1

Academic Stress and Well-being of Bachelor of Elementary

Education Generalist students from
Holy Cross of Davao College

___________________

A Thesis Presented to the Faculty of the

School of Teacher Education

__________________
In Partial Fulfillment of the Requirements for Eed 318
Research in Teaching

_________________
by
Espra, Mae Cyryl
Felipe, Prencess
Roco, Ella Mae
Simo, Eunice
Soliva, Marian
Villar, Patrick Lorenz

March 2021
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Table of Contents

Title page Page 

Table of Contents 2

Figure 

CHAPTER 1

1 The Problem and Its Scope 3

Rationale of the Study 7

Statement of the Problem 8

Hypothesis (ses) 9

Review of Related Literature  10

Theoretical/Conceptual Framework  17

Conceptual Framework 22

2 Method  23

Research Design 24

Research Locale  25

Research Respondents’ 26

Research Instruments  27

Ethical Consideration 29

Data Gathering Procedure 

31

Data Analysis 32

References  33
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Appendix 35

Survey Instrument 

Consent Agreement Form

Curriculum Vitae  
43
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CHAPTER 1

The Problem and its scope

Becoming a college student is intriguing; it's a remarkable stage in the

process, while at the same time, it's so complicated.  In today's highly

competitive environment, students had also faced a wide range of problems

related to academic demands, including assignments, essays, and exams. They

can lead to increasingly prevalent physical and psychological difficulties,

including mental illness, nervousness, anxiety, and stress-related diseases,

which might well affect their academic outcomes. Also, by identifying the

students' academic stressors, particularly the BeEd students from HCDC, they

can create coping strategies for their stress to reduce the adverse effects on their

learnings. 

Academic stress has become a common issue among college students in

recent years, and they have developed a variety of physical and mental health

problems as a result of these stressors. Academic-related stress has also been

linked to lower academic performance, decreased motivation, and an increased

risk of dropping out—longer-term effects, such as fewer opportunities for long-

term employment, cost countries billions of dollars. The researchers were

inspired to carry out or advance this study as a result of these findings.

According to performance Lee (2013), Stress can take a toll on an

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individual's health, even more specifically their sleep habits, which can lead to

poor academic. Also, Academic stress had been expected to increase over the

last several years because there are assessments, homework, and many other

activities that a student should always carry out. Not just to create, and parents

and teachers burden students with a tremendous amount of pressure to get a

high result. Those other expectations make the students work constantly and

eventually create more stress. 

Moreover, other potential causes of academic stress include

examinations, language barriers, different teaching methods, comparisons of

performance among peer group members, and relationship problems. Further,

unrealistic expectations and demands of teachers and parents lead to enormous

stress Esbe et a.l (2015). 

Boori (2015) defines Stress as the "wear and tear" of student’s bodies

caused by frequently changing environments. It has physical and emotional

effects. It can create positive or negative feelings. The positive influence of stress

can help and compel them to action; it can result in a new awareness and an

exciting new perspective. Negative influence can result in feelings of distrust,

rejection, anger, depression, and lead to health problems such as headaches,

high blood pressure, heart disease, and stroke. Stress can help or hinder us

depending on how we react to it. 

Further, Academic stress mostly caused by intensive academic workloads

is associated with depression. The perception of not having enough time to

widen the knowledge base required, studying for examinations for grade rivalry,
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and mastery of a huge amount of study syllabus information in a little period all

lead to academic stress. This depression can affect students’ academic

performance such as lack of focusing in class and lower grades. Suicidal

tendency is also on the increase among university students. Suicides among

students are mostly associated with fear of academic failure or

underachievement WHO (2012).

Sunstar (2018) states that high school students' academic stress is

divided into the essential element known as the learning process. These

constituent's performance acts as a vital role for setting academic achievements

associated with what people value in experiencing stress since literary works or

activities are inevitable in the school setting. Even those who are rich, physically

beautiful or happy may also share this kind of pressure. Stress usually happens

when there are too much homework and activities to do when there is an exam

or quizzes. Stress can affect emotional, physical, and mental health, especially

our behavior. In education, the most common sources of stress may read to fear

and anxiety to students.

