Group 1 PR2 & Iii Research

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OFFICE OF ISABELA
SIMANU NATIONAL HIGH SCHOOL
SIMANU NORTE, SAN PABLO, ISABELA
ACADEMIC STRESS AND ITS IMPACT TO SENIOR

HIGH SCHOOL LEARNERS IN MODULAR
DISTANCE LEARNING
A Quantitative Research
Presented to the Faculty of Simanu National High School-SHS

In Partial Fulfillment of Requirements in Inquiries, Investigations and Immersion
ARDENT B. BAUTISTA
JERLYN N. CADABUNA
MAY-ROSE M. TELAN
JENNYLYN L. PAGULAYAN
JERICHO A. DEMENCEL
ADRIAN B. BAUTISTA
REGIENA L. OTTOB
ROMNICK A. AGREGADO
DEXTER JAY M. ACOSTA
JOHN CARLO B. DAGUIO
JENNY ANN G. NGITTIT
BRYAN B. REYES
LUISITO D. BUCAHE
MARY-JOY S. PINSON
GROUP I
G12-Genesis
General Academic Strand
Submitted to:
RUBY ANNE A. GAMMARU
Research Adviser
#BidaBEST_SNHS
Simanu National High School
Simanu Norte, San Pablo, Isabela
306132@deped.gov.ph
09171523734
APPROVAL SHEET
In partial fulfillment of the requirements for the applied subject Inquiries, Investigations &
Immersion, this study is entitled:
ACADEMIC STRESS AND ITS IMPACT TO SENIOR HIGH SCHOOL LEARNERS

IN MODULAR DISTANCE LEARNING
Has been prepared and submitted by BAUTISTA, A.B.,CADABUNA,J.N., TELAN,M.M.,

PAGULAYAN, J.L., DUMENCEL, J.A, BAUTISTA, A.B., OTTOB, R.L.,
AGREGADO,R.A.,ACOSTA, DJ.M., DAGUIO, JC.B., NGITTIT, JA.G., REYES, B.B.,
BUCAHE, L. & PINSON, MJ.S. which were recommended for their PERFORMANCE
TASK.
APPROVED in partial fulfillment of the requirements for the applied subject Inquiries,
Investigations & Immersion under Grade 12 curriculum.
______________________________
RUBY ANNE A. GAMMARU
Research Adviser
ACCEPTED in partial fulfillment of the requirements for the applied subject Inquiries,
Investigations & Immersion and applied inquiries.
______________________ ____________________________
Date ERIC R. VIGGAYAN, PhD
Principal I
Simanu National High School #BidaBEST_SNHS

306132@deped.gov.ph
09171523734
DECLARATION OF ORIGINALITY
We, BAUTISTA, A.B., CADABUNA,J.N., TELAN,M.M., PAGULAYAN, J.L.,
DUMENCEL, J.A, BAUTISTA, A.B., OTTOB, R.L., AGREGADO,R.A.,ACOSTA,
DJ.M., DAGUIO, JC.B., NGITTIT, JA.G., REYES, B.B., & BUCAHE, L., declare that
this research paper is original to the best of our knowledge. We declare further that this activity
was undertaken by us.
___________________________ __________________________
ARDENT B. BAUTISTA JERLYN N. CADABUNA
Lead Researcher Co-Lead Researcher
__________________________ __________________________ _______________________

MAY-ROSE M. TELAN ROMNICK A. AGREGADO MARY-JOY S. PINSON
Co-Lead Researcher Co-Lead Researcher Co-Researcher
__________________________ _________________________ __________________________

JENNLYN L. PAGULAYAN JERICHO A. DUMENCEL ADRIAN B. BAUTISTA
Co-Researcher Co-Researcher Co-Researcher
_______________________ ___________________________ __________________________

REGIENA L. OTTOB DEXTER JAY M. ACOSTA JOHN CARLO B. DAGUIO
_______________________ _________________________ _________________________

JENNY ANN G. NGITTIT BRYAN B. REYES LUISITO BUCAHE
June 2022
Date Signed
Simanu National High School #BidaBEST_SNHS

306132@deped.gov.ph
09171523734
TABLE OF CONTENTS
Page
TITLE PAGE ······························································································ i
APPROVAL SHEET ···················································································· ii
DECLARATION OF ORIGINALITY ······························································· iii
TABLE OF CONTENTS ··········································································· iv-vi
ACKNOWLEDGEMENT ············································································· vii
DEDICATION ·························································································· viii
ABSTRACT·······························································································ix
CHAPTER 1—INTRODUCTION ································································ 1-9
 BACKGROUND OF THE STUDY ·················································· 1-4
 STATEMENT OF THE PROBLEM ················································· 4-5
 RESEARCH HYPOTHESIS ·························································· 5-6
 PARADIGM OF THE STUDY ······················································· 6-7
 SIGNIFICANCE OF THE STUDY ·················································· 7-8
 SCOPE AND DELIMITATION ······················································ 8-9
 DEFINITION OF TERMS······························································· 9
CHAPTER 2—REVIEW OF RELATED LITERATURE ······························· 10-28
 FOREIGN LITERATURE ·························································· 11-14
 LOCAL LITERATURE ····························································· 14-17
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 FOREIGN STUDY ·································································· 17-20
 LOCAL STUDY ····································································· 21-23
 CONCEPTUAL FRAMEWORK ·················································· 23-24
 THEORETICAL FRAMEWORK ················································· 24-26
 SYNTHESIS ·········································································· 26-28
CHAPTER 3—METHODOLOGY ···························································· 29-38
 RESEARCH DESIGN ·································································· 29
 LOCALE OF THE STUDY ························································ 29-30
 RESPONDENTS OF THE STUDY ··············································· 30-31
 RESEARCH INSTRUMENT & VALIDATION ······························· 31-34
 DATA GATHERING PROCEDURE················································· 35
 STATISTICAL STATEMENT ···················································· 36-38
CHAPTER 4—PRESENTATION, ANALYSIS & INTERPRETATION OF DATA ······· 39-57
 RESEARCH RESPONDENTS' DISTRIBUTION ·································· 39
 STUDENTS’ ACADEMIC PERFORMANCE ON MDL ························· 40
 IMPACTS OF PERCEIVED ACADEMIC STRESS ON STUDENTS ····· 41-51
 PERCEIVED STRESS LEVEL ···················································· 51-54
 DIFFERENCE OF PERCEIVED ACADEMIC STRESS AND IDENTIFIED
VARIABLES ········································································· 54-58
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CHAPTER 5—SUMMARY OF FINDINGS, CONCLUSION &
RECOMMENDATIONS ········································································· 59-66
 SUMMARY··········································································· 59-63
 CONCLUSION ······································································· 63-65
 RECOMMENDATION ································································· 65
 RECOMMENDATIONS ON POSSIBLE RESEARCH TO BE CONDUCTED
IN RELATION TO THE STUDY ····················································· 66
 BIBLIOGRAPHY ···································································· 67-71
APPENDICES ···················································································· 72-124
 RESEARCH PARTICIPATION LEGAL CONSENT FORM ···················· 72
 QUESTIONNAIRE ·································································· 73-76
 FIGURES & TABLES ·································································· 77
 SUMMARY OF DATA GATHERED ············································ 78-84
 GENERAL WEIGHTED AVERAGE ············································ 84-85
 LETTER TO THE PANELISTS ··················································· 86-89
 CURRICULUM VITAE ·························································· 90-104
 SAMPLE ANSWERED QUESTIONNAIRES ······························· 105-124
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ACKNOWLEDGEMENT
The researchers acknowledge with sincere appreciation and gratitude to all the assistance and
encouragement afforded them by the following persons without which this humble work
would not have found recognition and fulfillment and whom God used to show His divine
order for the success of this study:
Mrs. Ruby Anne A. Gammaru, our research adviser whom rendered her time, patience, and
consideration to the researchers. The researchers would like to thank her for unselfishly
sharing her thoughts, insights, expertise and sympathetic guidance on this work.
Mr. Eric R. Viggayan, PhD, Mrs. Leny R. Domigo, Mrs. Maureen B. Balabbo and Mr.
Jordan P. Bacani, for being the panelists during our research report presentation and oral
defense and whom gave us proficient recommendations in the improvement of this study.
Warmest and heartfelt thanks to our eighty-six(86)respondents from Simanu National High
School-SHS Department, whom shared their moments answering the survey questionnaire
even in pressured days of new normal mode of education for the completion of this study.
To those who were not mentioned but, in some ways, helped the researchers, thank you very
much. Eternal gratitude and adoration to the Lord, the source of blessings and wisdom, for
giving them the courage, the strength and perseverance, and for His heavenly guidance in the
accomplishment of this work. To Him be the glory, honor and power forever.
The Researchers
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DEDICATION
This study is dedicated to the following:
Family Members
Friends
GAS G12-Genesis & Exodus
Simanu National High School Administration
And
The Almighty Father
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ABSTRACT
Academic stress has been a common and inevitable effect of being a student, which
consequently affects learners’ health and performance. The presence of distance
learning in the Philippines made this phenomenon a topic of interest among academic
circles. Employing a descriptive-correlational method and adapted questionnaires, this
study investigated the impacts of perceived academic stress on senior high school
modular distance learning. A sample of eighty-six (86) senior students enrolled in
Simanu National High School were randomly selected as respondents through
stratification according to their grade level. It was found that moderate level of
academic stress made them experience tensed and painful body, sleeping problems,
and tiredness while they were under modular distance learning. On the other hand, it
encourages them to excel in their learning areas and do their modules well. A non-
significant difference between age, gender and grade level was found on the Perceived
Stress Scale. Younger, female and Grade 12 senior students were found to be more
academically stress than their counterparts. Results also revealed that the academic
stress of senior high school modular learners has no significant relationship on their
academic performance. Hence, students must have awareness on this phenomenon to
identify appropriate stress coping mechanisms.
Keywords: academic stress, senior high school, modular distance learning,
academic performance, stress coping mechanisms
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Chapter 1
INTRODUCTION
This chapter of the paper presents the problem and its setting. It includes the brief background,
paradigm, significance and why this study should be conducted.
Background of the Study
For the longest time, people assumed that the student population was the least affected
by any sort of stress or problems, believing that all they do is sit, write and learn, which is a
hoax presumption (Reddy et al, 2018). Stress is now understood as a lifestyle crisis (Masih &
Gulrez, 2006) affecting any individual regardless of their developmental stage (Banerjee &
Chatterjee, 2016). Among students, academic problems have been reported as the most
common source of stress that is a prevalent contributing factor to academic performance
(Emmanuel et al., 2014) which when at the right amount of level could produce satisfactory
performance(Kaplan & Sadock, 2000) whereas when perceived greatly or scantily could lead
to poor academic performance.
The advent of COVID-19 pandemic in the Philippines imposed significant challenges in its
educational system (Tria, 2020) as the country tried to adapt on the new normal of education
on all educational levels including senior high school program. Viewing on the state of
learning in the presence of COVID-19 pandemic, our country still experienced digital divide
that ushered new normal education modes.
Modular distance learning (MDL) is one of new normal learning modalities used by numerous
secondary schools in the Philippines. Llego(2020) defined modular distance learning as an
independent learning endeavor using self-learning modules(SLM), that follows most essential
learning competencies(MELCS) provided by the DepEd (Manlangit et al., 2020). It is a form
of asynchronous learning wherein students avail their module on printed and digital format
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provided by their teachers whom update and aide students’ academic endeavors via online
platforms limiting physical interactions prescribed by the health authorities. Nonetheless,
attaining basic quality education in this learning setup possessed great vulnerability of
academic-related stress among students specifically among those who belong to the SHS
program as it is new in the Philippine setting (Depaynos et al., 2021) and have not received
adequate study in the midst of distance learning implementation.
Modular distance learning implementation on Simanu National High School particularly in its
Senior High School department-imposed learners complains in finding hard to comprehend
verdant lessons embodied on core and specialized subjects. Adding the lack of modules’
intransitive discussion and scarcity of academic resources that constitute to the poor academic
performance of modular students amidst new normal education.
These stressful events are seen as students try to cope with the new system of education,
constantly stimulating their declined academic performance. Stressors as the sources or nature
of academic-related stress varied dependently between individual perceptions. According to
Auerbach and Grambling (as cited by Gavasan et al.,2020) stressors is the circumstances that
disrupt individuals’ daily functioning and cause people to make adjustments. On SHS modular
learners’ contexts, wide-scale adaption on learning schedules combined with personal
problems, triggered adverse impacts of stress on student’s academic performance.
Such students who are faced daily with the personal problems as well as academic endeavors
may experience stress that could affect their performance (Bernal, et al., 2018). Likewise,
study habits and lifestyle of students transited on modular distance learning contribute to their
academic stress and academic performance. Stress level that students experience is also
associated to various demographic variables and physical factors that they possessed (Nisa et
al., 2016).
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Previous research tried to successfully explained this phenomenon and revealed strong
correlation (Llego et al., n.d.) with high perceived academic stress and poor academic
performance of students at traditional classroom (Kotter et al., 2017). Perceived academic-
related stress can also be traced with student’s poor lifestyle (Bernal et al., 2017) that differ
from students age, gender, course and ethnic affiliation (Aspiras & Aspiras, 2014; Khan,
2013). However, some study rejected this correlation between perceived or severity of stress
level and academic performance whether on Grade 12 senior students at face-to-face
classes(Gavasan, et al., 2019), on senior high school students engaging on distance learning in
the country(Tus, 2021) or among foreign dental undergraduates(Lin et al., 2020) rejected this
presumption.
All of these conducted studies excluding Lin et al. (2020) and Tus (2021) were limited from
face-to-face classroom nature among college undergraduates and portions of SHS online
distance learners as basis in gauging the correlational impacts between perceived stress level
and students’ academic performance. Further, previous researchers failed to extend the scope
of demographic variables that primarily constitute to students’ academic-related stress. In
addition, the researchers attending educational institution, which is the research locale,
currently not carried any extensive research on this current phenomenon.
Hence, with all that said, this research wants to look and prove the relationship of stress and
student’s performance on higher secondary institutions specifically Senior High School (SHS)
modular learners. Further, identifying the impacts of stress on indicators and scrutinize the
difference of perceived academic stress level with demographic variables amidst new normal
education setup by developing concise and appropriate survey questionnaire.
Considering an urgent feasible and empirical research on this phenomenon might reveal
academic stress impacts in scholastic performance anchored on the perceived level manifest
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among senior students embarking on modular distance learning. It is important to assess how
they perceive stress and overall well-being impact. Thus, promoting awareness on themselves.
Ensuring that all students know what is their individual psychological and physical effects of
academic-related stress on their overall performance.
Therefore, the study aims to analyze the impacts of academic stress level with given
demographic variables in relation to its perceived effects among SHS students’ academic
performance that affects their daily welfare amidst new normal mode of education
implemented in the area—modular distance learning.
Statement of the Problem
The study aims to analyze the impacts of perceived academic stress on senior high school
modular learners of Simanu National school and its difference with their demographic
variables. The result of the study will serve as a basis on proposing adequate intervention for
the school’s administration possible stress reduction program. This will also contribute
research and knowledge on the relationship of between mental health and academic
achievement of senior students in the Philippines within the pace of distance education.
As the proponent stated the apprehension, bounds, discernment and goals why conduct this
kind of study, the research questions below will guide and help in discerning and achieving
the purpose and goal.
1. What are the demographic profile of Senior High School students in Simanu National High
School with respect to:
1.1. Age
1.2. Gender
1.3. Grade Level
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1.4. General Weighted Average (First Semester)
2. What are the dominant academic stress indicators(impacts) that SHS students perceived
under modular distance learning (MDL) in terms of:
2.1. Physical Indicators
2.2. Sleep Indicators
2.3. Behavior Indicators
2.4. Emotional Indicators
2.5. Personal Habits
3. What is the level of perceived academic stress among SHS modular learners?
4. Is there a significant difference on perceived academic stress level when SHS modular
learners are grouped on various age, gender and grade level brackets?
5. Is there a significant relationship between the level of perceived academic stress and SHS
students' academic performance under modular distance learning?
Research Hypothesis
A hypothesis is a prediction of the possible outcomes of a study (Fraenkel & Wallen, 2009).
The research investigators at the presented study formulated and framed the following null
hypotheses.
1. There is no significant difference on students perceived academic stress level when SHS
modular learners are grouped according to their age.
modular learners are grouped according to their gender.
modular learners are grouped according to their grade level.
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4. There is no significant relationship between the level of perceived academic stress on SHS
students' academic performance under modular distance learning.
Paradigm of the Study
Independent Variables Dependent Variable

