The Relationship Between Academic Stress and Academic Performance among

Senior High School Students Who Attend Online Classes

Bico, Jave Aeron

Groyon, Bien Lois

Lim, Joseph Marion Christian

Mangalindan, Ralph Rufino

Pascual, Miguel

Horcajo, Ma. Kathrina Carole

Pacheco, Francine Arabella

12 – Fortitude
 CHAPTER I: Introduction

Background of the Study

Since the World Health Organization declared the world to be in the grip of a pandemic

caused by the COVID-19 virus, numerous life events have been cancelled, and people have been

isolated and quarantined for safety. The COVID-19 pandemic has brought everyone with so

many challenges and unlikely situations. It has been the main reason why all schools were closed

and the Department of Education had to shift into another way of learning for the students to

catch up, which is a very huge adjustment not just for the majority of the students, but also for

the teachers. This situation has led so many students to experience much more stress in life,

particularly in academics.

Stress is the sensation of being overwhelmed or unable to deal with mental or emotional

strain. It is frequently triggered by encountering something new, unexpected, or threatening to

one's sense of self, or when there is a feeling of having little control over a situation. (Mental

Health Org, 2021) A motivating stimulus can result in good consequences such as motivation

and enhanced task performance, but frightening or distressing stimuli can result in anxiety,

depression, social dysfunction, and even suicidal behavior. People's competitiveness has gotten

increasingly fierce as a result of scientific advancements and the rapid creation of knowledge; as

a result, people's lives have become busier, and stress is a natural byproduct. Although proper

stress is a catalyst for self-development, it is also a motivator for people to move forward

actively. It has an impact not only on thoughts and feelings, but also on academic achievement of

students. (Alam & Halder, 2018)

 Academic performance is a measure of a student's achievement in several academic

courses. It is one of the most vital considerations among students in higher educational levels.

Teachers and school authorities often assess accomplishment by classroom performance,

graduation rates, and standardized test scores. Several studies have proved internal and external

elements that influence academic achievement and academic stress is one of the elements that

influence academic curriculum mastery. (Ogbogu, n.d.) Academic stress is frequently observed

in students' daily activities. A student might be stressed for a variety of reasons or stressors,

including oral presentations, academic overload, a lack of time to meet obligations, and taking

exams. (Alsulami, et al., 2018)

Academic stress in students has long been studied, and stressors such as too many tasks,

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

have been found by researchers. Academic issues have been identified as the most prevalent

source of stress for students. In 2005, Kaplan et al. validated the notion that early adolescent

school-related stress, both alone and in combination with high academic expectations, had a

deleterious impact on academic performance. Academic attainment or performance was shown

to be adversely and substantially connected with all forms of stress except existential stress,

according to Malik and Balda(2006). Sohail (2013) did a study to assess the association between

stress and academic performance in first-year medical students, and the findings indicate that a

greater degree of stress is connected with worse academic performance. In his study in 2013,

Bharti concluded that a higher degree of institutional stress is connected with worse academic

performance. (Alam & Halder, 2018) Academic stress creates several challenges to society as it

prevents students from learning comprehensive intellectual information, which is required to

advocate progress and growth in society; hence, academic stress is a significant concern for

students. (Ogbogu, n.d.)

Several researches have proved that academic stress has a really big impact on students'

academic performance. With all of the research studies that has been presented, the researchers

aim to examine academic stress among senior high school students and how it affects their

academic performance through their work and productivity rate, concentration, time

management, their scores on their quizzes and exams, and their attendance in going to school in

this online learning platform.

 Statement of the Problem

The study aims to understand how academic stress affects senior high school students' academic

performance. To achieve this objective, the researchers sought to answer the following questions:

● Which of the following is the most common indicator of academic stress among senior

high school students?

o Tiredness

o Headache

o Loss of Confidence

o More Error Prone

● Which of the following is the most common stressor for academic stress experienced by

senior high school students?

o Academic Pressure

o Heavy Academic Workload

o Parental Pressure

o Personal / Family Problems

● To what extent does academic stress affect academic performance?

o Work or Productivity Rate

 o Concentration

o Ability to Learn

o Ability to Complete and Submit School Works

o Absenteeism and Tardiness

● How do senior high school students cope up with academic stress?

● Is there a significant relationship between academic stress and academic performance?

 Objectives of the Study

This research study aims to identify:

● if there is a relationship between academic stress and academic performance;

● the most common stressor of academic stress among senior high school students who

attend online classes;

● the most common indicator of academic stress among senior high school students who

attend online classes;

● how academic stress affect academic performance of senior high school students who

attend online classes;

● the best way on how to cope up with academic stress to improve the academic

performance of senior high school students who attend online classes.