(The Philippine Star, 2013) supported that Academic works are the most

common source of stress for the students. CNN  (2017) was also found that there

is a significant negative, a weak relationship between the students’ level of stress

and academic performance last 2013, two reported incidents of physical therapy

students 1st and 5th year from different universities in the Philippines committed

suicide due to failing grades and repeated affiliation. Both of them were suffering

from depression.
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Cuerpo (2017) added that stress is the main consideration of how a kid

performs scholastically. An examination done in 2000 on learning hypotheses

expresses that pressure can upgrade learning capacity, yet a lot of it could

prompt physical and emotional well-being issues and the scholastic

accomplishment of a youngster is imperiled. An individual can without much of a

stretch adjust; youngsters are known to adjust superior to grown-ups. In any

case, the versatile capacities are enormously influenced when the requests turn

out to be excessively overpowering. This at that point influences the

understudies' scholarly execution.

As shown above, the academic stress of the students has a big impact on

their well-being. With that, the researcher needs to identify the stressor. This is

the reason why researchers need to find an effective way on how the students to

create coping strategies for their stress to reduce the adverse effects on their

learnings. 

Rationale of the Study

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The purpose of conducting this study was to explore the Bachelor of

Elementary Education students from Holy Cross of Davao College, concerning

the stress brought about by the distance learning modality, the level of their well-

being, and if there is a significant relationship between the level of academic

stress and their well-being. This study is limited to Bachelor of Elementary

Education Students from Holy Cross of Davao College, the researchers believe

that this study helps them to beware of the existence of stress they faced every

day, also helps them to managed and reduce the negative effects on their well-

being.

Statement of the Problem

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The study would like to create a general understanding of the academic

stress and well-being of Bachelor of Elementary Education students from Holy

Cross of Davao College SY 2020-2021. In light of this, the following questions

are points for inquiry.  

1. What is the level of academic stress of Holy Cross of Davao College

Bachelor of Elementary Education students brought about by distance

learning modality of education;

1.1 Relating to other people

1.2Personal factors

1.3 Academic factors

1.4 Environment factors

2. What is the level of well-being of the Holy Cross of Davao College

Bachelor of Elementary Education students?

1.1 Self Esteem

1.2 Health Status

1.3 Relationship with the family

1.4Parents Guardian Relationship

3. Is there a significant relationship between the level of academic stress and

level of well-being of the Holy Cross of Davao College Bachelor of

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Elementary Education students?

Hypothesis

Will be tested at 0.05

Ho1: There is no significant relationship between the Academic stress and well-

being of the Holy Cross of Davao College BEED students.

Review of Related Literature

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This section presents a set of Related Literature that will help the readers to

understand more the study. It will discuss the Level of stress, Academic stress,

and well-being.

Stress 

Stress is a conscious or unconscious feeling of an individual that affects

the individual physically or mentally in positive or in negative ways. Stress is

characterized by psychological responses that are directed towards the version.

Stress is a psychological process started by actions that threaten or harm the

individual. The father of stress research Hans Selye named the factors causing

stress as stressors. He mentioned that the stressors could be physical,

physiological, psychological, or socio-cultural. A person typically is said to be

stressed when there is an output of positive or negative reactions. “Stress

depends on variables such as the novelty, rate, intensity, duration, or personal

interpretation of the input, and genetic or experiential factors. One person's

stressor may be due to another person’s fun.

Stress in a student is defined as the “reaction of individual that can be

physical or mental in any situation that gives pressure on an individual”.

Chemicals into the blood are released when students feel stressed due to some

reasons according to their surroundings. If the reason for stress causing is

physical harm, the extra energy and strength given to the individual by these

chemicals would be a good thing. But; if the stress is responding emotionally,

then there is no any way out for it. That means, stress among students can be
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positive (Eustress) or negative (Distress). Stress can be eustress for a student

when its level is very high and enough for motivating you. It plays the role of a

motivator in your performance. It is essential to stress in our life. Eustress or

positive stress helps in positively moving your actions by motivating you. When a

student is facing several physical or mental problems, it’s said as distress or

negative stress. Distress or negative stress is caused when your stress level

either too high or too low and this reflects in a negative way to the stressors. It’s

not essential to stress in our life. It gives you negativity and is harmful to one’s

life. It further can cause depression and lead in a very fad way. 

