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CHAPTER 1

INTRODUCTION

Background of the Study

“The reaction people may have when dealt with expectations and stresses that are

unrelated to their knowledge and abilities and which challenge their ability to cope,” according

to the World Health Organization (WHO). Stress is not an illness. Acute and long-term stress, on

the other hand, can lead to mental and physical health problems (for example, depression,

nervous breakdown, heart disease). If workplace stress is not appropriately managed, it can lead

to ill-health, poorer productivity, and more absences due to illness.

According to the "Stress in America" survey conducted by the American Psychological

Association (2010), Americans are generally aware that their stress levels are still high and much

over what they perceive to be healthy. Stress may be caused by psychological, biological, and/or

social factors, based to a large body of evidence.

According to Shastri (2016), personal feelings and emotions can be affected by stress.

Some people are more sensitive or prone to stress than others. Environmental and internal

demands that must address regularly produce stress. Individuals might become anxious,

distressed, and emotional due to stress. On the other hand, stress motivates individuals to be

more daring and persistent in their studies to attain the best results.

Stress is necessary to motivate students to learn. Approaches to reduce the harmful

effects of stress on students' learning and performance are required. The key to lowering student

suffering is to provide them with a sense of control over their education, information on what to
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anticipate, and feedback on improving their performance. Stress is unavoidable, and it causes

headaches, neck cricks, and a variety of health issues such as depression, anxiety, heart disease,

and stroke (Clark, 2013).

Students endure different challenges, such as academic, family concerns, friendships, etc.

People's minds undergo rapid changes when under pressure, such as emotional discontent and

physical discomfort. Many students are stressed to balance their hectic schedules, school, work,

and time with friends and family. Stress is embedded in the lives of specific students. However,

allowing stress to become a student's way of life in Senior High School is risky since high levels

of stress can have a devastating effect on a student's life, leading to failure. As a result, students

must develop stress-coping techniques to mitigate the detrimental consequences on their learning

and performance (Singh & Sharma, 2011).

Furthermore, students frequently suffer stress due to various school-related activities such

as assignments, quizzes, projects, and other external circumstances. Other people's opinions

about students are variables that contribute to their stress levels. Because it was a societal

construct, they might feel compelled to perform things flawlessly. The majority of students that

feel stressed are teenagers aged 13 and over. Even though everyone experiences stress, we

cannot deny that students are most affected and suffer from mental health.

According to Khan (2013), stress impacts students' performance, gender, age, and

educational level. Students' performance reveals that the shorter their course term is, the more

modules they must complete. It causes them to be stressed. The higher the level of stress, the

poorer the students' academic achievement. Talib & Zia-ur-Rehman (2012) imply that the more

unsatisfactory the learners' performance, the higher the stress they perceive. High and low
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academic performance differed significantly on educational, miscellaneous, and general sources

of stress (Shastri, 2016).

In the present era, stress, worry, and despair are daily among students. Academic stress,

social stress, emotional stress, and financial hardship are all significant sources of stress for

students (Wani et al., 2016). The researcher will find out what causes stress among Senior High

School Grade 12 students. Furthermore, it seeks to determine stress levels in physical, emotional,

psychological, academic, economic, and social contexts. In addition, the researchers looked into

the coping mechanisms these students employ to cope with stress amid the various difficulties

they encounter in their academic endeavors.

Thus, the present study's findings will significantly benefit Senior high school students to

see how stress variables affect their studies and well-being. Furthermore, it will teach them about

stress coping strategies that will help them. Second, it will benefit parents since it will allow

them to discover issues that affect their children, mainly when dealing with stress at school and

coping mechanisms. Thirdly, the study will help teachers and staff recognize the stress that

pupils are experiencing, particularly when it comes to their academic standings, which are

influenced by stress. It will also assist institutions in strengthening their student orientation

programs and making substantial efforts towards providing effective counseling services for

students.

Lastly, this research is beneficial to future researchers. The study will generate a new

concept that may be used to undertake future research in this area. Since this study's findings can

be referenced, future researchers may justify their claims in related areas.

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Theoretical Framework

The theoretical underpinning of this study is deduced from the Transactional Model of

Stress, and Coping Theory proposed by Lazarus and Folkman (1984). It emphasizes appraisal to

determine harm, stress, and difficulties, resulting in a coping process with stressful situations.

The level of stress experienced as a result of environmental stressors in the form of thoughts,

feelings, emotions, and behaviors is determined by assessments of the situation, which include a

determination of whether internal or external demands exceed resources, as well as the ability to

cope when demands exceed resources. According to Lazarus and Folkman (1984), appraisal is a

complex, high-level cognitive situation in which individuals assess a circumstance for relevance

to their personal well-being is called primary appraisal but if there is anything they can do to deal

with potential advantages or risks, it is called secondary appraisal.

Lazarus observed that everyone perceives a situation differently, resulting in differing

levels of stress and danger. Situations are judged in a variety of ways.  A circumstance might be

categorized as beneficial, unimportant, or possibly harmful. When compared to other types of

stress, the latter causes higher stress. When a situation is considered stressful, many degrees of

evaluation are carried out. If there are obstacles in situations that can be controlled, threats when

loss is anticipated, and harm or loss after the damage has been done, Secondary appraisal is the

next step of evaluation. The secondary evaluation's main objective is to see if a particular

situation can be improved.

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The primary appraisal comprises evaluating whether the stressor represents a threat.

Secondary appraisal incorporates an appraisal of the resources or coping methods available to the

individual for dealing with any perceived dangers. Primary appraisal is the motivational

significance of the situation and is classified into three categories: irrelevant, where the stimuli

have no bearing on the person's well-being; benign-positive, where the outcome is deemed

positive with pleasurable emotions; and stressful, where the outcome is characterized by harm or

loss, threat, and challenge (Lazarus & Folkman, 1984). People who believe in their power to

control events or a benign universe are more inclined to see potentially hazardous circumstances

as challenges rather than worrisome (Park & Folkman, 1997) and are less likely to be influenced

by unexpected events. However, Park and Folkman (1997) discovered that traumatic situations

such as significant sickness or accidents, the unexpected loss of a loved one, or natural disasters

over which individuals have no control might be extremely stressful even for these people.

Secondary appraisal is the second stage of evaluation. The secondary assessment's goal is

to see if a certain problem can be handled with the resources available. The human brain initiates

a stress response when there are inadequate resources available to deal with the circumstance.

This reaction demands the use of a coping mechanism. This method is determined by the

situation as well as the individual's attributes. Coping is a method of dealing with stress and the

hazards that it might bring. Escaping, fighting, denying, altering, or any other behavioural

options are known responses to this. Individuals learn to choose employ alternative techniques

when they use post-situation feedback to evaluate success or failure.

This theory was chosen as the framework for the proposed research because it

emphasizes people's various behaviors and experiences when they are stressed. One person's

stress bell may ring and alert them to a particular stressor. Someone may perceive a threat as a
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risk, whereas another may not see the same threat as a stressor at all. This framework will help

you understand the various internal processes that an individual goes through when comparing

stressors to the resources available to combat and cope with that stress.

Schematic Diagram

Independent Variables Dependent Variables

Respondents’ Profile Stress Level of Students

 Age  Physical

 Gender  Emotional

 Academic Track  Psychological

 Family Status in terms of  Academic

income  Economic

 Social

Coping Mechanism of Grade 12

students
 Problem-Focused Coping
 Emotion-Focused Coping

Figure 1.
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The schematic diagram shows the relationship of the Independent and the Dependent variables in

the Stress Level and Coping Mechanism.

Statement of the Problem

This study aims to discuss the Stress Level and Coping Mechanisms among Grade 12

senior high school students of Saint Michael College of Caraga. The study specifically seeks to

address the following research questions:

1. What is the profile of the respondents as to:

1.1 Age;

1.2 Gender;

1.3 Academic Track; and

1.4 Family Status in terms of source of income?

2. What is the level of stress among Grade 12 students of Saint Michael College of Caraga in

terms of:

2.1 Physical;

2.2 Emotional;
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2.3 Psychological;

2.4 Academic;

2.5 Economic; and

2.6 Social?

3. What is the level of coping mechanisms of Grade 12 students for dealing with stress?

3.1 Problem-Focused Coping;

3.2 Emotion-Focused Coping?

4. Is there a significant relationship between the profile of Grade 12 students and their level of

stress?

5. Is there a significant relationship between the profile of Grade 12 students and their coping

mechanisms?

Null Hypothesis

HO1: There is no significant relationship between the profile of Grade 12 students and their level

of stress.

HO2: There is no significant relationship between the profile of Grade 12 students and their

coping mechanisms.

Scope and Limitations

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The study will concentrate on students' stress levels and coping mechanisms at Saint

Michael College of Caraga. Senior high school students' stress levels will be assessed using a

research questionnaire throughout the study. This study will occur solely at Saint Michael

College in Caraga and include all Grade 12 Senior High School students.

Moreover, the respondents of this study consist of 310 selected students from Senior

High School and will be conducted in the institution mentioned above. This study will identify

the Stress Level and Coping Mechanism of Grade 12 Senior High School Students. The

researchers will determine what causes stress among Senior High School Grade 12 and identify

the student's coping mechanisms in dealing with stress.

