Effects of Common Stressors To Students Academically

AGUSAN DEL SUR COLLEGE, INC.
Narra Avenue, Poblacion, Bayugan City
THE EFFECTS OF COMMON STRESSORS

TO STUDENTS ACADEMICALLY
In Partial Fulfilment
Of the Requirements for the Subject
Practical Research II
Presented by:
Markjohn Malto
Evamae Parinasan
Arjane Piezas
Wayne Saranza
Mark Jonuel Sozmena
GRADE 12 GALILEI
January 2021
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
1.1 Introduction
Stress is a widespread phenomenon all around during all human lifespan . It is a basic thing
of everyday lifecycle which are present in a particular environment, person, or a group of
individuals. Stress defines normal physical response that happens when people feel threatened or
upset and the process by which an individual react when opened to external or internal challenges.
Stress is the body’s reaction to the demands of the world.
Moreover, Wheeler (2007) defined stress as physics word which refers to the amount of
force used on an object and it relates in real life as to how certain issues that carry force applied to
human life. For an example, financial difficulties, academic stress, health challenge issues,
conflicts with friends, and all carry force or pressure on person's body -mind and spirit. Some of
the pressure originate from the environment but most often comes from within a person's head in
the form of anxiousness, regret, and low confidence. Just like the students experiencing academic
stress, it comes from self-low confidence, discouragements, and some school activities such as
studying for exams and taking the large amount of content to master in a small amount of time
(Abouserie, 1994). Additionally, Erkutlu & Chafra on 2006 asserted that the pressure to perform
well in the examination or test and time allocated makes academic environment very stressful.
Indeed, students have a unique cluster of stressful experiences. Student’s academic
performance can be affected by many factors. Bernstein et al. (2008) define the sources of stress
as every circumstance or event that threatens to disrupt people’s daily functioning and causes them
to make adjustments. Similarly, Phinney and Haas (2003) stressed out sources of stress more
specifically as a unique set of stressful encounters among student which includes difficult financial
challenges, domestic responsibilities, and tasks related to holding a job while in school.
Stressor, on the other hand, is an event or condition in the surroundings that may trigger
stress and pressure. It can be seen in many ways. It can be observed in formal settings like in
schools and universities, or in casual forms such as in friends and social groups. Some stressors
from schools are academic stress which are often seen in the daily activities of students such as
heavy workload and the burden of managing projects. There are stressors among students like
difficulty in understanding subject that have been learnt, too much homework, and school
schedules was too packed (Shahmohammadi, 2011). In casualty, this includes time stress,
situational stress, social stress, and even family stress.
Rendering to Davidson (2001), stress is not only negative things that happens positive
things also cause stress. In our life we only know stress to be bad but that is not the cases. There
are two types of stressors. These are positive stressors which are known as eustress and negative
stressors which is also known as distress. To define positive stressors, these are positive situations
that causes a person to be stressed up. (Centre, 2010) Some examples of these circumstances are
promotion at work, starting a new job, getting married, and having a child which are few of the
many. Positive stressors are usually not noticed because it can be a short term event that motivates
people and improves one’s attitude and performance.
In contrary, negative stressors happen to be the bad things which causes human to be stress
and these type of stressors is easily noticed. Examples of negative stressor are death of a loved
one, unemployment, divorce and illness. These stressors cause anxiety and makes one troubled,
feels unpleasant and disturbing, and decrease ones’ productivity and moral. (Davidson, 2001).
In fact, stress and common stressors are two things that comes together. When one
experienced a specific stressor, being stress is also there. Others are knowledgeable enough to face
stressors that cannot lead to an extreme stress and others do not know how to manage it. Both of
it has side effects to anyone who will suffer from its problem.
Students currently face a big dilemma to these stressors. They are trapped with the stress
they may have like burnout and worry. Stressors pose a great deal of challenges to students from
hindering to acquire complete intellectual knowledge which is needed to champion development
and growth in academic performance. So, these stressors are problem to students academically.
The act of a busy life along with education causes stress and depression. Limited stress is beneficial
and can lead to excellent performance. However, uncontrolled stress can lead to exhaustion,
despair and several other sicknesses. In fact, senior high school students are prone to episodic
stressor and this happens when tests and extreme tasks are around the corner. Several students
contemplate to commit suicide. According to Centre (2010), stress affects students academically
that leads them to have bad performance in school work. Students experience a lack of
concentration that cause them to perform poorly in school.
The researchers are doing this to investigate the effects of common stressors to students
academically. This will enable them to recognize and examine the stressors affecting every learner
though academic aspect.