Stress causes a surge of hormones in your body. When your body detects

stress, a small region in the base of the brain called the hypothalamus reacts by

stimulating the body to produce hormones that include adrenaline and cortisol.

Habibah (2011) stated that for a student, stress may be caused by a

failure in academic or sports, financial problems, health problems, or loss of a

family member or close friend. Such events that bring stress are called stressors.

A sudden change in life or stressors may affect a person’s lifestyle or even

his/her physical and mental health. The impact that a stressor leaves on a person

depends on how the person takes the tension. If the person takes the event

positively by accepting it as a part of a challenge in life and finding ways to deal

with it, the stress will fade away when he/she gets over it. Conversely, the

consequence may leave the person in a prolonged emotional disturbance. It only

means that stress can be dealt with within yourself. If you can manage your
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feelings and the stress that you feel, stress will fade away as long as you take it

as a challenge for your development. 

Essel and Owusu (2017) stated that stress affecting students

academically leads them to have bad performance in school work. Students

experience a lack of concentration. Stress in college students can affect the

ability to concentrate, and there have been studies conducted that prove that

stress interferes with a student's ability to concentrate, Stress in students is not

something we can take likely. Ironically stress Improves concentration for the

short term because when students are a little stressed up, they then focus to try

to get the issue in question which stresses them away but these concentrations

don't last for long since they will have more schoolwork or other assignments to

do which demand long-term concentrations rather than the short term.

Prabu (2017) posited that students can rest assured that there is a

positive relationship between stress and academic achievement. Teachers can

understand that stress has a positive impact on a students’ academic

achievement and stress does not always correlate with academic achievement

negatively.

Academic Stress

Four aspects of academic emphasis are typically identified when

assessing academic stress. Academic anxiety, anger, intellectual conflicts, and

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academic pressures are all examples of this.

According to Keinan & Perlberg (2014), academic anxiety is the main

source of pressure that comes along with pursuing a degree and one's

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 especially hard on school students

who are often living away from home for the first time.

Furthermore, students faced academic conflict when they underestimate

the amount of time it takes to complete reading and writing assignments, to print

out copies of their work. Stress and its manifestations, such as anxiety,

depression, and burnout, have always been seen as a common problem among

people in different professions and occupations. In the last few decades, the

alarm has already been provoked by the proliferation of books, research reports,

popular articles, and the growing number of organized workshops, aiming to

teach people how to cope with this phenomenon (Keinan & Perlberg 2014).

Also, Keinan and Perlberg (2014) argue that academic frustration are

among the potential consequences of a high degree of stress. maintain that

stressors alone do not produce anxiety, depression, or tensions. Instead, the

interaction between stressors and the person's perception and the reaction to

these stressors cause stress. Environmental stress occurs as a result of

environmental stimuli or demands apprehended by a person that is exceeding his

or her ability to deal with them.

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Academic pressure among students has long been researched, and

researchers have identified stressors as too many assignments, competitions

with other students, failures, and poor relationships with other students or

lecturers. Academic stressors include the student's perception of the extensive

knowledge base required and the perception of inadequate time to develop it.

(Shirom, 2017)

Ghosh S. (2016) stated that they are Student' report experiencing

academic stress at predictable times each semester with the greatest sources of

academic stress resulting from taking and studying for exams, grade competition,

and a large amount of content to master in a small amount of time. Also, when

stress is perceived negatively or becomes excessive, students experience

physical and psychological impairment. Methods to reduce stress by students

often include effective time management, social support, positive reappraisal,

and engagement in leisure pursuits, the pressure to perform well in the

examination or test, and time allocated makes the academic environment very

stressful. And this is likely to affect the social relations both within the institution

and outside which affects the person‟s life in terms of commitment to achieving

the goals.