Definition of Terms

The following terms and words were operationally and conceptually defined as follows:

Academic Track. It refers to a set of strands selections available in senior high school.

Age. It refers to the years of existence of the Grade 12 Senior High school who will be the

respondents of this study.

Coping mechanism. Are the ways for Grade 12 students to cope with painful or difficult

feelings when stressed or traumatized in their studies.

Emotional. It refers to respondents' various expressions or reactions to their academics

emotionally.

Family Status. It refers to the respondents' parent status and their source of income.

Financial. It refers to the financial state of the students who are respondents to this study.
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Gender. It refers to the respondent's profile that distinguishes male or female.

Grade 12 Senior High School. The population where the researchers will get the respondents.

Physical. It refers to the physical effects of stress on students in senior high school.

Psychological. It refers to the mental and emotional state of the students dealing with stress.

Saint Michael College of Caraga. It pertains to the institution where the study will be

conducted.

Social. It refers to students' socialization that helps them cope with stress.

Stress. It refers to the physical or mental tension of the respondents in the study.
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CHAPTER II

REVIEW RELATED LITERATURE

This chapter lists all related literature supporting the researchers' study to determine what

causes stress among Senior High School Grade 12 students and their coping mechanisms. It will

include references and studies related to the independent and dependent variables.

Students' lives are obviously stressful, and it may have an impact on how they cope with

the demands of student life. They face a lot of challenges on a regular basis, which causes them

to be stressed (Pariat et al., 2014). The feeling or idea that something is in danger is a sign of

stress, which indicates an imbalance between the individual with his or her surroundings.

Wiesman (2012) stated that teenagers' interest and motivation levels decrease as they enter high

school. It is also important that teenagers' ability to inspire themselves becomes their own drive

because their values and beliefs weaken as they grow older, he continued. In addition, he added
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that when it comes to learning and doing well in school, adolescent aspirations must be based on

their natural motivation to study.

According to the study results, most high school students have moderate stress levels.

Stress is a natural component of university students' lives. Stress is the body's reaction to changes

that place strain on it. Individuals' coping mechanisms play an essential role in overcoming or

reducing stress.

Age

Woolston (2021) stated that stress is a part of life at any age. Young and old alike must

deal with struggle and beat the odds. Older people may face declining health or shrinking money

— or just the difficulty of maintaining their independence — while young adults struggle to

develop a profession, achieve financial security, or combine work and family commitments.

Unfortunately, as we get older, our bodies' natural stress-resistance mechanisms begin to fail.

Because you're no longer young, you don't have to respond to stress.

As a young 17–19-year-old student, the immediate change of surroundings and familiar

support networks can cause stress, which isn't always handled positively because their brains

aren't entirely grown yet. In addition to adjusting to their new surroundings, first-year college

students must adapt to new academic requirements. High school workloads and expectations are

considerably different from those in higher education, and first-year college students sometimes

struggle with this abrupt adjustment since they are unfamiliar with their expectations. It can get

much worse if these pupils start to feel like they're falling behind their classmates. This

additional stress of feeling behind can lead to thoughts of inadequacy, leading to even more

stress (Quan et al., 2014).

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According to American Psychological Association (2014) children and young people

may not identify or even have the words to express how they're feeling, unlike adults who can

converse about how stress affects their life. Students are becoming increasingly stressed, which

found that teenagers in the United States are even more stressed than adults.

The Organization for Economic Cooperation and Development (OECD) has surveyed

540,000 students aged 15–16 years old from 72 nations. In the OECD countries as a whole, 66

percent of students said they were stressed about their grades, and 59 percent said they were

frequently concerned about taking a tough test. According to the OECD, 55 percent of children

are nervous before school tests even when kids are adequately prepared. When it came to

academics, 37% of students said they were agitated, with girls reporting higher stress levels than

boys (OECD, 2017).

According to the results of the American Psychological Association (2020) survey, our

ability to manage stress and live a healthy lifestyle varies by age and generation. Younger

Americans express the most stress and the slightest comfort - they report greater stress levels and

claim they are not managing it effectively than older generations.

Student stress may be significantly affected by age and maturity (The American College

Health Association). Researchers worldwide agree that the transition from high school to

university education is difficult (Rajasekar, 2013). According to Wade (2011), age and maturity

reduce social anxiety, a significant stressor for young, incoming university students. On the other

hand, more mature students might face different stressors, such as life and work responsibilities

(Thawabieh & Qaisy, 2012). However, they will still be motivated to do well to improve

employment opportunities.
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Gender

Gender differences in stress can occur. Whether the student is male or female makes a

difference. Female students experience significantly greater stress than male students. Due to

their emotional nature, females are more likely than males to endure significant stress levels.

Males experienced tremendous academic pressure from conflict, whereas females demonstrated

more significant behavioral and psychological responses to stress (Akande et al., 2014). As a

result, men have higher parental expectations than women. Females have higher levels of

psychological stress than men, according to reports (Pormal & Kumar, 2014).

One further study investigated gender differences in the reported stress level and coping

mechanisms among Indian college students. According to the findings, female college students

reported higher stress levels than male undergraduate students. Male participants showed more

significant stress coping levels than female ones. Female students are more prone to use more

extensive stress coping mechanisms than male student (Anbumalar et al.,2017).

Once again, a study was conducted to "Explore gender influence on perceived stress level

and coping mechanisms of undergraduate university students in Kenya" once again. The analysis

discovered that there was a "significant difference in the stress mean scores of men and girls."

Female students reported being more stressed than male classmates. Female participants

indicated positive stress coping abilities like seeking support from friends and counselors,

whereas male participants reported negative coping strategies including drinking and using

drugs" (Misigo, 2015).

In addition, several of the conclusions on this topic were contradictory. According to

several studies, females are more stressed and score higher on stress inventories than males
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(Thawabieh & Qaisy 2012). Other research has found that men are more stressed than women

due to inadequate coping methods (Shaikh et al., 2014).

Academic Track

Stress is the body's reaction to any change that needs a response or alterations. It begins

to accumulate as one's degree of study rises. The failure attitude makes students feel inferior or

overwhelmed, limiting their highest performance. Courses with varying specializations have an

impact on the manner of learning. ABM, STEM and HUMSS, and GAS are four academic track

strands of senior high school. Students on the academic route must meet the expectations of

getting the appropriate grades and the perceived implications of stress.

Although senior high school students may face typical pressures in secondary school,

their judgments of what constitutes academic stress may vary. According to Porwal and Kumar

(2014), there is a lot of stress associated with studying, homework, tests, and other academic

contests. Students are also experiencing a lot of stress due to an imbalance in academic, social,

and time management for extracurricular activities. Students who cannot balance their academic

pursuits, social, emotional, and family life experience academic stress.

Family Status in Terms of Income

Tuition and student fees have also increased in recent years, putting more of the student's

financial burden on college. While some students may count on their parents to help them bridge

the financial gap, many students' families cannot assist them in paying for education. As a result,

first-year college students are responsible for paying their tuition and must find work to
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supplement their income. Some of these students labor up to 40 hours every week (Denovan &

Macaskill, 2012).

The family economic stress perspective asserts that financial stress on families, such as

insecure work, low income, or income loss. It causes parents to be concerned about their

finances, which leads to increased emotional distress (e.g., frustration, depression), which

interferes with couple relationships (e.g., increased conflict and withdrawal) and parenting

practices (e.g., reduced responsiveness and increased hostility and disengagement). Another

critical assumption of the family economic stress viewpoint is that, in addition to socioeconomic

status, people's perceptions of their financial situation (i.e., economic pressure) have a

downstream impact on family functioning (Conger et al., 2010).

Another study discovered that parental education has an impact on academic performance

motivation. Furthermore, family income and student academic performance are linked (Yousefi,

2010). He also revealed a correlation between a family's monthly household income and their

children's educational success. In his study, Tuttle (2010) discovered that children from better-

income households scored higher than those from lower-income families.

Physical Stress

According to Centre (2010), physically stress that continues without a break can lead to a

state called distress, an adverse stress reaction. Distress can lead to physical problems. Stress can

make you breathe tougher. Most individuals don't have a problem with this, but those with

asthma or a lung illness like emphysema may find it challenging to acquire the oxygen they need
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to survive. In addition, stress can cause fast breathing or hyperventilation that can cause a panic

attack in someone prone to panic attacks. Also, stress can cause the muscles to tense up. Muscles

stiffen up all at once in response to quick onset stress, then relax once the stimulus has passed.

Chronic stress leads the forces in the body to remain in a condition of guardedness all of the

time.

Furthermore, stress also causes restlessness in a student. Students who happen to be in

situations that stress them up cannot sit at one place but instead will just be walking to and from

to find solutions to their worries. It makes them always busy and tired, causing them not to have

a proper sleep and rest during the night, which is unsuitable for the body system. Stress also

leads to increased alcohol, drugs, and cigarettes among students. When students are under stress,

they may turn to alcohol, drugs, or smoke to help them relax. Stress worsens this because it

increases the intake of whatever thing the student use and, in the long run, causes health

implications for them. Some might even contact severe diseases which may be incurable. Lastly,

stress causes fatigue in students. When students are stressed up, they are always tired because

they use the energy they have to just think about whatever issue that's making them stressed.

