The Academic Stress Scale Level and Academic Performance among Senior

High School students of Atty. Orlando S. Rimando National High School

ATTY. ORLANDO S. RIMANDO NATIONAL HIGH SCHOOL

Binuangan, Maco Davao De Oro

DAVID, JENA
DEMOCOR, CYRIL
RUBEN, PHOEBE
BARBARONA, ADAM JUDE
ARADO, DAVE MANCERAS
PESCADOR, RHEA BUNAOS

FEBRUARY 2022
 CHAPTER 1 – INTRODUCTION
Rationale:

Academic results are influenced by a variety of factors, including stress and

academic performance. It is a crucial aspect for senior high school students as they
approach college and because better academic performance leads to better life
opportunities. Existing stress theories may differ from these for Filipino and Asian
students' unconscious views on stress, and learning in schools.

Academic stress affects students the most because they are exposed to a
variety of stressors, such as academic pressure and the pressure to succeed (Noson
& Shastri, 2016). Stress harms academic performance, according to Kötter et al.
(2017), and it can also become a vicious cycle of continually increasing stress and
decreasing performance.

Ranasinghe et al. (2017) found that academic stress and emotional

intelligence have an impact on academic performance. Emotional intelligence and
academic performance are negatively correlated with stress. Other studies, on the
other hand, claim that stress has no bearing on academic performance. Bello &
Gumarao (2016) found no link between stress and academic performance in their
study.

RESEARCH OBJECTIVE:

The study aims to:

1. Determine the level of academic stresses of senior high school students;

2. Identify the academic performance of the senior high school students; and

3. Test if there is a significant relationship between the level of academic stress

of senior high school students and their academic performances.

STATEMENT OF THE PROBLEM:

This study determined the relationship between academic stress and the
academic performance of senior high school students. Specifically, it sought to
answer the following
questions:

1. What is the extent level of academic stress in terms of:

1.1 Recognize
 1.2 Monitor

1.3 Plan

1.4 Reflect

2. What is the senior high school student's academic performance level in terms
of:
2.1 Grades

3. Is there a significant relationship or connection between academic stress level

and the academic performance of senior high school students.

HYPOTHESIS:

There is a significant relationship or connection between academic stress

level and the academic performance of senior high school students.

REVIEW OF RELATED LITERATURE

This unit presented the review of the relevant literature that supported the
study about academic stress scale and academic performance among senior high
school students. The independent variable was Academic stress with the following
indicators: Recognize, monitor, control, and reflect. On the other hand, the
dependent variable was the academic performance with an indicator of grades.

Jhoselle (2020) Academic performance is influenced by a variety of factors,

including stress and motivation. It is a crucial factor for senior high school students
as they approach college and because improved academic achievement leads to
better life possibilities. The students' stress and motivation, as well as their link with
their academic achievement, were investigated using a
descriptive-correlational technique. The Perceived Stress Scale (PSS) and the
Academic Motivation Scale were used to collect data (AMS). Students' stress and
motivation were found to be ordinary and above average, respectively, according to
the findings of the study. Furthermore, the student's academic performance was
typically adequate to excellent. Furthermore, the researchers discovered that stress
and motivation have no bearing on students' academic performance.
Sharma et al. (2016) The usage of numerous strategies to reduce stress was
mentioned in their study. Performing one Student might benefit from time
management tools and participation in leisure activities. Also, it was advised that
colleges provide a relaxing environment to reduce stress. a shift in The method of
delivery from the teachers' end, as well as giving mentors, can breathe new life into
the classroom. Physical activity daily can help to alleviate stress. You can also adapt
to a variety of situations. style.

Subramani and Kadhiravan (2017) The link between academic stress and mental
health has been discovered. The academic framework is suffocating students.
Students are subjected to pressure from their parents and schools. enough parental
and school support in terms of advice The students are mentally challenged. When
they contribute positively to academic forums, they are in good health. They also
suggested that There was a difference in the mental health of kids from private and
public schools. Compared to government school kids from low-income families and
those from low-income families, among college students, He agreed that academic
stress and mental health are linked and that there is a link between the two. Kids in
private schools are under more pressure than students in public institutions. way too
much for higher grades, which demoralizes pupils, and to top it off, there isn't enough
time. argued that pupils in private schools receive different care and exposure than
students in public institutions. Due to an abundance of homework and other
academic-related responsibilities, schools have become overburdened. Significant
lack of exposure. This is one escalation of stress.