Well Being

Klawe (2019) stated that well-being means to have a sense of self-

awareness of who you are and where you are at the moment and to be able to
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know what your limits are, to identify what you're willing to do, and then what you

need to do to move toward your goals. So first of all, it's self-awareness. If we try

to figure out health and well-being are becoming crucial to college students’ into

their academic and personal success, nurturing student well-being on campus is

a constantly evolving challenge.

Also, Klawe (2019) added that physical well-being is the most fundamental

part of a college student having to have good health and enough energy to

perfectly done of what their academic demands have. Also, this college student

who is in a crucial situation because of their academic demand should be to learn

to balance, but it does not mean equal. People often talk about work/life balance

as if they're both equal. But that is never going to happen, and it shouldn't

happen. For me, balance means knowing that you are devoting the right amount

of time to your priorities. If your priorities are getting a great academic degree

and becoming a good leader, then much of your energy while in college will

probably be spent in those spheres. The main thing is to identify your priorities

and invest your time accordingly.

Furthermore, Klawe (2019) claimed that career happiness is at the top of

the list because simply enjoying what they do every day helps them achieve their

goals in college. Klawe (2019) sees an increase in student demand for mental

health services across the nation, and colleges are developing a lot of new

approaches to meet the need. Some are more innovative than others. A lot of

colleges are hiring more counselors and developing better triage systems so that

students can access the specific services they need more quickly. But you can
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never hire enough.

Finally, Klawe (2019) claims that to successfully address this issue, a

more comprehensive approach to supporting overall student well-being is

required. We should also encourage social well-being in college students to

assist them in developing strong relationships and living a fulfilling life. Also,

teach students what resiliency is ahead of time, and that resiliency does not

mean picking themselves up by their bootstraps or dealing with everything on

their own. It means learning to accept that life will throw them curveballs so that

they can better understand themselves and learn how to deal with challenges

and succeed in various situations. They will learn how to get themselves out of

unhealthy situations and determine what resources they need and how often they

require them.

Theoretical Conceptual Framework

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This section consists of related articles, literature, and studies that guided

the researchers in conceptualizing the study.

The Transactional Model of stress

The Transactional Model of stress is a model of psychological processes

involved in stress, which was developed by Lazarus and Folmkman (1984). In

this model, stress is perceived as an individual’s cognitive interpretation of

potentially 5 stressful events. The emphasis here lies more on how the events

are perceived rather than the objective events themselves. It is related to our

study and variables because thier concept about stress is having concurrences

between. person and environment. According to them, stress starts if there is

interaction or transaction to the person and their environment.

It has been argued that stress is neither an environmental stimulus nor a

psychological response; rather it is a relationship between environmental

demands and the ability to deal with them. Because stress is usually perceived

as a transaction between individual and environment, two important processes

constitute this transaction the psychological appraisal and coping respectively.

The psychological appraisal is viewed as the individuals’ constant assessment of

the situation and the resources available to deal with it (Lazarus and Folkman,

1984). However, when individuals encounter a potentially stressful situation, they

appraise the amount of potential danger as well as their resources for dealing
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with the danger. Moreover, individuals experience stress when the perceived

threat exceeds perceived available resources for coping with it. Lazarus (1978)

regards coping as individuals’ cognitive and behavioral efforts, which they use to

deal with a stressful situation.

According to Lazarus and Folkman (1984), stress is a dynamic process

involving individuals and the environment. However, the environment provides

the initial stimulus, but the key determinants of stress are the way individuals

perceive the environment and how they use the coping resources available to

deal with it. This approach is appropriate to this study because the dynamic

relationship between the person and the environment in stress perception and

the reaction is especially magnified in the first-year undergraduate students

(Lazarus & Folkman 1984). However, the problems and situations encountered

by the first-year undergraduate students may differ from those faced by their no

students’ peers or those in the final year (Lazarus & Folkman 1984).