When this happens, they have no power left in them for academic purposes or to even do this for

themself. Being fatigued can make students mess up many things that are supposed to help them.

Empirical evidence on the Influence of stress on the individual has revealed that focus

can be very destructive to a person's physical and mental health, relying on their stress coping

mechanisms (Akhlaq et al., 2010; Al-Sowygh, 2013; Hung & Care, 2011; Smith et al., 2010).

High levels of academic-related stress enhance a young person's risk of acquiring

preventable physical health problems later in life. According to a systematic analysis of future
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research, anxious people during rest periods are less likely to be physically active, connected to a

slew of potentially interrelated adverse physical health outcomes (Stults-Kolehmainen & Sinha,

2014).

Physically stress that continues without a break can lead to discomfort and adverse stress

reaction (Centre, 2010). Physical difficulties might arise as a result of stress. The physical impact

of stress directly affects the student's health. Stress can make breathing more difficult. Most

individuals don't have a problem with this, but getting the oxygen you need to breathe more

accessible can be challenging if you have asthma or a lungs illness like emphysema.

Furthermore, stress can produce rapid breathing or hyperventilation, triggering a panic

attack in someone prone to them. Muscle tenseness can also be caused by stress. Muscles stiffen

up all at once in response to quick onset stress, then relax once the stimulus has passed. Chronic

stress leads the body's muscles to be constantly guarded. Additionally, stress causes students to

consume more alcohol, drugs, and cigarettes. Some students turn to drink, drugs or smoke to

help them relax when they are stressed. Stress exacerbates this by increasing students'

consumption long-term health consequences. Some may even get life-threatening or incurable

disorders. Finally, stress makes students tired. When students are stressed, they are always

exhausted because they spend all of their energy thinking about the problem, causing them to be

upset. They have little power left for academic objectives or even accomplish other things for

themselves when this happens. Tired students can mess up many things designed to aid them in

life.

Emotional Stress
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Researchers in psychoneuroimmunology (PNI) (2018) investigate how the immune

system and neurological system interact and influence mental and emotional health. Even though

the topic is still relatively new, several studies have been conducted to investigate the impact of

the immunological and neurological systems on the psychological effects of stress. According to

PNI research, chronic stress can cause or worsen mood disorders like depression and anxiety,

bipolar disorder, cognitive (thinking) issues, personality changes, and problem behaviors. Stress

hormone byproducts can serve as sedatives (chemical substances that cause us to become calm or

tired). When high numbers of hormone byproducts are present (as they will be under chronic

stress), they may contribute to a long-term feeling of exhaustion or despair. Habitual thought

patterns that influence assessment and raise the likelihood that a person will perceive stress as

negative (such as low self-efficacy or a belief that you are incapable of handling stress) can also

increase the risk of depression.

According to Indelicato (2018), Emotional stress is "definitely not an identified

phenomenon." It encompasses many concerns ranging from a few sad days to a more persistent

condition. It's worth noting that if you're having a bad day, you don't need to rush to the doctor's

office. Even though we try to be happy all of the time, we aren't built that way. We can't always

be joyful, and we will have down moments and minutes where we suffer. Meanwhile, if you've

been anxious for a long time and don't feel like you've been able to get your head above water,

now might be a good moment to act.

According to Yusoff (2010), stress is defined as "emotional disturbance or alterations

produced by stressors." Depending on the individual, stress levels can range from minor to

severe. Indelicato (2018) states that emotional stress is "definitely not an identified
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phenomenon." It encompasses a wide range of concerns ranging from a few sad days to a more

stable condition.

According to Maxliving (2018), stress comes in various "flavors," including traumatic

and emotional stress, which is the most well-known. Uncertainty, memory lapses, feeling tired

and worn out, staying away from loved ones, not being in the right frame of mind, and mood

swings are all signs of emotional stress. Everyone experiences such things now and again, but if

you're constantly tired, irritable, or need to isolate yourself from people, it's a sign that it's taken

over your life. Furthermore, this is not a minor issue.

Psychological Stress

Stress has been defined as a psychological pressure and strain sensation in psychology.

Low levels of stress may be desirable, beneficial, and even beneficial to one's health. In its

positive form, stress can boost performance and enhance biopsychosocial health. Positive stress

is also a significant element in motivation, adaption, and responsiveness to the environment. On

the other hand, high amounts of stress can have physical, psychological, and societal

consequences. People are experiencing issues and possibly severe harm as a result of this.

It indicates that social support might be subjective—the perception that one will get help

when needed—or objective—the actual use obtained. Regardless, social support is a tool for

coping with stress to meet university duties (Dupont et al., 2015) since it affects student

psychological well-being (Kugbey et al., 2015).

Individuals can experience psychological changes as a result of stress over time. It can

lead to mental health problems, major psychological issues for university students. Anxiety and
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depression can both impact students' academic and social lives. A June 2013 American

Psychological Association study showed that 41.6 percent of students cited anxiety as serious

concern. It was considered the top psychological concern for college students. Depression was

ranked second on the list. Over thirty-six percent (36.4 percent) of college students polled stated

that depression was a psychological concern (Mistler et al., 2012).

High levels of stress have been demonstrated to have adverse effects on mental,

emotional, and physical health. High levels of stress can severely harm students' learning ability

and feelings of self-worth and academic performance (Spiridon & Evangelia, 2015).

Adolescents experience a variety of psychological distortions, substance misuse, and

family issues, all of which impact their academic performance. According to a previous research

study, teenagers have one or more psychological difficulties at this time. Some problems are

traceable and recognizable, while others are not (Chhabra & Sodhi, 2011).

Psychological stress is regularly linked to a wide range of unfavorable health effects.

Although life after retirement is often seen as a quiet period, various psychological challenges

such as loneliness, grief, caring for a family member, and worsening of one's health may arise,

all of which can contribute to increasing levels of stress (Scott et al., 2011).

Academic Stress

Academic pressure has expanded over the last few years; students must manage tests,

coursework, and other activities. In addition to the design, teachers and parents put a lot of

pressure on students to earn good scores. These expectations drive students to work tirelessly,

resulting in increased stress. When it comes to academics, parents and institutions want their
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children to participate in extracurricular activities; the current expectations of students are to be

all-rounders.

The students become confused and stressed due to the parents' and instructors' demanding

approaches. It can either help introverted kids positively shape their personalities or act as a

hindrance and cause stress. Learners need to possess wisdom and surround themselves with

positive individuals.

Academic stress has always been a common experience for every student pursuing

education (Porwal & Kumar, 2014). It is a feeling or reaction to certain academic events such as

examinations, challenging lessons, assignments, and an unconcerned teacher's attitude. A

complex school curriculum could drastically affect a student's behavior. This behavior may serve

as a hindrance to one's academic pursuit or assistance in achieving academic performance.

But academic stress can also be helpful to students by perceiving stress as a challenge or

a motivation (Guevarra & Cimanes, 2017), which makes the students do their best. According to

Subramani and Kadhiravan (2017), there is a link between academic stress and student mental

health. He agreed that academic stress and mental health are correlated and that the educational

system overburdens students. Parents and teachers exert too much pressure on students to

achieve higher grades, discouraging them. Additionally, there is no such thing as free enough

parental and school support in terms of advice. When students participate productively in

academic forums, they are mentally healthy. They also suggested that students in private schools

are under more pressure than students in public institutions. Due to an abundance of paperwork

and other academic-related responsibilities, schools have become overburdened. There was a

significant disparity in students' mental health from private and public schools. He claimed that
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students at private schools receive extra care and exposure than those in public institutions

compared to government school pupils who come from low-income families and have limited

exposure. One of the causes of the increase in stress levels is this.

In his study, Bataineh (2013) studied students' academic pressures at university. The

analysis findings revealed that excessive academic overload, insufficient study time due to the

extensive course content, high family expectations, and low motivation levels are some of the

causes of stress. Fear of failing is another primary source of anxiety. There was no significant

difference between the pupils of various disciplines.

Khan and Kausar (2013) observed that stress harmed academic performance while

discovering no significant gender differences. The distinction was there is a clear difference

between junior and senior students. Stress impacts one's capacity to learn effectively and manage

time. Studying regularly is beneficial since it relieves academic stress and allows students to

achieve their objectives.

Economic Stress

Students' academic and graduation rates are correlated to student financial well-being.

Financially secure students do better in college and are more likely to graduate, whereas

economically challenged students do worse and are more likely to drop out. Most students'

grades suffer as a result of economic hardship.

Economic crises are not uncommon among Filipinos. According to students and official

statistics, a substantial share of the student population is financially deprived. Particularly at the

primary level of education, nearly 20% of Filipino students that decided to drop out cited a lack
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of financial means as the significant reason for leaving schools (Philippine Statistics Authority,

2015). The likelihood of school dropout was highest among 17-year-olds, specifically those from

low-income homes (Reyes et al., 2015).

Financial stress has been connected to several other adverse outcomes—health, well-

being, and many other elements of life, academics, and interpersonal interactions (Northern et

al., 2010).

Examine financial stress and educational success. Students may experience financial

difficulties as soon as they enroll. Students may find themselves in financial trouble as they

adjust to living independently. Students may believe that educational achievements are less

important than their classmates' perceived financial stability with outside demands and societal

expectations (Britt et al., 2016).