1. Demographic Profile
▪ Age ▪ SNHS-SHS modular
▪ Gender learner's academic
▪ Grade Level performance
Perceived Academic
Stress Level ▪ Academic stress on
each indicator
Figure 1
The model explains that academic stress level play pivotal role in the performance, perception
of stressors and profile of students. The paradigm of the study shows the independent,
dependent and moderator variables. The independent variables that might influence students'
perceived stress level are their profile in terms of 1.1)age 1.2) gender and grade level. Also, as
moderator variable, perceived stress level might affect students’ academic performance and
perception on its detrimental impacts as they undergo modular distance learning.
This implies that students’ profile in terms of 1.1)age 1.2) gender and grade level, can have
difference perceived stress level that is independently related with students' academic
performance.
In an observational study concerning the influence of perceived academic stress level, Kotter
et al. (2017) found out that higher perceived academic-related stress predicts poor performance
among students. Study also showed that moderate stress level among students is statistically
associated to their socio-demographic variables and personal factors (Nisa et al., 2016). Thus,
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stress influence academic performance and is triggered by various students’ demographic
variables. The higher the student's stress level, the more deteriorating its impacts on their
academic performance.
Significance of the Study
The academic-related stress experienced by modular distance learning students affects their
academic performance and leads to a range of academic problems. The result of the study will
be significant in exploring the impacts of academic stress based from the academic
performance of learners and catalyze awareness towards the community.
SHS Students. Since they are the most vulnerable group from academic-related stress amidst
new normal education, students themselves can recognize the effects of perceived academic
stress and its impacts to their academic performance from this research study. The findings of
the study can be a spring board on improving learners possible coping mechanism skills
towards self-betterment.
Teachers. Persistent loads of modules trigger serious effect of academic stress. As the self-
learning modules publisher, teachers can reduce the level of academic loads among students
by smooth flow of activities and performance task among students resulting into high academic
performance and academic-related stress impacts depletion referring to the research findings.
Parents & Family Member. Due to COVID-19 pandemic SNHS-SHS students learn at home
likewise having more time with parents and other family members. Results of this study will
develop awareness of the importance of their role on helping them cope with academic stress
and setting appropriate environment suitable for students self-learning task. Moreover,
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rendering a helping hand and holistic support on learner’s accomplishment of given task
likewise dwindling academic stress adverse impacts.
School Administrator. Fluctuating concerns on modular learners emerge from over nine(9)
months of its implementation on school’s administration. Citing the adverse impacts of
perceived stress on students’ academic performance from research findings might cradle a
stress reduction program at school and developing more intervention across different grade
levels experiencing academic-related stress. Data gathered will serve as a guiding principle on
school counselor wide scope analysis regarding students’ psychological state since the study
will be conducted from SHS population compared to SNHS whole campus population
Researchers. The result of the study will serve as a motivation for the researchers to continue
in discovering and developing materials useful for the effective and efficient academic stress
reduction among students.
Future Researchers and Practitioners. This research can be a source of another study or can
be replicated using additional variables in another locale or setting, or with different
respondents. The findings of this study can also serve as a conceptual framework of another
research concerning academic stress.
Scope and Delimitation
This study aims to investigate the impacts of academic stress with diverse demographic
profiles and stress’ perception of Senior High School modular learners at Simanu National
High School that affects their academic performance. The perceived academic stress in our
study focuses on the personal and behavioral aspects of the students.
The respondents were only bonafide Simanu National High School SHS students, in which 86
out of 110 combined population of Grade 11 and Grade 12 were selected using Yamane’s
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formula and stratified random sampling generating 43 respondents each grade level. Due to
the current COVID-19 pandemic and with students prohibited from entering face-face classes,
there was a decreased in the sample size.
Moreover, the researchers requested and acquired the grades of the eleventh and twelfth
graders from first semester GWA (General Weighted Average) to identify their academic
performance. All of the selected participants claimed that they have experienced academic
stress. There were no parents involved in the study.
Definition of Terms
To further understand the research, the frequently used terms are defined operationally and
lexically.
▪ Academic Performance — the first semestral grade of the Grade 11 and Grade 12
respondents of the study.
▪ Academic Stress — is the feeling of burnout or hassle on academic-related
problems that had various sources and perceived effects on the modular learners.
▪ COVID-19 Pandemic — an infectious communicable disease currently at
pandemic level and halted the conduct of face-to-face classes in the Simanu
National High School.
▪ Modular Distance Learning — a distance learning modality used by the school
locale since the start of the pandemic, wherein students learn independently
through their modules.
▪ Senior High School (SHS) — the two-year curriculum implemented on the school
to follow the K-12 educational framework.
▪ Simanu National High School — the setting or locale of the study.
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Chapter 2
REVIEW OF RELATED LITERATURE
To increase the background and information, well insights, the researcher read and reviewed
related literatures and studies to achieve better course in the conduct of the study.
Foreign Literature
Every individual is face with daily problems and difficulties in life that consequently affects
their psychological health. Stress is a state of mental or emotional strain or suspense and it
affects individuals irrespective of the developmental stage (Banerjee & Chatterjee, 2012).
American Psychological Association (APA, 2022) define stress as the “physiological or
psychological response to internal or external stressors.” With the unstable shift in educational
framework, students are being prone to stress. Students perceive stress when they are
struggling on their academics and regard it as one of their major problems (Saqib & Rehman,
2018). One of the few types of stress among group of students as pervasive problem stressor
in countries, cultures, and ethnic groups (Wong et al., n.d. as cited by Xiao, 2013), is called
academic stress.
Aihie and Ohanaka (2019) define academic stress as an “unpleasant situations that occur due
to the many demands made on the students or learners in the form of examinations,
maintaining healthy and academic lives, competing with peers, meeting the academic
expectations of teachers and parents as well as own academic expectations.” When a stimulus
of academic stress is triggered, it can affect a students’ physical and mental well-being
(Ramadani et al, 2021).
Sources of Academic Stress
Academic stress is the product of a student inability to cope academic-related demands that
exceeds their adaptive resources and mental capability (Jeyasingh, 2022). It arises when
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academic related demands exceed to those available resources to an individual which he/she
adapts (Wilks, 2008). And this stress must not be overlooked as it negatively affects the general
adjustment of the students (Hussain et al., 2008). According to Wilks (2008) as cited by
Pompilus and Pompilus (2021), some of the main reasons for the stress on students are as
followed: academic stress due to fear of failure, lack of time management, financial
difficulties, lack of interactions with teachers, fear of failure of personal goals and objectives,
lack of social life, unable to adapt to school climate, and inability to form networks and
partnerships with either peers or educators.
Students also face social, emotional, physical and family problems that can affect their ability
to learn and their academic performance (Rogers & Yassin,2003). Also, it is commonly an
emotional imbalance that may arise due to several factors such as exams, assignments, papers
and projects, competitive nature in their courses of study, financial difficulties, and most
recently, the inability to cope or succeed in this new learning environment (Heissel, et al.,
2017). These factors are referred to as the stressors which alters the perception of stress.
Masih and Gulrez (2006) cited some factors affecting the level of academic stress among
students, this includes admission actions, the high parental standards, the tight schedule of
academic performance, the time of classes, the relationship between teachers and students, the
non-conducive physical environment of classrooms, the absence of healthy teacher-student
contact, the unreasonable discipline of school rules, punitive measurement physically, the
works of schools in unbalanced form, teaching and learning methodology, the different views
of teachers, emphasis on the weakness of student rather than their strong points.
Jeyansigh(2018) added that some of the causes of academic stress among adolescents where
do students belong are upcoming tests or exams, too much homework, lack of organization,
poor time management and sleep schedule, participating in class, lack of support, transitioning
to new environment and changes in routine.
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Dani and Singhai (2022) claimed that interest in studies, curriculum and teachers,
concentration, class environment, expression, study material, personal issues, health,
absenteeism, psychological factor, memory, emotional issues, and academic support system
are some of the factors affecting students’ academic stress.
Academic Stress in the New Normal of Education
Student are said to be prone to stress as they encounter a lot of stressors into their everyday
life such as living in a new environment (Blona, 2005), thought of an uncertain future (Veena
& Shastri, 2016) that students of today are facing with new challenges in education calling for
greater effort from students (Krishnan, 2013). With the widespread of COVID-19 pandemic
across countries, public health emergency was waved (Mahase, 2020) preventing students
engaging from face-to-face classes that further exposed students on new environment of
learning.
The new normal of education brought by the health crisis, threatened students especially on
those at developing stages to cope up on learning which eventually impacts their overall
performance. This is supported by Son et al. (2020) wherein the current health crisis constitutes
more stress on students which increases their inability to cope with severe stressful situations
or events or challenges like distance/online learning significantly. Chandra(2020) recommends
that students in the new normal of education must enhance their emotional intelligence to cope
with negative impacts of the current health crisis.
Impacts of Academic Stress
Academic-related stress on higher secondary and tertiary students have an impact on their
physical and mental health (Pascoe et al., 2020). Someone who experiences stress is more
prone to emotional changes and tends to be easily frustrated. Behaviorally, someone who
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experiences stress tends to be passive, nervous, avoids responsibility, and behaves
aggressively (Aryani, 2016). The physical symptoms include changes in diet, muscle pain, and
sleep disturbances (Rahmadani, 2014).
Pascoe, Hetrick and Parker (2020), identified that the stress felt by students has an effect on
their sleeping quality and quality. Inclined health issues, decrease in physical activities and
unhealthy lifestyle habits were also an impact of stress.
Students who experience academic stress show several behavioral symptoms such as being
easily moody, being apathetic, unhappy, tending to shut down, being aloof, experiencing
decreased achievement at school, engaging in aggressive and destructive behavior, anxiety,
restlessness, sleep disturbances, and changes in eating patterns (Ng, 2004). Anxiety, sleep
problems and interpersonal conflicts are asserted to students’ stress and academic performance
(Aihie & Ohanaka, 2019). Academic stress also increased suicidal ideation among students
(Ang & Huan, 2006).
Mishra (2017) cited that the academic stress that students feel were related to the decrease pf
their academic performance and success. In the contrary, academic stress had also a positive
impact on students’ performance (Rajni & Radhakanta, 2018 as cited by Hakim et al., 2021).
Therefore, it is worth to mentioned that stress when perceived positively, stress could boost an
individuals’ motivation to excel in chosen field of endeavor. Right amount of stress helps boost
student’s memory through “sharpening the mind and reflexes” whereas mild stress is
considered a contributing factor for “effective and efficient working” among learners (Jain &
Singhai, 2017), which in turn alleviate academic performance. This was supported by Kaplan
and Sadlock (2000) stating that stress when at the right amount or level, could produce
satisfactory performance. On the other hand, when stress is perceived excessively or
negatively it can lead to poor scholastic performance further affecting physical and mental
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health of students (Brobbey, 2020). Too much stress can cause physical and mental health
problems, low student self-esteem, and can also affect students’ academic performance (Niemi
& Vainiomaki, n.d.).
Similarly, the existence of mental health conditions such as depression, anxiety, and stress
have also been noted for their relationship to academic achievement (Moreira de Sousa et al.,
2018; Sharma & Pandey, 2017; Wyatt et al., 2017).
Students’ academic performance is a key characteristic of education (Rono 2013). Emmanuel
et al. (2004) asserted that stress is a contributing factor to academic performance. Academic
stress which is viewed as an effect of stressors had a direct impact on how students will carried
out tasks related on their education. Generally, it can be implied that perceived stress level
affects academic performance.
Academic Stress and Demographic Variables
Stress level that students experience is also associated to various demographic variables and
physical factors that they possessed (Nisa et al., 2016) like gender, type of school attended and
learner’s geographic location (Prabu, 2015).
Perceived stress was reported in some research, to vary among different sociodemographic
groups (Acharya, 2003; Pau et al., 2007; Polychronopoulou & Divaris, 2005, as cited by
Bedewy & Gabriel, 2015).Thus, literature has shown that there is a strong relationship between
the stress and students’ performance in consideration to their respective demographic variables
Local Literature
Olivo (2014) stated that there is stress fueled by fear, anger and a lot more significantly
increasing unique stressors. Also, it is additionally referred to by Espinosa (2018) that
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interminable trouble in dozing and powerlessness to center at work, school or in some other
part of life can be early indications of an approaching psychological sickness, and individuals
who encounter this are encouraged to see a specialist promptly.
According to Sunstar (2018) the academic stress of the high school students is divided into the
most essential element, which is known as the learning process. The performance of these
constituent acts as an important role in setting academic achievements which are associated to
what people value in experiencing stress since academic works or activities are inevitable in
the school setting. Even those who are rich, physically beautiful or happy may also experience
this kind of stress. Stress usually happens when there are too many homeworks, activities,
exam or quizzes to do. Stress can affect an emotional, physical and mental health especially
our behavior. In the field of education, the most common sources of stress that may lead to
fear and anxiety to students. Callaguas(2012) further identified that self, academics, parents
and teachers’ expectations are the most common source of academic stress among students.
Now that the education system in Philippines is continually developing, most likely, the
expectations upon student has increased and the standards set has been raised (Balatbat &
Dahilig, 2016). In order to follow the educational standards that being implemented on almost
all countries, the Philippine government decided to adapt the K-12 curriculum(Canero &
Biliran, 2016 as cited by Depaynos et al., 2021) which includes the senior high school(SHS)
program that added additional two years to the DepEd’s curriculum namely Grade 11 and
Grade 12. Over the six years of its implementation on the country, senior high school is
considered new in the Philippine setting which is one of the reasons why academic stress is
prevalent on this education program (Depaynos et al., 2021).
The advent of COVID-19 pandemic in the Philippines imposed significant challenges in its
educational system (Tria, 2020) as the country tried to adapt on the new normal of education
on all educational levels including senior high school program. The transition of traditional
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classroom to new normal learning and teaching process arose three learning modalities that
includes blended, distance and homeschooling (Betlen, 2021) which are being utilized of
numerous SHS program providers in the country.
Modular learning became the center of research topics aimed to measure its effects on the
academic performance of students in the Philippines. Betlen(2021) concluded that modular
distance learning approach significantly increased students’ academic achievement
particularly on Mathematics, English and Science learning areas. Dargo and Dimas (2021)
however, articulated that students’ academic performance have decreased as they embarked
on modular distance learning which are associated to limited interaction between learners and
teachers, and with the pile of learning activities incorporated in learners’ modules. They also
added that strengthening family bonding, asynchronous learning and cost-effectiveness are
some of the positive impacts of modular distance learning.
Numerous concerns emerge on academic stress of students in remote or distance learning
which had a significant impact on their academic performance and “subsequently their ability
to succeed in this new kind of environment” (Pompilus & Pompilus, 2021). Stress in this
context is present as students try to cope up with the various learning modalities’ challenges
and with the new environment emulated by the current health crisis. At this level, all students
are vulnerable to academic-related stress that affects their physical and mental health which
degrades their academic performance amidst the new normal of education. Nevertheless, its
impacts among individuals varied as others can endure the pressure brought by stress while it
can have a detrimental and adverse impacts on others (Pompilus & Pompilus, 2021).
Llego et al. (n.d.) pointed out that academic works are the most common source of stress of
the students. Aspiras and Aspiras (2014) further explained that perceived stress level of
students is affected by their demographic profiles like age, gender, ethnic affiliation and course
undertaken. However, Tus (2021) contradicted this assumption as mental health ailments like
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stress possessed no profound association with academic achievement but is highly detrimental
on the development of students.
Duque (2007) cited common effects of stress. These are insomnia, headaches, backaches,
constipation, diarrhea, high blood pressure, heart disease, depression and alcohol, tobacco or
drug use. He suggested doing the following: 1) After seeing the doctor, share your treatment
plan with people close to you. Talk with friends and relatives and explain what you are going
through; 2) If your doctor prescribed medication takes it exactly the way it is prescribed. Do
not stop taking your medication until you doctor tells you to stop doing so; 3) Keep all follow-
up appointments with your doctor; 4) Remember that it may take some time to start feeling
better; 5) If you experience side effects from any medication, tell your doctor; and 6) Seek
professional counseling.
In relation to the current COVID-19 pandemic, Rotas and Cahapay (2020) enumerated some
coping strategies of Filipino remote learners, this includes looking for good space and time,
borrowing learning resources, seeking support from peers, approaching the teachers,
practicing time management, doing learning tasks ahead, extending the time for learning tasks,
diverting attention, regulating the self, taking extra jobs, crying, and praying.
Foreign Study
The academic stress of stress of students was vastly explored by many researchers and reports
that it mainly affects their personal, emotional, physical and academic well-being(Hofericher
et al., 2014;Liu and Lu, 2011, 2011;Scrimin et al., 2015 as cited by Dani & Singhai, 2022).
Insufficient sleep is also a common impact of stress on students (Yasmin et al., 2020).
Previous foreign research indicates that academic-related stress can reduce academic
achievements, decrease motivation and increase the risk of school drop-out (Pascoe et al.,
2020).
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On higher secondary students amidst the COVID-19 pandemic, study revealed that they
experience moderate level of academic stress (Chawla & Agrawal, 2021; Ramadani et al.,
2021). The study also revealed that the ratio of stress among male students is higher in
comparison to female students and the students of government schools have lesser stress
compared to private school students. The education level of parents also affects the academic
stress and the students whose parents have literate level face higher stress than their
counterparts.
Academic researchers, however mainly focused on the effects of academic-related stress on
students’ academic achievement. In the study of 121 medical students from Hong Kong exhibit
high self-reported stress levels that were similarly related to poor academic performance
(Stewart et al., n.d.). Similarly, in an observational study of 456 German undergraduate
medical students, higher perceived academic-related stress was found to predict poor academic
performance (Kotter et al,2017). Also in the cross-sectional study of Lin et al. (2020) among
347 dental undergraduate students of Fuijan,China revealed a moderate level of stress although
stress level categorized by year was not significant, the sources of stress imposed greater
variance. Additionally, the study found out that there was no correlation between academic
performance and stress scores. In comparison studies involving medical students (Sohail,
2013) and secondary learners (Safree et al., 2010) implied high level of stress are associated
to poor academic performance indicating that the higher the academic stress, the lower the
academic achievement of students.
Khan (2013) on his research paper entitled “Effect of Perceived Academic Stress on Students’
Performance” claimed that age and current educational attainment had a direct impact on the
variance of perceived academic-related stress. Utilizing 150 university students from
Islamabad it showed a significant difference between junior and senior students’ academic
performance however, younger students’ academic stress recorded at higher rate than older
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students based on their age and Perceived Stress Scale (PSS) scores. The study further reported
that age and year level had a significant difference among the respondents whereas their age
and scores on beginning and end of semester does not.
Aafren et al. (2018) assert that stress students who’s unable to cope with stress might suffer
from academical and emotional breakdown. Employing online survey for 80 respondents
studying in different streams and specialties uncovered students' studying science stream had
a higher level of perceived stress than other streams. They also found out that students who is
in the state of depression and anxiety suffer from degradation on their academic performance.
Brobbey (2020) also assessed the impacts of academic stress on the academic performance of
100 business undergraduate at University of Cape Coast within the pace of distance learning.
The study concluded that students perceived stress as a big factor affecting their academic
achievement that leads to “absenteeism in class, reduces academic morale of students and
failure in completing assignments on time.” It also proved that academic stress has an inverse
relationship on student’s performance wherein as the stress increases, learners’ performance
decreases and vice versa.
The Organization for Economic Co-operation and Development (OECD,2015) recently
conducted a survey involving 72 countries and consisting of 540,000 student respondents aged
15–16 years. On average across OECD countries, 66% of students reported feeling stressed
about poor grades and 59% reported that they often worry that taking a test will be difficult.
The OECD further found that 55% of students feel very anxious about school testing, even
when they are well prepared. As many 37% of students reported feeling very tense when
studying, with girls consistently reporting greater anxiety relating to schoolwork compared to
boys (OECD, 2017). This data demonstrates that education and academic performance are a
significant source of stress to students (as cited by Pascoe et al., 2020).
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In the higher secondary institution, it is stated from the work of Qi and Wu (2004) that heavy
study tasks, difficult courses, unreasonable learning, ways including high standards could be
representing the stresses encountered by senior high school student.
Academic stress level on senior high school students are also associated on their demographic
characteristics. According to Prabu (2015) on her study entitled “A Study on Academic Stress
Among Higher Secondary Students,” manifested various impacts of academic stress. Utilizing
random sampling on 250 Grade 11 students of an India’s higher secondary school, it revealed
that senior student experienced moderate level of academic-related stress within a traditional
classroom having male; rural; and public-school students perceived elevated stress compared
to female; urban; and private school learners.
Husain et al. (2008) explored the level of academic stress and overall adjustment among Public
and Government high school students and also to see relationship between the two variables
academic stress and adjustments. Results indicated that magnitude of academic stress was
significantly higher among the public-school students whereas government school students
were significantly better in terms of their levels of adjustment. However, inverse but
significant relationships between academic stress and adjustment were found for both the
group of students and for each type of school.
The above findings demonstrate that academic-related stress of secondary and tertiary students
experience constitutes a major factor affecting their academic achievements. Students with
higher perceived stress are likely to have low academic achievements. Further proving the
claim of Suldo and Hardesty (2008) that students who becomes high achievers in their
academic, have a greater possibility to encounter stress due to their academic requirements
that they need to pass.
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Local Study
Extensive scholarly studies and researches on the Philippine context concluded to varying
levels of academic stress experienced mainly by senior high school students and college
undergraduates. Among senior high students on traditional learning method, studies generated
a moderate academic stress level(Gavasan et al., 2019; Desamparado et al., 2019; Tus, 2020;
Quing & Baudin, 2021; Conwi, 2021) whereas a low (Hukom & Madrigal,2020) and high
academic stress level(Depaynos et al., 2021) were recorded as they embark on distance
learning amidst COVID-19 pandemic.
To assess the correlational association of perceived academic stress and academic
performance, Bernal et al. (2018) utilized 124 third year college students from the Bonifacio
Campus of University of the Immaculate Concepcion and found that students were mostly
stressed out due to their lifestyle and perceived academic stress. High academic stress level
and academic performance were also found to be correlated and impacts each other.
Another study from Llego et al. (n.d.) who administered also an adopted version of Perceived
Stress Scale (PSS) among 35 nursing students of University of Luzon presented moderate level
of stress at academic works and strong correlation on students’ stress level and academic
performance.
In Senior High School level, Gavasan et al. (2019) gathered sufficient data from 200 Grade 12
students of Ateneo de Davao University, proving a non-significant relationship between
moderate perceived stress level and students’ academic performance categorized by five(5)
predominant strands based from Perceived Stress Scale(PSS) and Stress Indicator
Questionnaire(SIQ) scores of senior high school students.
Stress can also be associated to the students’ academic performance implicated by the
concurring health crisis (Tukayo, 2020). Tus (2021) recently conducted a study aimed on
drawing broader implications of stress, anxiety and depression level on Filipino senior high
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school students’ academic performance amidst the pandemic. The study utilized 259 Grade 11
and 12 distance learners from the public and private schools of Bulacan, Philippines enrolled
for S.Y. 2020-2021 as survey participants for Depression, Anxiety and Stress Scale (DASS-
21) questionnaire. The study reported that there is no significant association between the
moderate depression, anxiety and stress level of students in their academic performance.
However, higher depression, anxiety and stress level were recorded that impacts student’s
development.
Licayan et al. (2021) on their study conducted during the COVID-19 pandemic reported a high
level of academic stress but possessed no difference on sex, year level, course and number of
hours spent on modular distance learning.
Presuming that academic stress level are correlated to student’s demographic profiles,
Desamparado et al. (2019) assessed the stress level among Grade 12 students attending
Practical Research 2 core subject of Jagobiao National High School. Using rating scale
questionnaire, the study revealed that stimulus of stress level is correlated with gender, strand
and economic status of students.
Depaynos, Butala & Atompag (2021) further studied the Senior High School academic
strands’(i.e. GAS, STEM, HUMSS, and ABM) association to academic stress on Grade 12
learners of University of the Cordilleras(N=364). Statistical analysis revealed a high level of
perceived academic stress on all academic tracks. “Uncooperative groupmates, time limits,
and unreciprocated reviews” found to be the most common stressors. More importantly, the
study concluded that there is no significant relationship between academic stress and academic
strands.
Aspiras and Aspiras(2014) utilizing Perceived Stress Scale(PSS) gauged the effects of
academic stress among 65 sophomore Information Technology(IT) students of Quirino State
University Cabbaroguis Campus that showed academic performance of students is affected
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with their coping mechanism in a new environment and moderately perceived stress factors
had a significant difference when students are grouped according to their course, gender, age
and ethnic affiliation.
Licayan et al. (2021) in the contrary, discerned the association of demographic variables on
college undergraduates(N=327) undertaking modular distance learning in the midst of
COVID-19 pandemic. Results interpreted that respondent experience high level of academic
stress in times of health crisis. It was found that sex, year level, and number of hours spent on
modular learning has is not a predictor of academic stress level whereas college
undergraduate’s course showed a statistical difference. This can be implied that course
undertaken of the respondents had a profound impact on their stress perception.
Conceptual Framework
Input Process Output
Demographic Profile Printed Survey