PERMA Theory for Well-being

According to PERMA (2016), the theory of well-being is an attempt to

address these fundamental questions. Positive Emotion, Engagement,

Relationships, Meaning, and Accomplishment (hence PERMA) are the five

building blocks that allow flourishing, and there are techniques to increase each

of them.

Each of these five building blocks will provide happiness to different

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people in different amounts. A decent life is not always a good life for others.

There are many paths to a happy and prosperous life. Positive psychology

explains rather than prescribes. To put it another way, we're not telling people

what to value or how to make decisions, but research into the factors that allow

flourishing will help people make more informed decisions about how to live a

more satisfying life that is compatible with their values and interests.

Here is a brief definition of each of the five building blocks.

Positive Emotion: This approach to happiness is hedonic – it requires a

rise in positive emotion. We may increase our positive emotion about the past

(for example, by fostering appreciation and forgiveness), our positive emotion

about the present (for example, by savoring physical pleasures and mindfulness),

and our positive emotion about the future (within certain limits) (e.g., by building

hope and optimism).

Unlike the other paths to happiness discussed below, this one is

constrained by the amount of positive emotions a person can feel. To put it

another way, positive affectivity is partially inherited, and our emotions appear to

fluctuate within a certain range. Many people are born with a limited capacity for

positive emotion. Traditional conceptions of happiness tend to focus on positive

emotion, so it can be liberating to know that there are other routes to well-being,

described below.

Engagement: When someone completely commits their talents,

strengths, and commitment to a difficult mission, they are said to be engaged.

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According to Mihaly Csikszentmihalyi, this results in an experience known as

"flow," which is so pleasurable that people are willing to do it just for the sake of

doing it. The activity is its own reward. Flow is experienced when one’s skills are

just sufficient for a challenging activity, in the pursuit of a clear goal, with

immediate feedback on progress toward the goal. In such an activity,

concentration is fully absorbed in the moment, self-awareness disappears, and

the perception of time is distorted in retrospect, e.g., time stops. Flow can be

experienced in a wide variety of activities, e.g., a good conversation, a work task,

playing a musical instrument, reading a book, writing, building furniture, fixing a

bike, gardening, sports training or performance, to name just a few.

Relationships: Relationships are fundamental to well-being. The

experiences that contribute to well-being are often amplified through our

relationships, for example, great joy, meaning, laughter, a feeling of belonging,

and pride in accomplishment. Connections to others can give life purpose and

meaning. Support from and connection with others is one of the best antidotes to

“the downs” of life and a reliable way to feel up. Research shows that doing acts

of kindness for others produces an increase in well-being.

From an evolutionary perspective, we are social beings because the drive

to connect with and serve others promotes our survival. Developing strong

relationships is central to adaptation and is enabled by our capacity for love,

compassion, kindness, empathy, teamwork, cooperation, self-sacrifice, etc.

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Meaning: A sense of meaning and purpose can be derived from

belonging to and serving something bigger than the self. There are various

societal institutions that enable a sense of meaning, such as religion, family,

science, politics, work organizations, justice, the community, social causes (e.g.,

being green), among others.

Accomplishment: People pursue achievement, competence, success,

and mastery for its own sake, in a variety of domains, including the workplace,

sports, games, hobbies, etc. People pursue accomplishment even when it does

not necessarily lead to positive emotion, meaning, or relationships.

Conceptual Framework
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The researchers came up with the following conceptual framework, considering

the variables of this study:

This study categorized the framework into two variables. As explained in

the theoretical frame, stress is a dynamic process involving individuals and the

environment. These two groups were the independent variables in this study.

The dependent variable was the BEED Students. This study aimed to find the

relationship between BEED students’ academic stress and their well-being. The

schematic diagram of the relationship between the variables of the study is

shown in the figure.

Independent Variable Dependent Variable

 Variable 23
Variable

Academic Stress Well Being

 Relating to other people  Self Esteem

 Personal factors  Health Status

 Academic factors  Relationship with the

 Environment factor family

 Parents Guardian

Relationship

Figure 1. Conceptual Framework of the Study

CHAPTER 2

Method
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This chapter provides information about the Research Design, Research

Locale and Respondents of the study, Research Instruments, Data Gathering,

and Data Analysis tools.