Furthermore, many students endure financial problems. It includes finding enough money

to pay for tuition and the finances required to support living expenses while in school. Up to 36%

of Nigerian students work part-time or full-time employment. It causes students to skip courses

and examinations and cause them a tremendous deal of stress as they balance school and jobs.

Even those students who qualify for enough financial help to meet immediate education

expenditures must repay a significant amount of money after graduation. While still in college,

the worry connected with student debt can be a cause of stress (Scott, 2010).

Economic concerns are a typical source of stress for college/university students

(Rajasekar, 2013) are crucial in students opting for part-time rather than full-time education

(Callender & Wilkinson, 2012). Around 40% of non-traditional freshman dropouts (Advisory

Committee on Student Financial Assistance, 2012). Similarly, the 2014 Cooperative Institutional
 25

Research Program CIRP freshmen survey (153,015 respondents) indicated that around 67

percent of respondents were somewhat too significantly concerned about their capacity to fund

their undergraduate education (Eagan et al., 2014).

Social Stress

One of the most efficient yet often neglected stress relief strategies is socialization. Keep

in mind that humans were not created to be solitary beings. To feel entire and connected, we

need layers of connections, not just one or two. These positive relationships with the people we

care about, as well as others who share our hobbies, interests, and likes, go a long way toward

reducing stress in our lives.

In various ways, socialization does have an impact on our stress levels. First,

socialization raises levels of a hormone that lowers anxiety and makes us feel more secure in our

capacity to deal with stress. Furthermore, socializing with people helps us focus our energy

(rather than inward). You are temporarily diverted from your circumstances, pain, or stress levels

when you are focused on reaching out to other people. People who support others can count on

them for future assistance and emotional support. Socially connected people also feel loved,

included, and cared for.

When it comes to coping with stress, social support may be helpful, and incoming college

students may struggle without it (Shukla & Joshi, 2017). The social elements of moving to

college can be exceedingly stressful, leading to increased or decreased levels of support for new

students due to their separation from their families and friends. According to research by Coccia

and Darling (2014), social support is significant in the transition to college. The more social

support a student enjoys, the better they appear to acclimate to college life.
 26

Fitz-Gerald (2017) stated that social interactions may guide isolated students to acquire

confidence, resulting in a positive attitude. When students dealing with stress use social

interactions as a coping mechanism, stress may begin to subside, allowing the students to enjoy

previously forbidden activities. It appeared to be stressful. Withdrawn students may not find

stress relief unless they engage in social interactions that were once perceived as impossible or

unrealistic. Expanding social interactions to previously unexplored areas can be vital to

alleviating stress. Using social engagement as a stress-reduction strategy can lead to positive

outcomes and improved mental health in students.

Coping Strategies

Most students find college to be a stressful time in their lives. However, some individuals

handle stress better than others. Many students who can cope effectively with stress have good

stress coping skills. When college students are confronted with difficult life situations, they often

employ a variety of coping mechanisms. They use various coping methods simultaneously, and

their strategies are likely to change over time, depending on how effective the current process is.

Students can reduce their stress levels by properly using the appropriate coping

mechanism (Yusoff, 2010). It is also known to impact a person's stress level. According to

Turashvili and Japaridze (2013), university students will reduce the harmful effects of stress if

they know how to deal with it effectively.

Coping has been considered a stabilization perspective to improve psychosocial

adjustment through stressful situations. Proper time management, social assistance, formative

assessment, and devotion to comfortable interests are all coping mechanisms that learners have

used multiple times to reduce stress levels. Acceptance of responsibility and self-blame are also
 27

coping strategies that might be effective in the first year of medical school. The pattern shifts to

more demanding, cerebral, and strategic problem-solving (Ahmadi et al., 2018).

While coping strategies are most needed in these circumstances, some acquire avoidance

behavior and mood instability. Others may undergo complete social shutdown or lack physical

connection to people, communications, and other ways of relating to others if they are required

to stay in their houses for long periods. Those folks are more likely to feel lonely. High blood

pressure, low cognitive function, heart problems, and mental illnesses like anxiety and

depression harm emotional and physical health (Girmany, 2019).

Coping is viewed as a stabilizing mechanism that can aid in psychological adaption in

stressful conditions (Bamuhair et al., 2015). Students will reduce their stress levels by using the

appropriate coping method (Yusoff, 2010). It has also been shown to impact a person's stress

level.

Coping mechanisms boost class attendance, involvement, and perseverance even when

faced with disappointments or failures in general and equipping students with a more assertive,

more resilient personality that can lead to a far more positive learning experience (Aun et al.,

2011). Academic coping mechanisms, such as approach, avoidance, and social support, similarly

assisted undergraduate students in performing well in their academics (Sullivan, 2010).

Academic coping techniques were also created to assist undergraduate students in coping

with their lives, including physical, emotional, spiritual, and psychological well-being. Typically,

dynamic coping strategies are used in the first year of undergraduate study, with the tendency

shifting to cognitive, confronting, and painful problem resolution in subsequent years (Mahajan,

2010).
 28

Problem-Focused Coping

Problem-focused coping is addressing stress head-on and taking steps to address the

underlying cause. It was defined by Lenz (2010) as "individuals directly facing and controlling

the source of their stress." Problem-focused coping is a type of active coping in which people

choose to deal directly with stress by addressing, regulating, or managing uncomfortable

situations." "The process of taking active actions to try to remove or circumvent the stressor or to

mitigate its consequences,"

The benefits of approach coping strategies are maximized if the individual uses problem-

focused coping strategies (such as planning and seeking instrumental support) or emotion-

centered coping strategies (such as positive reappraisal and seeking emotional support) based on

the stressor's perceived controllability (Siltanen et al., 2019). However, persons who are less

adaptable in their coping have a limited vocabulary of solutions those are less efficient in

adapting to the situation's specific needs.

In problem-focused coping, you're attempting to change the unpleasant circumstance as a

whole. By studying for a test, for example, the stress and anxiety of an approaching test can be

reduced, therefore reducing the test's stress-inducing potential (Roberts, 2017). By utilizing

problem-focused coping or studying more, students who are more optimistic are more likely to

succeed on the exam and so deal with the stress and anxiety of test circumstances. Pessimistic

pupils, on the other hand, are less driven to succeed on the exam and so use avoidance-coping or

doing activities that distract them from the test to cope with the stress and anxiety of the

circumstance.
 29

Coping methods that are problem-focused are comparable to those that are employed to

address difficulties. Often, these techniques are aimed at describing the problem, developing

different solutions, weighing the costs and advantages of each option, and then acting. Rather of

focusing on the consequences of a stressor, problem-focused techniques try to eliminate or lessen

the sources of the stressor. Taking control of a difficult circumstance by modifying our

connection is one of these tactics. It also comprises acquiring information, as well as the sources

of stress. It entails attempting to comprehend the issue, and then evaluating the many

possibilities for dealing with the stresses as part of the problem-focused coping method. In any

case when the pressures are outside the individual's control, problem-focused coping

mechanisms will not function. They are most effective when the learner is able to cope with the

pressures. In the case of a teacher quitting at the conclusion of a semester without having

completed a syllabus, pupils may experience a lot of stress. They are, nonetheless, capable of

coping with such a problem, which they can't handle. Rather than giving up on a specific topic,

students may approach exams with self-prepared notes rather than giving up on the subject

altogether. Problem-focused strategies are the name for such coping strategies. Finally, we may

say that problem-focused coping is the greatest long-term solution since it removes the stressor;

hence it is the best long-term solution (Minchekar, 2017).

Emotion-Focused Coping

According to Roberts (2017), the term "emotion-focused coping" refers to a person's

efforts to control their emotional response to a difficult circumstance. The tension of a

forthcoming exam can be lessened in this scenario by picturing all the benefits of passing the test

- so the meaning of the test is reframed from a negative to a positive one.

 30

You can use emotion-focused coping methods to process and move through unwelcome

or uncomfortable feelings and reactions by focusing on them. To put it another way, rather of

relying on external conditions to regulate your emotions, this method assists you in managing

your emotions (Raypole, 2020).

Emotion-focused coping concentrate on regulating negative emotional reactions to stress

such as anxiety, fear, sadness, and anger. When a stressor is something you can't control, this

sort of coping may be effective. Many individuals believe that the best approach to deal with

stress is to adopt solution-focused coping methods (Scott, 2020).

One of the key coping mechanisms is emotion-focused coping, which regulates (tolerates,

reduces, or eliminates) the physiological, emotional, cognitive, and behavioral reactions that

follow stressful interactions and this was introduced by Lazarus and Folkman in the framework

of their cognitive model of stress and coping. Emotional coping mechanisms are mostly

concerned with modifying one's perceptions and feelings regarding the pressures. When the

stressors are seen to be exceedingly dangerous and uncontrollable, and the source of the stress is

unknown, or there is a lack of understanding about how to address or deal with the problem,

these tactics are implemented (Minchekar, 2017).

According to American Psychological Association (2020), a stress-control method

wherein someone specializes in regulating his or her terrible emotional reactions to a stressor.