 Hypothesis of the Study

Null Hypothesis

● There is no significant relationship between academic stress and academic

performance.

● Academic stress doesn’t negatively affect students’ academic performance.

Alternative Hypothesis

● There is an inverse relationship between academic stress and academic

performance.

● Academic stress negatively affects students’ academic performance.

·
 Significance of the Study

This research study hopes to establish an understanding about the relationship between

academic stress and academic performance among senior high school students who attend online

classes. Thus, the results of the study will be a great benefit to the following:

Students. This study will provide students information on how academic stress affects

their academic performance. This study will influence students to evaluate themselves about

their performance and whether they are experiencing academic stress. The data gathered will also

help students improve both in academic performance and health.

Parents. Data given will provide parents information about the presence of academic

stress and its effect on their children’s academic performance. Data gathered will inform parents

about the factors that affect their child’s academic performance. The results will enable parents to

accommodate their children regarding this matter to ensure a comfortable and healthy education

for them.

Teachers. Data given in this study will provide teachers information about how their

system affects their students’ academic performance and health. This study will inspire teachers

to evaluate their ways of teaching. This study will help the teachers improve their teaching

approach and methods. Data gathered will also help teachers plan the advancement of education

in the school to help students to have a better academic performance while having a healthy

physical and mental health.

School Principals. Data given will provide principals/deans with information about how

academic stress affects their students’ academic performances. The results will enable principals

to improve their school’s operations to provide a better learning environment and experience.
Data gathered will help principals to initiate collaboration with their faculties and chairpersons to

help plan the advancement of education in the school.

Future Researchers. This study will provide future researchers credible and reliable data

on the relationship of academic stress and academic performance in senior high school students

who attend online classes to be used for their own research. This study will also provide

guidance and inspiration for future researchers in tackling and facing real and timely dilemmas

of students. Data gathered and results will help future researchers to have success on their own

research.
 Scopes and Limitations

Scopes

● The main purpose of this research study is to understand how academic stress affects the

academic performance of senior high school students who attend online classes.

● The research study will determine the most common stressor of academic stress among

senior high school students who attend online classes.

● The research study will determine the most common indicator of academic stress

experienced by senior high school students who attend online classes.

● The research study will determine the best way on how academic stress can be dealt with

to improve and enhance the academic performance of senior high school students who

attend online classes.

Limitations

● The research study will only include enrolled senior high school students who attend

online classes for the school year 2021-2022 as the participants.

● The senior high school students that will be participating will be from different schools

inside Metro Manila.

● The data gathering will be done through a survey questionnaire.

● The distribution of survey questionnaires will be done online and no personal meetings

will be done.
 Definition of Terms

Academic Stress

● the body's response to academic-related demands that exceed adaptive capabilities of

students.

Academic Performance

● the measurement of student achievement across various academic subjects.

Achievement

● a thing done successfully, typically by effort, courage, or skill.

Concentration

● direction of attention to a single object.

Online Classes

● a form of education that takes place over the internet and is often regarded as e-learning.

Pandemic

● an epidemic of an infectious disease that has spread across a large region, for instance

multiple continents or worldwide, affecting a substantial number of people.

Productivity

● the effectiveness of productive effort.

Senior High School

● a secondary school typically comprising the two highest grades, grades 11 and 12.

Stress

● a state of mental or emotional strain or tension resulting from adverse circumstances.

Stressor

● something that causes a state of strain or tension.

 CHAPTER II: Review of Related Literature

Foreign Literature

1. Academic Stress and Academic Performance among Higher Secondary Students: A

Gender Analysis (Alam & Halder, 2018)

The study was carried out to investigate gender differences in academic stress and

academic performance among higher secondary students, as well as to assess the relationship

between academic stress and academic performance of the students. The study discovered a

substantial difference in academic stress as well as a significant difference in academic

achievement based on the gender of the students. The study looked at the negative relationship

between students' academic stress and their academic performance.

2. Impact of Academic Stress on Academic Performance among University Students

(Ogbogu, n.d.)

According to the study findings, every university student experiences varying degrees of

academic stress, which impacts their academic performance in school. It investigated the issue of

academic stress among students, its causes, symptoms, and methods for reducing it in order to

improve students' performance. Based on the data, it was determined that academic stress may be

managed in order to improve student performance. Further findings from the study indicated that

students feel academic stress has a significant impact on their academic performance.