Research Design

This study used a Quantitative research design using correlational

gathering the data. The quantitative research design involves measurement and

assumes that the phenomena under study can be measured. It sets out to

analyze data for trends and relationships to verify the measurements made

(Watson 2015). The researchers use Quantitative research design to create

understanding and knowledge about the academic stress and well-being of Holy

Cross of Davao College BEED students. Correlational design measures a

relationship between two variables without the researcher controlling either of

them (McCombes 2019). The researchers use this design to know if there is a

relationship or there is no relationship between the academic stress and well-

being of Holy Cross of Davao College BEED students.

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Research Locale

The research will conduct at Holy Cross of Davao College, BEED

department, located in Sta. Ana Avenue, Davao City, Philippines during the

school year 2020 – 2021. This school is located at C.P Garcia corner Sta. Ana

Avenue. The study was limited only to Holy Cross Davao College, Bachelor of

Elementary Education Students only for the reason that the said department was

having a hard time doing simultaneous projects, deadlines, and teaching

demonstration in online classes during this pandemic. Holy Cross of Davao

College is an institution of a higher level of learning offering Basic Education up

to the Graduate School level. Student of Teacher Education shapes the minds

and hearts of students who aspire to knowledge professionals-teachers,

educational managers, trainers, and researchers whose service domain extends

from the Philippines to the world. There are 270 enrolled BEED students in Holy

Cross of Davao College divided into six block sections. Three-block sections in

the morning while 3 block sections in the afternoon.

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Respondents of the Study

The respondents of this research study were thirty (30) Bachelor of

Elementary Education students of Holy Cross of Davao College who are officially

enrolled during the school year 2020-2021. They were given an online survey

questionnaire during the conduct of this study. The researchers have chosen

Bachelor of Science in Elementary Education (BEED) students as their

respondents due to the relevance of the said topic. The researchers used a

stratified sampling technique, in which the respondents were only Bachelor of

Science in Elementary Education students of Holy Cross of Davao College.

Stratified sampling is a type of sampling method in which the total population is

divided into smaller groups or strata to complete the sampling process. The

strata is formed based on some common characteristics in the population data.

After dividing the population into strata, the researchers randomly select the

sample proportionally.
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Research Instrument

To ensure the validity and reliability of the research, the researchers will

present the research instrument to the adviser for comments, suggestions,

improvements, and refinements. It is an adaptive questionnaire that is composed

of different statements that will be answered by the respondents.

In this study, two instruments were used. The first instrument that was

created by Wycliffe Yumba 2008, the use of this instrument is to rate the sources

of stress that may cause stressful situations at any time during their studies. The

rubric covered 4 parts: Relationships with others; how do they relate to or change

their relationships with others, such as a roommate if one exists, and how would

they work with people they don't know, and how would they relate to their

boyfriend or girlfriend when they are stressed? Personal characteristics, such as

Changes in sleeping patterns, blending work and research, etc. Lack of social

contacts is regarded as a source of stress. The third section identifies students'

levels of academic stress, academic conflict, academic anxiety, and academic

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frustration The final section is Environmental Factors, which will determine the

students' status.

The researchers utilized the Likert Scale. Likert Scale is a

psychological measurement device most widely used to gauge attitudes,

values, and opinions. The researchers intend to measure the academic

stress and well-being in the students of Bachelor of Science in

Elementary Education studying from Holy Cross of Davao College. It

requires the respondents to answer a series of questions about the topic.

I don’t Strongly Agree Disagree Strongly

have an Agree Disagree

opinion 4 3 2 1

5
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Ethical Considerations

In this study the researchers will observed carefully the following

consideration in gathering data.

Social Value. First is Social Value. The researchers believes that the
study should be relevant to community and national needs because it will pave in
the way to more supervised teachers and parents interaction both in the direction
of better learning of the students.

Inform Consent. Secondly the inform consent. Prior in giving survey

questionnaire, The researchers will explain to the respondents the purpose of
the study and how will be rated the questionnaires. They will be also asked to
sign the consent form to ensure that their involvement in this study has no
coercion.