Rather than taking movements to extrude the stressor itself, the man or woman attempts to

manipulate emotions the use of plenty of cognitive and behavioral tools, such as meditation and

different rest techniques, prayer, tremendous reframing, wishful questioning and different

avoidance techniques, self-blame, in search of social support (or conversely carrying out social
 31

withdrawal), and speaking with others (such as intellectual fitness care professionals). It has been

proposed that emotion-centered coping is used in most cases whilst someone appraises a stressor

as past his or her capability to extrude.

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the research methodology employed in this study was discussed. It

includes the research Design that the researcher utilizes, the description of the Respondents, the

Research, and the Data Gathering Procedures.

Research Design
 32

This study will employ a Quantitative research method. It is a quantitative study because

it accurately describes the characteristics of a population using a statistical tool provided by a

statistician. This study aims to recognize the level of stress and coping mechanisms among

Senior High School Students.

A collection of related literature will support the study to make it more credible. As a

result, the researchers will make a survey easier by allowing respondents to fill out our survey

questionnaires.

Research Locale

This study will be conducted at Saint Michael College of Caraga located at Atupan St.

Barangay 4, Nasipit, Agusan Del Norte, alongside the Cathedral of Saint Michael Parish and

behind the Nasipit Plaza. With a total area of 1630 square meters, the school is located next to

the rectory. One of the succeeding directors, Fr. Gerard Crujien, rebuilt the nipa-wooden

construction into a two-story facility with 16 classrooms. Msgr Beinvinido A. Betaizar

established the Grade School Department in June 2000, with Mrs. Minda R. Cocon as the

inaugural principal. SMCC is currently growing in size, strength, and holiness. As SMCC

advances, so do the students and children.

Saint Michael College of Caraga is a non-profit Christian school under the Diocese of

Butuan. Fr. Francisco Van Dyke (Student Handbook Revised Edition 2014). The Triangulo

Campus, near the Nasipit Transport Terminal Station, was recently built at Triangulo, Nasipit,

Agusan del Norte. The Triangulo Campus was primarily used for elementary school classrooms

and other educational facilities. The institution has also received the ISO 9001:2015 certification.
 33

The Diocese of Butuan's first ISO-certified school. The first ISO 9001:2015 certified school in

the Caraga Region. Quality that is second to none.

In year 1947, Fr. Martin Westeide, a Dutch MSC and Fr. Atanacio de Castro put up a

secondary school as a response to the need of the growing population of Nasipit. Academic and

Technical-Vocational-Livelihood (TVL) courses are also offered for interested Senior High

School (SHS) students, and the school also offers a complete basic education program. In

addition, SMCC has a Technical Department that offers short and technical-vocational courses,

such as a Seafarer course and Diploma programs in Hotel and Restaurant Technology and

Information Technology, as well as a Diploma program in Hotel and Restaurant Technology.

Research Respondents

The respondents of this study consist of 310 selected students from Senior High School

and will be conducted at Saint Michael College of Caraga. Each participant is currently studying

at the institution mentioned above. The respondents were selected using a stratified random
 34

sampling technique. The researchers have to determine the student's stress level and coping

mechanism. And to find out what are the common reasons for gender stress.

Table 1

Distribution of Respondents

n=156

Population Sample
STRANDS
Mal Female Total Male Female Total
e
F F F F % f % F %
Maritime (MT) 31 0 31 16 10.26 0 0 16 10.2
6
Science, Technology, 45 63 108 22 14.10 32 20.51 54 34.6
Engineering, and 1
Mathematics (STEM)
Humanities and Social 26 63 89 13 8.34 32 20.51 45 28.8
Sciences (HUMSS) 5
General Academic 6 2 8 3 1.92 1 0.64 4 2.56
Strand (GAS)
Home Economics (HE) 7 8 15 3 1.92 4 2.57 7 4.49

General Academic (GA) 12 39 51 6 3.85 20 12.82 26 16.6

7
Information and 7 1 8 3 1.92 1 0.64 4 2.56
Communication
Technology (ICT)
TOTAL 128 182 310 64 41.03 92 58.97 156 100

Table 1. shows the total number of respondents among Grade 12 students from all the

strands in Senior High School at Saint Michael College of Caraga.

Research Instrument

The researchers will adapt and modify the questionnaire from Barjunaid Totoh Cadir and

Rusda Said's (2017) study entitled: “Stress and Coping Mechanism of the Grade V pupils of
 35

Panubigan Elementary School: Basis for Guidance and Counselling Program." The instrument's

content is created and tested to determine the stress level and coping mechanisms of the pupils in

Panubigan Elementary School by Cadir and Said's (2017)

The research questionnaire has three parts. The first part is the respondents' demographic

profile, such as age, gender, and family source of income. The second part is the stress

mechanisms, a survey on how students experienced stress and how it affected them physically,

emotionally, psychologically, economically, socially, and academically. And the last part is

related to coping activities in dealing with stress. The data collected from the respondents served

as the primary source of this study and will determine the students' stress levels and coping

mechanisms.

Ethical Standards

Respondents in this survey should participate willingly, without being forced or

influenced in any way. Autonomy must be recognized and adequately safeguarded. All of the

information acquired about the responders might be kept private. Informed consent indicates that

respondents must be fully informed about the research method and purposes at all times, and

they must provide their approval to participate in the study. Furthermore, the researchers will be

genuine in their interpretations of the findings. As a result, the researchers will notify the

respondents about the survey being courteous.

Researchers implied the ethical principle of the human subject's protection. Accordingly,

the rights for privacy data of the respondents was protected by the Republic Act 10117 "Data

Privacy Acts of 2012". Thus, safety and involvement will be placed differently. The researchers

aim to ensure that the respondents should not set at risk of harm of any kind.
 36

Researchers were also aware of the school's strict anti-plagiarism policy. Researchers

recognize that plagiarizing from the works of other authors without attribution is a serious crime.

Data Gathering Procedures

The data gathering procedures start by getting the master list of the Senior High school

students, specifically the Grade 12 students, from the registrar's office. The researchers will ask

approval from the adviser to allow the researchers to gather information from the respondents.

Then the researchers will identify the respondents. Thus, researchers finally obtained a

population of 310, with 182 females and 128 male respondents. Then to the Principal of Senior

High school for the letter of approval. The researchers will submit a letter of consent to the

Academic Affairs office to conduct the said research. In addition, the researchers will prepare a

set of questionnaires and letters that were presented and used during the interview. The

researchers introduced the "informed consent" to the students that were the subjects of the study

who were willing to respond and were suited and capable of supplying the information needed.

The informed consent states the purpose and objectives of the study. The researcher personally

administered the conduct of the study through the use of interview that was being recorded. The

data were collected, interpreted, and analyzed by the researchers.

 37

Statistical Treatment

The basis of interpreting the data was the responses of the students. Their answers will be

tabulated and analyzed using the percentage formula and weighted mean.

Frequency and Percentage. The tool used to determine the demographic respondents'

profile in terms of their age, gender, academic track and family status in terms of income.

Weighted Mean. The tool used to answer the statement problem no. 2 and 3 about the

extent of the stress and coping mechanism experienced by the Grade 12 students of Saint

Michael College of Caraga.

Pearson product-moment Correlation. The tool used to answer the statement of problems

no.4 and 5 to determine if there is a significant relationship between the profile of Grade 12

students and the factors affecting their Stress Level and Coping Mechanism.
 38

CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter deals with the presentations, analysis and interpretation of data gathered.

The topics discussed were in the order specific problem or areas if investigation in the study as

follows:

1. What is the profile of the respondents as to age, gender, academic track and family

status in terms of income?

As to age;

Table 2

Age of the Respondents

Age F % Rank

16-17 years old 2

58 37.18

18-19 years old 95 60.90 1

20-21 years old 3 1.92 3

Total 156 100

The table shows the age of the respondents; It reveals that most of the respondents in

Senior High school had the age of 18-19 years old with a percentage of 60.90, which rank as 1st,

while the age of 16-17 years old will be in the 2nd rank with the percentage of 37.18, and few of

the respondents had the age of 20-21 years old with a rate of 1.92 which rank as 3rd. Therefore,

based on the table, the age 18-19 years old got the highest percentage when it comes to age.
 39

The abrupt change of surroundings and familiar support networks that a young 17–19-

year-old student faces might produce stress, which isn't always managed positively since their

brains aren't fully matured yet. First-year college students must adjust to new academic

obligations in addition to adjusting to their new surroundings. High school workloads and

expectations differ significantly from those in higher education, and first-year college students

may struggle to adjust to this rapid change since they are unfamiliar with their expectations

(Quan and colleagues, 2014).

Adolescence is a time when various stressors are encountered, thus stress management is

crucial. During this stage, cumulative and simultaneous negative stresses are possible hazards to

healthy growth (Moksnes, 2011). Failure to handle stress and negative responses to it may

threaten the individual's health and psychological well-being during this stage and for the rest of

his or her life.

As to gender;

Table 3

Gender of the Respondents

Gender F % Rank

Male 66 42.31 2

Female 90 57.69 1

Total 156 100

 40

The table reveals the gender of the respondents, female students ranked 1st place with a

frequency of 90 and a percentage of 57.69, while the male students ranked 2nd with a frequency

of 66 and a ratio of 42.31. Therefore, most of the respondents are female than males

Males experienced tremendous academic pressure from conflict, whereas females

demonstrated more significant behavioral and psychological responses to stress (Akande et al.,

2014). According to the study of Dy et al (2015) "Stressors and Stress Responses of Filipino

College Students,". Academics, workload related to subjects, and time management problems

were the top stressors for both male and female respondents. Overall, males reacted to stress with

emotive reactions, while females replied with cognitive responses. Academics, workload related

to subjects, and time management were the main sources of stress for all students, independent of

their academic categorization.