1.1 Theoretical and Conceptual Framework
Baumeister and Exline (2000) description of stress provides a complex concept of stress,
it says little about how stress affects human academic and other performance. There is important
variation between researchers about the direct and indirect properties of several suppose different
factors which have to create stress in any situation. Direct stress special effects are those
experienced by the mission capacity alone unrelatedly of any psychological stress that may also
be generated. According to Rees and Redfern (2000), indirect stress effects are developed from
psychological stressors related to task load requirements. There is an acceptable line that is mutual
with these two, and they can sometimes not be distinguished. This fact made their departure and
measurement extremely difficult.
Eventually, another concept of stress has been evolved from the field of physics by one of
the fathers of stress research Hans Selye (1907-1982). In physics, “Stress describes the force that
produces strain on a physical body like bending a piece of metal until it snaps occurs because of
the force or stress exerted on it”. After completing the medical training from the University of
Montreal, Hans Selye started using the concept of “Stress” in 1920s. He proposed that stress
resulted in release of stress hormones. He named it as “General Adaptation Syndrome.” Stress
produces different physical and mental symptoms which depend on each individual’s surrounding
factors. The concept stress management is the key of happy and stress less life of an individual
and would give identification to its effects.
The concepts stated above will serve as support on contributing and supporting clearer
information about the rationale of the study. Complex concept of stress by Baumeister and Exline
(2000) and Concept stress management by Hans Selye (1920) would empower the researchers’
study to identify the effects of common stressors to HUMSS students affecting academic matters.
The research paradigm is as shown in Figure 1.2.1. The researchers will determine the
participants and let them fill their profiles. The chosen students will answer the given research
questionnaires. Inside the research questionnaires are the following: the common stressors that
might experience by the students and the actions to be taken to cope up common stressors. As an
output, the researchers will determine the effects of common stressors academically.
Determining the Profiling the

Participants Participants
Giving of Research Questionnaires

Via Online
Common Stressors of Actions to manage common

students stressors
Effects of Common Stressor

Academically
Figure 1.2.1 Paradigm of the Study
1.3 Statement of the Problem
This study aims to know what are the effects of the common stressors to students from
academically through the following questions:
1. What are the common stressors experienced by the students?

2. What are the effects of the common stressors to students when it comes to academic
condition?
3. How can students cope up with the common stressors they have?
1.4 Scope and Delimitation of the Study
The study will be conducted in the institution of Agusan del Sur College, Inc. (ADSCO)
for the school year 2020-2021. The school is located at P-24 Narra Avenue, Poblacion, Bayugan
City, Agusan del Sur. It is limited to the students who are senior high school specifically to grade
12 who are studying in the campus. The respondents of the study are composed of students from
selected General Academic Strand (GAS). The main focus of this research is to find the effects of
the common stressors to GAS 12 students academically. Data is gathered through research
questionnaires via online to be answered by the participants.
1.5 Significance of the Study
The study focuses on the common stressors and its effects students academically. It aims to
determine the outcomes of the common stressors they have. Furthermore, the result of this study
will be beneficial to the following:
Future Researchers. The result of the study would serve as reference material for the
future researchers who will be conducting research related to the effects of common stressors to
students academically.
Parents. This study will help the parents to have enough knowledge about the effect of
stressors to the academic enactment of their children.
Students. The findings of the study would be able to know the effects of common stressors
to students. This study will help them to identify the effects of common stressors and to manage
the stress they might have.
Teachers. The result of the study would help the teachers to make support to students who
experience common stressors. This would also help them to provide words to advice the said
students and gives encouragements to the learners.
1.6 Definition of Terms
The researchers seek at all variables and aspects related to the effects of the common
stressors to GAS 12 students academically. For clearer understanding of the terms used in the
study, the following are defined operationally:
Academic Performance. It is the educational aim that is achieved by a student over a
specific time. It is also essential for success and progress of a student.
Academic Stress. It refers to the stress that comes from schooling and education.
Anxiousness. It is an uneasy state of mind usually over the possibility of an anticipated
problem.
Depression. It is a disorder of mood involves varying levels of sadness and despair
associated with stress.