Risk, Benefits and safety. Another consideration is Risk, Benefits, and

Safety. The researchers will make sure that the respondents are free from risk in
gathering data collection. The researchers will also ask them their vacant time
when they can freely express their thoughts about the study.

Privacy and Confidentiality of Information. The researchers will ensure that

the true identities of the respondents will be hidden. The researchers will used
code names comprised of numbers and letters instead of the names of the
respondents in the survey questionnaire to protect their identity and anonymity.
All the materials that will going to used in data gathering will be stored for safe
keeping.
 30

Transparency. As for Transparency, The researchers will reveal any

conflict of interest that may arise, and will be addressed appropriately in a
manner that eliminates bias. The researchers will also ensure that the only
accurate data are reported with full honesty.

Qualification of Researcher. It is important that the one who conducting

the study is also qualified for the task. The researchers believe that we are
qualified to do the research because we are qualified for this through sleepless
nights of researching and editing despite other equally important tasks to make
sure that this study will be fruitful.

Adequacy of Facilities. The researchers will coordinate with our school

head to allow us to used a suitable venue for data gathering the researchers will
also provide snacks for the respondents.

Community Involvement. The researchers will be careful in asking about

topics that raise bias and prejudice to people in community. The study must be a
beacon of light that will unite and come up with insights for better interventions.
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Data Gathering Procedure

The researcher made a letter to the Head of Academic Affairs for approval

of the research title. Afterward, the researcher made a Consent Agreement

intended for the selected BeEd students to fill out the said agreement. The

researcher researches those students who are currently enrolled in Bachelor of

Elementary Education at Holy Cross of Davao College through an online survey

because of the new normal. The researcher explains to the respondents the

importance of their response to the study. The researcher clarifies some terms

to the respondents so that the respondents can answer the questioner with full of

the knowledge of their responsibility as the subject of the study. The researcher

requested the respondents to answer with all honesty.

After the respondents answered the questioner, the researcher collected

and talked about the data for interpretation. The researcher asks a statistician to

help in determining the appropriate statistical tools to be used and in interpreting

the data based on the data, the researcher comes up with a conclusion and
 32

recommendation for this study.

DATA ANALYSIS

For the statement of the problem 1 and 2, the researchers used the

weighted mean. To calculate the mean score of the total response from

the respondents, the weighted mean is used.

For the Statement of problem number 3, we used Pearson's r to

measure the relationship between the level of academic stress and the

level of well-being of the Holy Cross of Davao College Bachelor of

Elementary Education Generalist students? Because it is the most widely

used and accepted method of accessing whether two variables are

related.
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References

Boori (2015). Stress and student development.

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Survey questionnaire for Academic Stress

Name:__________Age: ______

Sex_________Year___________

elaboration During your studies, you may somehow experience stress. How

would you rate these sources of stress that may cause stressful situations at any

