PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

PERCEIEVED ACADEMIC STRESS AND PROACTIVE

COPING STYLE IN SOLVING MATHEMATICAL ACTIVITIES
OF SENIOR HIGH SCHOOL STUDENT

A Thesis Presented to the

Senior High School Department

In Partial Fulfillment of the Requirements for the Subject

Inquiries, Investigation and Immersion

Ay Ay, Stephenson Abracia

Buenaventura, Erica Joy David
Castro, Clark Kent Lozano
Flores, Gervin Dale Cosme
Guanlao, Allain Capulong
Hipolito, Val Leianne Santos
Mallari, Ma. Jan Fema Maninang
Punla, Lance Angelo Cruz
Roman, Elaiza Reign Miguel

February 2022
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

TABLE OF CONTENTS

Title Page …………………………………………… 1

Introduction …………………………………………… 2

Method …………………………………………… 6

References …………………………………………… 18

Appendices …………………………………………… 20
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

Perceived Academic Stress and Proactive Coping Style

in Solving Mathematical Activities of Senior High School Student

Introduction

An increasing number of students around the world are experiencing mathematics

stress. Math anxiety is when a person experiences considerable fears and an increase of

physiological reaction when confronted with mathematically related activities. In this

study, Mathematical anxiety is one of the reasons of academic stress in senior high school

students. Academic Stress is a global phenomenon. It affects students of all levels and

grades. Among all health variables impacting Senior High School Students' academic

performance, stress was found as the most prominent component. Despite the fact that

mathematics is highly valued in the Philippine educational system, there are a number of

problems and obstacles in teaching and learning the subject. Furthermore, in Vietnamese

educational system, Mathematics is an essential and required topics for all students in

from elementary through secondary school. As a result, when pupils are required to

acquire a huge quantity of mathematical information, as well as take and study for

mathematics tests, the strain is readily felt. Mathematics is a required subject in both

entry and graduate exams.

Some pupils think that mathematics is a difficult subject. While some students

find mathematics exciting, others find it to be tedious and monotonous labor. Students

who appreciate mathematics and have a high degree of ability must claim that

mathematics is a fun lesson; students with a low level of ability must declare that

mathematics is a fun lesson. Students report that completing arithmetic problems is a

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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

time-consuming and difficult endeavor. Some students regard mathematics as a

subject that gives them anxiety, dread, and fury in class. Students who describe

mathematics as a topic that makes them afraid, worried, or even despise it are unable to

follow the teachings or have a poor ability and do not want to dive deeper into their low

ability in order to enhance the lessons of mathematics, particularly in problem solving.

(Cooney & Cotton, 2015)

According to Denis Abao Tan (2018), when solving mathematical problems,

senior high school Filipino pupils used the following heuristics. They apply techniques

such as guest and test, skip counting, and fundamental operations. In addition, the

students are employing logic or common sense, searching for a clue, identifying a pattern,

and utilizing mathematical formulas.

According to Kavun, Varnavskaya(2022), students who perform poorly in school

have a higher level of general procrastination and are more prone to use joking as a

coping style. Students with high academic achievement are more likely to obtain

emotional assistance, which is linked to higher academic performance.

As stated by Lyons and Beilock (2012), magnetic resonance imaging (MRI) data

in a 2012 study to examine brain reactivity to the anticipation of being presented with a

math problem in students with varying levels of math anxiety. To respond, participants

were given a variety of difficult mathematical and non-mathematical issues. Before being

asked a question, the participants were provided a cue card, which indicated that the

following question would be either mathematical or non-mathematical topic. In relation

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with it, Lyons and Beilock (2012) observed that extremely math-anxious students

had activity in the dorso-posterior insula and midcingulate cortex of the brain after being

told a mathematical item will be given but before the item was delivered, areas that are

"implicated in pain perception."

In the study of Marshall E, Mann V, and Wilson D. (2016), another method for

reducing math anxiety and increasing confidence is to utilize untimed/unassessed (low

stakes) examinations. Applying mathematics and statistics to real-life instances rather

than pure math can help to minimize math anxiety.