Encouragements. The action of giving someone support, confidence, or hope.
Hinder. It means to limit the ability of someone to do something.
Pressure. Associated with expectations to perform well in a situation.
Stress. It is the process by which an individual or a person react when opened to external
or internal troubles.
Stressors. It something that causes a state of strain.
Threats. It is when a person feels problem that results to stress.

CHAPTER 2
REVIEW OF RELATED LITERATURE
In order to adequately accomplish the research purpose, the researchers decided to
investigate the different reasons toward the addiction of students who play online games. To do
this, the researches searched for research journals, reports and published research papers related to
the topic of the study.
2.1 Conceptual Literature
Over the years, several theories have been developed by a number of authors to help
students understands stress, its manifestations and impacts. According to Laurence, William and
Eiland (2009) stress theories can be categorized into three: 1) response theories, 2) stimulus theory,
3) transaction theories. Under response theories stress is understood as a response by people to
external pressures are stressors, such as too many assignments within a short period of time.
Stimulus theories seek to understand stress from perspective of major events such as humanitarian
disasters, chronic and other life threatening activities. In transactional or process theories, stress is
studied as a complex set of interaction and adjustments between the person and the environment.
Lazarous & Folkman (1984) is of the most popular transactional theories. Through their
transactional model, they emphasize ‘transactional’ nature of stress, by arguing that it is a two-
way process whereby the environment produces stressors and the individual find ways to deal with
these. They understood stress as a condition or feeling experienced when a person perceives that
the demand exceeds the persona and social resources the individual is able to mobilize to manage
the condition. Thus, the effect that stress has on a person is based more on that person’s feeling of
threat, vulnerability and ability to cope that on that stressful event itself.
Moreover, the strategy of coping with stress is defined by Lazarous & Folkman on year
1984. The key aspect on studies of stress is to understand how people cope with stress. Coping is
distinct as a process of by which individual changes his or her cognitive behavioral efforts to
manage specific external and/or internal demands that are appraised as taxing or exceeding the
resource of the person. Stress coping theories can be categorized into two: 1) trait versus state
oriented and 2) micro-analytic versus macro-analytic (Khrone 2002:06). Trait oriented coping
strategies aim to identify individuals with less capacity and resources to cope with specific
stressors. The purpose of the assessment is early prevention. States oriented strategies, on the other
hand, look at how the person actually copes with the particular stressors. Micro-analytic strategies
encompasses a wide range of approaches to respond to the stress while macro-analytic strategies
look at the abstracted or boarder issues that may affect people (Khrone 2002).
Lazarous & Folkman (1984) theory of coping with stress is popularity known as cognitive
appraisal. Their model concentrated on emotion and the problem itself, as well as the functions
related to them. As indicated above, cognitive appraisal falls within the framework of micro-
analytical responses. To them, cognitive appraisal occurs when a person considers to major factors
that majorly contribute to his or her response to stress, notably the threatening tendency of the
stress to the individual, and the assessment of resources required to minimize, tolerate or eradicate
the stressor and the stress it produces. Cognitive appraisal is divided into two types or stages:
primary and secondary appraisal (Laurence, Williams & Eiland 2009). In primary appraisal, an
individual will first understand the meaning and the potential effect of a particular stressor.
Secondary stressors relate to a particular feeling about a stressor. Secondary appraisal often
happens simultaneously, though a later stage, with primary appraisal (Wong, Reker & Peacock
2006).
At a practical level, Lazarus and Folkman various ways of managing or coping with stress.
These include relaxation, accepting responsibility, positive re-appraisal and proactive problem
solving techniques, social support, time management and physical exercises. According to Chai
(2015) social support is crucial when one is going through difficult times. During these times
friends, relatives, spouses and classmates in the case of students, may provide emotional, spiritual
even professional support by way of helping their counterpart go over particular stressors (Wong,
Reker & Peacock, 2006) The idea of sharing one’s problem and challenges for the purpose of
social support is a crucial part of the African culture (Mwakoghu, 2011). Thus, Folkman and
Lazarus identified stress management as a dynamic process which is essentially in two categories
which are problem – focused coping and emotion – focuses these two coping style. Emotion
focused copying may include denial of existence of a particular problem (Versaeve, 2015) Mature
coping mechanisms may include problem solving and seeking professional and technical suppor
to deal with particular stressors.
Despite a great deal of scientific research on the subject and the widespread use of the term
in everyday conversation, stress has no simple definition. Indeed, it has been definqed in three
different ways: as a stimulus, as a response, and as an interaction. When some people talk about
stress, they are referring to an environmental stimulus, as in "I have a high-stress job." Others
consider stress a physical response, as in "My heart races when I feel a lot of stress." Still others
consider stress to result from the interaction between environmental stimuli and the person, as in
"I feel stressed when I have to make financial decisions at work, but other types of decisions do
not stress me."
These three views of stress also appear in the different theories of stress. The view of stress
as an external event was the first approach taken by stress researchers, the most prominent of
whom was Hans Selye. During the course of his research, Selye changed to a more response-based
view of stress, concentrating on the biological aspects of the stress response. The most influential
view of stress among psychologists has been the interactionist approach, proposed by Richard
Lazarus.
Beginning in the 1930s and continuing until his death in 1982. Hans Selye 1956; 1976;
1982) researched and popularized the concept of stress, making a -strong case for its relationship
to physical illness and bringing the importance of stress to the attention of the public. Although he
did not originate the concept of stress, he researched the effects of stress on physiological responses
and tried to connect these reactions to the development of illness. Selye first considered stress to
be a stimulus and focused his attention on the environmental conditions that produce stress. In the
1950s, he shifted his focus to stress as a response that the organism makes. To distinguish the two,
Selye started using the term stressor to refer to the stimulus and stress to mean the response. Selye's
contributions to stress research included a model for how the body defends itself in stressful
situations. Selye conceptualized stress as a nonspecific response, repeatedly insisting that stress is
a general physical response caused by any of a number of environmental stressors. He believed
that a wide variety of different situations could prompt the stress response, but the response would
always be the same.