of SHS Students Questionnaire Numerical data on
perceived effects,
a. Age Consent Form level and impacts of
b. Gender academic-related
c. Grade Level Data Gathering
stress among Senior
d. GWA Coding and Tallying
e. Specialized
High School modular
of Data learners' academic
Subjects
Analyzing and performance of
SNHS–SHS Modular Simanu National
Interpreting Data
Learners Stress High School
Perception
Figure 2
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The figure shows the conceptual framework of the study using Input-Process-Output (IPO)
Model. Canonizado (2020) explained that IPO model considers the insights of the other
researchers, their observations, and their findings about their educational research (as cited by
Alili, 2021).
In input, the researchers include demographic profiles of the research participants in terms of
current a.)age b.)gender c.) grade level d.)General Weighted Average (GWA) and specialized
subject being attended. Researchers wants to know the impacts of academic stress on various
stress indicators and scholastic performance of SNHS-SHS modular learners amidst new
normal education. In process, the researchers used printed version of survey questionnaire with
digital consent form to ethically gather data from the respondents. After gathering the data, the
researchers were able to undergo it on coding and statistical treatment stage. Lastly, the
expected outcome of this study is a numerical data on perceived effects, level and impacts of
academic-related stress among Senior High School modular learners' academic performance
of Simanu National High School.
Theoretical Framework
Cowie (1990) perceived theory to mean a formal set of interrelated concepts and propositions
that presents a systematic view of phenomena by specifying relations among variables with
the purpose of discussing and predicting phenomena.
Since stress is one of the most interesting, broad and mysterious subjects, its study is not only
limited to what happens to the body during a stressful situation, but also to what occurs in the
psyche of an individual. And with that we have three (4) psychological theories of stress
proposed by Lazarus & Folkman, James & Lange, Cannon & Brad, and Schachter & Singer.
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Lazarus and Folkman (1984) as cited by Brobbey (2020) explained that stress is a condition
or feeling that is felt when a person perceives that the demands exceed the personal and social
resources that the person can mobilize to manage the condition. This is also called the "coping
and transactional stress model." Therefore, the individual perception of the psychological
situation is the critical factor. According to Lazarus, the effects of stress on a person are based
more on the feeling of threat, vulnerability and ability to cope with that person than on the
stressful event itself.
According to Sincero (2010) she cited that James & Lange (1884) theory of stress is called
Theory of Emotion. Have separately proposed their respective theories on the correlation of
stress and emotion, but they had a unified idea on this relationship – emotions do not
immediately succeed the perception of the stressor or the stressful event; they become present
after the body’s response to the stress. For instance, when you see a growling dog, your heart
starts to race, your breath begins to go faster, then your eyes become wide open. According to
James and Lange, the feeling of fear or any other emotion only begins after you experience
these bodily changes. This means that the emotional behavior is not possible to occur unless
it is connected to one’s brain.
She also cited another theory of stress made discovered by Cannon and Bard which is called
The Emergency Theory. It states that emotion in response to stress can actually occur even
when the bodily changes are not present. Cannon said that the visceral or internal physiologic
response of one’s body is more slowly recognized by the brain as compared with its function
to release emotional response. That a lower brain stem structure called the thalamus is
important in the production of emotional responses. According to Bard, the emotional response
is released first, and then sent as signals by the thalamus to the brain cortex for the
interpretation alongside with the sending of signals to the sympathetic nervous system or SNS
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to begin the physiologic response to stress. Therefore, this theory argues that emotional
response to stress is not a product of the physiologic response; rather, they occur
simultaneously.
Schatchter-Singer Theory further stated that the appropriate identification of the emotion
requires both cognitive activity and emotional arousal in order to experience an emotion.
Attribution, or the process wherein the brain can identify the stress stimulus producing an
emotion. And that we become aware of the reason behind the emotional response, and when
we the reason is not obvious, we start to look for environmental clues for the proper
interpretation of the emotion to occur.
Synthesis
The review of literature on local and international scale proved that academic stress of students
had a significant impacts and association with the level of perceived academic stress in
consideration to their demographic variables.
According to Aihie and Ohanaka (2019) define academic stress unpleasant situations that
occur due to the many demands made on the students or learners in the form of examinations,
maintaining healthy and academic lives, competing with peers, meeting the academic
expectations of teachers and parents as well as own academic expectations
Some scholarly authors also emphasized that academic-related stress can reduce academic
performance among students as they engage on coping up within the challenges of their
environment.
As Blona (2005) pointed out, student is said to be prone to stress as they encounter a lot of
stressors into their everyday life such as living in a new environment, which the advent of
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COVID-19 pandemic imposed significant challenges educational system (Tria, 2020) that
forced students to adapt on it.
Literature has shown that stress mainly affect students’ physical, sleep, behavioral, emotional
health and personal habit (Aryani, 2016; Rahmadani, 2014; Pascoe et al., 2020; Aihie &
Ohanaka, 2019; Ang & Huan, 2006). Researchers also reported that different demographic
variables affect their level of perceived academic stress (Nisa et al., 2016; Prabu, 2015;
Bedewy & Gabriel, 2015; Ramadani et al., 2021).
With regards to performance of students on tertiary and senior high school learners who
perceived moderate stress level revealed no correlation at all (Lin et al., 2020; Tus, 2021;
Gavasan et al., 2019). Compared to moderate to high level perceived academic-related stress
that constitutes to poor academic performance among undergraduates and senior high school
learners before and within the presence of distance learning (Aafren et al.,2018; Brobbey,
2020; Bernal et al.,2018; Khan,2013; Safree et al., 2010; Kotter et al., 2017; Kotter et al., 2017;
Sohail, 2013). Nonetheless, level of perceived academic stress level has revealed a higher
adverse impact when students are grouped by academic and personal profile (Aspiras &
Aspiras, 2014; Desemparado et al., 2019; Khan, 2013; Prabu, 2015; Licayan et al., 2021).
Also, local authors in the country associate other contexts with the academic stress among
students.
Balabat and Dahilig(2016) asserted that as the education system in our country continuously
to foster that constitute to higher academic expectations among students. Senior high school
is considered new in the Philippine setting which is one of the reasons why academic stress is
prevalent on this education program (Depaynos et al., 2021)
According to Sunstar (2018) the academic stress of the high school students is divided into the
most essential element, which is known as the learning process.
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Gavasan, et al. (2019) and Tus (2021) on the other hand, neglected the claim of previous
researchers that academic-related stress are correlated with scholastic performance among
Filipino SHS students whether on traditional or distance mode of education.
Previous researchers utilized Grade 12 students and college undergraduates as research
respondents on both traditional and distance learning method to prove if there is a relationship
between higher educational institutions students’ academic stress and test the effect of
demographic variables on learner’s academic stress level.
This study used directly the Grade 11 and 12 modular learners as respondents of the study
together with their General Weighted Average for first semester to identify their academic
performance and modified questionnaires to gauge the impacts of perceived level of academic
stress anchored on their demographic variables amidst new normal education.
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Chapter 3
METHODOLOGY
This chapter presents the research methodology used in the study. It also describes the research
design, locale of the study, the selection of respondents, research instrument and validation,
data gathering procedure and statistical statement.
Research Design
This study employed descriptive-correlational research design on analyzing Senior High
School modular learners perceived academic stress. Creswell (2012) stated that descriptive-
correlational research is a study in which the researcher is primarily interested in describing
relationships among variables, without seeking to establish a casual connection.
Descriptive-correlational design was use to describe the phenomenon and determine the
extent the relation between the independent and dependent variables. The researchers
considered this method appropriate since the study attempted to describe the current academic
stress status of the participants accord on their respective demographic profiles and discern if
there is a significant relationship between modular distance learners’ academic performance
and level of perceived academic stress level.
Locale of the Study
The Senior High School Department of Simanu National High School served as the place of
the study and is located at Simanu Norte, San Pablo, Isabela.
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Simanu
National High
Figure 3: Vicinity Map
Respondents of the Study
For this study to have respondents, researchers made use Yamane’s (1967) formula to have
concise and precise free from error sample size.
where:
n — sample size
N — population size
e — level of precision
1 — constant value Yamane’s Formula
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Using e=0.05 as margin of error, researchers come up with 86 respondents out of 110
combined population of Grade 11 and Grade 12 from senior high school department that were
selected using stratified random sampling. Table 1 shows the distribution of the population
and sample size stratified according to grade level. Further, the researchers utilized MS Excel
random sampling function on each subgroup to complete the stipulated participants.
Table 1. Distribution of the Population and Sample Respondents by Grade Level

Grade Level Population Sample
Grade 11 61 43
Grade 12 49 43
Total 110 86
In total, 78% of SNHS-SHS students were the respondents of this study. The research
participants were only bonafide Simanu National High School Grade 11 and Grade 12 modular
learners of S.Y 2021-2022, undertaking the only strand presented by school’s administration,
General Academic Strand (GAS) that are taking the three (3) following specializations;
1.)Social Science 2.)Food & Beverage Services (FBS) 3.) Beauty Care. The study was
conducted from the months of February to May during the second semester period of the said
educational institution.
Research Instrument & Validation
In this quantitative research, the researchers used affective structured survey questionnaire to
convene the required data for the study. The researchers utilized two modified and adopted
questionnaire namely Stress Indicator Questionnaire (SIQ) & Perceived Stress Scale (PSS) to
gather necessary information about the participant's perceived academic stress amidst new
normal education. Thus, a 4-pages structured questionnaire were formulated anchored on
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objectives of the study. It is further validated by panel of experts using validation matrix to
identify the appropriateness of the questions and suitability to the research participants.
In Section I, the respondents were asked to furnish two subdivided sections to identify their
demographic profile that includes personal information, on the other segment are their
academic context induced with the strand and specialized subjects they belong in Senior High
School. To classify the students' academic performance, the ranges adopted from DepEd’s
GWA classifications for senior high school were used. The General Weighted Average for
first semester of the respondents were accessed from SHS class advisers were categorized from
the scale below:
Table 2. Classifications of Respondents’ GWA
GWA VERBAL INTERPRETATIO N

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
74 and below Did Not Meet Expectations
In Section II, significant measurement of student’s perception on stress were gauged using the
Adopted Perceived Stress Scale (PSS) developed by Cohen et al. (1983), using a five-point
Likert-type scale ranging from 0=Never, 1=Almost Never, 2=Sometimes, 3=Fairly Often to
4=Very Often). The reliability of Sheldon Cohen’s Perceived Stress Scale according to
different researchers is 0.78 (Cohen & Williamson, 1988), 0.89 (Roberti et al., 2006) and 0.83
(Gonzalez & Ladero, 2007). As prescribed by the researchers’ adviser, the positive is firstly
stated (i.e. 1, 2, 3 & 4) and negative statements follows (i.e. 5, 6, 7, 8, 9 & 10). PSS scores are
obtained by reversing responses to the four positively stated items 1, 2, 3, & 4 (i.e.0 = 4, 1 =
3, 2 = 2, 3 = 1, 4 = 0) and then summing across all scale items.
32 | P a g e
Table 3. PSS Positive and Negative Statements
Positive Statements (+) Negative Statements (-)
1 5
2 6
3 7
4 8
9
10
Individual scores on the PSS can range from 0 to 40 with higher scores indicating higher
perceived stress and lower scores indicating lower perceived stress at that particular point of
time.
Table 4. PSS Scores Interpretation

SCORES VERBAL INTERPRETATION
0-13 LOW STRESS
14-26 MODERATE STRESS
27-40 HIGH PERCEIVED STRESS
On the other hand, mean scores for Perceived Stress Scale(PSS) is important to know to what
extent the respondents are stressed. The mean scores’ interpretation are as follows:
Table 5. PSS Mean Scores Interpretation
MEAN SCORE INTERPRETATION
0-0.79 NEVER
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0.80-1.59 ALMOST NEVER
1.60-2.39 SOMETIMES
2.50-3.19 FAIRLY OFTEN
3.20-4.00 VERY OFTEN
In Section III, the Modified Stress Indicators Questionnaire (SIQ) were used to determine the
positive and negative impacts of perceived academic stress among modular learners. This
section requires the participants to identify the factors of stress that they encounter or
experience during the given period using the revised Likert-type questionnaire that includes
with a scale of 1(Never) to 5(Very Often). The researchers modified the scale for the
respondents to easily understand it as prescribed by their research adviser. Five (5) factors of
stress were chosen by the researchers as adapted to the Stress Indicator Questionnaire (The
Counseling Team International, n.d.). From a total of 72-items questionnaire, it was modified
into a 50-items having each indicators a 5 positive and 5 negative statements to ensure that an
equal distribution of academic stress impacts was followed. Further, the SIQ scores
interpretation were adjusted while following a good computational procedure. The total score
of each indicator will indicate its level or description about stress as follows:
Table 6: Adjusted SIQ Mean Scores Interpretation

