CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data gathered based

on the research questions as stated in Chapter 1. Tabular forms were used to present

the data analysis and interpretation of the findings for clearer understanding.

Table 1. Frequency Distribution of Respondents According to their Demographic Profile

Demographic
Frequency Percentage
Profile
Age
17-19 28 29
20-22 58 61
23-25 10 10
Gender
Male 23 24
Female 73 76
Total 96 100

Table 1 shows the Frequency Distribution of Respondents According to their

Demographic Profile. Among the 96 respondents, 28 (29%) were 17 – 19 years old; 58

(61%) said they were 20-22 years old; and 10 (10%) were 23-25 years old. It can be

deduced that most of the respondents were 20-22 years old in terms of their Age.

On the other hand, in terms of Gender, 73 (76%) were Female while 23 (24%)

were Male. This means that most of the respondents were Female BS Psychology

Students.
Table 2.1 Level of Stress Perceived in terms of Personal Stress
Verbal
Statement Mean Rank
Interpretation
1. In this academic year,
procrastination had a major effect on 3.87 Agree 1
my academic performance
2. In this academic year, I have been
able to efficiently manage my time 2.63 Neutral 3
for academic purposes.
3. In this academic year, I am able to
complete the 7-8 hours of sleep at 2.40 Disagree 5
night.
4. In this academic year, I believe
2.52 Neutral 4
that I will attain excellent marks.
5. In this academic year, I often
compare my accomplishments with 3.14 Neutral 2
my classmates/peers.
Weighted Mean/Adjectival Moderately
2.91  
Interpretation Stress
Legend: Verbal interpretation: 5.00 – 4.21 (Strongly Agree); 4.20 – 3.41 (Agree);
3.40 – 2.61 (Neutral); 2.60 – 1.81 (Disagree) and 1.80 – 1.81 (Strongly Disagree)
Adjectival interpretation: 5.00 – 4.21 (Extremely Stress); 4.20 – 3.41 (Highly
Stress); 3.40 – 2.61 (Moderately Stress); 2.60 – 1.81 (Somehow Stress) and 1.80 –
1.81 (No Stress at all)
Table 2.1 shows the Level of Stress Perceived in terms of Personal Stress.

Among the 5 statements, Statement 1 “In this academic year, procrastination had a

major effect on my academic performance” got the highest computed Mean of 3.87

(Agree) while Statement 3 “In this academic year, I am able to complete the 7-8 hours

of sleep at night.” Got the lowest Mean of 2.40 (Neutral). The overall computed

Weighted Mean was 2.91 with Adjectival Interpretation of Moderately Stress. This

implied that, respondents had perceived Moderate Stress in Personal Stress.

Personal stress touches on the struggles of an individual that is not necessarily

caused by work-related issues; instead, stems from external causes in an individual’s

personal life (nibusinessinfo, n.d.). 

 The students’ procrastination which affected their academic performance had the

highest weighted mean, having the most occurrences among the students. A study that

was conducted indicates that not only do individuals who procrastinate get lower grades

than those who turn in their work early or in time, a significant percentage of the

students who procrastinate received a failing grade (Jones & Blankenship, n.d.).

Conversely, the students completing the 7-8 hours of sleep had the lowest weighted

mean, implying that the respondents are suffering from lack of sleep hours. A global

survey has also emphasized on students’ sleeping patterns as of late. Changes in sleep

patterns were observed in which sleep deprivation and deterioration in sleep quality

have been very common (Ellakany et al., 2022).

All items presented under personal stress applied to the BS Psychology, with

procrastination being the most prevalent stress among the students which negatively

affects their academic performance. Multiple factors of personal stress persist to

negatively influence how the BS Psychology students perform, and will only continue

unless addressed thoroughly to the students.

Table 2.2 Level of Stress Perceived in terms of Emotional Stress
Verbal
Statement Mean Rank
Interpretation
1. Whenever I get low marks, I feel so
3.85 Agree 3
stressed.
2. The unprecedented future gives me anxiety
4.16 Agree 1
and stress.
3. In this academic year, I noticed that I
became more susceptible to quitting or giving 3.6 Agree 4
up.
4. In this academic year, I feel that I am less
4.01 Agree 2
competent than I was before.
5. In this academic year, I am able to speak
openly about my feelings when I experience 2.72 Neutral 5
anger, stress, or worry. 
Weighted Mean/Adjectival Interpretation 3.68 Highly Stress  
Legend: Verbal interpretation: 5.00 – 4.21 (Strongly Agree); 4.20 – 3.41 (Agree);
3.40 – 2.61 (Neutral); 2.60 – 1.81 (Disagree) and 1.80 – 1.81 (Strongly Disagree)
Adjectival interpretation: 5.00 – 4.21 (Extremely Stress); 4.20 – 3.41 (Highly
Stress); 3.40 – 2.61 (Moderately Stress); 2.60 – 1.81 (Somehow Stress) and 1.80 –
1.81 (No Stress at all)

Table 2.2 shows the Level of Stress Perceived in terms of Emotional Stress.