As stated by Ford, Boxer, and Armstrong (2012), a study in which students with

varied levels of math anxiety were exposed to a hilarious arithmetic problem setting (in

which students were given a comic strip) just before taking a mathematics test.

Researchers observed that being exposed to comedy before to taking a math exam

lowered anxiety and enhanced math performance.

Moreover, Skaalvik (2018) also revealed that the use of coping methods by pupils

while dealing with mathematics is a powerful predictor of mathematics performance.

Mathematics anxiety is associated with students who employ problem-focused coping

strategies, such as confessing mistakes and striving to do better the next time. Students

are better able to use increasingly complex techniques of coping with stress as a result of

their earlier achievements. The more years of study a student has under his or her belt, the
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

more mature he or she becomes in picking an acceptable or effective method of

stress relief on their own. Only one study has attempted to link stress management

approaches to years of research thus far. According to Deasy et al. (2014), there is a

statistically significant relationship between years of study and the usage of escape-

avoidance to cope with stress Finally, one distinguishing feature is the amount of time

spent on lessons. Students who study for long periods of time gain greater academic

accomplishment, but they also experience higher levels of academic stress. As a result,

students must create a balance between studying and recreational time in order to excel

academically.

Furthermore, according to the OECD, education environments are places where

young people acquire many of the social and emotional skills needed to become resilient

and succeed. As a result, educational institutions may help students cope with academic

stress by offering programs that have been shown to lower stress and improve stress

management and coping. The current study did not examine the effectiveness of specific

school-based stress management programs in teaching kids how to cope with stress.

According to Datta (2018), mathematics anxiety may be lessened by using the

following techniques: (1)Preparation. On the other side, cramming makes you feel

uneasy. (2) It is also important to understand the ramifications of a poor outcome. If the

learner's penalty is drastic, he or she will be more motivated to fully prepare. The tactics

outlined above may be used to address students' worries about their performance in any
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classroom, not just mathematics. Hearing parents say things like, "I was nothing but bad

at mathematics," "I can't help you with your numerical instruction," and so on, Datta

says, exacerbates "math anxiety." Students must acquire effective coping techniques for

dealing with academic stress, as stress has a significant impact on their ability to meet

their educational objectives. Unfortunately, past research has shown that students' use of

effective coping methods is declining, while their use of ineffective and negative coping

strategies is growing (Ben-Eliyahu & Kaplan, 2015). Furthermore, students' stress

management techniques are not always adaptive, and they may be improperly linked to

their learning objectives. When students utilize negative coping techniques, their stress

levels do not decrease.

Mathematics is an important component of science, technology, engineering, and

mathematics (STEM) strand because most categories rely on mathematical concepts. As a

reason, one possible benefit from investigations on Math Anxiety would be that

enhancing students' mathematics self-efficacy may also be beneficial in decreasing

mathematics anxiety. As the research was concept of multi, it is conceivable that

minimizing students' mathematics anxiety may be beneficial in increasing their

mathematics self-efficacy.(Dmitri, et al., 2020)

According to Moria and Daniel (2017), one of principal objectives of

acknowledging what provokes mathematics anxiety and how math anxiety impacts the

brain is to figure out how to help people who suffer from math anxiety and, eventually, to

mitigate these risks.

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Certain studies have developed methods to assist individuals who struggle from math

anxiety. These are known as interventions. For e.g., based on study indicating that writing

down feelings and thoughts can therefore make individuals feel less anxious while taking

a test. The researchers reasoned that if children write their thoughts and emotions, those

emotions will not dominate thinking skills while the children tries to take a math test.

Moreover, another group of researchers discovered that if college students with

mathematics anxiety practiced breathing techniques before or during a math exam, they

started to feel more comfortable, and their scores enhanced. These behavioral

interventions, taken together, contain empirical proof for how we might assist people who

are afraid of math.

Of all the things considered, the researchers will conduct this study during the

academic year 2020-2021 to measure senior high school students' perceived academic

stress and proactive coping strategy in doing mathematical exercises. This study also

serves as a reminder to students to be more self-responsible.