MEAN SCORE DESCRIPTION INTERPRETATION
4.20-5.00 VERY OFTEN
3.40-4.19 FAIRLY OFTEN HIGH PERCEIVED STRESS
2.60-3.39 SOMETIMES
1.80-2.59 ALMOST NEVER MODERATE PERCEIVED STRESS
1.00-1.79 NEVER LOW PERCEIVED STRESS
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Data Gathering Procedure
In gathering data, printed research instrument was employed on each randomly selected
research participants. Pressed by the presence of COVID-19 pandemic, the researchers
reproduced the survey questionnaire for gathering sufficient data by following compulsory
mandated health protocols.
It consisted of modified and adopted likert-type research instrument to gather responses about
how Senior High School printed modular learners’ academic performance are impacted by
academic-related stress and other relating factors.
Anonymity of the participants is secured likewise with the information they provided. The
researcher also presented digital consent form amongst participants to ensure that ethical
norms of conducting research was complied.
The participants’ responses were checked and subjected to analysis. The data were coded and
tallied descriptively and inferentially.
In analyzing the impacts of academic stress for the quantifiable data, descriptive and inferential
statistics were used to tally numerical data. Descriptive statistics organizes and summarizes
the data in a form of numerical and graphical summaries whereas, inferential statistics draws
inferences about the relationship of two or more variables. Descriptive statistics were used in
this study to condensed the tallied data to a graphical and numerical context about the modular
learners' demographic profile and academic achievement while inferential statistics were
utilized as a medium of showing the relationship and differences between the relationship of
students’ academic performance and perceived level of academic stress further testing the
research' null hypotheses (Ho).
35 | P a g e
Statistical Statement
This study involves quantitative analysis, thus descriptive and inferential statistics is very
useful to come up with a credible and accurate results. The following statistical formulas were
used to process the data to get the answers to the research questions.
1.1. Frequency & Percentage Distribution
This treatment was used in this study to describe the demographic profiles of the respondents
pertaining to gender, age, specialized subjects and academic performance of SHS modular
learners.
f
P 100
N
where: P= percentage ; f= number of respondent’s answers ; N= Total number of respondents
1.2. Weighted Mean
Likewise, in order for the Modified Stress Indicators Questionnaire (SIQ) to work we need to
identify the mean perceived stress level of the randomly selected respondents on each category
(i.e. Physical, Sleep, Behavior, Emotional & Personal Indicators). It is calculated as follows:
x
 
N
where:
μ – population/sample size mean ; Σx – sum of x scores ; N – number of respondents
1.3. Standard Deviation
This was used to see the dispersion of data across age, gender and grade level groups according
to their PSS scores.
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∑(𝑥 − 𝜇)
𝜎=
𝑁
where: σ = population standard deviation; N = population size; xi = each value from the
population; μ = population mean
1.4. T-test of Independent Samples
T-test was used to statistically test if there is a significant difference on the perceived academic
stress level on students age, gender and grade level.
𝑀 + 𝑀
𝑆𝑆 + 𝑆𝑆 1 1
𝐷𝐹 𝑁 +𝑁
where: M=mean; SS=sum of squares; DF=degrees of freedom; N=population
1.5. Pearson-r Correlation Coefficient
Simultaneously, Pearson-r coefficient of correlation is present to measure the correlation
between the age and academic performance to stress level as numerical variables by analyzing
the degree or extent to which the variables fluctuate with reference to each other. The
following are the formula:

n( xy )  ( x)( y )
r
[n( x 2 )  (x) 2 ][n( y 2 )  (y ) 2 ]
where:
r – Pearson r correlation coefficient Σx/Σy – sum of x or y score

Σx²/Σy² – sum of squared x or y scores Σxy – sum of the products of paired scores
n – number of sample size
37 | P a g e
With that in hand, in order to determine the correlation between the independent and
dependent variables, the perceived stress level and academic performance, were
illustrated using the Pearson-r Correlation, one of some quantitative ways in order to
measure the strength of correlation that is indicated by the coefficient of r, which relied
on the following scale of interpretation adapted from Ahammmad (2016):
Table7: Pearson R Correlation Coefficient Interpretation
Size of Correlation Verbal Interpretation
0 - ±0.30 Negligible Correlation
±0.30 - ±0.50 Low Positive/Negative Correlation
±0.50 - ±0.70 Moderate Positive/Negative Correlation
±0.70 - ±0.90 High Positive/Negative Correlation
±0.90 - ±1.00 Very High Positive/Negative Correlation
38 | P a g e
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
In reporting the results, the researchers stay close to the statistical findings without drawing
broader implications or meaning from them. Further, this section includes summaries of the
data rather than the raw data (e.g., the actual scores for individuals). A results section includes
tables, figures, and detailed explanations about the statistical results.
3.1. Research Respondents’ Distribution

Table 1 and Figure 1, 2, & 3: Demographic Profile of the Respondents
Age Frequency Percentage Age
16-18 82 95%
19-21 4
19-21 4 5%
Total
16-18 84
86 100%
Mean Age=17.44
0 20 40 60 80 100
Gender Frequency Percentage Gender

43
Male 43 50% FEMALE
Female 43 50% MALE 43
Total 86 100% 0 5 10 15 20 25 30 35 40 45 50
Grade Level Frequency Percentage Grade Level
Grade 11 43 50% GRADE 12 43
Grade 12 43 50% GRADE 11 43
Total 86 100% 0 10 20 30 40 50
The table and figures above show the distribution of eighty-six(86) respondents’ demographic
profile with respect to various categories. It can be seen that majority of the respondents were
ages 16-18 comprising of 95% of the total population with a mean age of 17.44. It is also
noticeable that the sample have an equal number of respondents per gender and grade level of
SHS at 50% each. The total percentage of the sample from the population is 78%, which is
considered good.
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3.2. Students’ Academic Performance on Modular Distance Learning
Table 2 & Figure 4: Distribution of General Weighted Average for First Semester
VERBAL
GWA FREQUENCY PERCENTAGE
INTERPRETATION
90-100 Outstanding 39 45%
85-89 Very Satisfactory 22 26%
80-84 Satisfactory 19 22%
75-79 Fairly Satisfactory 6 7%
74 and below Did Not Meet 0 0%

Expectations
TOTAL 86 100%
Table 2 shows the academic

GWA(1ST SEMESTER)
performance of the 86 randomly
0%7%
selected SHS modular learners of
74-below Simanu National High School, wherein
22%
45% 75-79
80-84 45% of the participants have an
85-89
90-100 outstanding performance(90-100) and
26%
followed by a 26% of very satisfactory
performance(85-89); 22% of
respondents got a satisfactory performance(80-84) last semester and 7% whom garnered a
mark of fairly satisfactory(75-79). Also, the data indicates that there was no SHS student who
got a failing grade last semester. Hence, Betlen(2021) was right in her conclusion that modular
distance learning approach significantly increased students’ academic achievement or
performance.
40 | P a g e
3.3. Impacts of Perceived Academic Stress on Students
This study was set to analyze the impacts of perceived academic stress of senior high school
students under modular distance learning. The modified Stress Indicators Questionnaire(SIQ)
was divided into five(5) categories: Physical Indicators, Sleep Indicators, Behavioral
Indicators, Emotional Indicators and Personal Habit Indicators. Each indicator has 10
questions each composed of 5 positive and negative statements.
Table 3: Impacts of Academic Stress on the Physical Well-Being of Students Under Modular
Distance Learning
Physical Indicators Weighted Mean Interpretation
1. My body feels energetic

3.07 Sometimes
whenever I answer my modules.
2. I plan my meals for balance
nutrition since I entered modular 2.94 Sometimes
distance learning.
3. I don’t feel any health-related
complications like headaches, 2.97 Sometimes
ulcers or stomachaches.
4. I am physically active all the

3.14 Sometimes
time.
5. I don’t experience excessive

2.78 Sometimes
palpitations or short breathings.
6. My body feels tense all over after

3.16 Sometimes
completing sets of modules.
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7. I have a nervous sweat or sweaty
2.84 Sometimes
palms when writing activities.
8. I have severe or chronic lower
back pain from sitting my school

3.16 Sometimes
activities for a long period of
time.
9. Because of my busy schedule in
complying with my activities, I

3.03 Sometimes
miss at least two meals during
the week.
10. I spend less than 3 hours a week
getting vigorous physical
exercise (running, playing 2.91 Sometimes
basketball, tennis, swimming,
etc).
OVERALL MEAN 3.00 Sometimes
Table 3 shows the mean and interpretation of each statement regarding how academic stress
affects their physical well-being while they are on modular distance learning. Item number 6
and 8 as negative statements has the highest mean(3.16), which stated that they experienced
tense and painful body from doing their modules that are both connected to their stress level.
Item number 5 has the lowest mean(2.78) from respondents’ answer, stating that they don’t
experienced excessive palpitations or short breathings. The overall mean of Physical Indicators
in gauging the impacts of academic stress among senior high modular learners is 3.00 which
is described as sometimes. Rahmadani (2014) found that muscle pain or body ache was one of
the effects of academic-related stress on students.
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Table 4: Impacts of Academic Stress on the Sleeping Cycle of Students Under Modular
Distance Learning
Sleep Indicators Weighted Mean Interpretation
1. I complete 7-8 hours required

3.02 Sometimes
sleep for my age in a daily basis.
2. I sleep early in the evening
rather than late at night to 2.78 Sometimes
reserve more energy.
3. In order for me to complete a
sleeping cycle, I set a time to 2.85 Sometimes
sleep and wake.
4. I avoid drinking caffeine
products or exposing my eyes on

2.38 Almost Never
blue light for me to easily sleep
at night.
5. Even if I have problems, I still

2.95 Sometimes
get enough sleep.
6. I have trouble falling asleep
because I occasionally think of 3.30 Sometimes
my unfinished activities.
7. I take pills to get to sleep, which
my physician does not prescribe

1.83 Almost Never
when I was on face-to-face
classes.
8. I have nightmares or repeated

2.66 Sometimes
bad dreams.
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9. I wake up at least once in the
middle of the night for no 2.67 Sometimes
apparent reason.
10. No matter how much sleep at
night before completing school 3.13 Sometimes
activities, I awake feeling tired.
Table 4 presents the mean and interpretation of each SIQ’s statements regarding how academic
stress affects their sleeping cycle while they are on modular distance learning. Item number 6
as negative statements has the highest mean of 3.30, which stated that they have trouble falling
asleep because they occasionally think of their unfinished activities and followed by item
number 10, stating that they are always tired even how much they sleep with a mean of 3.13
which are both interpreted as sometimes. Item number 7 has the lowest mean(1.83) from the
respondents’ answer stating that they take pills to sleep. The overall mean of Sleep Indicators
in gauging the impacts of academic tress among senior high school modular learners is 2.76,
interpreted as sometimes. This is in lined with Yasmin, Khalil, and Mazhar’s (2020) research
study that stress on students under the COVID-19 pandemic causes them insufficient amount
of sleep. Pascoe, Hetrick and Parker (2020), further identified that the stress felt by students
has an effect on their sleeping quality and quality.
Table 5: Impacts of Academic Stress on the Behavior of Students Under Modular Distance
Learning
Behavior Indicators Weighted Mean Interpretation
1. I can handle stress

3.00 Sometimes
effectively.
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2. I maintain a good social
relationship even when I have 3.19 Sometimes
a lot of things to do.
3. I speak confidentiality with
people especially when my 3.29 Sometimes
teachers and friends.
4. I consult my friends or family
whenever I face problems 3.36 Sometimes
with my education.
5. Modular distance learning
encourages me to excel on my 3.43 Fairly Often
learning areas.
6. I try to answer my learning
activities while I’m eating 2.98 Sometimes
lunch.
7. I have to answer my modules

3.13 Sometimes
late in the evening.
8. After dinner I spend more
time answering my modules

3.33 Sometimes
alone rather than do talking
with my family or friends
9. I delayed complying with my

2.83 Sometimes
requirements at school.
10. At least once during the week

2.76 Sometimes
I have a shouting match with
45 | P a g e
a member of my family or
friends because of the
uncertainties of activities
combined with personal
problems.
Table 5 shows the mean and interpretation of each SIQ’s statements regarding how academic
stress affects their behavior while they are on modular distance learning. Item number 5 as
positive statement the highest mean of 3.43, which stated that modular distance learning
encouraged them to excel on their learning areas and followed by item number 4 with a mean
of 3.36 stating that they consulted their friends or family whenever they face problems with
education. Item number 10 has the lowest mean(2.76) stating that they have a shouting match
with a family member. The overall mean of Behavior Indicators in gauging the impacts of
academic tress among senior high school modular learners is 3.13, interpreted as sometimes.
Jain and Singhai (2017) mild or unfrequently-experienced stress is considered a contributing
factor for “effective and efficient working” among learners.
Table 6: Impacts of Academic Stress on the Emotions of Students Under Modular Distance
Learning
Emotional Indicators Weighted Mean Interpretation
1. I found the best way to deal
with my hassles and problem 2.99 Sometimes
in school.
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2. I face my problems with
3.29 Sometimes
courage and perseverance.
3. I do not compare myself to
others in terms of academic 3.31 Sometimes
performance.
4. I feel good about my own
performance in this new 3.19 Sometimes
normal education set-up.
5. I am optimistic about my
future even at modular 3.26 Sometimes
distance learning.
6. I feel anxious or frightened
about my educational
3.17 Sometimes
problems I can't really
describe.
7. I worry a lot in terms of my
education amidst the COVID- 3.26 Sometimes
19 pandemic.
8. I feel extremely sensitive and
irritable when I have lot of 3.05 Sometimes
activities to comply with.
9. I feel very tired and
disinterested in life especially 2.87 Sometimes
when modules come.
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10. I have felt so bad about pile of
learning activities I can’t

2.70 Sometimes
handle, that I thought of
hurting myself.
Table 6 presents the mean and interpretation of each SIQ’s statements regarding how academic
stress affects their emotions. Item number 3 has the highest mean of 3.31, which stated that
they don’t compare themselves to others in terms of academic performance and followed by
item number 2(3.29)stating that they faced their problems with courage and perseverance. Item
number 10 has the lowest mean of 2.70 which stated that they once thought of hurting
themselves because of the stress brought by their modules. The overall mean of Emotional
Indicators in gauging the impacts of academic tress among senior high school modular learners
is 3.11, interpreted as sometimes. Stress is then proved as a state of mental or emotional strain
or suspense and it affects individuals irrespective of the developmental stage (Banerjee &
Chatterjee, 2012). However, it is stated by other scholarly authors that academic-related stress
can have a positive impact on students on their emotions.
Table 7: Impacts of Academic Stress on the Personal Habits of Students Under Modular
Distance Learning
Personal Habit Indicators Weighted Mean Interpretation
1. I manage my time to
complete all of my
3.19 Sometimes
requirements across all
learning areas.
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2. I spend less than three hours a
week working on a hobby of

3.24 Sometimes
mine and have more time in
my modules.
3. I spend less than one hour a
week writing and answering 3.06 Sometimes
my learning activities.
4. I spend less than 30 minutes a
week talking casually with
my neighbors because it’s a 3.01 Sometimes
waste of time and I have too
many lessons to comply with.
5. I occasionally answer my
3.29 Sometimes
modules.
6. I procrastinate in completing
my school works and waste

2.92 Sometimes
my time surfing on the
internet.
7. I experience rushing a
module/s or certain 3.07 Sometimes
performance task/s of mine.
8. I easily forget things. 2.73 Sometimes
9. I lack time to read the lessons

2.93 Sometimes
embodied in my modules.
49 | P a g e
10. When I feel stressed about my
modules, it is difficult for me
to plan time and activities to 3.27 Sometimes
constructively release my
stress.
Table 7 shows the mean and interpretation of each SIQ’s statements regarding how academic
stress affects their personal habits while they are on modular distance learning. Item number
5 has the highest mean of 3.29 which stated that they occasionally answered their modules and
followed by item number 10(3.27) stating that it’s hard for them to plan their activities when
they feel stressed. Item number 8 has the lowest mean(2.73) which stated that they easily forgot
things. The overall mean of Personal Habit Indicators in gauging the impacts of academic tress
among senior high school modular learners is 3.07, interpreted as sometimes.
Table 8: Total Result of Stress Indicator Questionnaire(SIQ)
Stress Weighted
Description Interpretation Rank
Indicators Mean
Moderate Perceived
Physical 3 Sometimes 4
Stress
Moderate Perceived
Sleep 2.76 Sometimes 5
Stress
Moderate Perceived
Behavior 3.13 Sometimes 1
Stress
Moderate Perceived
Emotional 3.11 Sometimes 2
Stress
Moderate Perceived
Personal Habit 3.07 Sometimes 3
Stress
50 | P a g e
Table 8 summarizes the impacts of academic stress on students’ perspective on each indicator.
As shown, behavioral indicators got the highest weighted mean with 3.13 which is described
as sometimes and interpreted as moderate perceived stress. It is followed by emotional(3.11),
personal habit(3.07), physical(3) and sleep(2.76) which are all interpreted as moderate
perceived stress. It can be inferred that the SHS modular learners ‘sometimes’ experience
academic stress’ impacts on a weekly scale. Further, their behavior and emotions are the one
mostly affected by the moderate level of stress they are experiencing. Pascoe, Hetrick and
Parker (2020) pointed out that academic-related stress on higher secondary and tertiary
students have an impact on their physical and mental health. Gavasan et al., (2019) using also
the Stress Indicator Questionnaire also found that the senior high school students’ emotions
are one of the main areas where academic-related stress has the greatest impacts.
3.4. Perceived Stress Level
Table 9: Mean and Interpretation of Perceived Stress Scale
Perceived Stress Scales Mean Description
1.During the last semester, how
often have you felt confident

2.02 Sometimes
about your ability to handle
your personal problems?
2.During the last semester, how Sometimes
often have you felt that things 1.93
were going your way?
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often have you been able to 1.77
control irritations in your life?
often have you felt that you 1.94
were on top of things?
often have you been upset

2.07
because of something that
happened unexpectedly?
often have you felt that you

2.20
were unable to control the
important things in your life?
often have you felt nervous and 2.35
“stressed”?
often have you found that you

1.93
could not cope with all the
things that you had to do?
often have you been angered

1.94
because of things that were
outside of your control?
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often have you felt difficulties