3. A Review on the Relationship Between Chinese Adolescents’ Stress and Academic

Achievement (Ye, Posada, & Liu, 2019)

 This study's goal was to analyze previous studies on the association between Chinese

teenagers' stress and academic progress during the last 20 years. The reviewed studies found a

generally negative relationship between Chinese adolescents' academic stress and academic

achievement; however, other factors, particularly psychological resilience, belief in the value of

education, and the severity of academic stress, moderated the strength of the relationship. The

study had also advised that further research is needed to investigate the complex relationships

between dimensions of interest, other relevant variables, and societal-specific mechanisms, as

well as to combine prior studies to establish a more complete framework of analysis.

4. The Impact of Stress on Students in Secondary School and Higher Education (Pascoe,

Hetrick, & Parker, 2020)

This narrative review provided the most recent studies on the impact of academic-related

stress, including a discussion of the influence on students' learning capacity and academic

performance, mental health issues such as depression and anxiety, sleep disorders, and drug use.

It highlighted that academic-related stress is a major concern for secondary and tertiary students.

Students' learning capacity, academic performance, education and employment achievement,

sleep quality and quantity, physical health, mental health, and drug use outcomes have all been

shown to suffer as a result of chronic stress related to schooling.

5. An Analysis of the Effect of Academic Stress on Achievement Motivation among

Senior-Secondary Students of Mathura District (Sharma, 2021)

This study identified and investigated the impact of stress on the achievement motivation

of the senior secondary students. Several research provided in this study have revealed that the

students are very often exposed to stress and strains which can have serious negative
consequences for their career, health, life, and general well-being. The findings of this study

indicate that a moderate level of stress group had higher accomplishment motivation as

compared to the high level and low levels of stress groups.

6. Academic Stress, Parental Pressure, Anxiety and Mental Health among Indian High

School Students (Deb, et al., 2015)

This study investigates the academic stress and mental health of Indian high school

students and the associations between various psychosocial factors and academic stress.

According to the related researches of this study, “Psychiatrists have expressed concern at the

emergence of education as a serious source of stress for school-going children - causing high

incidence of deaths by suicide.” “Many adolescents in India are referred to hospital psychiatric

units for school-related distress – exhibiting symptoms of depression, high anxiety, frequent

school refusal, phobia, physical complaints, irritability, weeping spells, and decreased interest in

school work.”, according to this study. Academic stress was positively correlated with parental

pressure and psychiatric problems, while examination-related anxiety also was positively related

to psychiatric problems. Academic stress is a serious issue which affects nearly two thirds of

senior high school students in Kolkata. Potential methods for combating the challenges of

academic pressure are suggested.

7. Academic Stress Among Adolescents in Relation to Intelligence and Demographic

Factors (Lal, 2014)

This study aimed to relate academic stress among students to intelligence and

demographic factors. According to the study, “Students have to face many academic demands,

for example, school examinations, answering questions in the class, showing progress in school
subjects. Understanding what the teacher is teaching, competing with other classmates, fulfilling

teachers and parents’ academic expectations. These demands may tax or exceed available

resources of the students. As a consequence, they can be under stress, since the demand is related

to achievement of an academic goal.” This study also provided the causes of academic stress,

which were identified as academics, dating, environment, extra-curricular activities, peers, and

parental pressure; discussed the symptoms of stress, which were categorized as physiological

symptoms and measuring stress; and tackled different concepts for intelligence, such as the

definition, established facts, the distribution, the growth, and sex differences.

8. Academic Stress and its Sources Among University Students (Reddy, Menon, & Thattil,

2018)

The study employed a quantitative research design where participants were screened

using Academic Stress Scale. According to the related literature for this study, “Depression,

anxiety, behavioral problems, irritability, etc. are few of the many problems reported in students

with high academic stress. Incidences of depression were also found among stressful adolescents

as it is linked with inability to concentrate, fear of failure, negative evaluation of future, etc.

Adolescents were also reported to be indulging in various risky behaviors such as increased

consumption of alcohol and drugs, unprotected sexual activities, physical inactivity, poor eating

and sleeping patterns. The pressure these students face to perform is so severe resulting in

five-fold increase in suicide attempts.” The results of this study stated that there are five

dimensions of sources of academic stress, namely personal inadequacy, fear of failure,

interpersonal difficulties with teachers, teacher-pupil relationship and inadequate study facilities

were further analyzed and gender differences were also obtained. The study concludes that

“Management of the condition thus becomes fundamental at every level namely, personal, social
and institutional. Techniques like biofeedback, yoga, life-skills training, mindfulness meditation,

psychotherapy have been found to be effective in reducing stress among students.”