Statement of the Problem

This study will look at the association between and Academic Stress Proactive

Coping Style in Solving Mathematical Activities of Senior High School Students at Mary

the Queen College of Pampanga Inc., (MQCPI) in the academic year 2021-2022. The

study's goal is to find answers to the following questions:

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1. What is the average level of Perceived Academic Stress in Solving Mathematical

Activities among Senior High School Students?

2. How may the average level of Proactive Coping Style in Solving Mathematical

Activities be discussed in terms of:

2.1 Appraisal-Focused Strategies

2.2 Emotion-Focused Strategies

2.3 Problem-Focused Strategies

3. What is the significant relationship between Perceived Academic Stress and

Proactive Coping Style among Senior High School Students?

Hypothesis

There is no significant relationship between perceived academic stress

and proactive coping style in solving mathematical activities among senior high school

students.

Theoretical Framework

This study will be anchored on the Transactional Theories of Stress and Coping

(TTSC) developed by Richard Lazarus and Folkman. This is the most widely accepted

theory of stress and coping, characterizing stress as the result of an imbalance between

perceived external or internal demands and perceived personal and social resources

available to satisfy them. According to the Transactional Theories of Stress and Coping
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(TTSC), a person has the ability to adapt and adjust to difficulties and issues is a

result of transactions (or interactions) that take place between them and their

environment. Lazarus and Folkman assert the existence of two separate cognitive

appraisal processes. The initial assessment, alternatively referred to as primary appraisal,

is the process of deciding if an event is personally meaningful. Individual incidents might

be categorized as either pleasant or disturbing (the latter including possible harm, threat,

or challenge). When individuals see situations as stressful, they evaluate their own

abilities to satisfy the demands. This process is known as secondary appraisal. Stress

occurs when demands are seen to be more than or equal to available resources, and

coping mechanisms are activated. Additionally, Lazarus and Folkman defined coping as

the cognitive and behavioral processes necessary for overcoming stressors. In general,

cognitive assessment and coping processes are influenced by personality traits, personal

and social resources, environmental characteristics, and other variables.

Conceptual Framework

Perceived Proactive Coping

Academic Stress Style

Figure 1: Schematic Diagram of the Study

The figure 1 shows the conceptual paradigm of the research study. The Predictor

Criterion (PC) Model will be used in relationships, associations, differences, and

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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

effects are all factors that are considered. This model is use when relating and

evaluating the effect of two or more variables. This research aims to determine the level

of correlation between the Perceived Academic Stress and Proactive Coping Style in

Solving Mathematical Activities of Senior High School Students employing descriptive

correlational study. The focus of this research study is to show the positive and negative

relationship of Perceived Academic Stress and Proactive Coping Style of Senior High

School Students in Mary the Queen College of Pampanga, Inc.

Significance of the Study

The purpose of this study is to benefit and provide new information to the following:

Students. The study's findings will represent a key information for students, assisting

them in coping successfully with academic stress when solving mathematical problems

and identifying their strengths and weaknesses over time. Additionally, it will instill

students with boldness and confidence when it comes to tackling mathematical

difficulties.

Parents. The study's findings might also benefit parents by providing more information

on their student's welfare in terms of perceived academic stress and their proactive coping

technique when doing mathematical tasks.

Teachers. This study may serve as a foundation and method of establishing solutions to

assist students in coping with academic stress and to gain a thorough understanding of

students' welfare. The study's findings may act as an eye-opener. to develop and innovate
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

educational materials and to employ a variety of effective teaching tactics in order to

cope with perceived academic stress.

School Administrators. The study's findings will aid academic administrators and

curriculum developers in analyzing and evaluating students' wellbeing in connection to

academic stress and their proactive coping strategy. Additionally, it will assist them in

developing ways for coping with stress and assisting pupils in developing an

understanding of themselves. The study's findings might be used to inform program

development efforts aimed at reducing perceived academic stress, increasing motivation,

and enhancing students' proactive coping techniques.