2.03
were piling up so high that you
could not overcome them?
MEAN SCORE 20.19 Moderate Stress
Table 9 presents the mean and total scores of the perceived stress scale on each statement. It
reveals in the table above that majority of the items on the perceived stress factor scales of the
respondents described as “Sometimes” with an overall mean of 2.02. The data also shows that
all of the items are described as sometimes. The respondents sometimes felt confident to
handle their problems, sometimes felt things were going their way, sometimes controlled their
irritations in life, sometimes felt they are on top of things, sometimes felt upset of something
that happened unexpectedly, sometimes felt unable to control important things in life,
sometimes felt nervous and stressed, sometimes they found that they could not cope with all
the things they had to do, sometimes felt angry of the things that were outside of their control
and sometimes felt that things were piling up so high that they could not cope with it. Ng(2004)
referred that being easily moody, being apathetic, unhappy, tending to shut down, being aloof,
experiencing decreased achievement at school, engaging in aggressive and destructive
behavior, anxiety, restlessness, sleep disturbances, and changes in eating patterns are some of
the impacts of academic-related stress on students’ personal habit.
Further, item number 7 has the highest mean of 2.35 which stated that they are oftenly nervous
and stressed. Item number 3, on the other hand has the lowest mean(1.77) stating that they
could control their irritations in life. In the previous study of Aspiras and Aspiras (2014), using
the Perceived Stress Scale also showed that statement 7 has one of the highest mean when
53 | P a g e
surveyed on higher educational institutions. The overall mean score of the respondent is 20.19
which leads to the conclusion that they only perceived a moderate level of stress. Tus(2021)
in his study of Grade 11 and Grade 12 students’ stress revealed a moderate level of stress as
they undergo distance learning.
3.5. Differences of Perceived Academic Stress on Students’ Demographic Variables
Table 10: T-test of PSS Scores and Respondents’ Age
Age N M SS SD df tvalue tcritical p-value
16-18 82 20.29 874.98 3.29

84 1.3794 1.988 0.1714
19-21 4 18 10 1.83
Note: Significance level at α=0.05 at two-tailed test.
Table 10 shows the t-test of independent samples concerning the PSS scores of each age
group(i.e. 16-178 and 19-21). The inferential analysis conducted accepts the first null
hypothesis(i.e. there is no significant difference on student’s perceived stress level when SHS
modular learners are group according to their age). This is proved by the higher p-value of
0.1714 which is greater than α=0.05 and the t-value of 1.3794 that is lesser than t-critical value
of 1.988, managing to accept the first stated null hypothesis(Ho). It is supported by the existing
research conducted by Aihie and Ohanaka (2019) in Nigeria which revealed that perceived
academic stress level has no significant difference on younger and older students.
Younger senior students also scored higher(M=20.29, SD=3.29) on the perceived stress scale
than older senior students(M=18, SD=1.83). So, academic stress is higher on younger senior
students than older senior students. Khan and Kausar (2013) supported this finding indicating
that younger students are more stressed that older counterparts. Banerjee and Chatterjee
(2012) claimed that stress affects individuals irrespective of their developmental stage .
54 | P a g e
Table 11: T-test of PSS Scores and Respondents’ Gender
Gender N M SS SD df tvalue tcritical p-value
Male 43 19.7 355.1 2.91

84 1.3957 1.988 0.1664
Female 43 20.67 529.4 3.55
Table 11 shows the t-test of independent samples concerning the PSS scores of each gender
group. The inferential analysis conducted accepts the second null hypothesis(i.e. there is no
significant difference on student’s perceived stress level when SHS modular learners are group
according to their gender). This is proved by the higher p-value of 0.1664 which is greater than
α=0.05 and the t-value of 1.3957 that is lesser than t-critical value of 1.988, managing to
accept the first stated null hypothesis(Ho). It is supported by the existing research conducted
by Licayan et al. (2021) in the Philippines under the blender learning modality concluded that
regardless of the students’ gender, their perceived academic stress level was the same and has
no significant difference. Khan and Kausar(2013) in their study also revealed a non-significant
difference on male and female students’ PSS scores. However, Aihie and Ohanaka(2019)
revealed significant difference on the academic stress level of male and female students.
Female modular students also scored higher(M=20.67, SD=3.55) on the perceived stress scale
than male modular students(M=19.7, SD=2.91). So, academic stress is higher on female
modular students than male students. Calvarese (2015), Dhull and Kumari (2015), Ebrahim
(2016), Khan and Kausar (2013) and Saqib and Rehman(2018) all supported this finding
indicating that female students are more stressed that male students. Ramadani et al. (2021)
also found that students’ gender has no impacts on their academic stress while they were on
distance learning during the COVID-19 pandemic. On the other hand, Mayya et al. (2022) in
their study found that male students were more academically stressed than female students.
55 | P a g e
Table 12: T-test of PSS Scores and Respondents’ Grade Level
Grade Level N M SS SD df tvalue tcritical p-value
Grade 11 43 19.6 348.3 2.88

84 1.6696 1.988 0.0987
Grade 12 43 20.8 527.7 3.54
Table 12 shows the t-test of independent samples concerning the PSS scores of each gender
groups. The inferential analysis conducted accepts the third null hypothesis(i.e. there is no
significant difference on student’s perceived stress level when SHS modular learners are group
according to their grade level). This is proved by the higher p-value of 0.0987 which is greater
than α=0.05 and the t-value of 1.6696 that is lesser than t-critical value of 1.988, managing to
accept the first stated null hypothesis(Ho). The existing literature supports this claim. Licayan
et al. (2021) in their study revealed the same findings when students were grouped according
to their year level. Khan and Kausar(2013), in the other hand found a significant difference
between junior and senior students.
Grade 12 modular students also scored higher(M=20.8, SD=3.54) on the perceived stress scale
than Grade 11 modular students(M=19.6, SD=2.88). So, academic stress is higher on Grade
12 modular students than Grade 11 students. Mayya et al. (2022) conducted a study amidts
distance learning in India and revealed that Grade 12 students were more academically stressed
than Grade 11 students. These findings can be associated to Depaynos et al., (2021) wherein
they articulated that the Senior High School program is a great contributor on students’ stress
as it is new in the Philippine setting.
56 | P a g e
Table 13 & Figure 5: Pearson R Correlation Test of PSS Scores and Respondents’ Academic
Performance
Variables N df r-value t-value p-value Interpretation
PSS Scores 86 Negligible

84 0.2083 1.95220388 0.9728
GWA 86 Correlation
Note: Significance level at α=0.05 at 95% confidence interval.
Table 13 and Figure 5 shows a

35
30
negligible positive correlation
25 on students’ general weighted

PSS Scores
20 average and their perceived
15 stress scores due to a low r-
10 value of 0.05243. The analysis
5 accepts the last stated null

0 hypothesis(i.e. there is no
0 20 40 60 80 100 120
General Weighted Average
significant relationship
between the level of perceived academic stress on SHS students' academic performance under
modular distance learning). This is proved by a higher p-value of 0.9728 which is relatively
greater than α=0.05(p>0.05). It can be inferred that there is no statistically significant
relationship between the respondents’ academic performance and their level of perceived
academic stress. This means that regardless of their academic performance under modular
distance learning, the academic stress experienced by the students is moderate.
Gavasan et al. (2019) and Tus (2021) also found a negligible correlation on Filipino senior
high school students’ academic stress and their performance whether on traditional or distance
learning method. The study’s findings reject the common hypothesis that academic stress has
a relationship on students’ performance. It also indicated that the academic stress of students
57 | P a g e
inclined their academic performance while they were on modular distance learning. In relation
to that, Kaplan and Sadlock (2000) was right in their conclusion stress when at the right amount
or level, could produce satisfactory performance. It can infer that the modular distance learning
of the respondents increases their performance of (Betlen, 2021) albeit experiencing impacts
of perceived academic stress.
58 | P a g e
Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary, conclusions and recommendations of the study.
5.1. SUMMARY OF FINDINGS

This study was conducted to determine the relative relationship and impacts of academic-
related stress level on the performance and well-being of Senior High School modular learners
of Simanu National High School amidst new normal of education. The researchers further
attempted to test if significant relationship exists on the perceived academic stress level on
different age, gender, grade level and specialization brackets. The study was initiated after the
first semester of SNHS-SHS during the S.Y. 2021-2022. Particularly, this study attempted to
answer the following questions:
1. What is the demographic profile of Senior High School students in Simanu National
High School with respect to:
1.1. Age
1.2. Gender
1.3. Grade Level
1.4. General Weighted Average(First Semester)
2. What are the dominant academic stress indicators that SHS students perceived under
modular distance learning (MDL) in terms of:
2.1. Physical Indicators
2.2. Sleep Indicators
2.3. Behavior Indicators
2.4. Emotional Indicators
2.5. Personal Habits
59 | P a g e
3. What is the level and extent of perceived academic stress among SHS modular
learners?
4. Is there a significant relationship or association on perceived academic stress level
when SHS modular learners are grouped on various age, gender, grade level and specialization
brackets?
5. Is there a significant relationship between the level of perceived academic stress and
SHS students' academic performance under modular distance learning?
After the data were tabulated, analyzed and interpreted, the following findings emerged:
1. What is the demographic profile of Senior High School students in Simanu National
High School?
The respondents of this study were composed of 78% of the total 110 SNHS-SHS total
population. It is further subdivided below:
Age
The data gathered shows that 95% of the respondents were ages 16-18 while 5% of
them were 19-21 with a mean of 17.44. It was also revealed that younger students
experienced higher level of academic stress than their older counterpart.
Gender
The data gathered shows that 50% of the respondents were male while 50% of them
were female. This means that there was an equal distribution of the respondents in each
gender group.
Grade Level
This study utilized stratified random sampling based on the SHS modular learners’
grade level, hence there is an equal proportion of 50% on this category.
60 | P a g e
General Weighted Average(First Semester)
From the data acquired from the Grade 11 and Grade 12 advisers, it summarizes that
the respondents’ first semestral grades were composed of 45% outstanding(90-100)
performance, 26% very satisfactory, 22% satisfactory and 7% fairly satisfactory. It can
be inferred that the SHS students Simanu National High School have a high academic
performance even at modular distance learning.
2. What are the dominant academic stress indicators that SHS students perceived under
modular distance learning (MDL)?
Majority of the respondents perceived behavior indicators(3.13) as one main area
affected by their academic stress. It is followed by emotional(3.11), personal
habit(3.07), physical(3.00), and sleep(2.76) indicators which are all described as
sometimes and interpreted as moderate stress.
Physical Indicators
Most of SHS modular learners stated that due to academic stress, they
sometimes experience tense and painful body from doing their modules(3.16).
Sleep Indicators
Most of the respondents stated that due to academic stress, they sometimes have
trouble falling asleep because they occasionally think of their unfinished
activities(3.30)and they are always tired even how much they sleep(3.13).
Behavior Indicators
Majority of the respondents stated that stress oftenly encourages them to excel
on their learning areas while they are on modular distance learning (3.40) and
that they consult their friends or family whenever they face problems with
education(3.36).
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Emotional Indicators
Most of the respondents stated that even with the academic stress they are
experiencing, they don’t compare themselves to others in terms of academic
performance(3.31) and face their problems with courage and
perseverance(3.29).
Personal Habit Indicators
Majority of the students stated that they occasionally answer their
modules(3.29). However due to academic-related stress, it is hard for them to
plan their activities(3.27).
3. What is the level and extent of perceived academic stress among SHS modular
learners?
Based on the result of Perceived Stress Scale(PSS), SHS modular learners experienced
moderate level(20.19) of academic stress and all indicators were described as
sometimes(2.02).
4. Is there a significant difference on perceived academic stress level when SHS
modular learners are grouped on various age, gender and grade level brackets?
The t-test of independent samples conducted on the perceived academic stress level of
senior high school modular learners showed no significant difference between ages 16-
18 and 19-21, male and female, and Grade 11 and Grade 12 with the p-value(p< 0.1714,
p<0.1664, p<0.0987. The following findings also emerged:
Younger senior students scored higher(M=20.29, SD=3.29) on the perceived
stress scale than older senior students(M=18, SD=1.83).
Female modular students scored higher(M=20.67, SD=3.55) on the perceived
stress scale than male modular students(M=19.7, SD=2.91).
62 | P a g e
Grade 12 modular students scored higher(M=20.8, SD=3.54) on the perceived
stress scale than Grade 11 modular students(M=19.6, SD=2.88).
5. Is there a significant relationship between the level of perceived academic stress and
SHS students' academic performance under modular distance learning?
The Pearson-r Correlation Coefficient test conducted on the perceived academic stress
level or PSS score of SHS modular learners shows a non-significant and negligible
positive correlation on their perceived academic stress level with an r-value 0.2083 of
and a higher p-value of 0.9728 (p>0.05).
5.2. CONCLUSION
This portion gives meaning to your research and your results. The objective of the conclusion
section is to examine the results, determine whether they solve the research question, compare
them within themselves and to other results(from literature), explain and interpret them, and
then draw conclusions or derive generalizations, and make recommendations for applying the
results or for further research.
1. The researchers inferred that majority of the research respondents were younger
senior students(16-18) whereas male and female and Grade 11 and Grade 12 has
an equal distribution. Majority of the respondents were good on their academics.
2. The SHS modular learners perceived academic stress have a great impact and
effect on their behavior and emotions while they were on modular distance
learning. Personal habits, physical well-being and sleeping cycle were also
identified as lesser areas affected by the respondents’ academic stress.
3. It was found that moderate level of academic stress made them experienced tensed
and painful body, sleeping problems, and tiredness while they were under modular
63 | P a g e
distance learning. On the other hand, it encourages them to excel in their learning
areas and do their modules well.
4. The SHS modular learners of Simanu National High School sometimes
experienced moderate level of academic stress due to some stressful events that
occurred last semester.
5. The t-test of independent samples conducted on the perceived academic stress
level of senior high school modular learners between younger and senior students
showed no significant difference. Thus, respondent’s age has no effects on their
perception of academic-related stress. Hence, the null hypothesis is accepted.
6. Results showed that younger senior students were more academically stress than
older senior students.
level of senior high school modular learners between male and female students
showed no significant difference. Thus, respondent’s gender has no effects on
their perception of academic-related stress. Hence, the null hypothesis is accepted.
8. Results showed that female senior students were more academically stress than
male senior students.
level of senior high school modular learners between male and female students
showed no significant difference. Thus, respondent’s grade level has no effects on
their perception of academic-related stress. Hence, the null hypothesis is accepted.
10. Results showed that Grade 12 modular students were more academically stress
than Grade 11 modular students.
11. The SHS modular learners’ academic performance and perceived stress level
exhibited no significant relationship and negligible positive correlation. It can be
64 | P a g e
concluded that as the respondents’ academic performance increase, the perceived
academic stress level remains the same. Hence, academic stress has a positive
impact on modular students’ performance, thus the null hypothesis is accepted.
5.3. RECOMMENDATIONS
1. The Senior High School department of Simanu National High School should conduct
a wide-range academic stress analysis among SHS modular students to identify its
source and related variables that can associated into it to produce stress coping methods
in lessening the occurrence of their moderate perceived academic stress. The
researchers further recommend that they must focus on the individuals(i.e. female, 16-
18, and Grade 12) which were identified as more academically stress.
2. The emotions and behavior of students should be closely watched by their parents or
family members as they are the people whom they mostly interact at home due to
modular distance learning.
3. The SHS modular learners should consult their learning concerns to appropriate school
faculty and consult a physician when they encountered adverse effects of academic
stress to produce appropriate coping mechanisms.
4. The future researchers must furthermore develop the adapted and adopted research
instruments, increase the sample size, widen their scope and lessen their limitations to
generate a more precise and concise findings and conclusions. Also, they should test
the relationship of academic stress and performance on various SHS strands to explore
more connected variables amidst distance learning. Furthermore, they should conduct
the study on various school locale, students and environment.
65 | P a g e
RECOMMENDATIONS ON POSSIBLE RESEARCH TO BE CONDUCTED IN
RELATION TO THE STUDY
The recommendations in relation to the study are the following:
1. As classes gradually return to limited face-to-face, future researcher should study the
“Impacts of Limited Face-to-Face Learning in Students’ Academic Stress.”
2. Future researchers must also study the “Stressors of Senior High School Amidst
Modular Distance Learning: An Implication for GAS Education.”
66 | P a g e
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71 | P a g e
APPENDIX A
Research Participation Legal Consent Form
Dear Respondents,
Greetings, fellow senior high school students! We are the first group of Inquiries,
Investigations & Immersion. As a partial requirement of SHS curriculum we are required to
do a study on academic stress among SNHS-SHS modular learners entitled “Academic Stress
and Its Impact to Senior High School Learners in Modular Distance Learning.” We are
asking for your utmost voluntary participation on the said study. Your decision whether or not
to participate in this study is voluntary and will not affect your relationship with SNHS
institution.
If you opt to join the research study, you will be given a printed questionnaire at the data
collection phase of the study. Nevertheless, you can withdraw your consent and discontinue
participation at any time without prejudice. If you have any queries and response about the
study, please contact Ardent B. Bautista on his Messenger account. About the rights of
research participants or research related concerns, we are ensuring that all the responses given
by you will be kept confidential and use for academic purposes only. Additionally, for ethical
data gathering produce, kindly affix your name and signature on the next page.
To God all be the Glory!
Yours Truly,
The Researchers
72 | P a g e
APPENDIX B
Questionnaire
I. Respondent's Personal Information

Direction: Indicate and honestly tick(✓) the appropriate data that best suit your current status.
A. Demographic Profile
Name( Optional ):______________________ Age:___ Gender: Male Female
B. Academic Profile
Grade Level: Grade 11
Grade 12
II. Adopted Perceived Stress Scale(PSS)

Direction: The questions in this scale ask you about your feelings and thoughts during the last
semester. In each statement put a check(✓) that best describes how often you felt or thought a
certain way.
Almost Fairly Very

Never Sometimes
Statements Never Often Often
(0) (2)
(1) (3) (4)
During the last semester…
1. How often have you felt confident about
your ability to handle your personal
problems?
2. How often have you felt that things were
going your way?
3. How often have you been able to control
irritations in your life?
4. How often have you felt that you were on
top of things?
5. How often have you been upset because
of something that happened
unexpectedly?
6. How often have you felt that you were
unable to control the important things in
your life?
7. How often have you felt nervous and
“stressed”?
8. How often have you found that you could
not cope with all the things that you had
to do?
9. How often have you been angered
because of things that were outside of
your control?
10. How often have you felt difficulties were
piling up so high that you could not
overcome them?
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III. Modified Stress Indicator Questionnaire (SIQ)
Direction: This questionnaire will show how stress affects different parts of your life. Tick(✓)
to the response which best indicates how often you experience each stress indicator during a
typical week.
Scale:
5- Almost Always (on five days a week)
4- Most of the time (on three days a week)
3- Some of the time (on one and one-half days a week)
2- Almost never (less than two hours a week)
1-Never
PHYSICAL INDICATORS: How often would you say:
Almost Fairly Very