9. The Perception of Academic Stress Scale (Bedewy & Gabriel, 2015)

The study’s goal was to develop a scale to measure perceived sources of academic stress

among university students. Based on empirical evidence and recent literature review, the study

developed an 18-item scale to measure perceptions of academic stress and its sources. The

results from this study clustered into four factors—Factor 1, “Pressures to perform,” Factor 2,

“Perceptions of workload,” Factor 3, “Academic Self-Perception,” and Factor 4, “Time

restraints”—are in concordance with previous research, which are theoretically meaningful, and

cohesive within the framework of test anxiety. The study suggested improving the academic

environment (Neveu et al., 2012), problem-focused and emotion-focused strategies are the

preferred choice to alleviate stress, the use of the student counseling services (Iqbal et al., 2015),

and curricular and policy changes aiming at assisting students in coping with identified stressors

(Harikiran et al., 2012).

10. Testing the three-way interaction effect of academic stress, academic self-efficacy, and

task value on persistence in learning among Korean college students (You, 2018)

This study indicates that persistence is an important indicator of academic success in

higher education. In this study, academic stress, academic self-efficacy, and task value were

chosen as predictors of persistence in learning, and the joint relationship between them was

examined. The sample comprised 483 Korean college students. A multiple regression analysis

was performed. The results revealed significant main and interaction effects, including a

three-way interaction effect of academic stress, academic self-efficacy, and task value on
persistence in learning. Particularly, students with strong motivation were less affected by a

stressful and demanding environment. Furthermore, academic stress did not appear to be an

exclusively negative factor and could be a catalyst to boost persistence in some conditions.

Implications of the findings for promoting persistence in learning are discussed.

 Local Literature

1. Amidst Online Learning in The Philippines: The Self-Efficacy and Academic Motivation

of the Senior High School Students from Private Schools (Fulgencio, 2021)

This study investigated the impact of self-efficacy on academic motivation of senior high

school students. The results of the statistical analysis revealed that the students’ self-efficacy

significantly affects their academic motivation with a greater associated probability level of

significance. This study will be used as a reference for motivation to be considered as a factor in

academic stress and performance.

2. Predicting Academic Performance of College Freshmen in the Philippines using

Psychological Variables and Expectancy-Value Beliefs to Outcomes-Based Education: A

Path Analysis (Alipio, 2020)

This study investigated the connections between psychological factors, expectancy-value

beliefs, and mind academic performance. The results of path analysis revealed that help-seeking,

self-esteem, self-efficacy, and social support positively influence expectancy-value beliefs and

academic performance. It also revealed that academic overload and perceived stress exerted a

negative influence on expectancy-value beliefs and academic performance, while

expectancy-value beliefs had a positive influence with academic performance. This study will be

used as a reference to psychological variables as factors to academic stress that affects academic

performance.

3. Academic Stress, Academic Motivation, and its Relationship on the Academic

Performance of the Senior High School Students (Tus, 2020)

 This study investigated the students’ stress and motivation and their relationship with

their academic performance. The study revealed that students’ stress were average and

motivation were above average. It is concluded that stress and motivation have no significant

relationship with students’ academic performance. This study will be used as a reference to the

difference of stress and academic stress and its effect on academic performance.

4. Effects of Stress on Academic Performances of Selected Grade 12 General Academic

Strand Students in Best Link College of the Philippines (Temario, Casis, & Barza, 2020)

The study investigated the effects of stress on the academic performance of the selected

Grade 12 students from Best Link College using quantitative descriptive research that will

elaborate the recommendations to be taken by the effects of stress on academic performance. In

this research, academic stress refers to the pressure related to their academics, including

preparing for exams and class tests; completing schoolwork, homework, and project work;

comprehending new concepts and terms; and making adjustments in a new social setting. The

study revealed that Only academic aspects lead to academic stress among the students, but other

aspects, such as environmental, social, and personal, may indirectly have negative effects on

their academic career. This study will be used as a reference to the difference of stress and

academic stress and its effect on academic performance.

5. Stress Experiences among Graduating Students of Isabela State University San Mateo

Campus, Philippines (Leal, 2012)

This study investigated the stress experienced by graduating students of Isabela State

University San Mateo Campus using a descriptive method. The study revealed that the students

experienced different sources of stress, effects of stress, and coping mechanisms of stress. It is

also revealed that the students experienced academic pressure which is the cause of stress. This
study will be used as a reference to academic pressure as a factor of academic stress affecting

academic performance.
 Theoretical Framework

The research study seeks for the relationship between academic stress and academic

performance of those students who attend online classes. Foreign studies by Pascoe (2019) and

Reddy (2018), are mainly concerned about the negative effect of academic-related stress on

students, which can cause bad mental health such as depression and anxiety. Relatively, a foreign

study by Alam (2018) and Sharma (2021) and Deb et al. (2015), tells that gender has different

negative effects on academic stress and academic achievements for students and that academic

stress has negative consequences for health and life and poor psychological effect causing a high

incidence of deaths by suicide.

