which affects their self-esteem and confidence. Ang & Huan (2006) reported increased

expectations as one of the factors responsible for increased stress levels.

Accordingly, secondary/high school (defined here as junior/lower secondary education

and senior/upper secondary education)] (UNESCO, 2012) and tertiary (defined here as post-

secondary education) (UNESCO, 2012) students commonly self-report experiencing ongoing

stress relating to their education, which we refer to as academic-related stress, such as pressure to

achieve high marks and concerns about receiving poor grades.

Previous research indicates that self-reported stress is associated with the presentation of

anxious states and lower well-being (Carter, Garber, Ciesla, & Cole, 2006; Kessler, 1997;

Robotham & Julian, 2006). The recent above-mentioned OECD survey reports that secondary

students who self-report higher levels of academic-related stress also report lower well-being,

measured using psychological, social, cognitive and physical components (OECD, 2015).

This is consistent with the findings of Humensky et al. (2010) who found that self-

reported depressive symptoms were associated with concentration difficulties and trouble with

completing school tasks, in 83 students from the United States between the ages of 14–21, and

at-risk for major depression (Humensky et al., 2010).

This study found that people who had depression at ages 16–21 had greater rates of

welfare dependence and unemployment, demonstrating that the impact of poor mental health in

adolescence can have long-lasting impacts (Fergusson, Boden, & Horwood, 2007).
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The health and risk behaviours of young people, including substance use and abuse, are

all important determinants of their current and future health and well-being status (Tountas &

Dimitrakaki, 2006; World Health Organisation, 2004). Academic-related stress can increase

substance use among young people. In a survey study of 128 Grade 11 students attending

competitive private schools in the United States, students who reported experiencing high

ongoing stress, particularly in relation to academic achievement and the tertiary education

admissions process, also reported high rates of drug and alcohol use (Leonard et al., 2015). The

authors report that substance use was associated with a greater desire for academic achievement,

higher perceived stress, less effective coping strategies, and less closeness with parents (Leonard

et al., 2015).

This study demonstrates the importance of protective social factors in mediating the

effects of academic-related stress. In a cross-sectional study of tertiary nursing students from the

United States, those with higher self-reported stress had higher incidence of substance use.

Students who had higher perceptions of faculty support used fewer stimulants to assist them

while studying, further demonstrating the proactive role of social factors (Boulton & O’Connell,

2017).

These young people report that the impact of the loss of sleep is difficulty paying

attention, lower grades, higher stress, and trouble getting along with other people. Some students

reported problematic coping strategies such as taking sleeping pills, smoking cigarettes and

drinking alcohol to help them sleep (Noland et al., 2009). Sleep quality and quantity has been

shown to be closely related to student learning capability and academic performance (Curcio et
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al., 2006). Loss of sleep is frequently associated with poor learning (Curcio et al., 2006).

Therefore, stress-related disruption to sleep quality and quantity is an important factor

contributing to poor learning and well-being among students.

The experience of high levels of academic-related stress increases the risk of young

people developing preventable physical health problems later in life. A systematic review of

prospective studies found that people who were stressed, such as during examination periods,

were less likely to be physically active, the impact of which is associated with a plethora of

potentially inter-related poor physical health outcomes (Stults-Kolehmainen & Sinha, 2014).

Stress may also lead to the development of non-communicable diseases, including metabolic

syndrome, obesity and reduced insulin sensitivity, resulting from unhealthy lifestyle habits and

stress system dysregulation (Pervanidou & Chrousos, 2012). Similarly, stress has been shown to

be associated with increased appetite (Dallman et al., 1993) and higher body weight (Stephens et

al., 1995).

Academic-related stress and burnout includes exhaustion, depersonalization, cynicism

and inefficacy or reduced accomplishment (Walburg, 2014). Academic-related stress is strongly

related to decreased student academic motivation (Liu, 2015; Liu & Lu, 2011; Shinto, 1998) and

academic disengagement (National Centre on Addiction and Substance Abuse at Columbia

University (CASA) United States of America, 2003). The relationship between academic-related

stress, motivation and dropout does not appear to be culturally specific, with similar findings

shown from a number of international studies (Liu, 2015; Liu & Lu, 2011; Shinto, 1998;

Walburg, 2014).
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CHAPTER III
RESEARCH METHODOLOGY

Research Design

This study used a descriptive survey method. This method used a structured questionnaire

given to a sample of a population designed to elicit specific information from respondents. This

is a method that was used by the researchers because it best served to answer the questions and

purpose of the study on the level of stress on the new normal education to the students in what

cause of their stress on what way how they cope up their stress on the new normal education.