Future Researchers. The concepts described here may be utilized as a starting point for

undertaking new research or determining the validity of previously published findings.

Additionally, this research will serve as a cross-reference, providing them with

background information or an overview of the link between perceived academic stress

and proactive coping styles of senior high school students when doing mathematical

exercises. Additionally, the data provided in this paper can serve as the foundation for

more comprehensive research and will act as a reliable source of accurate and valuable

information for their future comparable studies on the issue.

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Scope and Delimitation

The researchers will use a descriptive correlational study to determine the level of

correlation between Perceived Academic Stress and Proactive Coping Style in Solving

Mathematical Activities. Participants would include 220 Senior High School Students

enrolled in the STEM (Science, Technology, Engineering, and Mathematics) strand from

grade 11 and grade 12 at Mary the Queen College of Pampanga Inc. It aims to ascertain

the perceived academic stress and proactive coping style of senior high school pupils

when it comes to doing mathematical exercises.

Definition of Terms

Below is the definition of terms used within the study as defined

conceptually/operationally:

Academic Stress. According to Gulzhaina (2018), anxiety, concern, dread, regrets,

discouragement, lack of interest, and low self-esteem are some of the symptoms of stress

that may be found in the social context. In this study, Academic Stress is cited as the

most common factor amongst health issues affecting academic performance of Senior

High School Students. Academic stress is the perception of students' distress as a result of

academic pressures, such as workloads, time limits, and one's own self-perceptions of

competence.

Appraisal-Focused Strategies. According to Elizabeth (2022), appraisal-focused

strategies are aimed at asserting someone own preconceptions and changing your
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

mentality. This could include disassociating oneself from the situation, changing your

vision and objectives, or finding the humor in the situation to put a positive spin on

things. In this study, appraisal-focused strategies are one of the objectives of the

researchers aiming to determine. Specifically, the average level of appraisal-focused

strategies of Senior High School Students in Mary the Queen College Inc.

Coping Strategy. A coping strategy is an action, a collection of activities, or a cognitive

process used to cope with a stressful or unpleasant situation or to alter one's attitude

toward it. Psychosocial adjustment has been shown to be aided by active and task-

oriented coping mechanisms that involve problem solving and planning to overcome

obstacles. (2012) (C.E. Crerand, L. Magee). In this study, Coping Strategy is the use of

coping techniques by students when dealing with mathematics and is a strong predictor of

mathematics. They can also use this to relieve stress on their own.

Emotion-Focused Strategies. It aims to reduce or prevent one’s own emotive response.

This involves interacting with emotions by figuring branches or distractions, including

certain counselling, or utilizing meditation techniques. (Elizabeth Saigal, 2022). In this

study, emotion-focused strategies are one of the objectives of the researchers aiming to

determine. Specifically, the average level of Appraisal-focused strategies of Senior High

School Students in Mary the Queen College Inc.

Mathematical Activities. Mathematical Exercises is a collection of activities that

introduce students to a number of mathematical concepts in a variety of contexts.

According to philosophy, there are abstract mathematical objects whose existence is

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independent of our language, intellect, and actions. In this study, mathematical activities

are a tough task for the students.

Proactive. As stated by Sifferlin (2022), proactive actions are intended to cause change

rather than just respond to it. Proactive conduct in response to anticipated obstacles,

obligations, or modifications. In this study, proactive is functioning in a proficient and

well-organized technique.

Problem-Focused Strategies. This aimed towards eliminating a source of stress or the

potentially trigger of a situation. This involves seeking our more insights, exploring new

capacity to handle it, or assessing the positives and negatives of the possibilities.

(Elizabeth Saigal, 2022). In this study, problem-focused strategies is one of the objectives

of the researchers aiming to determine. Specifically, the average level of Appraisal-

focused strategies of Senior High School Students in Mary the Queen College Inc.

Students. According to MaryC (2020), student is someone that attends a college and

university as well other certified educational center. In this study, the students will serve

as a model or will be used to determine what is their perceived academic stress and

proactive style in solving mathematical activities.