According to a study conducted by Ogbogu, every university student experiences varying

degrees of academic stress, which has an impact on their academic performance in school. The

study established indicators and signs that can be used to identify students who are experiencing

academic stress, such as tiredness, headaches, loss of confidence, and becoming more error

prone. Furthermore, the study's findings revealed that academic stress reduces students' work
rate, reduces their ability to learn in class and, reduces their ability to complete and submit their

school works on time, causes lack of concentration in class, and increases absenteeism and

tardiness in school. This, in turn, leads to poor quality work and negatively affects the academic

performance of students.

Regarding the stressors, a review of literature conducted by Jain & Singhai (2018)

indicated that the most common stressors for students are academic pressure, heavy academic

workloads, parental pressure, and personal / family problems. Academic pressure has increased

in recent years; there are exams and assignments and lots of new other activities that a student

must juggle. Heavy academic workloads and the feeling that you are always racing against the

clock to meet another deadline can be overwhelming. Parental pressure on children to excel in

school and in extracurricular activities is at an all-time high. Compelling need to excel in studies,

often prone to abuse, does injure morale and is one of the greatest causes of stress, failure and

breakdown. Lastly, personal or family problems such as a lack of support are major causes of

stress among students, as is a lack of interaction with parents and teachers, which contributes to a

child's doubts and confusions, eventually leading to stress. A study about stress in high school

students conducted by Acosta-Gomez et al (2018) also concluded that one of the most common

stressor among students is family troubles. There is a lot that a child is expected to achieve, but

due to lack of proper support, they feel lost at sea and are left directionless.

These foreign and local studies are gathered to support the research’s objectives and the

statement of the problem which is to show the relationship between academic stress and

academic performance among senior high school students who attend online classes.
 CHAPTER III: Methodology

Research Design

The survey-correlation method of research will be used in interpreting and gathering data

about the relationship between academic stress and academic achievement among senior high

school students who attend online classes in some chosen schools/universities within the NCR

region through the use of online survey questionnaires. By means of this research method, the

researcher will be able to provide secure, reliable, accurate and correct information and data that

are necessary to assess the effect of strenuous amount of screen time to students’ who attend

online classes.
 Sampling and Sampling Method

The researchers are aiming to have students as their participants. Out of these students,

the researchers will choose 100 senior high school students from chosen schools/universities

within the NCR region. In this study, the researchers will use Stratified Sampling in order to get

accurate and precise data that will prove this study’s hypotheses. The researchers will assess how

academic stress affects the academic performance of senior high school students who attend

online classes.
 Data Gathering Procedure

This study will be conducted during the second semester of the school year 2021-2022 by

the Grade 12 senior high school students of the Immaculate Conception Academy of Manila. The

data needed for this study will be gathered using an online survey questionnaire developed by the

researchers of this study. Necessary permissions will be secured from the research adviser, Sheila

S. Chico.
 Chapter IV: Presentation and Analysis of Data

Table 1: Demographic Distribution of the Respondents

Variable Responses Frequency Percentage

Distribution of the 15 y/o 12 12 %

Respondents by Age
16 y/o 18 18 %

17 y/o 37 37 %

18 y/o 23 23 %

19 y/o 10 10 %

TOTAL 100 100 %

Distribution of the Male 45 45 %

Respondents by Sex
Female 49 49 %

Preferred not to say 6 6%

TOTAL 100 100

Distribution of the AAMIS 2 2%

Respondents by
Adamson University 8 8%
School
Arellano University 6 6%
Asia Pacific College 4 4%

CEIS 4 4%

Emilio Aguinaldo 3 3%

College

ESPS 7 7%

Far Eastern 11 11 %

University

ICAM 29 29 %

Jose Rizal University 3 3%

MAPUA University 2 2%

Philippine College of 2 2%

Advanced Arts and

Technology

SSCR 3 3%

St. James Academy 3 3%

St. Joseph Academy 4 4%

TIP 3 3%
 UST 6 6%

TOTAL 100 100 %

Distribution of the ABM 24 24 %

Respondents by SHS
HUMSS 16 16 %
Strand
STEM 28 28 %

GAS 13 13 %

TVL 4 4%

ICT 6 6%

Health Allied 9 9%

TOTAL 100 100 %

Table 1 presents the demographic data of the 100 student participants from metro manila.

Age based demographic distribution interpretation:

There are 12 participants being 15 year olds which is 12% of the total population; 18

participants being 16 year olds which is 18% of the total population; 37 participants being 17

year olds which is 37% of the total population; 23 participants being 18 year olds which is 23%

of the total population; and lastly 10 participants being 19 year olds which is 10% of the total

population.
Sex based demographic distribution interpretation:

There are 45 male participants which is 45% of the total population; 49 female

participants which is 49% of the total population; and lastly 6 participants who prefer not to

disclose their sex which is 6% of the total population.