ACADEMIC STRESS SCALE

Academic stress was measured by four factors. Biological, cognitive psychosocial,

psychosocial emotions and psychosocial behavior. Sampling method Applies to random
samples of clusters. I used the academic stress scale as data Collection method. Research
data was analyzed using structural equation modeling (SEM) Through the SmartPLS 3.2.8
program. Based on the results of data analysis The components and indicators that make up
the academic load variables have been validated It's reliable. The most dominant component
reflecting academic stress was cognitive psychosocial by loading factor 0.631. Meanwhile,
the weakest component reflecting academic stress was biological by the loading factor value
of 0.525. These results indicated that all components and indicators were able to reflect and
build academic stress variables. Thus, the measurement model could be accepted because
the theory describing the academic stress variable fit with the empirical data obtained
through the subject.

Stress among undergraduate students is multifactorial, arising from both academic and
nonacademic factors, including sociocultural, environmental, and psychological attributes
(Brand and SchoonheimKlein, 2009). Stress levels may escalate to significant proportions in
some students, to present with symptoms of anxiety especially during tests and examination
periods. In fact, previous research suggested a modest prevalence rate of 10 to 35 percent
of college students experience functionally impairing levels of test anxiety (Chapell et al.,
2005; NavehBenjamin et al., 1997). However, not all students experience anxiety with the
same severity. In the Social Survey of the German Student Union, it was estimated that
approximately 15–20 percent of students` functioning becomes impaired by exam nerves in
a “modest” to “high” degree (Neuderth et al., 2009). It has also been shown that students
with test anxiety are very likely to delay their studies and drop out, and are associated with
psychiatric morbidity such as suicidal behavior and high financial costs (Schaefer). et al.,
2007). It was also shown that 10% of dental students experienced severe emotional malaise,
17% reported severe unachieved, and 28% reported severe symptoms of depersonalization
(Pohlmann). et al., 2005). For most students, academic factors were the main cause of
stress, followed by physical, social and emotional factors. The majority of students
experiencing stress reported high scores with low self-esteem, and about half reported high
scores on the depression scale (Baste and Gadkari, 2014). Findings in the literature suggest
that higher levels of stress are associated with poor performance (Sohail, 2013).

Academic stress can endanger physical and mental conditions. Lin and Huang
(2014) asserted highlevel stress could contribute problems to all individuals,
including students. Several studies found that students with academic stress tend to
show low academic performance ability (Rafidah, Azizah, Norzaidi, Chong, Salwani,
& Noraini, 2009; Talib & ZiaurRehman, 2012), deteriorating health (Chambel &
Curral, 2005; Marshall, Allison, Nyakap & Lanke, 2008), depression (Das & Sahoo,
2012; Jayanthi, Thirunavukarasu & Rajkumar, 2015), and sleep disorders (Waqas,
Khan, Sharif, Khalid & Ali, 2014). Another impact of academic stress is that
individuals tend to experience addictions, one of which is smartphone addiction, this
is in accordance with the research conducted by (Chiu, 2014; Hamrat, Hidayat, &
Sumantri, 2019). Academic stress impacts smartphone addiction due to the fact that
the higher level of academic stress they have, the more addicted to smartphones
they show (Karuniawan & Cahyanti, 2013; Samaha & Hawi, 2016). This was
influenced by high academic pressure leading the student coping mechanism by
diverting attention to the smartphone and creating addictive behavior. Academic
stress also affects individuals addicted to the internet due to the intensive use of the
internet. Furthermore, several studies presented that the use of the internet by teens
is a way to relieve their stress (Hong, 2002; Lavoie & Pychyl, 2001; Suh & Yoo,
2001; Velezmoro, Lacefifield, & Roberti, 2010; Suh & Lee, 2007; Jun & Choi, 2015).

RECOGNIZE

The first indicator for independent variable is Recognize

Examination stress is one of the greatest causes of mental stress among

students. Very often examination is a factor, which may cause physical injury or
shock and may become a trigger to activate depression. Recently, strong evidence
was obtained, indicating that examination stress harms the students' nervous,
cardiovascular, and immune systems.