Among the 5 statements, Statement 2 “The unprecedented future gives me anxiety and

stress.” got the highest computed Mean of 4.16 (Agree) while Statement 5 “In this

academic year, I am able to speak openly about my feelings when I experience anger,

stress, or worry. ” Got the lowest Mean of 2.72 (Neutral). The overall computed

Weighted Mean was 3.68 with Adjectival Interpretation of Highly Stress. This implied

that, respondents had perceived High Stress in Emotional Stress.

Emotional stress refers to a person’s psychological reaction from being strained,

invoking responses such as worry, fear, sadness, and anger. The emotional symptoms

may also further develop into a mental health disorder (Kandola, 2020). 
 The highest weighted mean among emotional stresses comes from the students’

anxiety and stress from the unprecedented future, suggesting it is the most prevalent.

Similarly, a study on students’ future anxiety during the pandemic was conducted

wherein the students’ anxieties towards the future were shown to be extensive

(Cetinkaya et al., 2022). On the other hand, opening up their feelings was shown to

have the lowest weighted mean, showing to be the least of the students’ emotional

stresses. This is supported by Dr. Mullen’s description of people’s tendency to refuse

expressing their emotions because it feels easier and safer for them as well as avoiding

the fear of vulnerability (Gould, 2021). 

Under emotional stress, future anxiety is the most dominant stressor observed

among the BS Psychology students, having the strongest impact on their academic

accomplishments. The BS Psychology students’ performance will be adversely affected

further by other social stressors if not attended to.

Table 2.3 Level of Stress Perceived in terms of Social Stress
Verbal
Social Stress Mean Rank
Interpretation
1. I often get into an argument with my
2.05 Disagree 4
academic group members.
2. In this academic year, I noticed that I
3.53 Agree 2
am drifting further away from my friends.
3. I often find it difficult to socialize during
3.37 Neutral 3
group projects.
4. I am dragged down with my inability to
establish connections with unfamiliar 3.78 Agree 1
classmates
5. Some of my classmates dislike me and it
is taking a toll on my academic 1.88 Disagree 5
performance.
Moderately  
Weighted Mean/Adjectival Interpretation 2.922
Stress
Legend: Verbal interpretation: 5.00 – 4.21 (Strongly Agree); 4.20 – 3.41 (Agree);
3.40 – 2.61 (Neutral); 2.60 – 1.81 (Disagree) and 1.80 – 1.81 (Strongly Disagree)
Adjectival interpretation: 5.00 – 4.21 (Extremely Stress); 4.20 – 3.41 (Highly
Stress); 3.40 – 2.61 (Moderately Stress); 2.60 – 1.81 (Somehow Stress) and 1.80 –
1.81 (No Stress at all)
Table 2.3 shows the Level of Stress Perceived in terms of Social Stress. Among

the 5 statements, Statement 4 “I am dragged down with my inability to establish

connections with unfamiliar classmates” got the highest computed Mean of 3.78

(Agree) while Statement 5 “Some of my classmates dislike me and it is taking a toll on

my academic performance.” Got the lowest Mean of 1.88 (Disagree). The overall

computed Weighted Mean was 2.922 with Adjectival Interpretation of Moderately

Stress. This implied that, respondents had perceived Moderate Stress in Social Stress.
 Social stress is concerned with an individual's hardships in the fields of esteem,

relationships, and sense of belonging. It was stated that social stress emerges in a

number of situations (Juth, n.d.). 

The table illustrates that students having difficulty in establishing connections

with unfamiliar faces scored the highest in weighted mean, therefore proving to be the

most prevalent among the Social Stresses. Likewise, a study about why individuals

avoid talking to strangers lists reasons such as worrying whether or not the unfamiliar

face may not be interested in conversing with them, as well as the prevalent fear of

being rejected (Sandstrom, 2020).  The stress that had the least occurrences for the

students was the notion of being disliked by other classmates, therefore taking a toll on

their academic performance. A study similar to this implies that students being disliked

will impact their self-esteem, therefore affecting the student’s performance in school

(Forrrest, 2018).