Acronyms

These are some of the terminologies that were widely used in the research to help you

understand it better:

OECD - Organization for Economic Co-operation and Development

PC - Predictor Criterion
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MQCPI – Mary the Queen College of Pampanga Inc.

TTSC - Transactional Theories of Stress and Coping

STEM - Science, Technology, Engineering and Mathematics

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Method

This chapter presents the research design, respondents, instrument, procedures,

data analysis, and ethical considerations used in the study.

Research Design

The research is descriptive correlational in nature, with the objective of

establishing and describing the association between Perceived Academic Stress and

Proactive Coping Style in Solving Mathematical Activities among Senior High School

Students at Mary the Queen College of Pampanga Inc. The quantitative approach used in

this study is a descriptive correlational method that is consistent with the study's objective

of determining the positive or negative relationship between variables. It is based on the

collection and analysis of statistical data in order to define, explain, predict, or control

variables and phenomena of interest. According to Creswell (2013), quantitative research

methods emphasize objective measurements and statistical, mathematical, or numerical

analysis of data collected via polls, questionnaires, and surveys, as well as the

modification of pre-existing statistical data through the use of computational tools.

Quantitative research focuses on the collection of numerical data and its generalization

across groups of persons or on the explanation of a phenomena. The final written report

includes an introduction, literature and theory review, methodology, findings, and

conclusions. The researchers used a descriptive correlational study to characterize,

analyze, and quantify the association between Perceived Academic Stress and Proactive
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Coping Styles among Senior High School Students. According to Mertler (2014),

descriptive research is used to characterize and understand the current state of the

specified variables. The descriptive research technique is a fundamental form of

investigation that investigates the issue as it already exists. This comprises observing a

phenomenon and determining its properties, as well as examining the association between

two or more occurrences.

Descriptive correlational research is one in which the features of a certain

phenomenon are identified via observation or the correlation between two or more

phenomena is investigated. The descriptive correlational approach was used in order to

collect adequate numerical data to aid the researchers in resolving the stated challenges

associated with the study's objective. The findings of this study will significantly

contribute to the discovery of a substantial association between Perceived Academic

Stress and Proactive Coping Style in Solving Mathematical Activities for Senior High

School Students.

Respondents

The population of the study is senior high school students. Furthermore, two

hundred and twenty (220) samples will be taken from the overall population of five

hundred and thirteen (513) people attending Mary the Queen College of Pampanga in

STEM (Science, Technology, Engineering and Mathematics) both grade 11 and grade 12,
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who will determine by using the random sampling method. Moreover, an online

application (Raosoft.com) will be used by the researchers to determine the recommended

number of samples. It has a margin of error of 5% and a 95% confidence level. This

study utilized the random sampling technique, a type of probability sampling as the

manner of selecting participants in which decisions concerning the individuals to be

included in the sample are taken by the researcher, based upon a variety of criteria which

may include specialist knowledge of the research issue, or desire and willingness to

engage in the research. Moreover, it is described as a random selection of sampling units

within the population segment having the greatest information on the variable of interest.

A random sampling is a sampling strategy in which each sample has an equal

chance of being picked. A sample selected at random is supposed to be a fair reflection of

the entire population. A sampling mistake occurs when a sample does not accurately

reflect the population for any reason. Random sampling is one of the most basic methods

for gathering information from the entire population. Each member of the subset has an

equal chance of being picked as part of the sampling process in random sampling.

Table 1.

Population of the Study

Grade Level No. of Respondents Percentage

Grade 11 110 50%

Grade 12 110 50%

Total 220 100%

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Instrument

To study the significant association between Perceived Academic Stress and

Proactive Coping Style of Senior High School Students, the researchers used two

questionnaires, one for each variable. Researchers will use the Mathematics Self-Efficacy

and Anxiety Questionnaire, which has twenty-eight (28) questions to know the perceived

academic stress in solving mathematical activities of Senior High School Students, and

the Abbreviated Mathematics Anxiety Rating Scale (A-MARS) Questionnaire, which has

twenty-five (25) items to determine the proactive coping style of Senior High School

Students in Solving Mathematical Activities. The researchers will use online platform

(google form) to be given to respondents. These were also necessary for validating the

acquired data and amending the participants' right to confidentiality.