Mokhayeri et al. in their study used physiological signals which are multi-
modal: Pupil diameter, photoplethysmogram, and electrocardiogram to distinguish
relaxed and stressed conditions. However, in some methods, surveys are used. In
this modern world, smartphones are showing many new features such as sensors
(accelerometer, microphones, and GPS) and usage-tracking functions (SMS and call
histories). Further few studies have evaluated mood or individual traits using
smartphones.

MONITOR

The second indicator for the independent variable is Monitor.

High school students are increasingly vulnerable to social and psychological

disturbances, due to developmental and academic requirements (Alfoukha et al.,
2019). The pandemic of COVID-19 has forced senior high school students in many
countries around the world to stay home and adhere completely to online education,
including in Jordan.

Recent studies showed that home quarantine is affecting the physical and
psychological health of young people (Al-Rabiaah et al., 2020). For example, college
students during the COVID-19 outbreak suffered post-traumatic stress disorder,
anger, fear, sadness, nervousness, and emotional disturbances (Brooks et al., 2020;
Cao et al., 2020). This has the potential of jeopardizing the psychological well-being
of senior high school students who are preparing for their final year at high school
and are required to sit for high school exams that determine their university
enrollment.

COVID-19 has forced public health authorities to call on governments to

implement strict social and public health procedures including quarantine and curfew
(Abuhammad et al., 2020). Such procedures contributed to increased worry among
the general population across all age groups (Abuhammad, 2020; Kim, 2020).

Control

The third indicator for the independent variable is controlled.

Higher education professionals are in a unique position to support, coach, and

teach strategies with students to manage anxiety and emotional distress and
improve well-being. Drawing on experience from the disciplines of Mental Health,
Counseling, and Student Affairs, the authors provide evidence-based practices and
tangible techniques supported by the latest brain-based research and neuroscience.
Full of tools that college students can use daily to assist with their relaxation,
meditation, focus, and stress management, this book helps higher education
professionals who are not trained mental health practitioners to effectively and
confidently incorporate activities to support the whole student.

Our mental health, a state of well-being in which an individual can cope with
the normal stresses of life, work productively and fruitfully, and can contribute to their
community (World Health Organization, 2018), includes our emotional,
psychological, and social well-being and determines how we handle stress, relate to
others, and make choices.

When our mental health is in a good state, we manage our basic cognitive
and social skills;
recognize, express, and modulate our emotions; are flexible and able to cope with
adverse life events; function in social roles; and modulate a harmonious relationship
between our body and mind (Galderisi et al., 2015)

Reflect

The fourth and last indicator for the independent variable is reflected.

In the beginning, in light of the recurrent claim that preservice teachers must
become reflective practitioners to attain professionalism (e.g., Schön, 1983; Zeichner
& Liston, 1987), along with preservice teachers’ documented difficulties in
conducting self-regulation and critical self-reflection processes (Butler et al., 2004;
Davis, 2006; Kohen & Kramarski, 2012), and, finally, considering tomorrow’s
increasing global reliance on technology in education, we suggest that the call for
reflective preservice teachers should be expanded to the domain of TPCK. Thus far,
as a relatively new framework, TPCK has mostly been investigated to understand
the interplay among its components for preservice and in-service teacher education
(Angeli & Valanides, 2009; Graham, 2011; Krauskopf, Zahn, & Hesse, 2012; Koehler
& Mishra, 2005; Niess, 2011).

However, researchers have argued that preservice teachers’ natural

participation in web-based learning environments is not sufficient to ensure reflective
activity for effectively transferring TPCK comprehension to actual attainment of
lesson-design skills (Koehler & Mishra, 2005; Kramarski & Michalsky, 2009, 2010).
Poor quality of peer exchanges has been recorded in asynchronous networks
(Davis, 2006; Kohen & Kramarski, 2012; Rodgers, 2002), indicating that preservice
teachers quite often do not realize that they should analyze and reflect on their own
and others’ ideas and do not know how to reflect productively. As such, it is
suggested (Chen & Bradshaw, 2007; Kauffman et al., 2008; Kohen & Kramarski,
2012) that preservice teachers need to be systematically encouraged to engage in
reflective practice, guided by explicit self-regulatory prompts for attaining TPCK.