Never Sometimes
(1) (3)
(2) (4) (5)
1. My body feels energetic whenever I answer my
modules.
2. I plan my meals for balance nutrition since I entered
modular distance learning.
3. I don’t feel any health-related complications like
headaches, ulcers or stomachaches.
4. I am physically active all the time.
5. I don’t experience excessive palpitations or short
breathings.
6. My body feels tense all over after completing sets of
modules.
7. I have a nervous sweat or sweaty palms when writing
activities.
8. I have severe or chronic lower back pain from sitting
my school activities for a long period of time.
9. Because of my busy schedule in complying with my
activities, I miss at least two meals during the week.
10. I spend less than 3 hours a week getting vigorous
physical exercise (running, playing basketball,
tennis, swimming, etc).
SLEEP INDICATORS: How often would you say:
Almost Fairly Very

Never Sometimes
(1) (3)
(2) (4) (5)
1. I complete 7-8 hours required sleep for my age in a
daily basis.
2. I sleep early in the evening rather than late at night
to reserve more energy.
3. In order for me to complete a sleeping cycle, I set a
time to sleep and wake.
74 | P a g e
4. I avoid drinking caffeine products or exposing my
eyes on blue light for me to easily sleep at night.
5. Even if I have problems, I still get enough sleep.
6. I have trouble falling asleep because I occasionally
think of my unfinished activities.
7. I take pills to get to sleep, which my physician does
not prescribe when I was on face-to-face classes.
8. I have nightmares or repeated bad dreams.
9. I wake up at least once in the middle of the night for
no apparent reason.
10. No matter how much sleep at night before
completing school activities, I awake feeling tired.
BEHAVIOR INDICATORS: How often would you say:
Almost Fairly Very

Never Sometimes
(1) (3)
(2) (4) (5)
1. I can handle stress effectively.
2. I maintain a good social relationship even when I
have a lot of things to do.
3. I speak confidentiality with people especially when
my teachers and friends.
4. I consult my friends or family whenever I face
problems with my education.
5. Modular distance learning encourages me to excel on
my learning areas.
6. I try to answer my learning activities while I’m
eating lunch.
7. I have to answer my modules late in the evening.
8. After dinner I spend more time answering my
modules alone rather than do talking with my family
or friends
9. I delayed complying with my requirements at school.
10. At least once during the week I have a shouting
match with a member of my family or friends
because of the uncertainties of activities combined
with personal problems.
EMOTIONAL INDICATORS: How often would you say:
Almost Fairly Very

Never Sometimes
(1) (3)
(2) (4) (5)
1. I found the best way to deal with my hassles and
problem in school.
2. I face my problems with courage and perseverance.
3. I do not compare myself to others in terms of
academic performance.
75 | P a g e
4. I feel good about my own performance in this new
normal education set-up.
5. I am optimistic about my future even at modular
distance learning.
6. I feel anxious or frightened about my educational
problems I can't really describe.
7. I worry a lot in terms of my education amidst the
COVID-19 pandemic.
8. I feel extremely sensitive and irritable when I have
lot of activities to comply with.
9. I feel very tired and disinterested in life especially
when modules come.
10. I have felt so bad about pile of learning activities I
can’t handle, that I thought of hurting myself.
PERSONAL HABIT INDICATORS: How often would you say:
Almost Fairly Very

Never Sometimes
(1) (3)
(2) (4) (5)
1. I manage my time to complete all of my
requirements across all learning areas.
2. I spend less than three hours a week working on a
hobby of mine and have more time in my modules.
3. I spend less than one hour a week writing and
answering my learning activities.
4. I spend less than 30 minutes a week talking casually
with my neighbors because it’s a waste of time and
I have too many lessons to comply with.
5. I occasionally answer my modules.
6. I procrastinate in completing my school works and
waste my time surfing on the internet.
7. I experience rushing a module/s or certain
performance task/s of mine.
8. I easily forget thungs.
9. I lack time to read the lessons embodied in my
modules.
10. When I feel stressed about my modules, it is
difficult for me to plan time and activities to
constructively release my stress.
76 | P a g e
APPENDIX C
Figures & Tables
Figure Page
Title Chapter
No.
1 Paradigm of the Study 1 6
2 Conceptual Framework 2 23
3 Vicinity Map 3 30
1 Demographic Profile of the Respondents 4 39
4 Distribution of General Weighted Average for First Semester 4 40
5 Pearson R Correlation Test of PSS Scores and Respondents’ 4 57
Academic Performance
Table Title Page

Chapter
No.
1 Distribution of the Population and Sample Respondents by Grade 3 31
Level
2 Classifications of Respondents’ GWA 3 32
3 PSS Positive & Negative Statements 3 33
4 PSS Score Interpretation 3 33
PSS Mean Scores Interpretation 3 33-34
5 Adjusted SIQ Mean Scores Interpretation 3 34
6 Pearson R Correlation Interpretation 3 38
2 Distribution of General Weighted Average for First Semester 4 40
3 Effects of Academic Stress on the Physical Well-Being of Students 4 41-42
Under Modular Distance Learning
4 Effects of Academic Stress on the Sleeping Cycle of Students 4 43-44
Under Modular Distance Learning
5 Effects of Academic Stress on the Behavior of Students Under 4 44-46
Modular Distance Learning
6 Effects of Academic Stress on the Emotions of Students Under 4 46-48
7 Effects of Academic Stress on the Personal Habit of Students Under 4 48-50
8 Total Result of Stress Indicator Questionnaire(SIQ) 4 50
9 Mean and Interpretation of Perceived Stress Scale 4 51-53
10 T-Test of PSS Scores and Respondents’ Age 4 54
11 T-Test on PSS Score and Respondents’ Gender 4 55
12 T-Test on PSS Score and Respondents’ Grade Level 4 56
13 Pearson R Correlation Test of PSS Scores and Respondents’ 4 56
Academic Performance
77 | P a g e
APPENDIX D
Summary of Data Gathered
Perceived Stress Scale

No. of Items
No. of TOTAL
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Respondents
1 1 3 3 2 3 2 3 2 2 3 24
2 1 1 1 2 2 2 4 3 3 3 22
3 2 3 1 2 1 2 0 2 1 3 17
4 1 2 2 1 2 2 2 3 3 0 18
5 3 1 2 1 2 2 3 4 1 1 20
6 2 1 0 2 2 3 2 2 3 1 18
7 1 2 2 1 2 2 2 3 2 1 18
8 2 2 1 2 3 4 4 0 0 1 19
9 3 2 2 2 2 3 4 2 2 3 25
10 2 2 0 1 3 2 3 2 0 0 15
11 2 2 3 1 2 2 1 2 2 1 18
12 3 4 3 2 2 2 1 2 3 4 26
13 2 0 1 0 2 2 4 3 1 1 16
14 1 2 1 2 2 2 2 2 2 2 18
15 2 2 1 2 4 1 4 0 2 2 20
16 2 1 1 3 2 3 3 3 2 1 21
17 1 2 2 2 2 2 3 2 2 3 21
18 2 1 2 4 2 2 4 2 2 2 23
19 2 2 1 2 2 2 2 2 3 2 20
20 2 3 1 2 1 2 0 2 1 3 17
21 1 2 1 2 2 2 2 2 2 2 18
22 2 2 2 1 2 2 3 1 2 2 19
23 2 3 1 2 2 2 2 2 2 1 19
24 2 2 2 2 2 2 2 2 3 2 21
25 2 0 3 2 0 4 2 1 2 4 20
26 2 2 1 2 3 1 2 2 2 3 20
27 0 2 2 2 2 3 4 3 2 2 22
28 2 2 1 2 2 3 3 2 2 3 22
29 2 2 4 2 2 2 3 3 2 2 24
30 2 2 1 2 3 3 2 2 2 2 21
31 2 1 0 1 2 3 4 3 3 3 22
32 4 2 1 3 2 2 2 3 4 2 25
33 2 3 2 1 2 2 3 2 3 1 21
34 2 1 3 2 2 2 2 2 2 3 21
35 2 1 2 0 2 2 2 1 0 1 13
36 2 1 2 2 1 2 3 2 1 0 16
37 2 1 1 1 2 2 3 0 1 3 16
38 2 2 2 0 2 2 1 1 2 2 16
39 3 1 4 3 3 2 2 3 2 2 25
40 2 1 2 2 3 2 3 2 2 2 21
41 2 2 1 3 2 2 3 2 3 1 21
42 2 2 2 2 2 2 4 2 3 3 24
43 2 2 1 3 2 1 1 2 1 2 17
44 3 3 2 2 4 4 4 2 2 3 29
45 2 2 3 2 1 2 3 3 2 3 23
46 2 1 0 1 3 2 1 2 1 2 15
47 4 4 4 4 0 0 0 0 0 0 16
48 1 2 2 3 3 2 3 2 2 1 21
49 2 2 2 4 3 1 1 2 1 2 20
50 2 2 2 2 1 2 2 1 1 1 16
51 2 1 2 2 1 2 1 2 2 2 17
52 2 1 2 1 4 2 4 2 2 2 22
53 1 2 1 2 2 2 2 2 2 2 18
54 4 3 2 3 2 2 2 1 1 2 22
55 2 2 2 2 3 3 3 2 3 3 25
56 2 2 2 3 2 2 2 1 2 2 20
57 1 2 1 2 1 2 2 1 2 2 16
58 2 3 1 2 0 4 2 2 3 1 20
59 1 2 2 2 2 3 2 2 3 3 22
60 2 2 2 2 2 3 2 2 2 3 22
61 1 2 2 2 4 3 3 2 4 3 26
62 2 2 1 2 3 2 4 3 3 3 25
63 1 2 1 1 2 3 2 3 2 3 20
64 2 2 1 2 3 3 2 2 2 2 21
65 2 2 1 2 2 2 3 2 2 2 20
66 2 2 2 4 0 1 2 3 2 3 21
67 2 1 2 1 3 3 3 4 3 4 26
68 3 1 2 2 3 2 2 1 2 2 20
69 3 3 3 3 1 1 1 1 1 1 18
70 1 2 2 3 2 2 3 3 2 1 21
71 0 2 1 3 4 4 4 4 4 4 30
72 1 1 2 1 4 2 3 2 2 4 22
73 2 2 2 2 2 2 2 3 2 3 22
74 2 2 2 1 1 2 1 2 2 2 17
75 3 2 3 2 2 2 1 2 1 1 19
76 2 2 2 1 1 2 2 1 2 1 16
77 2 1 2 3 2 2 2 2 3 1 20
78 2 2 3 2 3 1 2 0 4 3 22
79 4 3 2 1 0 3 2 1 0 0 16
80 3 2 4 1 2 1 4 0 2 4 23
81 4 3 2 1 0 3 2 1 0 0 16
82 2 3 1 2 1 2 0 2 1 3 17
83 2 3 1 2 1 2 0 2 1 3 17
78 | P a g e
84 2 0 2 2 2 2 4 2 2 1 19
85 4 3 2 1 4 3 2 1 0 0 20
86 2 3 1 3 2 2 1 0 2 2 18
TOTAL 1736
MEAN SCORE 2.02
INTERPRETATION Moderate Perceived Stress/Sometimes
Stress Indicator Questionnaire(Physical Indicator)

No. of Items
No. of TOTAL
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Respondents
1 4 3 4 3 4 3 1 3 3 1 29
2 4 3 2 3 1 4 3 3 2 3 28
3 2 3 4 3 3 2 4 2 3 3 29
4 3 4 3 5 3 4 3 4 3 1 33
5 3 3 3 2 2 1 4 3 2 3 26
6 4 3 3 4 3 4 3 3 3 2 32
7 3 4 3 5 3 4 3 4 3 1 33
8 5 4 1 5 1 2 1 1 3 3 26
9 1 2 3 4 5 3 4 5 4 4 35
10 1 2 3 2 3 2 1 2 3 2 21
11 2 2 2 3 2 3 3 2 2 2 23
12 2 2 3 4 5 4 4 3 3 3 33
13 3 3 3 2 3 4 4 3 2 3 30
14 5 4 2 4 5 5 2 3 3 3 36
15 4 4 3 4 3 4 1 5 4 1 33
16 5 3 3 4 2 3 3 4 3 5 35
17 5 4 3 4 3 4 4 4 3 3 37
18 5 1 3 3 1 4 2 3 1 1 24
19 3 4 2 3 1 2 2 2 2 3 24
20 2 3 4 3 3 2 4 2 3 3 29
21 3 4 2 4 5 5 2 3 3 3 34
22 3 3 4 4 3 3 3 4 3 2 32
23 4 3 2 3 2 3 2 3 3 3 28
24 3 2 2 3 2 3 3 2 3 2 25
25 5 3 1 3 4 5 5 4 3 5 38
26 3 4 4 2 3 4 3 3 3 4 33
27 3 3 3 4 2 5 1 4 4 2 31
28 3 3 3 3 2 3 4 4 3 3 31
29 4 4 1 3 1 4 5 5 5 2 34
30 3 2 2 3 3 4 2 4 4 4 31
31 4 3 3 3 1 1 3 4 2 3 27
32 3 3 5 4 3 2 2 2 4 3 31
33 3 1 2 2 3 3 3 4 2 3 26
34 4 3 2 3 2 3 3 3 3 4 30
35 3 3 4 3 2 2 3 3 3 3 29
36 3 4 3 2 3 4 5 3 3 3 33
37 4 3 3 3 1 2 5 3 3 2 29
38 4 4 1 3 1 4 5 5 3 2 32
39 2 4 2 3 3 3 1 3 4 2 27
40 1 2 3 3 3 3 3 2 4 3 27
41 3 3 4 3 4 3 3 3 2 3 31
42 4 4 3 4 3 3 4 2 3 3 33
43 2 3 4 3 3 2 3 2 3 4 29
44 2 1 2 3 3 3 5 4 3 5 31
45 3 2 2 2 1 2 4 4 2 2 24
46 3 2 4 2 4 3 3 2 3 3 29
47 1 2 3 4 5 5 4 3 2 1 30
48 3 3 3 2 2 3 3 3 2 4 28
49 3 3 3 3 3 3 3 3 3 3 30
50 3 3 3 3 1 1 3 2 3 2 24
51 3 1 5 2 4 4 2 4 3 2 30
52 4 3 2 3 1 3 1 3 5 3 28
53 5 4 2 4 5 5 2 3 3 3 36
54 2 2 3 2 3 2 2 3 3 3 25
55 4 3 4 5 3 4 3 4 3 2 35
56 3 3 2 3 3 3 2 2 3 3 27
57 3 4 1 3 1 4 4 3 1 3 27
58 3 2 4 2 3 3 2 4 3 3 29
59 5 3 3 4 4 4 3 5 4 3 38
60 3 4 3 3 3 3 1 4 3 3 30
61 3 3 3 3 4 3 2 4 3 2 30
62 5 3 1 3 3 3 2 4 5 2 31
63 3 4 3 3 3 3 5 4 3 4 35
64 3 2 2 3 3 4 2 4 4 4 31
65 4 4 3 3 3 3 3 3 3 3 32
66 1 3 3 3 4 3 1 3 3 4 28
67 3 2 1 3 1 3 1 1 3 1 19
68 2 2 1 2 3 3 2 2 2 2 21
69 3 2 4 2 3 2 3 2 2 2 25
70 4 4 5 5 3 3 3 4 3 3 37
71 5 3 4 1 1 5 3 5 5 5 37
72 3 2 4 4 1 2 3 3 1 4 27
73 3 3 3 3 3 4 4 3 3 3 32
74 3 3 3 3 3 3 4 4 4 3 33
75 3 2 4 3 3 3 3 4 4 5 34
76 2 3 4 3 3 3 2 1 3 3 27
77 3 4 5 5 3 3 3 3 3 3 35
78 3 3 3 3 5 3 3 5 3 2 33
79 1 3 1 3 3 2 1 3 3 3 23
80 1 3 5 2 3 5 2 1 2 4 28
81 1 3 4 3 3 3 3 3 4 5 32
82 2 3 4 3 3 2 4 2 3 3 29
79 | P a g e
83 2 3 4 3 3 2 2 3 4 3 29
84 3 3 3 2 4 3 3 3 4 3 31
85 2 3 5 3 3 3 3 3 4 4 33
86 3 3 4 5 1 3 1 3 3 4 30
TOTAL 2580
MEAN SCORE 3.00
INTERPRETATION Sometimes
Stress Indicator Questionnaire(Sleep Indicator)