School based demographic distribution interpretation:

There are 2 participants who attend AAMIS which is 2% of the total population; 8

participants who attend Adamson University which is 8% of the total population; 6 participants

who attend Arellano University which is 6% of the total population; 4 participants who attend

Asia Pacific College which is 4% of the total population. 4 participants who attend CEIS which

is 4% of the total population; 3 participants who attend Emilio Aguinaldo College which is 3%

of the total population; 7 participants who attend ESPS which is 7% of the total population; 11

participants who attend Far Eastern University which is 7% of the total population; 29

participants who attend Immaculate Conception Academy of Manila which is 29% of the total

population; 3 participants who attend Jose Rizal University which is 3% of the total population;

2 participants from MAPUA University which is 2% of the total population; 2 participants who

attend PCAAT which is 2% of the total population; 3 participants who attend SSCR which is 3%

of the total population; 3 participants who attend St. James Academy which is 3% of the total

population; 4 participants who attend St. Joseph Academy which is 4% of the total population; 3

participants who attend TIP which is 3% of the total population; and lastly 6 participants who

attend the University of Santo Tomas which is 6% of the total population.

Strand based demographic distribution interpretation:

There are 24 participants who are enrolled as a ABM student which is 24% of the total

population; 16 participants who are enrolled as a HUMSS student which is 16% of the total

population; 28 participants who are enrolled as a STEM student which is 28% of the total

population; 13 participants who are enrolled as a GAS student which is 13% of the total

population; 4 participants who are enrolled as a TVL student which is 4% of the total population;

6 participants who are enrolled as a ICT student which is 6% of the total population; and lastly, 9

participants who are enrolled as a Health Allied Student which is 9% of the total population.
Table 2: Distribution of Respondents by Having Experienced Indicators of Academic Stress

Indicator Responses Frequency Percentage

Tiredness Yes 97 97 %

No 3 3%

TOTAL 100 100 %

Headache Yes 89 89 %

No 11 11 %

TOTAL 100 100 %

Loss of Confidence Yes 76 76 %

No 24 24 %

TOTAL 100 100 %

More Prone to Error Yes 79 79 %

No 21 21 %

TOTAL 100 100 %

Table 2 presents the data of the participants’ experienced indicators of academic stress.

From table 2, it is seen that the majority of the students (97%) experienced tiredness the most

whenever they experience academic stress; followed by headache (89%); then more prone to
error (79%); and lastly, loss of confidence (76%). Therefore, it has been observed that tiredness

is the most common indicator of academic stress that students from around Metro Manila

experience.
Table 3: Distribution of Respondents by Having Experienced Stressors for Academic Stress

Stressor Responses Frequency Percentage

Academic Pressure Yes 86 86 %

No 14 14 %

TOTAL 100 100 %

Heavy Academic Yes 97 97 %

Workload
No 3 3%

TOTAL 100 100 %

Parental Pressure Yes 73 73 %

No 27 27 %

TOTAL 100 100 %

Personal/Family Yes 67 67 %

Problems
No 33 33 %

TOTAL 100 100 %

Table 3 shows the data of the respondents’ experienced stressors for academic stress.

From table 3, it is seen that the majority of the students’ academic stress (97%) comes from

heavy academic workload; followed by academic pressure (86%); then parental pressure (73%);
and personal family problems (67%). Therefore, it has been observed that heavy academic

workload is the most common stressor of students who experience academic stress.
 Table 4.1: Distribution of Respondents by How Academic Stress Affect Academic

Performance in terms of Work and Productivity Rate

Variable Responses Frequency Percentage

Work and Your willingness Strongly Agree 54 54 %

Productivity to do and
Agree 36 36 %
Rate accomplish your

academic activities Disagree 6 6%

get affected when

Strongly 4 4%
you are feeling
Disagree
academically
TOTAL 100 100 %
stressed.

You get Strongly Agree 38 38 %

unmotivated to do
Agree 50 50 %
your activities

when you’re Disagree 8 8%

academically
Strongly 4 4%
stressed.
Disagree

TOTAL 100 100 %

You get too lazy to Strongly Agree 34 34 %

do your activities
Agree 51 51 %
 when you’re Disagree 9 9%

academically
Strongly 6 6%
stressed.
Disagree

TOTAL 100 100 %

How many 1 26 26 %

activities do you
2 38 38 %
accomplish in a

day when you’re 3 18 18 %

stressed?
4 12 12 %

More than 4 6 6%

TOTAL 100 100 %

Table 4.1 shows the data of the respondents’ experiences with the variable of work and

productivity rate. This table shows that the majority of participants strongly agree that their

willingness to do and accomplish their activities get affected when feeling academically stressed

which is 54%; majority of the participants agree that they get unmotivated to do their activities

when feeling academically stressed which is 50% ; And lastly, majority of the participants agree

that they get too lazy to do their activities when feeling academically stressed which is 51%. It

also shows that the majority of participants accomplish up to 2 activities when they’re stressed

which is 38%.
 Table 4.2: Distribution of Respondents by How Academic Stress Affect Academic