Lastly, many studies that use different approaches have implemented self-
regulatory programs to support teachers’ self-reflection ability (e.g., Davis, 2006;
Kauffman et. al., 2008; Kramarski & Michalsky, 2010). Self-regulation involves “self-
generated thoughts, feelings, and actions that are planned and cyclically adapted to
the attainment of personal goals” (Zimmerman, 2000).
ACADEMIC PERFORMANCE

According to Abid (2006), academic performance is mainly a function of

students’ study habits referring to the student’s way of study whether systematic,
efficient, or inefficient. Academic performance is the single indicator of the quality of
time a student spent at school. Over the years, academic performance at different
levels of education is measured in terms of examination performance (Kyoshaba
2009).

Harb and El-Shaarawi (2006) found that the most important factor with a
positive effect on students' performance is parental involvement. The academic
performance of students heavily depends upon parental involvement in their
academic activities to attain a higher level of quality in academic success (Barnard,
2004; Henderson, 1988; Shumox & Lomax, 2001). Krashen (2005) concluded that
students whose parents are educated score higher on standardized tests than those
whose parents were not educated. Educated parents can better communicate with
their children regarding the school work, activities, and the information being taught
at school. The academic environment is the effective variable for students and has a
positive relationship with fathers’ education and grade level (Kirmani & Siddiquah,
2008). Considine and Zappala(2002) argue that families where the parents are
advantaged socially, educationally, and economically foster a high level of
achievement in their children.
The relationship between gender and the academic achievement of students has
been discussed for decades (Eitle, 2005). A gap between the achievement of boys
and girls has been found, with girls showing better performance than boys in certain
instances (Chambers &Schreiber, 2004).

Research studies show that students’ performance depends on many factors

such as learning facilities, gender and age differences, etc. that can affect student
performance (Hansen, Joe B., 2000). Also, the findings of research studies focused
that student performance is affected by different factors such as learning abilities
because new paradigm about learning assumes that all students can and should
learn at higher levels but it should not be considered as a constraint because there
are other factors like race, gender, sex that can affect student’s performance.

The fraction of students who have to work to finance their studies may also
have increased impacting adversely on academic performance (Bratti, Checchi, and
de Blasio, 2008; Metcalf, 2003). Academic performance according to the Cambridge
University Reporter (2003) is frequently defined in terms of examination
performance. Nagaraju (2004) emphasizes that the level of motivation and attitude
towards test-taking significantly contribute to the quality of one’s study habits and, in
turn, their academic performance.
Poor academic performance often generates negative feedback about the
students’ performance; consequently, leading to stress, anxiety, and depression
(Ang & Huan, 2006). Most of the time first-year students are leaving home for the
very first time and therefore need to adjust to the newfound freedom as well as how
to maintain a high level of academic performance (Robotham, 2008).

Academic stress is documented to have several negative effects not only on

the academic performance of the students but also on their well-being. Academic
stress is seen to interfere with the student's way of life, cognitive processes, and
adaptive behaviors such as class attendance (Lumley & Provenzano, 2003). It is
estimated that 10 to 30 percent of the student’s experience academic-related stress
that affects their academic performance (Sinha, Sharma, & Nepal, 2001). Academic
stress is documented to have several negative effects not only on the academic
performance of the students but also on their well-being.

Hence, study habits are coping strategies used by students to overcome

academic stress so that they can meet the demands imposed on them by the
academic environment. This is reaffirmed by studies (Struthers, Perry & Menec,
2000; Aluja & Blanch, 2004) which show that study habits positively correlate with
academic performance.

Time management is seen as a predictor of academic performance since it

involves goalsetting and prioritization, control of time available, planning, organizing
task, and time control. Females were better at timekeeping than their male
counterparts (Misra & Mckean, 2000). Nonis and Hudson (2010) declared that
access to good notes is not enough but should be complemented with better time
management to yield a good CGPA. Peverly et al., (2007) found that the quality of
notes taken by students significantly and positively related to test performance.
Cramming when studying subject matter is one thing and the ability to remember the
studied material is another (Hansen & Hansen, 2008). Research results indicate that
students prepare for examinations differently.

