Local Media4116974946236791704

LINGUNAN NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

F. Dulalia Street, Lingunan, Valenzuela City
THE EFFECTS OF ACADEMIC PRESSURE AMONG GRADE 12 HUMSS
STUDENTS BROUGHT BY ONLINE DISTANCE LEARNING
A Research Paper presented to the
Senior High School Department of
Humanities and Social Sciences of
Lingunan National High school
Submitted in Partial Fulfillment of the
Requirements for the subject
Inquiries, Investigation and Immersion
Erwinalyn Guzman
Adrian Roel Macaro
Mark Justine Lumibao
Guian Carlo Orosco
Marvin Orosco
Hensley M. Palao
Trisha Mae Lindayag
Ruchelle Mausisa
Melanie Faye Pepito
JC Pearl J. Race
2022
Chapter 1
INTRODUCTION
The world is changing year by year at this time, and it is inevitable that all
of us will alter from time to time. Even if you are far away from someone, you can
still communicate with them using old techniques of studying and modern day
visual learning. However, there are advantages and disadvantages to this
method. Since the pandemic began two years ago, students have been under a
great deal of stress and anxiety.
Distance learning without seeing each other, especially teachers and
friends, is extremely difficult since traditional educational values cannot be met,
and this impacts many students, resulting in Academic Pressure.
The Effects of Academic Pressure felt by the students of many online
classes. According to Durrette C. (2020), Academic pressure is formally defined
as an experience in which a student is burdened by the demands of time and
energy to achieve specific academic goals. This stress can come from a variety
of potential sources and have a myriad of impacts on students both emotionally
and academically.
Academic pressure may originate from a variety of sources, including
familial expectations, lofty objectives established by individuals, and societal
standards. Many students in online classes feel under pressure, and students
who are under academic stress are more likely to lose interest in previously
cherished activities. (New Port Institute.2021).

Background of the Study
In Online Distance Learning, students get teaching via online classrooms,
video recordings, video conferencing, or any other audio/visual technology
medium in distance learning. It allows people to get an education without having
to physically attend a class. (Kaplan, Andreas M.; Haenlein, Michael,2016). It has
some benefits, but it also has some drawbacks, such as the academic pressure
that students in this generation face.
Based on the Research study entitled, Academic Stress and Emotional
Well-Being in United States College Students Following Onset of the COVID-19
Pandemic, as a result of this ongoing COVID-19 pandemic, millions of students
have been urged to complete the school year via online distance learning. As a
result, the educational system in the United States has deteriorated (Goldstein,
2020). Academic stress is a significant source of concern for students, as it
directly correlates with their capacity to succeed in this new environment. Prior to
the COVID-19 pandemic, a recent report indicates that just 35% of college
students in the United States had completed at least only one online course
(D'Amato, 2020). This result is concerning, as prior online course experience is
one of the best academic performance indicators in an online program (Hachey
et al., 2012).
According to this research, the troublesome home circumstances may
worsen this absence of knowledge, such as a lack of academic resources (e.g.,
computers and internet connectivity) and interruptions in the home learning
setting. COVID-19 and its accompanying disturbances have been linked to
significant increases in students' stress, anxiety, depression, and suicidal

tendencies (Husky et al., 2020; Li et al., 2020; Luo et al., 2020; Patsali et al.,
2020). Three hundred and forty-five persons participated in the study.
Approximately one-third of students believed their academic future was
jeopardized due to COVID-19. Similarly, around 30% of students responded that
they would likely cut back on or withdraw from classes in the Fall of 2020 if they
were conducted online. Notably, this study examined students' views rather than
real academic choices. While it is probable that students' beliefs and risk
behaviors toward COVID-19 affect their academic attitudes and psychological
well-being, the link is mitigated by socioeconomic status-related factors (e.g.,
reliable internet access).
In this study, the researchers aim is to understand and to analyze the Effect of
Academic pressure to Grade 12 HUMSS Brought by Online Distance Learning.
This study will focus on these four research questions:
● Does distance learning change the way you learn? How do you say so?
● What is the Grade 12 HUMSS student's performance in online distance
learning?
● What are the effects of academic pressure on Grade 12 HUMSS senior
high school students during pandemic?
● Is there any relationship between the effects of academic pressure to the
student's performance in online distance learning?
Determining the Effects of Academic Pressure Caused by Online Distance

Learning might raise awareness among students who are under a lot of pressure
to reach specific academic goals and serve as a reference for future researchers.
Statement of the Problem
This research is looking for answers to the following questions:
1. Does distance learning change the way you learn? How do you say so?
2. What is the Grade 12 HUMSS student's performance in online distance
learning?
3. What are the effects of academic pressure on Grade 12 HUMSS senior
high school students during pandemic?
4. Is there any relationship between the effects of academic pressure to the

Hypothesis
The previously mentioned problems led the researcher to pose the
following hypothesis for acceptance and rejection at a .05 level of significance.
Ho: There is no relationship between the Effects of Academic Pressure to the
Student's Performance in Online Distance Learning.