Performance in terms of Concentration

Variable Responses Frequency Percentage

Concentration You lose Strongly Agree 48 48 %

concentration
Agree 41 41 %
easily when you’re

academically Disagree 9 9%

stressed.
Strongly 2 2%

Disagree

TOTAL 100 100 %

You get bothered in Strongly Agree 52 52 %

class when you’re

Agree 39 39 %
academically

stressed. Disagree 9 9%

Strongly 0 0

Disagree

TOTAL 100 100 %

You get sleepy in Strongly Agree 37 37 %

class when you’re

Agree 41 41 %
academically
 stressed. Disagree 18 18 %

Strongly 4 4%

Disagree

TOTAL 100 100 %

Table 4.2 shows the data of the respondents’ experiences with the variable of

concentration. This table shows that the majority of participants strongly agree that they lose

concentration easily when academically stressed which is 48%; majority of the participants

strongly agree that they get bothered in class when academically stressed which is 52%; and

lastly, majority of the participants agree that they get sleepy when academically stressed which is

41%.
 Table 4.3: Distribution of Respondents by How Academic Stress Affect Academic

Performance in terms of Ability to Learn

Variable Responses Frequency Percentage

Ability to Your ability to Strongly Agree 37 37 %

Learn learn and

Agree 48 48 %
understand the

lesson gets affected Disagree 12 12 %

when you’re
Strongly 3 3%
academically
Disagree
stressed.
TOTAL 100 100 %

You are having a Strongly Agree 43 43 %

hard time
Agree 44 44 %
following the

discussion when Disagree 13 13 %

you’re
Strongly 0 0
academically
Disagree
stressed.
TOTAL 100 100 %

You are having Strongly Agree 36 36 %

difficulty in
Agree 47 47 %
understanding the
 lesson when you’re Disagree 14 14 %

academically
Strongly 3 3%
stressed.
Disagree

TOTAL 100 100 %

Nothing comes to Strongly Agree 48 48 %

your mind when

Agree 45 45 %
you’re

academically Disagree 13 13 %

stressed.
Strongly 4 4%

Disagree

TOTAL 100 100 %

Table 4.3 shows the data of the respondents’ experiences with the variable of ability to

learn. This table shows that the majority of participants agree that their ability to learn and

understand the lesson gets affected when academically stressed which is 48%; majority of

participants agree that they are having a hard time following the discussion when academically

stressed which is 44%; majority of participants agree that they are having difficulty in

understanding the lesson when academically stressed which is 47%; and lastly, majority of

participants strongly agree that Nothing comes to their mind when academically stressed which

is 48%.
 Table 4.4: Distribution of Respondents by How Academic Stress Affect Academic

Performance in terms of Ability to Complete and Submit School Works

Variable Responses Frequency Percentage

Ability to Your completion Strongly Agree 34 34 %

Complete and and submission of

Agree 51 51 %
Submit school works gets

School Works affected when Disagree 11 11 %

you’re
Strongly 4 4%
academically
Disagree
stressed.
TOTAL 100 100 %

You submit school Strongly Agree 30 30 %

works late when

Agree 38 38 %
you’re

academically Disagree 18 18%

stressed.
Strongly 14 14 %

Disagree

TOTAL 100 100 %

You tend to not Strongly Agree 18 18 %

submit school
Agree 39 39 %
works when you’re
 academically Disagree 26 26 %

stressed.
Strongly 17 17 %

Disagree

TOTAL 100 100 %

Table 4.4 shows the data of the respondents’ experiences with the variable of ability to

complete and submit school works. This table shows that the majority of participants agree that

their completion and submission of school works gets affected when academically stressed

which is 51%; majority of participants agree that they submit school works late when

academically stressed which is 38%; majority of participants agree that they tend to not submit

school works when academically stressed which is 39%.