Among college students, a strong relationship is found between stressful life

events and reduced academic performance as well as there is a link between health-
related quality of life and stress (Dusselier, Dunn, Wang, Shelley & Whalen, 2005;
Misra & McKean, 2000. Williamson, Birmaher, Ryan, and Dahl, 2005) reported that
in anxious and depressed youth, stressful life events are considerably elevated
which in turn lead to low performance in academics. Murff (2006) explored the
impact of stress on academic success in college students. He provides a discussion
on stress and how it can prevent students from being successful in the fulfillment of
their educational goals.

Analysis revealed that academic stress was negatively associated with

academic performance. The study results of Kaplan et al., (2005) supported the
hypothesis that early adolescent school-related stress both independently and in
interaction with high academic expectations negatively affected academic
performance. Struthers et al., (2000) also reported that a high level of academic
stress was associated with lower course grades. Furthermore, several studies have
explored a relationship between stress and poor academic performance. It is also
reported that a high level of academic stress was associated with lower course
grades. Students experience a high level of academic stress due to exams,
assignments, time pressure, grade pressure, and uncertainty. In summary, this
stress has a detrimental effect on their academic performance Students experience
a high level of academic stress due to exams, assignments, time pressure, grade
pressure, and uncertainty. In summary, this stress has a detrimental effect on their
academic performance. Several studies have explored a relationship between stress
and poor academic performance (Clark & Rieker, 1986; Linn & Zeppa, 1984;
Struthers, Perry &Menec, 2000). Akgun and Ciarrochi (2003) found a significant
negative correlation between the stress levels of college students and their academic
performance.

GRADE

Among students, a strong relationship is found between stressful life events

and reduced academic performance as well as there is a link between health-related
quality of life and stress (Dusselier, Dunn, Wang, Shelley & Whalen, 2005; Misra &
McKean, 2000). Students stated that stress was the most common factor among all
health factors which impact their academic performance, as stress harmfully affects
physical and psychological health (Dwyer & Cummings, 2001). Wintre and Yaffe
(2000) concluded that high levels of stress during the first year of college forecast
lower levels of overall adjustment and can make the students more susceptible to
many social and psychological problems, thus leading to a lower grade point
average (GPA) in the final year. Many studies have addressed this issue and it was
found that many psychological problems, such as depression, anxiety, and stress
have an impact on the students' academic achievement.

Williamson, Birmaher, Ryan, and Dahl (2005) reported that in anxious and
depressed youth, stressful life events are considerably elevated which in turn lead to
low performance in academics.

RELATIONSHIP BETWEEN ACADEMIC STRESS AND ACADEMIC

PERFORMANCE

Bolkan, Goodboy & Kelsey (2015) examined the effect of instructor clarity on
learning with student motivation and academic performance. The study's findings
revealed a positive correlation between instructor clarity, student motivation, and
academic performance. This study's main objective is to determine the relationship
between stress and motivation on students' academic performance. The study's
findings could serve as a basis for program development to assess how the school
could alleviate stress, stimulate motivation, and improve the students' academic
performance. Gupta, Singh & Kumar (2017) conducted a study that explored the
relationship between emotional intelligence, perceived stress, and academic
performance. It was revealed in the findings that neither the perceived stress nor
emotional intelligence was related to academic stress. However, perceived stress
was significantly predicted by emotional intelligence. The researchers concluded that
medical students with higher emotional intelligence exhibited lower stress, while both
have no significant academic performance relationship.

In another study entitled "Stress and Academic Performance," N & Shastri

(2016) identified stress sources among high and low academic performance
students. The findings of the study revealed that the majority of the students'
perceived education was stressful. High and low academic performing students and
pure and applied science students differed significantly from stress sources. The
study's implications and suggestions were discussed, and an enrichment program on
stress management was employed. In 2018, Llego, Gabriel & Corpus conducted a
correlational study that explored the relationship of stress level on nursing students'
academic performance. The results revealed that the respondents have a moderate
level of stress, and the primary source of their academic works was also the primary
source of their stress. The researchers concluded that as the respondents' stress
level increases, their academic performance decreases.

THEORETICAL FRAMEWORK

In this premise, the theory that has been used in the study has been
discussed.
According to this theory, people’s learning and thinking are influenced and shaped
within a social and cultural context. Propounds of this theory believe that knowledge
is collaborative and situated (Boa, 2014). Vyogotsky (1978) cited in Boa (2014)
argued that individuals’ ability to learn and think begins from their social interaction
as a result social interaction is good for cognitive development.