No. of Items
No. of TOTAL
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Respondents
1 3 4 5 3 4 3 1 5 5 5 38
2 4 2 2 3 4 2 1 2 3 3 26
3 2 2 3 3 2 4 3 3 2 1 25
4 4 3 4 1 3 4 1 1 3 3 27
5 1 2 3 4 5 2 1 3 1 1 23
6 4 3 3 3 3 3 2 3 3 4 31
7 4 3 4 1 3 4 1 1 3 3 27
8 3 3 3 3 2 3 1 1 1 1 21
9 3 3 3 1 4 3 3 4 4 4 32
10 2 1 3 1 2 3 2 3 1 3 21
11 2 2 2 3 3 3 2 4 4 4 29
12 3 3 3 1 4 5 4 3 3 3 32
13 2 2 5 2 3 5 1 5 4 4 33
14 3 3 3 1 3 3 1 2 1 3 23
15 3 2 4 5 3 5 1 1 1 3 28
16 5 3 2 3 4 3 2 2 3 4 31
17 4 4 3 1 3 3 1 3 3 3 28
18 5 3 1 3 2 3 1 1 1 3 23
19 4 5 4 2 3 2 1 1 1 2 25
20 2 2 3 3 2 4 3 3 2 1 25
21 3 3 3 1 3 3 1 2 1 3 23
22 3 3 3 3 4 3 3 4 3 3 32
23 5 5 3 3 3 3 2 3 3 3 33
24 2 2 2 2 3 3 2 3 3 3 25
25 3 1 2 4 5 2 5 4 3 1 30
26 3 2 3 2 4 4 3 2 3 3 29
27 2 1 1 2 2 5 1 3 4 5 26
28 4 4 4 3 4 3 2 2 3 3 32
29 3 1 3 3 3 3 1 3 3 3 26
30 4 3 2 1 3 3 1 2 3 3 25
31 4 4 1 4 4 3 1 3 1 4 29
32 3 3 3 2 2 2 3 3 3 3 27
33 2 3 2 1 2 3 3 5 4 5 30
34 5 5 3 3 3 3 0 3 3 3 31
35 5 5 3 3 3 3 2 3 3 3 33
36 3 4 3 3 3 4 3 2 3 3 31
37 5 3 4 3 3 3 1 1 3 5 31
38 3 4 3 1 3 3 1 3 3 3 27
39 2 4 5 3 3 4 1 2 2 3 29
40 2 2 3 2 3 4 5 3 3 4 31
41 4 3 3 3 3 4 3 3 3 3 32
42 3 3 4 3 2 3 1 3 1 3 26
43 3 3 3 3 4 3 4 3 2 3 31
44 3 2 3 2 2 3 1 2 1 5 24
45 4 3 3 5 3 5 1 2 3 5 34
46 3 3 3 1 3 4 3 3 2 3 28
47 1 2 3 1 1 2 3 1 4 5 23
48 4 3 3 4 2 3 2 2 3 3 29
49 3 3 3 3 3 3 3 3 3 3 30
50 3 3 3 1 3 3 1 1 3 3 24
51 2 1 1 4 1 5 1 2 4 4 25
52 3 4 1 3 4 5 1 3 3 3 30
53 3 3 3 1 3 3 1 2 1 3 23
54 2 2 3 2 2 3 3 3 2 2 24
55 3 3 3 3 3 3 1 2 3 3 27
56 5 3 3 2 3 3 1 3 2 3 28
57 3 2 3 4 2 1 1 2 2 2 22
58 3 2 2 2 3 3 2 4 3 3 27
59 1 2 2 5 3 5 1 3 3 3 28
60 3 3 3 2 4 5 2 3 3 3 31
61 3 2 2 3 2 4 1 3 4 3 27
62 3 3 3 1 2 3 1 2 3 4 25
63 3 4 1 5 4 5 2 3 5 3 35
64 4 3 2 1 3 3 1 2 2 3 24
65 4 4 3 2 3 3 1 3 3 3 29
66 3 3 0 3 3 1 1 2 1 3 20
67 3 1 1 1 4 3 1 1 1 4 20
68 3 2 2 3 3 4 2 3 3 3 28
69 2 2 2 2 3 3 2 3 2 2 23
70 3 3 3 3 3 3 1 3 3 3 28
71 1 1 1 1 1 5 1 1 4 5 21
72 5 4 5 1 5 3 1 1 1 2 28
73 3 3 3 3 2 2 1 3 3 3 26
74 3 3 5 2 2 5 1 3 5 3 32
75 3 3 3 3 4 4 2 4 3 4 33
76 3 3 3 1 3 3 1 3 3 2 25
77 3 3 3 3 3 3 1 3 3 3 28
78 3 1 5 3 3 3 1 1 1 3 24
79 2 2 2 1 3 3 2 2 2 2 21
80 1 3 2 1 3 1 4 3 2 4 24
81 3 4 5 1 2 3 3 4 5 5 35
80 | P a g e
82 2 2 3 3 2 4 3 3 2 1 25
83 2 2 3 2 2 4 3 3 2 1 24
84 3 3 3 1 3 3 3 5 3 4 31
85 3 3 3 2 3 3 4 4 5 4 34
86 1 2 3 3 4 3 3 4 2 3 28
TOTAL 2372
MEAN SCORE 2.76
Stress Indicator Questionnaire(Behavior Indicator)

No. of Items
No. of TOTAL
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Respondents
1 5 4 4 5 4 1 5 4 3 3 38
2 3 4 5 5 5 5 3 4 1 1 36
3 2 2 2 3 2 2 3 4 4 3 27
4 4 4 5 3 4 3 3 3 2 3 34
5 1 2 4 3 2 3 3 3 3 3 27
6 3 4 4 3 5 3 3 3 4 3 35
7 4 4 5 3 4 3 3 3 2 3 34
8 4 4 3 3 3 2 1 3 1 1 25
9 3 3 4 4 4 5 2 3 2 3 33
10 1 2 4 3 2 3 3 2 3 2 25
11 2 3 3 3 2 2 3 3 3 3 27
12 3 3 4 4 5 5 3 4 3 3 37
13 3 4 2 5 4 3 2 3 3 3 32
14 3 4 3 5 5 3 4 5 3 3 38
15 3 5 3 3 3 4 4 4 1 3 33
16 3 3 4 3 3 5 4 5 1 3 34
17 4 4 5 4 4 3 3 3 2 2 34
18 3 5 3 3 1 2 3 3 3 1 27
19 3 3 5 4 3 2 2 3 2 2 29
20 2 2 2 3 2 2 3 4 4 3 27
21 3 4 3 5 5 3 4 5 3 3 38
22 3 3 4 3 3 2 3 4 3 3 31
23 3 3 3 4 3 3 3 3 3 3 31
24 3 3 3 3 3 2 2 3 1 3 26
25 3 4 3 4 3 1 4 2 4 3 31
26 3 3 2 4 3 3 3 3 2 3 29
27 5 5 5 2 5 2 5 4 3 1 37
28 3 4 2 2 3 3 3 3 4 3 30
29 2 3 4 5 4 4 3 3 3 3 34
30 3 4 3 4 3 3 3 2 3 3 31
31 4 5 4 3 5 3 2 2 3 3 34
32 4 3 4 3 2 3 3 4 4 3 33
33 3 3 2 1 3 4 3 4 4 5 32
34 4 3 3 4 3 3 3 3 3 3 32
35 3 3 3 4 3 3 3 3 3 3 31
36 4 3 3 3 3 5 3 2 3 1 30
37 3 5 4 4 5 3 3 3 3 3 36
38 3 4 4 4 5 3 4 4 3 3 37
39 3 3 3 2 3 3 4 5 1 3 30
40 1 2 3 4 5 4 3 2 1 2 27
41 3 3 2 3 3 2 3 3 4 3 29
42 3 3 4 3 5 3 3 4 1 3 32
43 3 3 3 3 4 4 3 4 3 2 32
44 3 3 3 2 4 1 5 5 2 2 30
45 4 4 3 3 3 2 1 2 4 1 27
46 1 2 4 2 3 3 3 3 3 3 27
47 1 2 3 4 5 2 1 1 1 1 21
48 3 3 3 4 2 4 3 2 4 3 31
49 1 1 2 4 4 3 3 3 2 3 26
50 3 3 3 3 3 3 3 3 3 3 30
51 3 4 3 1 3 1 5 4 2 3 29
52 3 5 5 3 5 3 3 5 3 3 38
53 3 4 3 5 5 3 4 5 3 3 38
54 2 3 2 3 2 3 3 3 3 3 27
55 3 3 3 3 3 3 3 3 3 3 30
56 3 3 4 4 4 3 3 3 3 1 31
57 3 4 5 3 4 3 3 4 3 3 35
58 4 2 3 4 3 3 2 5 4 3 33
59 3 4 4 4 4 5 4 4 3 4 39
60 3 3 3 3 3 2 3 5 3 3 31
61 3 4 4 3 3 3 4 4 3 2 33
62 3 4 3 3 4 4 3 2 3 2 31
63 5 3 5 5 5 1 3 5 4 5 41
64 3 4 3 4 3 3 3 2 3 3 31
65 3 4 4 3 3 3 3 3 3 3 32
66 3 3 1 2 3 3 3 2 3 3 26
67 3 3 3 1 3 1 2 2 5 3 26
68 3 4 3 4 3 3 3 2 3 3 31
69 2 1 3 3 4 3 4 3 4 3 30
70 3 3 3 3 3 3 1 3 3 3 28
71 1 1 3 1 5 5 5 4 1 2 28
72 4 4 4 5 5 5 3 5 3 1 39
73 3 3 3 3 4 3 3 3 4 3 32
74 3 3 3 3 5 2 4 4 3 4 34
75 4 3 3 4 3 3 4 4 3 3 34
76 3 2 3 3 2 3 1 3 1 3 24
77 3 4 3 3 3 3 3 2 3 3 30
78 3 3 3 5 3 5 3 2 1 1 29
79 3 2 2 4 5 5 5 4 4 1 35
80 3 1 2 4 1 3 4 2 3 3 26
81 | P a g e
81 2 2 3 4 3 3 3 3 3 4 30
82 4 2 2 3 2 2 3 4 4 3 29
83 4 1 1 3 1 1 3 4 4 3 25
84 3 3 5 3 3 2 4 3 1 3 30
85 3 3 3 3 3 4 4 4 4 4 35
86 4 3 4 3 2 3 3 3 3 5 33
TOTAL 2690
MEAN SCORE 3.13
Stress Indicator Questionnaire(Emotional Indicator)

No. of Items
No. of TOTAL
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Respondents
1 4 5 5 4 2 3 3 3 4 4 37
2 4 5 5 4 3 3 4 3 4 3 38
3 2 2 4 4 3 2 2 3 2 1 25
4 4 5 5 4 4 2 3 3 3 3 36
5 3 3 3 3 3 2 2 1 3 3 26
6 3 3 4 5 4 3 3 3 4 3 35
7 4 5 5 4 4 2 3 3 3 3 36
8 3 3 4 5 5 3 4 2 1 1 31
9 4 3 3 1 1 4 3 4 3 4 30
10 2 3 1 1 2 3 2 3 3 4 24
11 2 3 4 2 3 3 3 2 3 3 28
12 5 4 3 1 3 5 3 4 2 3 33
13 3 3 2 2 3 4 5 4 3 2 31
14 3 4 5 4 4 3 2 2 1 3 31
15 3 4 4 4 4 2 3 4 3 1 32
16 3 3 3 4 4 3 2 3 3 4 32
17 4 5 5 4 5 3 5 4 4 2 41
18 5 5 5 3 5 3 3 3 4 2 38
19 3 4 5 3 4 3 4 3 2 1 32
20 2 2 4 4 3 2 2 3 2 1 25
21 3 4 3 4 4 3 2 2 1 3 29
22 3 3 2 3 3 4 3 3 2 3 29
23 2 2 2 2 2 4 3 3 2 3 25
24 3 3 2 5 3 3 4 3 4 3 33
25 1 3 3 3 4 1 2 5 2 4 28
26 3 4 3 3 4 3 3 3 3 2 31
27 4 4 3 3 3 4 3 5 4 1 34
28 3 2 3 3 3 4 4 3 4 4 33
29 3 4 5 4 5 3 4 4 3 5 40
30 3 3 3 2 3 3 3 2 2 2 26
31 4 4 4 5 4 3 3 1 3 1 32
32 2 3 3 2 3 4 2 3 2 1 25
33 1 1 1 2 3 3 4 5 4 4 28
34 5 4 5 4 3 3 3 1 3 1 32
35 2 2 2 2 2 4 3 3 2 3 25
36 3 2 3 5 1 3 4 3 3 2 29
37 4 5 5 4 5 2 3 1 2 1 32
38 3 4 4 4 5 3 4 4 3 3 37
39 3 5 2 2 4 4 4 2 2 3 31
40 2 2 2 3 2 4 3 3 2 3 26
41 4 3 3 3 4 3 3 3 3 3 32
42 4 4 5 4 3 3 4 2 2 2 33
43 2 2 3 3 3 3 3 3 3 3 28
44 3 4 3 3 3 5 5 5 3 2 36
45 4 4 5 3 3 3 3 4 4 1 34
46 3 3 3 3 2 4 5 3 2 4 32
47 5 3 1 1 3 2 1 1 2 3 22
48 2 3 2 1 4 2 2 3 3 2 24
49 3 3 3 3 4 2 3 3 3 3 30
50 3 3 3 3 3 3 3 3 3 3 30
51 3 2 2 2 2 4 3 5 4 4 31
52 3 3 5 5 3 3 3 5 3 3 36
53 3 4 5 4 4 3 2 2 1 3 31
54 2 2 2 3 3 3 4 2 2 3 26
55 3 3 3 3 3 3 3 3 3 3 30
56 3 3 4 3 3 2 2 2 3 1 26
57 3 4 2 4 4 3 4 2 1 1 28
58 4 3 3 2 4 3 4 2 3 2 30
59 3 4 4 5 4 4 5 5 4 5 43
60 3 5 5 5 5 4 4 4 4 3 42
61 3 3 4 3 3 4 3 2 2 1 28
62 3 3 3 3 2 3 3 4 3 1 28
63 3 5 5 5 5 5 5 5 5 1 44
64 3 3 3 2 3 3 3 2 2 2 26
65 3 3 3 3 3 3 3 3 3 3 30
66 3 3 3 3 1 3 5 3 2 4 30
67 4 3 1 3 3 4 5 5 5 3 36
68 3 3 3 3 3 3 4 3 3 3 31
69 2 2 2 3 2 2 2 2 2 2 21
70 4 3 3 4 4 3 3 3 3 3 33
71 1 2 3 5 2 5 5 3 5 5 36
72 3 4 3 5 5 5 5 4 3 3 40
73 3 4 4 3 4 3 4 3 3 3 34
74 3 5 4 4 4 3 3 3 3 2 34
75 3 2 2 2 3 3 1 2 3 4 25
76 3 2 2 2 3 2 3 3 3 3 26
77 3 3 3 4 4 3 3 3 3 3 32
78 3 2 5 3 3 3 2 4 3 5 33
79 1 4 3 1 2 3 4 5 4 4 31
82 | P a g e
80 1 3 2 1 2 4 4 1 2 2 22
81 3 3 3 2 2 3 5 5 5 2 33
82 2 2 4 4 3 2 2 3 2 1 25
83 2 2 4 4 3 2 2 3 2 1 25
84 3 3 3 3 3 5 4 2 3 4 33
85 3 3 3 2 3 5 3 3 4 5 34
86 3 5 2 3 3 4 3 2 3 5 33
TOTAL 2673
MEAN SCORE 3.11
Stress Indicator Questionnaire(Personal Habit Indicator)

No. of Items
No. of TOTAL
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Respondents
1 3 3 3 3 4 3 5 4 4 4 36
2 4 4 3 4 4 3 3 4 4 3 36
3 1 4 3 2 4 3 2 3 2 3 27
4 5 3 4 4 4 3 1 3 3 3 33
5 3 2 4 3 2 1 2 3 2 3 25
6 2 2 4 4 3 4 4 3 3 4 33
7 5 3 4 4 5 3 2 3 3 3 35
8 5 3 3 3 2 2 2 1 1 2 24
9 3 3 5 5 5 4 4 4 4 3 40
10 1 2 2 3 0 3 1 2 3 2 19
11 3 3 3 4 4 2 2 3 3 2 29
12 3 4 4 3 2 3 3 2 3 4 31
13 4 3 3 3 4 3 5 4 3 5 37
14 5 4 1 2 2 2 3 2 3 4 28
15 5 4 3 1 3 3 3 1 2 3 28
16 3 4 3 3 3 5 5 3 2 4 35
17 4 4 4 3 4 4 3 3 3 3 35
18 5 5 3 3 5 3 3 3 3 4 37
19 4 3 3 3 4 3 3 2 3 3 31
20 1 4 3 2 4 3 2 3 2 3 27
21 5 4 1 2 2 2 3 2 3 4 28
22 3 4 3 3 4 3 3 3 3 3 32
23 2 3 4 4 4 4 4 3 4 4 36
24 3 3 3 1 3 3 5 4 3 4 32
25 3 4 1 3 2 3 4 3 3 4 30
26 3 3 4 3 3 3 2 3 3 3 30
27 3 4 3 3 3 3 2 4 3 5 33
28 4 2 3 3 3 3 4 3 3 4 32
29 3 3 2 3 3 2 3 1 3 3 26
30 3 3 3 3 3 3 3 2 3 3 29
31 4 4 1 4 4 1 3 1 4 3 29
32 3 3 1 2 3 3 4 2 1 2 24
33 3 3 4 4 4 5 5 4 4 5 41
34 3 3 5 4 5 1 3 3 3 3 33
35 2 3 4 4 4 4 4 3 4 4 36
36 4 2 3 3 2 3 3 1 3 3 27
37 3 4 2 1 5 1 3 1 1 2 23
38 3 3 4 2 3 4 3 3 3 3 31
39 3 3 4 2 4 4 5 2 5 3 35
40 2 3 3 2 3 3 4 3 3 4 30
41 3 3 2 4 3 3 3 3 4 3 31
42 4 4 2 3 5 4 1 2 3 3 31
43 3 4 3 3 4 3 2 3 2 3 30
44 4 5 1 5 5 3 2 3 2 3 33
45 2 2 3 1 3 4 4 5 4 4 32
46 2 3 3 4 2 3 4 2 3 3 29
47 1 2 5 5 5 1 1 2 2 1 25
48 2 3 3 2 3 2 2 2 2 2 23
49 4 4 3 3 3 3 3 4 3 3 33
50 4 3 3 3 3 3 3 4 3 3 32
51 3 3 2 2 2 3 3 4 4 3 29
52 5 5 5 3 3 3 3 3 3 5 38
53 5 4 1 2 2 2 3 2 3 4 28
54 4 5 3 2 3 2 4 3 4 3 33
55 3 3 3 3 3 3 3 3 3 3 30
56 4 4 4 3 5 3 3 4 3 3 36
57 4 4 3 2 3 3 3 2 3 3 30
58 2 4 3 3 1 3 2 3 3 3 27
59 4 5 3 4 5 4 5 4 5 5 44
60 3 3 4 3 4 3 5 3 4 5 37
61 3 3 4 4 3 4 5 3 3 3 35
62 3 3 2 4 3 3 3 4 3 3 31
63 5 3 3 3 5 3 3 4 3 4 36
64 3 3 3 3 3 3 4 2 3 3 30
65 3 3 3 3 3 3 2 2 3 5 30
66 3 1 5 3 3 3 3 2 4 3 30
67 3 3 3 3 3 4 5 1 4 4 33
68 3 3 3 3 3 3 3 3 3 3 30
69 3 3 3 2 3 3 4 3 2 2 28
70 3 4 3 3 3 3 3 3 2 3 30
71 5 1 1 3 4 3 4 1 2 5 29
72 4 2 3 4 4 3 3 2 2 1 28
73 4 3 3 3 3 2 3 2 3 3 29
74 4 4 3 2 3 3 4 3 3 4 33
75 2 3 3 4 3 2 2 2 3 2 26
76 2 3 3 3 2 3 3 3 3 3 28
77 3 4 3 3 3 3 3 3 2 3 30
78 3 4 3 3 2 3 3 2 1 3 27
83 | P a g e
79 3 3 3 4 4 1 2 1 1 3 25
80 1 2 4 3 2 5 3 2 4 2 28
81 3 3 4 2 1 1 1 3 5 5 28
82 1 4 3 2 4 3 2 3 2 3 27
83 1 4 3 2 4 3 2 4 2 3 28
84 3 2 4 5 3 2 1 5 3 3 31
85 3 3 3 3 4 4 3 3 2 1 29
86 3 5 2 3 3 4 3 2 3 5 28
TOTAL 2641
MEAN SCORE 3.07
APPENDIX E
General Weighted Average(First Semester)
Respondents’ Academic Performance