 Table 4.5: Distribution of Respondents by How Academic Stress Affect Academic

Performance in terms of Absenteeism and Tardiness in School

Variable Responses Frequency Percentage

Absenteeism You don’t attend Strongly Agree 5 5%

and Tardiness classes when

Agree 9 9%
in School you’re

academically Disagree 48 48 %

stressed.
Strongly 38 38 %

Disagree

TOTAL 100 100 %

You attend classes Strongly Agree 14 14 %

late when you’re

Agree 20 20 %
academically

stressed. Disagree 40 40 %

Strongly 26 26 %

Disagree

TOTAL 100 100 %

How often do you Always 8 8%

not attend classes

Often 10 10 %
when you are
 academically Sometimes 44 44 %

stressed?
Never 38 38 %

TOTAL 100 100 %

How often do you Always 6 6%

attend classes late

Often 16 16 %
when you are

academically Sometimes 46 46 %

stressed?
Never 32 32 %

TOTAL 100 100 %

Table 4.5 shows the data of the respondents’ experiences with the variable of absenteeism

and tardiness in school. This table shows that the majority of participants disagree with they

don’t attend classes when academically stressed which is 48%; majority of participants disagree

with they attend classes late when academically stressed which is 40%; majority of participants

voted sometimes when asked about their absenteeism in class when academically stressed which

is 44%; and lastly, majority of participants voted sometimes when asked about their tardiness in

class when academically stressed which is 46%.

 Chart 1: Distribution of Respondents by How they Cope Up with Academic Stress

Chart 1 shows the data of the respondents’ ways to cope up with academic stress. This

chart shows that the majority of the participants say that the best way to cope up with academic

stress is sleeping with 32%; followed by eating with 25%; then playing games with 13%;

listening to music with 8%; watching movies with 7%; socializing 5%; exercising/working out

and reading books with 4%; and finishing pending activities with 2%. Therefore, it is shown that

sleeping is the best way to cope up with academic stress according to senior high school students

who attend online classes.

 Chapter V: Summary, Conclusion and Recommendations

Summary

The purpose of this study was to discover the relationship between academic stress and

students’ academic performance. The study found that all the respondents have experienced a

form of academic stress. This shows that academic stress is a common phenomenon that is

currently happening, even in an online class setting, among schools and we observe that it affects

students’ academic performance.

The study also aimed to identify the most common stressor and the most common

indicator of academic stress among senior high school students who attend online classes. The

findings showed that heavy academic workload was the prevalent stressor of academic stress,

and tiredness was the most common indicator of academic stress amongst senior high students

who attend online classes around Metro Manila.

More so, this study aimed to identify how academic stress affects the academic

performance of senior high school students who attend online classes. It was found that the

students’ willingness to do and accomplish academic activities, motivation to do activities, and

laziness gets affected when they are feeling academically stressed. It was also found that students

are more likely to accomplish only 2 activities when they are experiencing academic stress.

Finally, this study wanted to identify the best way to cope with academic stress to

enhance the academic performance of senior high school students who attend online classes. The

findings showed that having enough sleep can reduce academic stress thereby improving

students’ academic performance.

 Conclusion

As per the study findings, every senior high school student experiences varying degrees

of academic stress, which affects their academic performance in school. The study established

indicators that can be used to identify students who are experiencing academic stress. These

included tiredness, headaches, a loss of confidence, and becoming more prone to error. The study

identified the most common indicator of academic stress which is tiredness.

Also, the study identified stressors that can be used to determine and identify students

who are experiencing academic stress. Following data collection, the study identified the most

common stressor experienced by senior high school students which is heavy academic workload,

which greatly affects their academic performance in school during online classes.

Further findings from the study indicated that students believe academic stress has a great

influence on their performance in school. Stress reduces students' work and productivity rates,

causes lack of concentration in class, reduces students' ability to learn and complete and submit

schoolwork, and for some, it increases absenteeism and tardiness. This, in turn, leads to poor

quality work and lower academic performance. As a result, academic stress has a negative

impact on student performance. The more stressed a student is, the worse he or she performs in

school.

Furthermore, the study determined and identified the coping mechanisms of senior high

school students toward academic stress, such as sleeping, eating, playing games, listening to

music, watching movies/series, exercising, finishing pending requirements, socializing and

reading books, in order to properly manage and handle stress to enhance and improve their

academic performance in school.

 Recommendations

After concluding that academic stress has a negative impact on students' academic

performance, it is important to make a specific set of recommendations to help students reduce

academic stress. The following recommendations have been made based on the study's findings:

School authorities should ensure that students have a good academic environment and

that measures to reduce academic stress are in place, such as appropriate workload, appropriate

working hours, and a proper lecture schedule.

Lecturers and educators should emphasize interest and motivation, which will have a

greater impact on students' ability to achieve high academic performance despite academic

stress.

Workshops and public lectures on stress management should be organized on a regular

basis for students so that they are adequately equipped to deal with issues related to academic

stress.

Finally, guidance and counseling centers should be established to assist students in

developing a positive perception of academic stress, thereby assisting students in coping with

academic stress.
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