The world's men and women are about equal in number, while men have a slight

advantage with 102 men for every 100 women (in 2020). In general, there are somewhat more

men in the globe than women. According to United Nations statistics from 2015, there are 101.8

males for every 100 women, with the number of men continuously increasing each year since

1960. They found, however, find that some task-switching costs are higher for males than for

women, implying that women are better at multitasking. He said that this was due to the fact that

women were more organized under pressure (Morgan, 2013).

 41

As to academic track; and

Table 4

Academic Track of the Respondents

Academic Track F % Rank

Maritime 16 10.26 4
STEM (Science, Technology, 1
Engineering, and Mathematics) 54 34.62
HUMSS (Humanities and Social 2
Sciences) 45 28.85
GAS (General Academic Strand) 6.5
4 2.56
HE (Home Economics) 7 4.49 5
ABM (Accountancy and Business 3
Management)
26 16.66
ICT (Information and 6.5
Communication Technology)
4 2.56
Total 156 100

The table comprises seven academic tracks in the Senior High school of Saint Michael

College of Caraga. Most of the respondents who are coming from the STEM (Science,

Technology, Engineering, and Mathematics), which ranked 1st having a frequency of 54 and a

percentage of 34.62, while few respondents came from GAS (General Academic Strand) and

ICT (Information and Communication Technology), which ranked last having the frequency of 4

which is equivalent to 2.56. Therefore, majority of the respondents were from STEM (Science,

Technology, Engineering, and Mathematics).

 42

Several studies found that STEM majors were intellectually competent, particularly in

mathematics and science exam scores, had a high GPA, and were committed to obtaining a

STEM degree. STEM graduates are in high demand all across the world (Chen et al., 2010).

As to family status in terms of source of income?

Table 5

Family Status of the Respondents in terms of Source of Income

Family Status in terms of source Rank

of income F %
Business 52 33.33 1
Allotment 29 18.59 3
Pension 4
14 8.97
Rental Income 7
4 2.57
Micro Lending 7
4 2.57
Work/Job Salary 2
39 25.00
Driving 7
4 2.57
Farming 9.5
1 0.64
4P’s 9.5
1 0.64
None 5
8 5.13
Total 156 100

The table reveals the family status of the respondents in terms of source of income.

Respondents’ family source of income who have their own business ranked 1st place with a

frequency of 52 and a percentage of 33.33. In contrast, few of the respondent’s families have a
 43

source of income from job salary, which ranked 2nd with a frequency of 39 with a percentage of

25.00. Another family’s source of income is from the allotment, ranked 3rd with a frequency of

29 and a ratio of 18.59. Pension ranked 4th as their family source of income, having a percentage

of 8.97 and a frequency of 14. Another family relies upon rental income, driving, and micro

lending as a source of income, ranking 7th and having a percentage of 2.57 and a frequency of 4.

Lastly, farming and 4ps ranked last with a frequency of 1 and a ratio of 0.64. Therefore, majority

of the families have their own business as their source of income.

Profit is even more important in a family business since it may be the only source of

income for the family. In summary, it aids in the decreasing of poverty levels. Meeting your

family's daily costs, dealing with unexpected obligations, and saving for the future are all part of

basic money management. It may help you take charge of your finances, which can help you

avoid stress and feel more comfortable, especially in business (Olson, 2010).

2. What is the level of stress among Grade 12 students of Saint Michael College of

Caraga in terms of:

2.1 Physical Stress;

Table 6

Level of Stress among Grade 12 Students in terms of Physical

Weighted Verbal Verbal Rank

Indicators Mean Description Interpretatio
n
1. I feel headaches during online 2.91 Agree Moderate 4
class.
2. I have a stomach ache and feel 2.54 Agree Moderate 7
discomfort.
 44

3. I experienced backache during 3.05 Agree Moderate 2

online class.
4. I feel stiffness in my shoulder 3.07 Agree Moderate 1
or my back.
5. I feel dizzy and my vision gets 2.98 Agree Moderate 3
blurred.
6. I experienced rapid heartbeat. 2.67 Agree Moderate 5
7. I experienced coldness and 2.58 Agree Moderate 6
unstableness.
Average Weighted Mean 2.83 Agree Moderate

Table 6 indicates the way how Senior High school students’ feel in physical stress. Based

on the data in the table, majority of the respondents agreed that they were experiencing the

statement I feel stiffness in my shoulder or my back with a weighted mean of 3.07 ranked as 1st

and a verbal interpretation of moderate. The result shows that respondents agreed that they

experienced this while having an online class. Moreover, some respondents also agreed that they

were experiencing the statement I have a stomach ache and feel discomfort with a weighted

mean of 2.54 ranked as 7th.

Therefore, the respondents’ level of stress in terms of physical aspect in stress level and

coping mechanisms agreed that they experience the situation sometimes and a verbal

interpretation of moderate with an overall weighted mean of 2.83

Young students' cognitive capacities are negatively impacted by stress. Students in

secondary school experience physical and mental issues as a result of extreme stress, and they

often pass academically and are placed in third grade (Ahmed, et al.,2020). Physically stress that

continues without a break can lead to discomfort and adverse stress reaction (Centre, 2010).

Physical difficulties might arise as a result of stress. The physical impact of stress directly affects

the student's health.

 45

2.2 Emotional Stress;

Table 7

Level of Stress among Grade 12 Students in terms of Emotional

Weighte Verbal Verbal Rank

Indicators
d Mean Description Interpretation
1. I am feeling tired or 3.08 Agree Moderate 3
unrested.
2. I feel tense and nervous. 3.09 Agree Moderate 2
3. I feel sleepy. 3.18 Agree Moderate 1
4. I feel jittery. 2.69 Agree Moderate 7
5. I feel worthless. 2.79 Agree Moderate 6
6. I feel anxious. 2.96 Agree Moderate 4
7. I feel easily angry and 2.81 Agree Moderate 5
 46

irritable.
Average Weighted Mean 2.94 Agree Moderate

Table 7 presents the statements under the emotional stress. It shows that many of the

respondents experience the statement I feel sleepy during classes with a weighted mean of 3.18

and ranked as 1st. Moreover, some of the respondents experiencing the statements I feel jittery.

With a weighted mean of 2.69 ranked as 7 th. Therefore, the respondents’ level of stress in terms

of emotional aspect in stress level and coping mechanisms agreed that they experience the

situation sometimes and a verbal interpretation of moderate, with an overall weighted mean 2.94.

According to Maxliving (2018), stress comes in various "flavors," including traumatic

and emotional stress, which is the most well-known. Uncertainty, memory lapses, feeling tired

and worn out, staying away from loved ones, not being in the right frame of mind, and mood

swings are all signs of emotional stress.

2.3 Psychological Stress;

Table 8

Level of Stress among Grade 12 Students in terms of Psychological

Weighted Verbal Verbal Rank

Indicators
Mean Description Interpretatio
n
1. I become less 3.04 Agree Moderate 2
communicative and silent.
2. I feel frustrated. 2.88 Agree Moderate 3.5
3. I tend to eat more. 2.76 Agree Moderate 7
4. I feel so lonely. 2.81 Agree Moderate 5.5
 47

5. I don't want to socialize 2.63 Agree Moderate 8

with my classmates.
6. I cannot meet the 2.81 Agree Moderate 5.5
expectation of my parents.
7. I worry a lot. 3.29 Agree Moderate 1
8. I lost interest in my physical 2.88 Agree Moderate 3.5
appearance.
Average Weighted Mean 2.89 Agree Moderate

Table 8 displays how psychological stress affects students. Based on the table, majority

of the respondents experienced the statements I worry a lot with a weighted mean of 3.29 ranked

as 1st. On the other hand, respondents also agreed that they tend to eat more when they were

stress with a weighted mean of 2.76 ranked as 7th.

Therefore, based on the data collected, respondents experienced psychological stress

sometimes and a verbal interpretation of moderate which gathered an overall weighted mean of

3.34.

Individuals can experience psychological changes as a result of stress over time. It can

lead to mental health problems, major psychological issues for university students. Anxiety and

depression can both impact students' academic and social lives (Mistler et al., 2012).
 48

2.4 Academic stress;

Table 9

Level of Stress among Grade 12 Students in terms of Academic

Weighted Verbal Verbal Rank

Indicators
Mean Description Interpretation
1. I cannot focus on what I 3.03 Agree Moderate 3
read and study.
2. I get confused and 3.04 Agree Moderate 1.5
forgetful of my assignments.
3. My thought seems to rush. 3.02 Agree Moderate 4
4. I have problem in 3.04 Agree Moderate 1.5
studying.
5. I cannot make and submit 2.58 Agree Moderate 10
my assignments.
 49

6. I get low scores in my 2.78 Agree Moderate 6.5

quizzes and exams.
7. I cannot understand the 2.74 Agree Moderate 9
lessons taught by my
teachers.
8. I cannot pay attention in 2.78 Agree Moderate 6.5
class.
9. My attendance is poor. 2.47 Disagree Fair 13
10. I am often late for class. 2.56 Agree Moderate 11
11. I cannot stay awake in 2.55 Agree Moderate 12
class.
12. I cannot answer my 2.76 Agree Moderate 8
assignments on time.
13. I am not sure if I can do 2.98 Agree Moderate 5
well in online classes.
Average Weighted Mean 2.79 Agree Moderate

Table 9 presents the statements under academic stress of the students. Based on the table,

majority of the respondents experienced the statement I get confused and forgetful of my

assignments. Also, the statement I have problem in studying which both have a weighted mean

of 3.04 and both ranked as 1 .5. Moreover, respondents also agreed that they cannot stay awake in

the class with a weighted mean of 2.55 ranked as 12th.