In assessing factors influencing the academic performance of university

students in South Africa, Sibanda et al. (2015) used the goal theory. The goal theory
explains the meaning students attach to their academic achievement and the
purpose for that action. Per this theory, students are likely to perform better if they
are aware of and understand factors that influence their academic performance
(Sibanda et al., 2015).

MolokoMphale and Mhlauli (2014) conducted a study in Botswana to

investigate the academic performance of students at the Junior Secondary School.
They adopted the critical theory. This theory is based on the fact that individuals who
found themselves in a particular situation like poor academic performance should be
given freedom from this situation which seems to enslave them but should be guided
to develop their behavior in a democratic manner (Basic 2010 cited in MolokoMphale
& Mhlauli, 2014).

The theoretical model used in this study is the Production Function Approach (PFA).
The next section provides a detailed explanation of this model.

Production Function Approach (PFA)

This model has its root in economics. It was developed in 1767 by A.R.J. Turgot but
became known to the public in 1928 when Charles W. Cobb and Paul Douglas used
it in their study (Tangaraju, Chee, Koon, Yi & Mann, 2013). According to Gordon
(2007), this model is built on the principle of the input-output approach. That is
transforming raw materials (input) into goods and services (output).
This model has been used by several researchers to assess factors that contribute
to academic performance. Martha (2010) posited that the student's academic
performance or achievement is treated as the output factor and the input factors are
the independent variables. According to Tangaraju et al. (2013), the common input
factors used in teaching and learning materials, are teacher quality and family
factors.

CONCEPTUAL FRAMEWORK

The major concept of this study was focused on the relationship between academic
stress and academic performance of Senior high students.
Figure 1 shows the conceptual framework of the study that includes the following
variables. The independent variable was self-regulation learning, which has the
following indicators: Plan, Monitor, Control, and Reflect.

The academic stress measures a student’s perceived level of mental state in the
four essential components of Academic: Recognize to be able to perceive or discern
stress, immediately Monitor the stress mental status, Control sudden changes in
stress levels by implementing specific strategies, and reflect on what worked and
what you can do better next time. On the other hand, the dependent variable was the
Academic Performance of the students with grades as an indicator.
 Independent variable Dependent Variable

Academic Stress Academic Performance

• Recognize • Grade

• Monitor

• Control

• Reflect

Figure 1. The conceptual framework illustrated the variables of the research

SIGNIFICANCE OF THE STUDY

The significance of this study is to examine the relationship between academic

stress and the academic performance of senior high Students. The results of this study
would be beneficial to the following:

Students. The selected students of Senior High are the ones who will benefit from this
study. By knowing the effects of stress on their performance, it can help and remind
them to maintain a balanced, or be in their finest mental state.

Teachers. They are the teachers who supported the students in their academic journey.
In this research, they are the ones who will help the students to attain good
performance in the school.

School. When there is a successful academic performance and results among the
students, the school will also be recognized by others. This brings positive feedback or
comments about the school.

Parents. They are the parents of the students in this study, they can help by advising
their children that education is important and controlling/avoiding stress is necessary to
attain good performance in school. By encouraging, counseling, and helping them they
can help raise their daughters/sons in good ways.

Future Researchers. On the side of the future researchers, the result of the study
could be a basis for recommendation where they can also be benefited.

DEFINITION OF TERMS

Academic Stress. According to Kötter et al. (2017), academic stress negatively

affects academic performance and could also become a vicious circle of continually
increasing stress and decreasing performance. Thus, motivation is the willingness of a
person to do specific tasks. Bruinsma 2004 (as cited by Kori et al., 2016) stated that
higher motivation results in higher academic performance.
Stress is anything that poses a challenge or a threat to the well-being of a person. It
can be experienced anywhere, either in-home or even in school. Students are mostly
affected by academic stress, as they are subjected to different kinds of stressors, such
as the pressure of academics and the obligation to succeed (Noson & Shastri, 2016).

Academic Performance. It is the measurement of student achievement across

various academic subjects. Teachers and education officials typically measure
achievement using classroom performance, graduation rates, and results from
standardized tests. It refers to the students' on how they can do their school works or
activities and it is defined by measuring their grades or performance if they exert a great
effort or not in their studies.

In this study, academic performance refers to students’ presentation and attainments in

school specifically in terms of grade.