No. of Respondent GWA Description
1 79 Fairly Satisfactory
2 91 Outstanding
3 86 Very Satisfactory
4 93 Outstanding
5 84 Satisfactory
6 84 Satisfactory
7 93 Outstanding
8 91 Outstanding
9 93 Outstanding
10 81 Satisfactory
12 83 Satisfactory
13 83 Satisfactory
14 93 Outstanding
15 95 Outstanding
16 90 Outstanding
17 93 Outstanding
18 95 Outstanding
21 94 Outstanding
24 91 Outstanding
25 83 Satisfactory
26 93 Outstanding
27 93 Outstanding
28 82 Satisfactory
30 80 Satisfactory
31 94 Outstanding
32 92 Outstanding
33 82 Satisfactory
36 82 Satisfactory
37 94 Outstanding
84 | P a g e
39 84 Satisfactory
40 91 Outstanding
41 82 Satisfactory
42 91 Outstanding
43 92 Outstanding
44 96 Outstanding
45 82 Satisfactory
47 82 Satisfactory
50 94 Outstanding
51 96 Outstanding
52 92 Outstanding
53 94 Outstanding
54 83 Satisfactory
56 94 Outstanding
57 82 Satisfactory
58 80 Satisfactory
59 93 Outstanding
61 90 Outstanding
62 94 Outstanding
63 91 Outstanding
64 92 Outstanding
65 94 Outstanding
68 82 Satisfactory
69 80 Satisfactory
70 91 Outstanding
71 93 Outstanding
73 84 Satisfactory
74 91 Outstanding
75 90 Outstanding
76 90 Outstanding
77 83 Satisfactory
79 81 Satisfactory
80 81 Satisfactory
81 80 Satisfactory
83 84 Satisfactory
MEAN 87 Very Satisfactory
85 | P a g e
APPENDIX F
Letter to the Panelists
86 | P a g e
87 | P a g e
88 | P a g e
89 | P a g e
CURRICULUM VITAE
I. Personal Information
Name: Bautista, Ardent B. Age: 18 Gender: Male
Citizenship: Filipino Date of Birth: March 22, 2004
Address: Zone 04, Simanu Norte, San Pablo, Isabela 3329
Email: ardentbautista22@gmail.com
Current School: Simanu National High School—SHS
Strand: General Academic Strand(GAS)
Grade/Section: Grade 12 – Genesis
II. Educational Attainment
Year
Institutions Name of School
Graduated
Pre-School Simanu Norte A Day Care Center 2009-2010
Elementary Simanu Norte Elementary School 2015-2016
Junior High School Simanu National High School 2019-2020
Senior High School Simanu National High School 20202-Current
III. Skills
Mathematics and Science Enthusiast, Non-Fiction Writing, Landscape Photography, Picture & Video Editing,
Researching, Lecturing
IV. Certifications & Accreditations
Awards Contest/Events
1st Place Area I STEM-Tokperiments(DSTF Cum SciMathlympics 2022)
Certificate of Completion Food & Beverages NCII
13th Placer MMC 2019 Division Qualifying Round
20th Placer MMC 2020 Division Qualifying Round
2nd Placer District Group Nutrition Jingle 2019
Champion School-Based Quarterly Science Quiz Bee 2019
Champion Interpretatibong Pagbasa 2019
19th Placer MMC 2019 Division Orals
Champion School-Based Nutrition Month Essay Writing Contest 2016
Paglikha ng Awit(Panlawak na Patimpalak ng Filipino para sa Buwan ng Wika
3rd Place
2021
3rd Place Spoken Poetry Contest 2021 (SNHS 17th Foundation Day)
90 | P a g e
SDO-Isabela 2021 Mobile Photography Contest(National Children’s Month
Champion
Celebration) SHS Category
Certificate of Participation Division Online Journalympics 2022(Sci-Health Writing)
Certificate of Participation DSPC Science & Health Writing 2019
Certificate of Participation MTAP-DepEd Saturday Program for Regular Learners 2019
Certificate of Appearance SK-LYDC Join Meeting 2019
Certificate of Participation Area 1 Science & Technology Quiz Bee 2019
Certificate of Participation POPCOM Quiz Bee 2019
Certificate of Participation ASEAN Quiz Bee 2019
Certificate of Participation 1st Area 1 Leadership Training for SSG Officers & Advisers 2018
Certificate of Participation Division Science & Technology Quiz Bee 2017
V. School Membership
Organization Year/Position
SCPC Peace Information Officer (2018)
SSG Auditor(2019); Vice-President(2020-Current)
THE SIMA Editorial Board Science & Health Editor (2019-Current); Literary Editor(2017-2018)
VI. Awards
Primary & Secondary Education

Salutator With High
Nursery 2nd Honor Grade 3 3rd Honor Grade 6 Grade 9
ian Honors
With With High Grade 12—

Grade 1 8th Honor Grade 4 2nd Honor Grade 7 Grade 10
Honors Honors Current
With High With High

Grade 2 3rd Honor Grade 5 2nd Honor Grade 8 Grade 11
Honors Honors
ARDENT B. BAUTISTA
Student
91 | P a g e
CURRICULUM VITAE
Name: Cadabuna,Jerlyn N. Age: 18 Gender: Female
Citizenship: Filipino Date of Birth: July 18, 2003
Email: cadabunajerlyn97@gmail.com
Institutions Name of School Year Graduated
III. Skills
Creative Writing, Dancing, Singing,
IV. Certificates & Accreditations

Awards Contest
N/A N/A
VI. Awards

th
7
th With
Nursery N/A Grade 3 10 Honor Grade 6 Honorable Grade 9
Honors
Mention
nd
2 Grade 12—
th With
Grade 1 N/A Grade 4 10 Honor Grade 7 Commendabl Grade 10 Current
Honors
e
With
Grade 2 N/A Grade 5 9th Honor Grade 8 N/A Grade 11
Honors
JERLYN N. CADABUNA
92 | P a g e Student
CURRICULUM VITAE
Name: Agregado, Romnick A. Age: 18 Gender: Male
Citizenship: Filipino Date of Birth: October 29, 2003
Address: Zone 04, Masipi West, Cabagan, Isabela
Email: romnickacobaagregado@gmail.com
Grade/Section: Grade 12 – Exodus
Pre-School Magallones Elementary School 2009-2010
Elementary Magallones Elementary School 2015-2016
Junior High School Alfreda Albano National High School 2019-2020

Simanu National High School
III. Skills
Cycling, Guitarist, Cooking, Food Enthusiast, Cartoonist

Awards Contest

Certificate of Participation SNHS Intramurals 2019
Champion Search Feeling Girl and Feeling Boy 2019
N/A N/A
VI. Awards
Nursery N/A Grade 3 N/A Grade 6 N/A Grade 9 N/A
Grade 12—
Grade 1 N/A Grade 4 N/A Grade 7 N/A Grade 10 N/A
Current
ROMNICK A. AGREGADO
Student
93 | P a g e
CURRICULUM VITAE
Name: Telan, May-Rose Age: 18 Gender: Female
Citizenship: Filipino Date of Birth: September 22, 2003
Email: mayrosetelan@gmail.com
III. Skills
Singing, Writing Fiction, Acting, Food Enthusiast, Spoken Poetry

Awards Contest
N/A N/A
VI. Awards

Grade 12—
Current
MAY-ROSE M. TELAN
Student
94 | P a g e
CURRICULUM VITAE
Name: Pagulayan, Jennylyn L. Age: 18 Gender: Female
Citizenship: Filipino Date of Birth: January 05, 2004
Email: jennylynlucaspagulayan05@gmail.com
III. Skills
Acting,

Awards Contest
N/A N/A
VI. Awards

st
1
st nd With
Nursery 1 Honor Grade 3 2 Honor Grade 6 Honorable Grade 9
Honors
Mention
Grade 12—
nd rd With With
Grade 1 2 Honor Grade 4 3 Honor Grade 7 Grade 10 Current
Honors Honors
nd th With High With
Grade 2 2 Honor Grade 5 4 Honor Grade 8 Grade 11
Honors Honors
JENNYLYN L. PAGULAYAN
CURRICULUM VITAE
Name: Dumencel, Jericho A. Age: 18 Gender: Male
Citizenship: Filipino Date of Birth: December 21, 2003
Address: Zone 05,Simanu Norte, San Pablo, Isabela 3329
Email: echo.acebo21@gmail.com

III. Skills
Mechanical & Electrical Work, Basketball, Sports Enthusiast, Traditional Dish Cooking
Awards Contest
SSG Representative(2016-2018)
VI. Awards
Grade 12—
Current
JERICHO A. DUMENCEL
Student
96 | P a g e
CURRICULUM VITAE
Name: Bautista, Adrian B. Age: 18 Gender: Male
Citizenship: Filipino Date of Birth: March 22, 2004
Email: adrianbulakhabautista@gmail.com
Grade/Section: Grade 12 –Genesis

III. Skills
Mechanical & Electrical Work, Basketball, Track & Field Enthusiast

Awards Contest
Champion 1500 METER RUN INTRAMURALS 2019

st
1 Runner Up 800 METER RUN INTRAMURALS 2019
Certificate of Participation Quadrangular Meet 2019
N/A N/A
VI. Award

th
7
st th
Nursery 1 Honor Grade 3 7 Honor Grade 6 Honorable Grade 9 N/A
Grade 12—
Mention
Current
Grade 1 N/A Grade 4 8th Honor Grade 7 Commendable Grade 10 N/A
th
Grade 2 N/A Grade 5 7 Honor Grade 8 N/A Grade 11 N/A
ADRIAN B. BAUTISTA
97 | P a g e
Student
CURRICULUM VITAE
Name: Ottob, Regiena L. Age: 18 Gender: Female
Citizenship: Filipino Date of Birth: November 01, 2003
Address: Sitio Nagbarakalan, Simanu Norte, San Pablo, Isabela 3329
Email: RegeinaOttob@gmail.com

III. Skills
Volleyball, Scholastic Ability

Awards Contest
Certificate of Participation Quadrangular Meet 2019(Women’sVolleyball)

N/A N/A
VI. Awards

8th
With
Nursery N/A Grade 3 N/A Grade 6 Honorable Grade 9
Honors
Mention
Grade 12—
With With
Grade 1 N/A Grade 4 N/A Grade 7 Grade 10 Current
Honors Honors
With With
Grade 2 N/A Grade 5 N/A Grade 8 Grade 11
Honors Honors
REGIENA L. OTTOB
CURRICULUM VITAE
Name: Acosta, Dexter-Jay M. Age: 18 Gender: Male
Citizenship: Filipino Date of Birth: August
Email: acostadexterjay@gmail.com

III. Skills
Basketball, Mobile Games, Riding

Awards Contest
N/A N/A
N/A N/A
VI. Awards

Grade 12—
Current
DEXTER-JAY M. ACOSTA
Student
99 | P a g e
CURRICULUM VITAE
Name: Daguio. John Carlo B. Age: 18 Gender: Male
Citizenship: Filipino Date of Birth: July 23, 2003
Email: jhoncarlodaguio5@gmail.com

III. Skills
Mechanical & Electrical Work, Basketball, Dancing, Online Shopping

Awards Contest

Runner-Up SNHS Mr. &Ms. SCI-TECH 2017-2018
N/A N/A
VI. Awards

th
Nursery N/A Grade 3 9 Honor Grade 6 N/A Grade 9 N/A
th
15
Grade 12—
Grade 1 10th Honor Grade 4 N/A Grade 7 Commendabl Grade 10 N/A
Current
e
th
Grade 2 8 Honor Grade 5 N/A Grade 8 N/A Grade 11 N/A
JOHN CARLO B. DAGUIO

Student
100 | P a g e
CURRICULUM VITAE
Name: Ngittit, Jenny Ann G. Age: 18 Gender: Female
Citizenship: Filipino Date of Birth: August
Email: jhennyngittit@gmail.com

III. Skills
Dancing, Singing, Entrepreneurial Skills

Awards Contest
N/A N/A
VI. Awards

Grade 12—
Current
JENNY ANN G. NGITTIT

Student
101 | P a g e
CURRICULUM VITAE
Name: Reyes, Bryan B. Age: 18 Gender: Male

Citizenship: Filipino Date of Birth: April 28, 2004
Email: reyesbryan28@gmail.com

III. Skills
Dancing, Cycling, Mobile Games, Vulcanizing

Awards Contest
N/A N/A
N/A N/A
VI. Awards

Grade 12—
Current
BRYAN B. REYES
Student
102 | P a g e
CURRICULUM VITAE
Name: Bucahe, Luisito Age: 19 Gender: Male
Citizenship: Filipino Date of Birth: September 02, 2002
Email: luisitobucahe@gmail.com

III. Skills
Basketball, Mobile Games, Farm Works

Awards Contest
N/A N/A
N/A N/A
VI. Awards

Grade 12—
Current
LUISITO BUCAHE
Student
103 | P a g e
CURRICULUM VITAE
Name: Pinson, Mary-Joy S. Age: 18 Gender: Female
Citizenship: Filipino Date of Birth: October 24, 2003
Email: pinsonmaryjoy@gmail.com

III. Skills
Cooking

Awards Contest
N/A N/A
N/A N/A
VI. Awards

Grade 12—
Current
MARY-JOY S. PINSON
Student
104 | P a g e
APPENDIX H
Sample Answered Questionnaires
Note: The respondents below voluntarily allowed the researcher to include their answered questionnaires in this section.
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Group 1 PR2 & Iii Research

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Republic of the Philippines

ACADEMIC STRESS AND ITS IMPACT TO SENIOR

Presented to the Faculty of Simanu National High School-SHS

ACADEMIC STRESS AND ITS IMPACT TO SENIOR HIGH SCHOOL LEARNERS

Has been prepared and submitted by BAUTISTA, A.B.,CADABUNA,J.N., TELAN,M.M.,

Simanu National High School #BidaBEST_SNHS

We, BAUTISTA, A.B., CADABUNA,J.N., TELAN,M.M., PAGULAYAN, J.L.,

DUMENCEL, J.A, BAUTISTA, A.B., OTTOB, R.L., AGREGADO,R.A.,ACOSTA,

was undertaken by us.

__________________________ __________________________ _______________________

__________________________ _________________________ __________________________

_______________________ ___________________________ __________________________

_______________________ _________________________ _________________________

Simanu National High School #BidaBEST_SNHS

TITLE PAGE ······························································································ i

APPROVAL SHEET ···················································································· ii

DECLARATION OF ORIGINALITY ······························································· iii

TABLE OF CONTENTS ··········································································· iv-vi

ACKNOWLEDGEMENT ············································································· vii

DEDICATION ·························································································· viii

CHAPTER 1—INTRODUCTION ································································ 1-9

 BACKGROUND OF THE STUDY ·················································· 1-4

 STATEMENT OF THE PROBLEM ················································· 4-5

 RESEARCH HYPOTHESIS ·························································· 5-6

 PARADIGM OF THE STUDY ······················································· 6-7

 SIGNIFICANCE OF THE STUDY ·················································· 7-8

 SCOPE AND DELIMITATION ······················································ 8-9

CHAPTER 2—REVIEW OF RELATED LITERATURE ······························· 10-28

 FOREIGN LITERATURE ·························································· 11-14

 LOCAL LITERATURE ····························································· 14-17

 LOCAL STUDY ····································································· 21-23

 CONCEPTUAL FRAMEWORK ·················································· 23-24

 THEORETICAL FRAMEWORK ················································· 24-26

 SYNTHESIS ·········································································· 26-28

CHAPTER 3—METHODOLOGY ···························································· 29-38

 RESEARCH DESIGN ·································································· 29

 LOCALE OF THE STUDY ························································ 29-30

 RESPONDENTS OF THE STUDY ··············································· 30-31

 RESEARCH INSTRUMENT & VALIDATION ······························· 31-34

 DATA GATHERING PROCEDURE················································· 35

 STATISTICAL STATEMENT ···················································· 36-38

CHAPTER 4—PRESENTATION, ANALYSIS & INTERPRETATION OF DATA ······· 39-57

 RESEARCH RESPONDENTS' DISTRIBUTION ·································· 39

 STUDENTS’ ACADEMIC PERFORMANCE ON MDL ························· 40

 IMPACTS OF PERCEIVED ACADEMIC STRESS ON STUDENTS ····· 41-51

 PERCEIVED STRESS LEVEL ···················································· 51-54

 DIFFERENCE OF PERCEIVED ACADEMIC STRESS AND IDENTIFIED

VARIABLES ········································································· 54-58

RECOMMENDATIONS ········································································· 59-66

 CONCLUSION ······································································· 63-65

 RECOMMENDATIONS ON POSSIBLE RESEARCH TO BE CONDUCTED

IN RELATION TO THE STUDY ····················································· 66

 BIBLIOGRAPHY ···································································· 67-71

APPENDICES ···················································································· 72-124

 RESEARCH PARTICIPATION LEGAL CONSENT FORM ···················· 72

 QUESTIONNAIRE ·································································· 73-76

 FIGURES & TABLES ·································································· 77

 SUMMARY OF DATA GATHERED ············································ 78-84

 GENERAL WEIGHTED AVERAGE ············································ 84-85

 LETTER TO THE PANELISTS ··················································· 86-89

 CURRICULUM VITAE ·························································· 90-104

 SAMPLE ANSWERED QUESTIONNAIRES ······························· 105-124

order for the success of this study:

__ _

______________ _ ______________

_________ _ ______________

___________ _ _____________