Therefore, based on the data collected, most of the respondents agreed that they

sometimes experienced academic stress and a verbal interpretation of moderate which gathered

an overall weighted mean of 2.79.

Academic stress has always been a common experience for every student pursuing

education (Porwal & Kumar, 2014). It is a feeling or reaction to certain academic events such as

examinations, challenging lessons, assignments, and an unconcerned teacher's attitude. A

 50

complex school curriculum could drastically affect a student's behavior. This behavior may serve

as a hindrance to one's academic pursuit or assistance in achieving academic performance.

2.5 Economic stress; and

Table 10

Level of Stress among Grade 12 Students in terms of Economic

Weighted Verbal Verbal Rank

Indicators Mean Description Interpretation
1. I cannot get the money that I 2.52 Agree Moderate 6
need to pay for school.
2. I do not have the money to 2.62 Agree Moderate 5
pay basic expenses.
3. I feel pressured because it is 2.65 Agree Moderate 4
expensive to go to school.
4. My parents give money but 2.76 Agree Moderate 2
not enough for my school
expenses.
5. I have trouble budgeting my 2.83 Agree Moderate 1
money.
6. I need to work to have 2.70 Agree Moderate 3
money and go to school.
Average Weighted Mean 2.68 Agree Moderate

Table 10 indicates the level of stress among grade 12 students in terms of economic.

Based on the table, it revealed the majority of the respondents experienced the statement I have

trouble budgeting my money with a weighted mean of 2.83 and ranked as 1 st. On the other hand,

respondents also agreed that they cannot get the money that they need to pay for school with a

weighted mean of 2.52 ranked as 6th.

 51

Therefore, based on the data collected, most of the respondents sometimes experienced

difficulties in financial or economic aspect and a verbal interpretation of moderate which

gathered an overall weighted mean of 2.68.

One major part affecting young adults' economic positions is their backgrounds,

particularly their parents' financial situation. Family income is a starting point for each student,

and regardless of present financial dependence on parents, this background influences students'

financial perspectives and behaviors (Graves & Savage, 2015).

Furthermore, many students endure financial problems. It includes finding enough money

to pay for tuition and the finances required to support living expenses while in school. (Scott,

2010).

2.6 Social stress?

Table 11

Level of Stress among Grade 12 Students in terms of Social

 52

Weighted Verbal Verbal Rank

Indicators
Mean Description Interpretatio
n
1. I have trouble getting along 2.74 Agree Moderate 2
with others.
2. I have no one to talk to. 2.54 Agree Moderate 4.5
3. I do not know anyone in 2.27 Disagree Fair 8
school.
4. I have trouble meeting a 2.32 Disagree Fair 7
boyfriend or girlfriend.
5. I feel along. 2.54 Agree Moderate 4.5
6. I feel lonely and miss my 2.43 Disagree Fair
family.
7. I cannot get along with my 2.36 Disagree Fair 6
friends and siblings.
8. I cannot keep up with their 2.60 Agree Moderate 3
trends.
9. I find it hard to express my 3.05 Agree Moderate 1
feelings.
Average Weighted Mean 2.54 Agree Moderate

Table 10 indicates the level of stress among grade 12 students in terms of social. Based

on the table, the majority of the respondents experienced the statement I find it hard to express

my feelings with a weighted mean of 3.05 and ranked as 1st. The result shows that respondents

agreed that they find it hard to express their feelings to someone. In contrast, some of the

respondents seldom experience the statement I do not know anyone in school with a weighted

mean of 2.27 ranked as 8th.

 53

Therefore, based on the data collected, majority of the respondents agreed that they

experienced the statements above with a weighted mean of 2.54 and a verbal interpretation of

moderate.

Fitz-Gerald (2017) stated that social interactions may guide isolated students to acquire

confidence, resulting in a positive attitude. When students dealing with stress use social

interactions as a coping mechanism, stress may begin to subside, allowing the students to enjoy

previously forbidden activities.

Table 12

Summary on the Level of Stress among Grade 12 Students

Indicators Weighte Verbal Verbal Interpretation Rank

d Mean Description
Physical 2.83 Agree Moderate level of stress 3
Emotional 2.94 Agree Moderate level of stress 1
Psychological 2.89 Agree Moderate level of stress 2
Academic 2.79 Agree Moderate level of stress 4
Economic 2.68 Agree Moderate level of stress 5
Social 2.54 Agree Moderate level of stress 6
Average Weighted 2.78 Agree Moderate level of stress
Mean

Table 12 illustrates the summary of the stress level of senior high school students.

According to the ranking, it reveals that the Grade 12 senior high school students of Saint

Michael College of Caraga are experiencing Emotional Stress having the weighted mean of 2.94

ranking 1st with a verbal interpretation of agree which means that the respondents are more stress
 54

in emotional aspect. In contrast, Social Stress ranked 6th with a weighted mean of 2.54 as the

least level of stress being experienced by the respondents.

3. What is the level of coping mechanisms of Grade 12 students for dealing with stress?

3.1 Problem-Focused Coping;

Table 13

Coping Mechanisms of Grade 12 Students in terms of Problem-Focused Coping

Weighted Verbal Verbal Rank

Problem-Focused Coping Mean Description Interpretatio
n
1. I handle my stress by 3.36 Agree Moderate 1
watching TV or listening to
music.
2. I dance and sing with friends 2.67 Agree Moderate 9
when I am stress.
3. I think of ways that I can 3.23 Agree Moderate 2
change the situation to make it
better.
4. I try to find friends who can 3.01 Agree Moderate 3
offer me information or
otherwise help me with my
problem.
5. I do physical exercises when 2.68 Agree Moderate 8
I am stressed.
6. I tone down or reduce my 2.94 Agree Moderate 4
work to cope with stress.
7. I read books, magazines, and 2.80 Agree Moderate 6
novels if I am stressed.
8. I go window shopping if I am 2.22 Disagree Fair 10
stressed.
9. I seek out more leisure 2.81 Agree Moderate 5
activities to occupy my time
and thoughts.
10. I talk to others who have 2.78 Agree Moderate 7
 55

been through the same situation

to see how they dealt with it.
Average Weighted Mean 2.85 Agree Moderate

Table 13 indicates the coping mechanisms of Grade 12 students in terms of Problem-

Focused Coping. Based on the table, the majority of the respondents doing the statement I

handle my stress by watching TV or listening to music, with a weighted mean of 3.36 and ranked

as 1st. The result shows that most of the respondents agreed that they can cope up with stress by

watching TV or listening to music. In contrast, some of the respondents rarely doing the

statement I go window shopping if I am stressed with a weighted mean of 2.22 and ranked as

10th.

Therefore, most of the respondents agreed that when watching TV and listening to music

helps them to cope up with stress having the total weighted mean of 2.85 and a verbal

interpretation of moderate.

According to some therapists, watching television might help us relax by diverting our

attention away from our stressed thoughts and everyday concerns. It requires no expertise or

physical exertion, no one bothers you or asks you to do anything, and you may lose yourself in a

comfortable imaginary tale while forgetting about your own troubles. This has the potential to be

an attractive offer (Neal, 2017).

 56

3.2 Emotion-Focused Coping?

Table 14

Coping Mechanisms of Grade 12 Students in terms of Emotion-Focused Coping

Weighted Verbal Verbal Rank

Emotion-Focused Coping Mean Description Interpretatio
n
1. I turn to prayer or attending 3.04 Agree Moderate 6
spiritual services of some kind.
2. I seek out emotional support 2.67 Agree Moderate 9
from others.
3. I just go to sleep when I am 3.13 Agree Moderate 4
stressed.
4. I develop strategies to get me 2.97 Agree Moderate 7
back on track.
5. I take time to relax. 3.26 Agree Moderate 3
6. I distract myself with the 2.79 Agree Moderate 8
activities I enjoy.
7. I count to ten, take deep 2.57 Agree Moderate 10
breaths, or practice other
relaxation techniques.
8. I seek advice from my 3.06 Agree Moderate 5
parents/teachers and friends if I
am stressed.
9. I find myself so overwhelmed 3.32 Agree Moderate 1.5
that I shut down completely.
10. I worry about the negative 3.32 Agree Moderate 1.5
consequences of stressful
events.
Average Weighted Mean 3.01 Agree Moderate
 57

Table 14 indicates the coping mechanisms of Grade 12 students in terms of Emotion-

Focused Coping. Based on the table, the majority of the respondents experiencing the statement I

find myself so overwhelmed that I shut down completely. Also, the statement I worry about the

negative consequences of stressful events which both have a weighted mean of 3.32 and both

ranked as 1.5. The result shows that most of the respondents agreed that they find their selves

overwhelmed that they easily shutdown and worry about negative consequences of stressful

events. On the other hand, some of the respondents also agreed doing the statement I count to

ten, take deep breaths, or practice other relaxation techniques with a weighted mean of 2.57 and

ranked as 10th.