Mathematics Self-Efficacy and Anxiety Questionnaire

The researchers will use the Mathematics Self-Efficacy and Anxiety

Questionnaire by Diana K. May (2009). It is one of the most often used psychological

measure for assessing one's stress perception. The Mathematics Self-Efficacy and

Anxiety Questionnaire is a 28-item survey that is rated on a scale of 1 to 5, with the

anxiety items being scored in the reverse direction. 1 equates to “never”, 2 to “seldom”, 3

to “sometimes”, and 4 to “often” and 5 to “usually”. The scale showed acceptable, good,

and excellent psychometric properties concerning its reliability and validity with its

Cronbach’s coefficient alpha of .96.

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Abbreviated Mathematics Anxiety Rating Scale (A-MARS) Questionnaire

The questionnaire used to measure Senior High School students’ proactive coping

style in solving mathematical activities is the Abbreviated Mathematics Anxiety Rating

Scale (A-MARS) Questionnaire by Courtney K. Smith-Nelson (2016). In this study, A-

MARS will utilize the total of the responses on a 1 to 5 scale to identify individuals with

high levels of math anxiety and those with low concentrations. It is a 25-item

questionnaire that can be administered in approximately 15-20 minutes. The survey's

questions are given on a Likert scale, with students being presented with a variety of

events involving mathematics or attending a mathematics course, and researchers will ask

respondents to assess their degree of anxiety. Do note, the options for the levels of

anxiety were “Not at all,” “A little,” “A fair amount,” “Much,” and “Very much.”

Assigning each response, a number 1 through 5, where 1 indicates a “not at all” response

and 5 a “very much” response, the participants’ anxiety levels were represented as the

sum of their responses from the 25-item instrument. The scale showed acceptable and

good psychometric properties concerning its reliability with its Cronbach’s alpha value of

0.96.

Procedure

The researchers included the procedures in this study to narrate the actions and

investigate the chosen research topic. Prior to performing the study, the researcher

developed the topic, research title, purpose of the research, and potential respondents.
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Additionally, researchers will obtain authorization to gather data at Mary the

Queen College's Senior High Department from the school's principal. The researchers

made use of an online survey questionnaire as a data collection strategy to obtain relevant

data from the sample chosen which satisfies the criteria that the study requires. The

survey questionnaire was adapted by the researchers through scales. After the attainment

of the permission to utilize the scales from known developers and validation of the

questionnaire took place, the researchers will be able to contact the respondents chosen

by purposive sampling who will take part in the online survey questionnaire through

google form. Attached with the Permission Letter are the Informed Consent and Personal

Data Sheet that was given prior before the data collection process was conducted bearing

the respondents the objectives and nature of the inquiry and to further inform them with

confidentiality of data that will be obtained that was later on fulfilled. Subsequently, the

220 senior high school students were able to answer the Google Form survey

questionnaire. It will take up to 5 days in total for the respondents to complete the survey

along with the collection of the Informed Consent and Personal Data Sheet. Considering

the direct involvement of the participant in the study, potential ethical issues in the data

collection stage were given consideration. The principles of moral conduct laid out by the

American Counseling Association (2014) were applied which include self-governance,

fidelity, commitment, trust, nonmaleficence, and veracity to protect the rights of the

participants. The researchers promptly quantified the results of the online survey by using
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Microsoft Excel to add up the participants' scores and make meaning out of the

interpretation of the results.

Data Analysis

The data will be organized, counted, and tabulated, and the findings will analyze

using the percentage, weighted mean, and Pearson Product of Correlation. Moreover,

researchers will test the normality of distribution using Shapiro-Wilk Test. Parametric

test will be utilized. A weighted average, according to Ganti (2021), is a formula that

considers the relative worth of values in a data collection. As a result, a weighted mean

was used to assess the respondents' perceived academic stress and proactive coping style.