On the other hand, Taylor and her colleagues (Taylor, 2002; Taylor, Kemeny, Reed,
Bower, and Gruenewald, 2000) raised to the traditional conceptualization of the stress response,
questioning the basic notion that it is a fight or flight response. These theories contended that
research and theory on stress responses have been biased by concentrating on men, for whom fight-
or-flight is a more valid model than for women. Although they acknowledged that men's and
women's nervous system responses to stress are virtually identical, they argued that women exhibit
neuroendocrine responses to stress that differ from men's reactions and that these differences lay
the biological foundation for gender difference in behavioral responses to stress. They proposed
that the stress response in women is better characterized as "tend-and-befriend" than "fight-or-
flight". That is, women tend to respond to stressful situations by nurturing responses and by
seeking and giving social support rather than by either fighting or fleeing. Taylor and her
colleagues argued that this pattern of responses arose in women during human evolutionary history
and is more consistent with the biological and behavioral evidence than the fight-or-flight
conceptualization of stress responses. This view has been the target of criticism (Geary and Flinn,
2002), but some research is consistent with its contentions. For example, the patterns of hormone
secretion during competition differ for women and men (Kivlinghan; Granger, and Booth, 2005).
In a study of children's responses to mothers whose behavior was frightening, giris tended to seek
the company of mothers who were behaving in a frightening way, whereas boys tended to avoid
the frightening mother (David and Lyons-Ruth, 2005). This finding is consistent with the
hypothesis that females tend to affiliate under conditions of stress, whereas males tend to flee.
2.2 Research Literature
The study of Impact of Stress on Students Academic Performance at Secondary School
Level at District Vehari hypothesized stress as the interaction between the three fundamentals
perceived as the perception of coping ability, and the perception of the importance of being able
to cope with its demand. Different from many previous definitions of stress, this formulation
clearly integrates the transactional process that is believed to be central to current theories of
academic assessment. Stress is simply seen as a mismatch between demand and capacity on the
difference, the insight of these two elements, and the most important the desire or the motivation
that one feels to answer all the requests are at the heart of the construction (Aikens et al.,1992)
Gunnar (1998), defined the explanation of academic stress is the anxiety and stress that
comes from schooling and education. There is studying homework, tests, labs, reading, and
quizzes. There is the stress of doing all of the work, balancing the time and finding time for extra-
curricular activities. Academic stress is particularly hard on school students who are often living
away from home for the first time. Its study show that teachers expect work to be completed on
time. Stress and its displays, such as stress, depression, and tension, have always been seen as a
common problem among people in different businesses and occupations. In the last few times, the
alarm has previously been motivated by the proliferation of books, research reports, popular
articles and the growing number of organized workshops, aiming to teach people how to handle
with this individuality.
Researchers are randomly in their actions on this subject, in some cases associating and
unique in others. While one can say that each stress factor has immediate effects, each can also
have side effects. For example, time pressure limits the time available for the success of a particular
task. This limit is a physical limit that does not require psychological explanation to sympathize
with its immediate effects on achieving performance. This limitation, however, often causes an
emotional reaction, for example nervousness that has side effects or indirect effects on success.
Given the effort of unravelling these two extensions and scarcity in which this was done in the
main literature (Trockel et al., 2000).
This study investigated the effects of academic stress on the performance of different
cognitive tasks, predicted that matte stress would interfere with work memory, leading to a
breakdown in mathematical and related performance. Specifically, these authors measure the
degree to which subjects were stressed using a self-reporting index shortly followed by a
performance assessment of two measurements of the work environment reading team and