Therefore, majority of the respondents agreed they experienced being overwhelmed that

they shutdown easily and worry about negative consequences of stressful events having the total

weighted mean of 3.01 and a verbal interpretation of moderate.

Stress may be caused by a variety of conditions or life events. When we encounter

something new, unexpected, or that challenges our sense of self, or when we feel we have little

control over a situation, it is sometimes triggered. However, excessive stress might have negative

consequences. It can put us in a permanent state of fear and anxiety, leaving us overwhelmed or

unable to cope, which can have a negative impact on our emotional well-being (Mental Health

Foundation, 2021).

Table 15

Summary on the Coping Mechanisms of Grade 12 Students

Indicators Weighted Verbal Verbal Interpretation Rank

 58

Mean Description
Problem-Focused 2.85 Agree Moderate 2
Coping
Emotion-Focused 3.01 Agree Moderate 1
Coping
Average 2.93 Agree Moderate
Weighted Mean

Table 15 illustrates the summary of the coping mechanisms of Grade 12 senior high

school students. Based on the table, it reveals that the Grade 12 senior high school students of

Saint Michael College of Caraga experienced the Emotion-focused Coping having the weighted

mean of 3.01 ranking as 1st with a verbal interpretation of agree which means that the

respondents are manifesting or experiencing the situation sometimes in terms of emotion-focused

coping. In contrast, Problem-focused Coping ranked as 2nd with a weighted mean of 2.85 as the

least being used as coping mechanisms of the respondents.

4. Is there a significant relationship between the profile of Grade 12 students and their

level of stress?

Table 16

Test on Relationship between the Respondents' Profile and their Level of Stress

Variable 1 Variable Correlation p-value Decision Interpretation

2 Coefficient
Age .057 .480 Accept H 0 1

There is no
Gender .094 .241 Accept H 0
significant
1

Academic Level of .036 .656 Accept H 0 1

relationship
Track
 59

Family Status Stress -.063 .434 Accept H 0 1

between the profile
in terms of of Grade 12
source of students and their
income level of stress.

The table shows the correlation between the profile of Grade 12 students and their level

of stress. The correlation between age and level of stress has a correlational coefficient of .057

(negligible association) with a significance of .480 (p-value > 0.05), whereas gender and level of

stress has a correlational coefficient of .094 (negligible association) with a significance of .241

(p-value >0.05), academic track and level of stress has a correlational coefficient of .036

(negligible association) with a significance of .656 (p-value >0.05), and family Status in terms

of source of income and level of stress has a correlational coefficient of -.063 (negligible

association) with a significance of .434 (p-value >0.05).

Since all of the correlations between the profile of Grade 12 students and their level of

stress have a p-value greater than the significance of ∝=0.05 which accept the null hypothesis,

therefore, there is no significant relationship between the profile of Grade 12 students and their

level of stress.

5. Is there a significant relationship between the profile of Grade 12 students and their

coping mechanisms?

Table 17

Test on Relationship between the Respondents' Profile and their Coping Mechanisms

Variable 1 Variable 2 Correlation p-value Decision Interpretation

Coefficient
 60

Age .012 .881 Accept H 0 2

Coping There is no
Gender .058 .471 Accept H 0
Mechanism significant
2

Academic -.008 .917 Accept H 0

s 2
relationship
Track
between the profile
Family Status -.037 .648 Accept H 0 2
of Grade 12
in terms of
students and their
source of
coping
income
mechanisms.

The table shows the correlation between the profile of Grade 12 students and their coping

mechanisms. The correlation between age and coping mechanisms has a correlational coefficient

of .012 (negligible association) with a significance of .881 (p-value > 0.05), whereas gender and

coping mechanisms has a correlational coefficient of .058 (negligible association) with a

significance of .471 (p-value >0.05), academic track and coping mechanisms has a correlational

coefficient of -.008 (negligible association) with a significance of .917 (p-value >0.05), and

family Status in terms of source of income and coping mechanisms has a correlational coefficient

of -.037 (negligible association) with a significance of .648 (p-value >0.05).

Since all of the correlations between the profile of Grade 12 students and their coping

mechanisms have a p-value greater than the significance of ∝=0.05 which accept the null

hypothesis, therefore, there is no significant relationship between the profile of Grade 12

students and their coping mechanisms.

 61

CHAPTER V

CONCLUSION AND RECOMMENDATIONS

The chapter shown the conclusion, primary recommendation, and secondary

recommendation based on the data gathered in the study.

Conclusion

The first goal was to discover senior high school students' stress levels and coping

mechanisms at Saint Michael College of Caraga. The chosen framework is Lazarus and

Folkman's (1984) Transactional Model of Stress and Coping, which emphasizes two kinds of

appraisal (primary and secondary) to determine whether it is harm, stress, and difficulties,

resulting in a coping process with stressful situations. The level of stress experienced as a result

of environmental stressors in the form of thoughts, feelings, emotions, and behaviors is

determined by assessments of the situation, which include a determination of whether internal or

external demands exceed resources, as well as the ability to cope when needs exceed resources. 
 62

The findings of this study demonstrate that many students in Senior high school

experience Emotional high levels of stress, which ranked first among the six-stress level

discussed. When they are stressed, they have a more challenging time controlling their emotions.

In contrast, social stress ranked last among the six. It demonstrates that they are more stressed

regarding the emotional aspect. As a result, students are classified in secondary appraisal since

they still do not know how to deal with or cope up with the situation, despite that many resources

available to support them in doing so.

Furthermore, the correlation supports the null hypothesis that there is no significant

relationship between the profile of Grade 12 students and their level of stress as well as coping

mechanism.

Recommendations

The researchers offer the following recommendations based on the findings for

consideration.

Primary recommendation

The researchers recommend the school creates a program targeting students' Stress

Management, particularly the Grade 12 senior high school students, especially regarding

emotional stress, to avoid getting sucked and experiencing physical pain. As much as possible,

distract yourself from emotional discomfort with emotionally healthy alternatives such as a feel-

good movie, fun activities with friends, or a satisfying mental challenge to lessen emotional pain.

It would be more helpful to students if they also allowed time for rest and rehabilitation, such as

meditation or physical activity.

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Dealing with stress and coping is similar to what Lazarus and Folkman proposed that the

personal impact of a stressor also depends on one’s coping resources and strategies. Coping

resources are the personal and contextual attributes individuals draw upon when dealing with a

challenge. There are main two types of strategies, problem focused coping and emotion focused

coping. where one alters their reactions to and feelings regarding the stressor, such as finding the

humor in or denying the situation. emotion-focused coping may be particularly effective when

the context cannot be altered, as in the case of an irreversible loss, or when age-related physical

or cognitive challenges make it difficult if not impossible for a person to alter the situation (Carr,

2020).

Secondary Recommendations

School Administrators

 School Administrators should offer a month-long stress awareness training to help

students manage and cope when stress gets unbearable. Implimenting symposium

about stress awareness every month to enourage the students to choose one

activity for their physical, mental, and emotional well-being to do every day, as

well as educating and supporting them during the stress awareness program. They

can also have a project which is to build a chapel where students can have a place
 64

where they can feel comfort to lessen the stress they feel and can have an intimate

relationship with God. This was done in order to raise public awareness about

stress's causes and treatments. Understanding and addressing the barriers and

enablers to stress management program implementation in schools would aid the

development of effective implementationstrategies (Albers & Pattuwage, 2017;

Domitrovichetal., 2008), resulting in significant health, economic, and social

benefits for a large number of young people, their families, and the community.

Academic Department

 The Department should develop a program and measure students' stress levels.

They must determine how to deal with stress. Teachers have an important role in

creating and sustaining healthy learning and growth environments for students.

Teachers can help students who are stressed by offering emotional support,

encouraging strong peer connections, and connecting them with other experts at

the school who can be valuable resources. According to experts, practically

everyone benefits from social and emotional support. Strong social support may

actually improve your self-esteem and feeling of autonomy, making you better

capable of dealing with challenges on your own. Many Americans do not believe

they have access to social assistance, despite how crucial it is. When asked

whether they have anybody they can turn to for emotional support, such as talking

through difficulties or assisting them in making difficult decisions, 70% replied

yes. More over half (55%) felt they could have used a bit more emotional

assistance (American Psychological Association, 2019).

 65

Future Researchers

 Future researcher must study more about stress levels and coping mechanisms in

order to assist students in avoiding unmanageable stress that might negatively

impact their academic performance. Students should be able to cope with painful

or challenging emotions as a result of the strategies they employ to reduce stress,

deal with it more effectively, and become more resilient. Learners may have

alternative stress-coping mechanisms that are not included in this study. Healthy

coping skills are crucial because they teach us how to deal with unpleasant

situations and make us more resilient. So, whatever challenge we face in the

future, we will be able to overcome it with strength and determination

(Counseling Center, 2021).