For the social stress, most of the items applied to the respondents, with the most

persistent stressor for the BS Psychology students being the anxiety towards the

uncertain future. Considering all the other factors of social stress, the BS Psychology

students will additionally have more hardships in performing their academic tasks if not

dealt with.
Table 2.4 Level of Stress Perceived Across all Stressors
Adjectival
Stressors Weighted Mean Rank
Interpretation
Personal Stress 2.91 Moderately Stress 3
Emotional Stress 3.68 Highly Stress 1
Social Stress 2.922 Moderately Stress 2
General Weighted Mean 3.17 Moderately Stress  

Table 2.4 revealed the Level of Stress Perceived Across all Stressors. Among the

3 stressors, Emotional Stress had the highest Weighted Mean of 3.68 (Highly Stress);

followed by Social Stress with Weighted Mean of 2.922. Meanwhile, Personal Stress had

the lowest Weighted Mean of 2.91 (Moderately Stress). The overall computed General

Weighted Mean was 3.17 (Moderately Stress). This implied that, respondents had

perceived Moderate Stress across all Stressors.

Table 3. Assessment of significant difference between the stress perceived

from Stressors when grouped to their demographic profile.
Age Gender
Stressors
t df p-value t df p-value
Personal 118.63
95 0.001 108.13 95 0.012
Stress 1
Emotional
45.25 95 0.014 67.98 95 0.026
Stress
Social Stress 112.65 95 0.029 101.97 95 0.019

Table 3 shows the result of Assessment of significant difference between the

stress perceived from Stressors when grouped to their demographic profile. Since the

computed p-values for both Age and Gender across all Stressors were less than p-value
of 0.05, this implied that, there is significant difference between the stress perceived

from Stressors when grouped to their demographic profile.

Table 4. Assessment of significant relationship between the stress perceived from

Stressors when grouped to their demographic profile.

Personal Emotiona
  Social Stress
Stress l Stress

Pearson
.888** .819** .758**
Correlation
Age
Sig. (2-
.001 .001 .001
tailed)
N 95 95 95

Pearson
.537** .677** .749**
Correlation
Gender
Sig. (2-
.001  .001  .001
tailed)
N 95 95 95
**. Correlation is significant at the 0.05 level (2-tailed).

Table 4 shows the result of Assessment of significant relationship between the

stress perceived from Stressors when grouped to their demographic profile. Since the

computed p-values for both Age and Gender across all Stressors were less than p-value

of 0.05, this implied that, there is significant relationship between the stress perceived

from Stressors when grouped to their demographic profile.

 CHAPTER III

Research Methodology

This chapter presents all the essential data on the procedures and methods used

in this study. This includes the research design, research locale, study population,

research instrument, data gathering procedure/s, treatment of data, and data analysis.

Research Design

This study will determine the factors affecting stress among BS Psychology

Students. The researchers will use a quantitative method in answering the study's

statements of the problem. The quantitative method involves collecting, analyzing,

interpreting, and writing the results of a study (Creswell, 2014).

The research study will be a descriptive-survey type of research that aims to determine

the factors affecting stress among BS Psychology Students. The descriptive type of

research is defined as According to Zulueta (2006), as cited by Castilla (2012), the

descriptive method seeks to provide information about one or more variables.

Survey research provided a quantitative or numeric description of a population's

trends, attitudes, or opinions by studying a sample of that population. It included a

questionnaire for data collection to generalize information from a sample population

(Creswell, 2014). Frequency and percentage distribution were used for data on profiles.

Where P is the percentage for a category, f is frequency or number of responses per

category, and N is the total number of respondents. Mean is an average. Instead of

each data point contributing equally to the final mean, some data points contributed

more "weight" than others. The mean would equal the arithmetic mean if all the

weights were equal.

Ethical Consideration

As the study required the participation of BS Psychology Students under SEAS,

ethical issues will be addressed. Considering the issues was necessary to ensure the

privacy and security of respondents. Also, ensuring the privacy of the data gathered

from the participant will be highly regarded. The significant ethical issues considered in

the research processes include consent and confidentiality. The researchers will relay all

the essential details, and the study aims to secure consent from the respondents. By

explaining the vital details, respondents will understand their role in completing the

study. The confidentiality of the respondents will be ensured by not disclosing their

names. The respondents will be informed that their participation in the study was purely

voluntary and would have no negative impact on their employment. The respondents

will know that the study will only be exclusively for academic purposes. Relevant

information needed to answer the specific research questions was included.

Research Locale

The research locale of our study will be in Colegio de San Juan de Letran

Calamba. The locale is convenient since society implements the safety protocol against

the COVID pandemic.

The population of the study

For some studies, the population may be small enough to warrant the inclusion

of all of them in the study. But a study may entail a large population which cannot all

be studied.

A sample in this study is, therefore, a smaller group of elements drawn through a

definite procedure from an accessible population. The elements making up this sample

are those that are actually studied. To get the sample from the population, the

researcher will utilize the use of Slovin’s Formula.

where:

n = number of samples

N = total population

e = margin of error (5%)

1 = constant

2
n= 126 ⁄ [1 + 126 (0.05 )]

n= 96

Based from the result of Slovin’s Formula, out of 126 BS Psychology Students,

the researchers will only be needing 96 students as respondents.