calculation group. Their results suggest that people who score high on measurements or tensions
tend to perform worse on work memory measurements. While this was the case in both ways, it
was not necessarily limited to just computational tasks, high stress subjects were more likely to
demonstrate failure in computational results than listening outcomes (Slaven,and Windle. 1999).
The findings of the study were that most of the teachers give punishment to the students in
a classroom on their weakness and shortcomings. Majority of teachers do not provide feedback to
the students properly, which may be helpful to overwhelm their weakness and shortcomings. The
teachers should give encouragement to the students and also to extend personal attention in the
classroom. Most of the teachers often fail to clarify the objective of the lesson during class which
creates a great hindrance to understand the objectives and the same later on put the student under
stress at the end or in mid-terms exams. They do not have a methodology to teach that’s major
fault to create stress to students. The majority of teachers highlight wrong answers and also give
number of exercise and tests to the students; but, they do not explain them on the paper and during
the lecture in class room. Most of the teachers do not understand teaching content properly during
their lectures. The teachers do not listen the ideas of students emerged during the lectures that
caused bad impact on their learning abilities. Most of the students raised volume regarding gap of
communication among teachers and students and by removing the communication gap, a healthy
environment can be developed for a conversation with all students in the classroom. The teachers
show their socio economic status that effects on the students learning. Most of the students
complain that they have no opportunity to meet their teacher in free time for learning purposes and
to understand the true meanings of the lectures delivered. Most of the students replied that they
feel proud that their teachers treat them equally in the classroom and out of the classroom.
Another related study conducted on Enugu State University of Science and Technology
Enugu Nigeria by Ogbogu Chibuzo Ezekiel entitled “Impact of Academic Stress on Academic
Performance Among University Students.” The work was designed to examine the problem of
academic stress among students, its causes, symptoms and ways of controlling it to enhance
students’ performance. One of the objectives of the study is to determine the relationship between
academic stress and students’ performance.
The purpose of this study was to discover the relationship between academic stress and
students’ academic performance. The study found that all the respondents have experienced one
form of Academic Stress or the other. That shows that academic stress is a common phenomenon
among university students and we observe that it affects students’ academic performance.
In the second findings, the study found that headache, tiredness and loss of confidence were the
prevalent symptoms of academic stress amongst students in Esut Nigeria. More so, the study
examined the relationship between academic stress and academic performance. It found that
overwhelming majority of the students affirmed that academic stress affected their academic
performance. The findings are in agreement with Linn and Zeppa (1984) who claimed that
academic Stress can inhibit and suppress learning. Finally, the findings found that by having
enough time for rest and exercise, starting tasks from simple to complex and doing course works
as at when due can help reduce academic stress thereby enhancing students’ academic
performance. This finding is also in agreement line with Kaplan and Sadock (2000) who claimed
that academic stress can be positive thereby enhancing learning.
The study findings demonstrate that every university student experience various degrees
of academic stress which affects their academic performance in school. The study established
symptoms and signs with which one can be able to identify students under Academic stress. These
were; Tiredness, headache, loss of confidence and becoming more error prone. Further findings
from the study indicated that students believe academic stress has a big effect on their performance.
Stress reduces students work rate, reduces ability to learn in class, and causes lack of concentration
in class. This in turn leads to producing poor quality work and reduces academic performance.
Therefore, academic stress has a negative relationship with students’ performance. The more the
stress, the less the student will perform at school.