A Pearson Product, on the other hand, is a statistic that will indicate the intensity and

direction of relationship between two variables evaluated on at least an interval scale. The

researchers will use Pearson Product to determine the perceived academic stress and

proactive coping style in solving mathematical activities between male and female

respondents of Senior High School Students.

The Shapiro-Wilk test is a statistical procedure for determining if a continuous

variable has a normal distribution. The null hypothesis asserts that the variable is

normally distributed, while the alternative hypothesis asserts that it is not. Pearson's

correlation coefficient is the result of a parametric test for a linear relationship between

two variables.
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Ethical Consideration

This study incorporates ethical consideration, in which the researchers will form a

bond with the participants to have a proper conversation. The researchers will write an

official letter to the Senior High School Department Principal requesting permission to

perform the with Mary the Queen College (Pampanga) Inc. STEM (Science, Technology,

Engineering, and Mathematics) students. There is no foul will intentions, and all who will

engage in the study will be respected. Moreover, the researchers will let the participants

know that they can refuse the survey if they do not want to participate. The need of

maintaining privacy is essential to secure the highest degree of confidentiality with the

participants' complete agreement, where the study asks them first if they are willing to

participate and is not forced. As a token of appreciation, the researchers will provide

rewards to people who contributed their time to the study. The findings will be respected

by the researchers, who will make no attempt to change the conclusions of the study.
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PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

Appendix A

LETTER OF PERMISSION TO REQUEST THE POPULATION

Ms. Lucia A. Santiago March 2, 2022

Head, MQC Registrar

Dear Ma’am,
Greetings of Peace!

As part of the fulfillment of our final requirement in subject Inquiries,

Investigation, and Immersion, we are asking for your permission to allow us to conduct a
research study within your institution. We are currently enrolled in Mary the Queen
College of Pampanga Inc. and are students from STEM strand. Our research “Perceived
Academic Stress and Proactive Coping Style in Solving Mathematical Activities of
Senior High School Students” aims to know the level of relation between perceived
academic stress among Senior High School Students and their proactive coping style. We
are currently in the process of writing and gathering data needed for the completion of
our study. We hope that the school administration will allow us to purposively select 220
Senior High School Students both Grade 11 and Grade 12 from STEM strand to
anonymously complete 2 sets of questionnaires. The students shall complete the
questionnaire during their free time. The answering process should take no longer than 20
minutes. The individual results of this study will remain absolutely confidential and
anonymous.

Your approval to conduct this study will be greatly appreciated. You may contact
us at 09684686874 if you have any inquiries regarding this matter.

Respectfully yours, Noted by:

Ay Ay, Stephenson Abracia Mr. Rendel B. Batchar
Buenaventura, Erica Joy David Research Teacher
Castro, Clark Kent Lozano
Flores, Gervin Dale Cosme Approved by:
Guanlao, Allain Capulong Mr. Kim Kenneth T. Ayroso
Hipolito, Val Leianne Santos Research Adviser
Mallari, Ma. Jan Fema Maninang
Punla, Lance Angelo Cruz Dr. Elizabeth B. Bagon
Roman, Eliza Reign Miguel School Principal
 30
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

Appendix B

SURVEY QUESTIONNAIRE

Mathematics Self-Efficacy and Anxiety Questionnaire

Questions Never Seldom Sometimes Often Usually

1. I feel confident 1 2 3 4 5
enough to ask
questions in my
mathematics class.

2. I get tense when I 1 2 3 4 5

prepare for a
mathematics test

3. I get nervous 1 2 3 4 5
when I have to use
mathematics outside
of school.

4. I believe I can do 1 2 3 4 5
well in my
mathematics test.

5. I worry that I will 1 2 3 4 5

not be able to use
mathematics in my
future career when
needed.

6. I worry that I will 1 2 3 4 5

not be able to get a
good grade in my
mathematics course.

7. I believe I can 1 2 3 4 5
complete all of the
assignments in a
 31
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

Mathematics course

8. I worry that I will 1 2 3 4 5

not able to do well
on mathematics test.