Research Procedure

The researchers passed a request letter to the principal for this study. The instrument used

was a researcher-made questionnaire checklist guided by their adviser and research teacher. This

instrument was used to gather the needed data for the spending behavior of the students. The

researcher will float the questionnaire to the selected respondents and interpret the data that will

gather.
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Population and Locale of the Study

The study is conducted at Paoay North Institute, Barangay #11 Cabangaran Paoay, Ilocos

Norte. Paoay North Institute have 2 department namely the Junior High School and the Senior

High School. In Junior High School, they are offering Regular Class.While in the Senior High

School they are offering Academic track namely General Academic Strand. The respondents of

the study were the High School students, both Junior and Senior High School. Purposive random

sampling was used by the researchers in selecting the respondents. The researches selected 50

students to be their respondents in the study.

Data Gathering Instrument

The researchers used a survey questionnaire for the selected respondents to answer. The

survey questionnaire is a type of data gathering method that is utilized to collect, analyze and

interpret the different views of a group of people from a particular population. The data gathered

was evaluated to seek answers to the stated problem of the study. The researchers believed that

survey questionnaire is suitable to their study.

Statistical Treatment

The responses of the respondents of Students in Paoay North Institute in the

questionnaire were statistically analyzed with the data requirements of the study. Students were

statistically analyzed with the data instruments of the study. Descriptive statistic such as

frequency count, percentage, rank and weighted mean were considered.

% = F/N × 100
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Where:

F = No. of Respondents

N = Total No. of Respondents

% = Percentage

The weighted mean was computed using this formula.

Σx
µ= N

Where:

µ = Population Mean

Σx = Number of Respondent
N = Size of the Population.
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Tentative Bibliography

Staff Writers (2021). “Stress in School.” Retrieved from:

https://www.accreditedschoolsonline.org/resources/student-stress/?

fbclid=IwAR2W1rFcbhpV2HMOAplWsaupc9cisc_EICn_TupphQ2V8yOccakuGTdNFDg

Enrichment, High School, Middle School (2018). “Common Causes of School Stress for

Students.” Retrieved from: https://www.oxfordlearning.com/causes-of-school-stress/?

fbclid=IwAR1MMXl4np5xpucIgy9ZWL0sGi1U2MkTLmbnVr9Q-4Kdrd-4eH7kRSd4tXM

Johnson, R. (2021). “Students Stress Out Due to Coronavirus, New Survey Finds.” Retrieved

from: https://www.bestcolleges.com/blog/coronavirus-survey/?

fbclid=IwAR0c1OQNdcXXDN1h01WNWmUR-c_tvfsScZRp-HsYz-d6WdaB01fNHPlCgCU

Mahapatra. A., Sharma. P. (2020). “Education in times of COVID-19 pandemic: Academic stress

and its psychosocial impact on children and adolescents in India.” Retrieved from:

https://journals.sagepub.com/doi/full/10.1177/0020764020961801?

fbclid=IwAR0m4TCbOu5rDDfHzDn9apwlbkOBTOaGwFaFUnLJuzB7SAcqbTjW5InL-ns

Bouchrika. I., (2020). “50 Current Student Stress Statistics: 2019/2020 Data, Analysis &

Predictions.” Retrieved from: https://www.guide2research.com/research/student-stress-statistics?

fbclid=IwAR0oz8HH3WjAnSGMmEo_z_lghc_0Jlp2jd8aoDSPtWH65WEx7eW1gnb0IXA

Reddy K. J, Menon K. R, Thattil A. (2018). “Academic Stress and its Sources Among University

Students.” Retrieved from: https://biomedpharmajournal.org/vol11no1/academic-stress-and-its-

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sources-among-university-students/?

fbclid=IwAR3Nv6NeiuUUwtfwVEmEcaizlX4VzK4KUuXLGM-Yow91AMgSLvEN6mOjh-4

Pascoe, M. C., Hetrick, S. E., Parker, A. G., (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?

fbclid=IwAR1aHt7W5sR7ZmxNi_yFJlGKh0sDcd0CBhe0aSwJdTEsamIgCgoP0mS08Cc
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Time table

Task Completed Due Date

Topic Approved May 28, 2021

Chapter I May 29, 2021

Chapter II May 31, 2021

Chapter III June 2, 2021

Tentative Bibliography June 3, 2021

Curriculum Vitae June 3, 2021

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PERSONAL BACKGROUND

NAME: Princess E. Acantilado

Gender: Female

Date of Birth: September 14, 2003

Place of Birth: Paoay, Ilocos Norte

Address: Brgy. 21 Pambaran, Paoay, Ilocos Norte

Religion Sector: Iglesia Filipina Independiente

Parents:

Father: Gil Renato P. Acantilado

Occupation: Farmer

Mother: Mirasol A. Eludo

Occupation: Housewife

Educational Background:

Elementary: Paoay Central Elementary School

Achievements: N/A

Ambition: To become a Doctor

Philosophy in Life: “Keep the mind happy”