In addition to that, the study indicated that by fixing time daily for exercise, starting
academic tasks from simple to complex and by avoiding reading only when exams come close
academic stress can be properly managed to enhance students’ academic performance.
Eremsoy, Celimi and Gencoz (2005) carried out a study to find out the associated variables
of depression and anxiety symptoms for young adults confronted with an academic stress. Ninety-
two graduate students, who were actively involved in preparing their thesis, participated in this
study. Two regression analyses were conducted to see different variables associated with
depression and anxiety symptoms separately. Consistent with the expectations, depression and
anxiety had over lapping predictors, such as negative automatic thoughts and hopelessness.
However, adequacy of problemsolving abilities seemed to be associated with anxiety symptoms.
Govaerts and Gregoire (2005) explored the key role of the cognitive appraisal processes
on the way stress is experienced by adolescents. In this research adolescents’ cognitive appraisal
processes and their relationships with academic stress was examined. A sample of adolescents
(N=100, Mean age = 16.9 years) reported 145 academic stressful situations, while boys perceived
themselves as having more resources for coping with it. Students’ age was negatively correlated
with the perception that the stressful situation will be resolved on its own. Five appraisal patterns
were identified using cluster analysis. Subsequent analysis showed that the five groups differ in
their perceived degree of stress. One group was labeled at-risk appraisal group, demonstrating a
high level of perceived stress, and two groups showed a favorable pattern associated with low level
of perceived stress.
CHAPTER 3
RESEARCH METHODOLOGY
3.1 Research Design
This research is a quantitative study about the effects of common stressor to students
academically. The use of this quantitative research aims to know what are the common stressors
and its outcome to the academic performance of students.
3.2 Participants of the Study
The participants of the study are the students from selected Grade 12 General Academic
Strand (GAS) from ADSCO.
The researchers will analyze the data from the given research questionnaires through
online. The participants will answer the given check list.
3.3 Setting of the Study
This study will take place at Agusan del Sur College, Inc. (ADSCO) during the second
semester of S.Y. 2019-2020. ADSCO is a private educational institution in the city of Bayugan.
The school was founded in 1966 as the Southern Agusan Institution (SAI) by Dr. Inocencio Palacio
Angeles and his wife, Mrs. Clarita Turlo Jason-Angeles. Two years later, tertiary and vocational
courses were provided, and the institute was then renamed to Southern Agusan College. The
college was renamed again to Agusan del Sur College, Inc. in 1975.
ADSCO currently offers undergraduate degree courses in Teacher Education, Business
Administration, Hotel and Restaurant Management, Customs Administration, and the English
Language. Also available are three-year diploma programs in HRM, and Information Technology.
Aside from higher education programs, the said institution also provides elementary to senior high
school education. Its Senior High School department offers Academic Track which has
Accountancy, Business, and Management (ABM), General Academic Strand (GAS), and
Humanities and Social Sciences (HUMSS). It has also Technical Vocational Track (TVL) which
offers Home Economic Strand (HE) and Information Communication Technology (ICT) strands.
Figure 3.3.1 Map of the school
3.4 Research Instrument
The instruments that will be used are the research questionnaires which has the profile of
the respondents and their answers towards the effects of common stressor to their studies
academically. The said questionnaire contains the checklist of the different questions from the
problem of the study.
3.6 Data Analysis
Analysis of data will base on the research questions. The researchers will survey through
online. The method of this research will be quantitative. Whereas the analysis model used was the
inductive type which will start from the data or facts that will be obtained in the field for
generalization and drawing the conclusion. Data analysis in this phase of the research will start
when the respondent had already answered the questions that will be given by the researchers.
CHAPTER 4
PRESENATATION, ANALYSIS, AND INTERPRETATION
The presentation, analysis, and interpretation of the data are sequentially organized
according to the order of the specific questions posed in this study in Chapter 1.
4.1 What are the common stressors experienced by the students?
The table below shows the common stressors to students which displays that all of them
experienced lack of financial support; five or 25 percent answered that he/she experienced
common stressor when having peer pressure; three or 15 percent responded that he/she experience
common stressors when there are heavy workloads; and two or 10 percent of respondents said that
he/she experience common stressors when being discriminated at school.
Common Stressors on Students Frequency Percentage
Lack of financial support 10 50%