Research Instrument

The principal data for the study will be gathered through a survey

questionnaire. The researchers devised statements to measure how much each applies

to the respondents. The collected data will serve as the basis for this study.

The survey questionnaire will be divided into two (2) parts. The first part will

ask the respondents about their demographic profile. The second part will focus on

factors affecting the stress of BS Psychology Students of the Colegio.

The second part of the questionnaire focused on the five factors such as

follows:

1. Personal Stress

2. Emotional Stress

3. Social Stress

Furthermore, the survey questionnaire for this study considered using the Five-

point Likert Scale. The researchers used the frequency scale where 5-Strongly Agree;

4-Agree; 3-Neutral; 2-Disagree; 1-Strongly Disagree.

Validation Of the Instrument Used

The constructed survey questionnaire was shown to their research adviser for

his suggestion and comments for validity. After validation, the researchers allowed his

classmate to answer their own-constructed questionnaire to know the possible

problems while answering the questionnaire. Also, the researchers consulted some

teachers and experts through face validation to get comments and criticism of their

instrument. All recommendations and suggestions were taken into consideration in

making the questionnaire better.

Data Gathering Procedure

The survey covered the BS Psychology Students in Colegio De San Juan de

Letran Calamba. The researchers used social media to distribute and collect the survey

questionnaire. The researchers conducted the procedures below to determine The

Factors Affecting Stress Among BS Psychology Students Towards Academic

Performance during the Covid-19 Pandemic. Moreover, the survey was conducted

during the school year 2021-2022

1. The researchers formulated a questionnaire to determine The Factors

Affecting Stress Among BS Psychology Students Towards Academic

Performance during Covid-19 Pandemic

2. Three (3) Validators were asked to validate the researchers' constructed

questionnaire.

Treatment of Data

The frequency and percentage distributions display the data that specify the

observations for each data point or grouping of data points. It is a beneficial method of

expressing the relative frequency of survey responses and other data. (Lavrakas,

2008).The process of creating a percentage frequency distribution involves first

identifying the total number of observations to be represented; then counting the total
number of observations within each data point or grouping of data points, and then

dividing the number of observations within each data point or grouping of data points

by the total number of observations. Mean involves multiplying the numbers in your

data set by the weights then adding the results.

The researchers chose the Likert Scale method of collecting data. This type of

method will be used so that the respondents would not be forced to express an either-

or opinion nor to allow them to be neutral on their responses. Once all responses have

been received, it is easy to analyze them.

The constructed questionnaire will be answered by the BS Psychology Students

and scored and interpreted by the researchers. The results determined the factors

affecting the stress of the BS Psychology Students. Please refer to Table 3 for the

distribution of scale and descriptive interpretation.

The researchers employed the frequency and percentage distribution in

classifying the student-respondents according to their age and gender.

The researchers used one (1) verbal description to determine the Factors

Affecting Stress Among BS Psychology Students of Colegio de San Juan de Letran

Calamba

The following statistical tools will be utilized in the presentation and analysis of data.

1. Percentage Distribution- A descriptive statistics which was used to

determine the number of respondents responding to the particular category

against the total number of the respondents.

%=f/N×100
 Where:

%- Percentage

f- Frequency

N- Total number of respondents

100- Constant

2. Frequency Distribution- The responses were tabulated using the frequency.

It refers to the number of times the response fails or occurs under a given

category.

3. Ranking- Was used to determine the positional importance of each variable

after computing the percentage. This way is particularly used to determine the

rank of position of the Factors Affecting Stress Among BS Psychology Students

of Colegio de San Juan de Letran Calamba.

4. Weighted Mean- The weighted mean was used to calculate the central

tendency response of the respondents.

WM=Σfx/n

Where:

Σfx= sum of all the products of f and x; where:

f- Frequency

x- weight of each population

Σ- sum of all subjects

n- population
5. T-test – was used to test whether the unknown means of two groups are equal or

not. The null hypothesis for the independent t-test is that the population means from

the two unrelated groups are equal:

Formula:

Where:

6. Pearson Correlation - is a correlation coefficient commonly used in linear regression

and was used to determine the relationship of variables that was tested.

Formula:

Where:
Correlation coefficient formulas are used to find how strong a relationship is between

data. The formulas return a value between

Correlation Coefficient Scale

Statement of the Problem

This research aims to gain a broader understanding of the factors affecting

stress among BS Psychology Students.

It specifically aimed:

1. To determine the demographic profile of the respondents in terms of:

1.1 Age;

1.2 Gender

2. To determine the level of stress perceived by respondents in stressors in terms

of:

2.1 Personal stress.

2.2 Emotional stress;

 2.3 Social stress

3. To identify if there is significant difference between Demographic Profile of

respondents across Stressors.

4. To identify if there is significant relationship between Demographic Profile of

respondents across Stressors.