time during your studies? What do you think is causing stress during your

studies?
 36

I don’t Strongly Agree Disagree Strongly

have an Agree Disagree

opinion 4 3 2 1

A. RELATING TO OTHER PEOPLE

1. Change in relation with others 1 2 3 4 5

2. Roommate conflict 1 2 3 4 5

3. Work with people you don’t know 1 2 3 4 5

4. Fight with boyfriend/ Girlfriend 1 2 3 4 5

5. New boyfriend/ girlfriend 1 2 3 4 5

6. Family problem 1 2 3 4 5

7. Frustration due to misunderstandings 1 2 3 4 5

B. PERSONAL FACTORS

8. Change in sleeping habits 1 2 3 4 5

9. Change in eating habits 1 2 3 4 5

 37

10. Change in sexual habits 1 2 3 4 5

11. Financial difficulties 1 2 3 4 5

12. Combining job with studies 1 2 3 4 5

13. Change in using alcohol 1 2 3 4 5

14. Health problems 1 2 3 4 5

15. Pressure 1 2 3 4 5

16. Lack of social contacts 1 2 3 4 5

17. New responsibilities 1 2 3 4 5

C. ACADEMIC FACTORS

18. Increased class workload 1 2 3 4 5

19. Lower-grade 1 2 3 4 5

20. Academic conflict 1 2 3 4 5

21. Language difficulties 1 2 3 4 5

22. Academic frustration 1 2 3 4 5

23. Examinations 1 2 3 4 5

24. Academic anxiety 1 2 3 4 5

 38

25. Staying late writing paper 1 2 3 4 5

26. Missing some lecturers 1 2 3 4 5

D. ENVIRONMENTS FACTORS

27. Lack of vacations/ Breaks 1 2 3 4 5

28. Computer problems 1 2 3 4 5

29. Bad living conditions 1 2 3 4 5

30. Quit job 1 2 3 4 5

31. Divorce between parents 1 2 3 4 5

32. Placed in unfamiliar situations 1 2 3 4 5

33. Moving to a new city 1 2 3 4 5

Survey questionnaire for well being

In this questionnaire, you are being asked questions about yourself. There are no

‘right’ or ‘wrong’ answers. Your answers should be the ones that are ‘right’ for

you. You may ask for help if there is something you do not understand or are not
 39

sure how to answer a question. Your answers will be combined with others to

make totals and averages in which no individual can be identified. All your

answers will be kept confidential.

SELF ESTEEM

Thinking about yourself, how much do you agree with each of the

following statements? (Please select one response in each row.)

Strongly Disagre Agree Strongly I don’t

Disagree e Agree have an

1 3 4 opinion

2 5
I like my look

just the way it

is.
I consider

myself to be

attractive.
I am not

concerned

about my

weight.
I like my body
I like the way

my clothes fit
 40

me.
HEALTH STATUS

In the past six months, how often have you had the following? (Please

select one response in each row.)

Rarely or About About More About

never every every than once every

month week a week day

1 2 4

3 5
Headache
Stomach pain
Back pain
Feeling

depressed
Irritability or bad

temper
Feeling nervous
Difficulties in

getting to sleep
Feeling dizzy
Feeling anxious
RELATIONSHIP WITH THE FAMILY

How easy is it for you to talk to the following people about things that bother

you?

(Please select one response in each row.)

Very Difficult Easy Very I don’t

difficult easy have or

see this

person

1 2 3 5
 41

4
Your father
Your mother's

partner
Your mother
Your father's

partner
Your brother(s)
Your sister(s)
Your close

friend(s)
Other family

members
PARENTS/GUARDIAN RELATIONSHIP

Thinking about your parents or guardians, how often do they do each of the

following? (Please select one response in each row.)

Always Usually Sometimes Rarely Never
Help me as

much as I need
Let me do the

things I like

doing
Show that they

care
Try to

understand my

problems and

worries
Encourage me

to make my

own decisions
 42

Try to control

everything I do
Treat me like a

baby
Make me feel

better when I

am upset

CURRICULUM VITAE

Name: Mae Cyryl H. Espra

Address: Blk.7 Lot 11, Engan Garden Village,

Tigatto Road Buhangin, Davao City

Mobile no.: 09125438393

Email Address: espramaecyryl@gmail.com

Name: Prencess Felipe

Address: Block 6, Lot 4, Cabantian, Buhangin, Davao City

Mobile no.: 09639050096

 43

Email Address: prencess.felipe@hcdc.edu.ph

Name: Ella Mae P. Roco

Address: Suraya Homes, Cabantian Davao City

Mobile no.: 09997041290

Email Address: ellamaeroco43@gmail.com

Name: Eunice R. Simo

Address: 38 Upper Del Carmen Sasa, Davao City

Mobile No.: 09514172441

Email Address: eunice_simo@yahoo.com

Name: Marian E. Soliva

Address: Maa Davao City

Mobile No.: 09509993015

Email Address: Marian.soliva@hcdc.edu.ph

 44

Name: Patrick Lorenz P Villar

Address: Blk 10 Lot 5 Gulfview Exec. Homes, Davao City

Mobile No.: 09167176820

Email Address: Patricklorenz.villar@hcdc.edu.ph