9. I believe I am the 1 2 3 4 5
kind of person who
is good at
mathematics.

10. I believe I will 1 2 3 4 5

be able to use
mathematics in my
future career when
needed.

11. I feel stressed 1 2 3 4 5

when listening to
mathematics
instructors in class.

12. I believe I can 1 2 3 4 5

understand the
content in a
mathematics course.

13. I believe I can 1 2 3 4 5

get an “A” when I
am in a mathematics
course.

14. I get nervous 1 2 3 4 5

when asking
questions in class.
 32
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

15. Working on 1 2 3 4 5
Mathematics
homework is
stressful for me

16. I believe I can 1 2 3 4 5

learn well in a
mathematics course.

17. I worry that I do 1 2 3 4 5

not know enough
mathematics to do
well in future.

18. I worry that I 1 2 3 4 5

will not be able to
complete every
assignment in a
mathematics course.

19. I feel confident 1 2 3 4 5

when taking a
mathematics test.

20. I believe I am 1 2 3 4 5
type of person who
can do mathematics.

21. I feel that I will 1 2 3 4 5

be able to do well in
future mathematics
course.

22. I worry I will not 1 2 3 4 5

be able to understand
the mathematics.

23. I believe I can do 1 2 3 4 5

the mathematics in a
mathematics course.
 33
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

24. I worry that I 1 2 3 4 5

will not able to get
an “A” in my
mathematics course

25. I worry that I 1 2 3 4 5

will not be able to
learn well in my
mathematics course.

26. I get nervous 1 2 3 4 5

when taking a
mathematics course.

27. I am afraid to 1 2 3 4 5
give an incorrect
answer during my
mathematics class.

28. I feel confident 1 2 3 4 5

when using
mathematics outside
of school.
 34
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

Appendix B

Abbreviated Mathematics Anxiety Rating Scale (A-MARS) Questionnaire

Not All A little A fair Much Very

amount much
1. Studying for a
math test.
2. Taking math
section of the college
entrance exam.
3. Taking an exam
(quiz) in a math
course.
4. Taking an exam
(final) in a math
course.
5. Picking up math
textbook to begin
working on a
homework
assignment.
6. Being given
homework
assignments of many
difficult problems
that are due the next
class meeting.
7. Thinking about an
upcoming math test
1 week before.
8. Thinking about an
upcoming math test
1 day before.
9. Thinking about an
upcoming math test
1 hour before.
 35
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

10. Realizing you

have to take a certain
number of math
classes to fulfill
requirements.

11. Picking up a
math textbook to
begin a difficult
reading assignment.

12. Receiving your

final math grade in
the mail.

13. Opening a math

or stat book and
seeing a page full of
problems.

14. Getting ready to

study for math test.

15. Being given a

“pop” quiz in a math
class.

16. Reading a cash

register receipt after
your purchase.

17. Being given a set

of numerical
problems involving
addition to solve on
paper.

18. Being a given a

set of subtraction
 36
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

problem to solve.

19. Being a set of

multiplication
problems to solve.

20. Being given a set

of division problems
to solve.

21. Buying a math

textbook.

22. Watching a
teacher work on an
algebraic equation
on the blackboard.

23. Signing up for a

math course.

24. Listening to
another student
explain a math
formula.

25. Walking into a

math class.
 37
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

Appendix C

PLAGIARISM STAND REPORT IN EACH PART OF THE STUDY

INTRODUCTION

STATEMENT OF THE PROBLEM

 38
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

HYPOTHESIS

THEORETICAL FRAMEWORK
 39
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

CONCEPTUAL FRAMEWORK

SIGNIFICANCE OF THE STUDY

 40
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

SCOPE AND DELIMITATION

DEFINITION OF TERMS
 41
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

RESEARCH DESIGN

RESPONDENTS
 42
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

INSTRUMENTS

PROCEDURES
 43
PERCEIVED ACADEMIC STRESS AND PROACTIVE COPING STYLE

DATA ANALYSIS

ETHICAL CONSIDERATION