Peer Pressure 5 25%
Heavy workloads 3 15%
Being discriminated at school. 2 10%
Total 20 100%
Table 4.1. Common Stressors on Students
Based on the data gathered on what situations wherein students experience common
stressors, it could be concluded that most of them experienced stress when their financial support
is deficient. Out of 20 respondents, ten out or 50 percent strongly agreed lack of financial support
as a common stressor.
4.2 What are the effects of the common stressors to students when it comes to academic
condition?
The table below presents the effects of common stressors to students academically which
displays that nine out of twenty respondents answered that it decreases his/her performance in
school as the academic effect of common stressors; seven or 35 percent responded that it decreases
his/her grades when having these common stressors; two or ten percent answered that it increases
his/her absenteeism in school; and one of fiver percent respondent said that it lacks his/her
concentration in class and it reduces his/her capability to complete and hand in his/her performance
tasks in time as an effect of common stressors academically.
Effects of common stressors to students

Frequency Percentage
academically
It decreases my school performance 9 45%

It decreases my grades 7 35%
It increases absenteeism in school 2 10%
It lacks my concentration in class 1 5%
It reduces my capability to complete and
1 5%
hand in my performance tasks in time
Total 20 100%
Table 4.2. Effects of common stressors to students academically
Based on the data gathered on what are the effects of common stressors to students
academically, it can be concluded that most of the student’s performances in school are really
affected which resulted 45 percent of the total twenty respondents. The common stressors bring
negative impact to their academics because their performance in school will be decreased.
4.3 How can students cope up with the common stressors they have?
The table below shows the ways to cope up the common stressors to students which displays
that all of them agreed that a proper time management is a must; three or 15 percent answered that
he/she need to control his/her workloads; two or ten percent responded that he/she will
communicate with God to prevent the stressors; two or ten percent said that he/she will bond with
his/her trusted friends and peers; one or five percent responded that he/she will interact with
positive people to cope up the common stressors they have.
Ways to cope up common stressors to

Frequency Percentage
students
I should have proper time management 12 60%
I need to control my workloads. 3 15%
I will communicate with God to prevent the
2 10%
stressors.
I will bond with your trusted friends and
2 10%
peers.
will interact with positive people 1 5%
Total 20 100%
Table 4.3. Ways to cope up common stressors to students
Based on the data gathered on what are the ways to cope up common stressors to students,
it could be concluded that most of them said that they should have proper time management.
Twelve out of twenty students or 60 percent strongly agreed that an appropriate management of
time can cope up the common stressors they will experience.

CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions derived and the
recommendations extracted from the study.
Summary
This qualitative study focused on the effects of common stressors to students. The study is
conducted through online and is limited to the students who belong to the Grade 12 General
Academic Stand (GAS) of Agusan del Sur College, Inc. Data is gathered through an online
interview via checklists. The researchers messaged each student to give them the letter of permit.
The researchers ask questions relating to the problems that the study wants to answer and recorded
the interviews.
After the analysis of the data gathered from the interview and the focused group
discussions, findings of the study revealed that Grade 12 GAS Students f ADSCOmost
experienced lack of financial support as common stressors, the academic performance of GAS
students will be decreased upon experiencing the common stressor, and most of them considered
proper time management as a way to cope up the common stressors they will have.
The study recommends that a good balance between working hours and study hours should
be established to avoid stress, review students’ vocational guidance and career advice to reduce
the burden associated with career choices, develop a program to recognize students with family
issues or school-adopting problems so that therapeutic help can be provided, and Training
Programs are offered to teach students how to handle stress and anxiety before tests, which can be
held as brief workshops
Conclusion
Based on the data analysis gathered and the results of the study, the researchers learned the
following:
1. Grade 12 GAS Students most experienced lack of financial support as common stressors.
2. The academic performance of Grade 12 GAS students will be decreased upon
experiencing the common stressor.
3. Some of them also agreed that the decreasing of their grades are the effect of stessor.
4. Most of the Grade 12 GAS students of ADSCO considered proper time management as
a way to cope up the common stressors they will have.
Recommendations:
Based on the findings and conclusions presented, the following recommendations are
suggested:
1. A good balance between working hours and study hours should be established to avoid
stress.
2. Training Programs are offered to teach students how to handle stress and anxiety before
tests, which can be held as brief workshops.

3. Develop a program to recognize students with family issues or school-adopting problems
so that therapeutic help can be provided.
4. Review students’ vocational guidance and career advice to reduce the burden associated
with career choices.

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Effects of Common Stressors To Students Academically

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AGUSAN DEL SUR COLLEGE, INC.

Narra Avenue, Poblacion, Bayugan City

THE EFFECTS OF COMMON STRESSORS

Mark Jonuel Sozmena

THE PROBLEM AND ITS BACKGROUND

of everyday lifecycle which are present in a particular environment, person, or a group of

Stress is the body’s reaction to the demands of the world.

Indeed, students have a unique cluster of stressful experiences. Student’s academic

situational stress, social stress, and even family stress.

people and improves one’s attitude and performance.

hindering to acquire complete intellectual knowledge which is needed to champion development

concentration that cause them to perform poorly in school.

though academic aspect.

measurement extremely difficult.

resulted in release of stress hormones. He named it as “General Adaptation Syndrome.” Stress

and would give identification to its effects.

Determining the Profiling the

Giving of Research Questionnaires

Common Stressors of Actions to manage common

Effects of Common Stressor

Figure 1.2.1 Paradigm of the Study

1.3 Statement of the Problem

academically through the following questions:

1. What are the common stressors experienced by the students?

1.4 Scope and Delimitation of the Study

questionnaires via online to be answered by the participants.

1.5 Significance of the Study

will be beneficial to the following:

stressors to the academic enactment of their children.

the stress they might have.

students and gives encouragements to the learners.

1.6 Definition of Terms

study, the following are defined operationally:

Academic Performance. It is the educational aim that is achieved by a student over a

specific time. It is also essential for success and progress of a student.

Anxiousness. It is an uneasy state of mind usually over the possibility of an anticipated

Depression. It is a disorder of mood involves varying levels of sadness and despair

associated with stress.

Hinder. It means to limit the ability of someone to do something.

Pressure. Associated with expectations to perform well in a situation.

Stressors. It something that causes a state of strain.

Threats. It is when a person feels problem that results to stress.

REVIEW OF RELATED LITERATURE

In order to adequately accomplish the research purpose, the researchers decided to

the topic of the study.

2.1 Conceptual Literature

3) transaction theories. Under response theories stress is understood as a response by people to

to deal with particular stressors.

not stress me."

a general physical response caused by any of a number of environmental stressors. He believed

always be the same.

2.2 Research Literature

The study of Impact of Stress on Students Academic Performance at Secondary School

with this individuality.

main literature (Trockel et al., 2000).

academic stress and students’ performance.

that academic stress can be positive thereby enhancing learning.

stress, the less the student will perform at school.

academic stress can be properly managed to enhance students’ academic performance.

However, adequacy of problemsolving abilities seemed to be associated with anxiety symptoms.

3.1 Research Design

and its outcome to the academic performance of students.

3.2 Participants of the Study