Scope and Delimitation
The purpose of this research is to investigate the Effects of
Academic pressure on Grade 12 HUMSS as a result of online distance
learning. This research will primarily focus on determining the Effects of
Academic Pressure among Grade 12-HUMSS senior high school students
and analyzing the student’s performance of Grade 12 HUMSS students in
Online Distance Learning.
The study is limited to 15 willing students in Grade 12 HUMSS at
Lingunan National High School in the School Year 2021-2022. To avoid
contact in this new normal, the researchers will provide a survey
questionnaire to gather information from students. The researchers will
conduct the study and collect data in an online platform such as Google
Forms and messenger. Questionnaires will be used as the instrument,
with responses provided by the student participants. Participants will have
an entire day to respond to our research questions, and if the students are
satisfied with their responses, the researchers will collect the data. The
researchers will accommodate the instruments that will be used as well as
the necessities that will be required to produce for the research.

Significance of the Study
The important findings of this study could be highly significant and
beneficial, particularly to the following:
Institution-This study may benefit institutions in determining how they will
come up with an idea to assist students who are experiencing academic pressure
due to the online classes caused by the covid-19 virus. Institutions/Schools can
provide simple and age-appropriate conversations about what is going on and
why their routines are disrupted can help alleviate students' anxiety and stress.
Administrator-There is a decent possibility that if school administrators
learn about the consequences that online learning has on students' academic
performance, they will take action to alleviate those effects, but not just for
themselves. As a result, administrators will benefit by becoming more open-
minded and demonstrating their accountability to students by implementing
policies that benefit the school.
Teachers-This study can help teachers realize that every student has
different types of learning skills, such as face-to-face learning, online learning,
self-understanding, and group study. This study demonstrates how our teachers
can improve their teaching abilities by using the internet or online. It also
demonstrates students' struggles with understanding and participation; students
will fail if teachers fail to teach.
Parents-This research can help parents to understand that academic
pressure is a tremendous load for many children these days, and it can also
assist parents to understand how they will handle their child's academic strain
and how they can best assist their child's academics by being their biggest
cheerleader. Such as asking them what they need from you and engaging in
open and honest discussions with them.
Students-This study assists students in acquiring ideas so that they are
not subjected to academic pressure. They will be informed as well if they learn
about our research and read about it. They will be able to apply the principles
they have learned in this course to their own lives. Furthermore, students may be
able to obtain treatments that are not yet widely available to the general public.
Future Researchers-This study can be used as a new source of
information and as a reference for future researchers. This research can also
serve as a guide for them as an existing study that is relevant to their future
research and can be used to find new solutions.

Definition of Terms
Academic Attitude- An academic attitude involves learning to trust your own
critical abilities and being assessed on your own performance.
Academic pressure- It is formally defined as an experience in which a student is
burdened by the demands of time and energy to achieve specific academic
goals.
Academic stress- It is defined as the body's response to academic-related
demands that exceed adaptive capabilities of students.
Correlates- It is having a mutual relationship or connection, in which one thing
affects or depends on another.
Deteriorated- It is the action or process of becoming impaired or inferior in
quality, functioning, or condition.
Distance Learning- This refers to a learning delivery modality where learning
takes place between the teacher and the learners who are geographically remote
from each other during instruction. (Llego M.,2020).
Jeopardized- to expose to danger or risk.
Online Distance Learning- It features the teacher facilitating learning and
engaging learners' active participation using various technologies accessed
through the internet while they are geographically remote from each other during
instruction. (Llego M.,2020).

Societal standards- It is a social norm that are shared standards of acceptable
behavior by group.
Socioeconomic status- It is the social standing or class of an individual or
group. It is often measured as a combination of education, income and
occupation.
Review of Related Literature
According to the research entitled, Academic Stress Amongst Students
that, over the last few years, academic pressure has intensified; there are
examinations and homework and a slew of other activities that a student must
juggle. Not only the design, but also the professors are important. Parents also
put a lot of pressure on their children to earn good marks. These Expectations
motivate pupils to labor tirelessly, resulting in increased stress. Academics,
parents, and educational institutions all want children to participate in
extracurricular activities. The current expectation from students is to be an all-
rounder in terms of activities as well. A lack of appropriate Counseling channels
leads to more uncertainty, and students are unable to choose a career path.
Even after a thorough examination of patterns, people have a tendency to think
for themselves. Parents’ and teachers’ expectations are high. Teachers leave
students perplexed, which causes tension. High school and adolescence have a
critical part in forming a child’s personality and view on life. Peer pressure is still
present. Another word commonly used by teenagers. This could be putting
pressure on someone else to do something. The list is endless: drink, smoke,
cheat on tests, lie, and so on. Peer pressure can be detrimental and intriguing. It
can assist introverted students to shape their personalities in a positive way, or it
can help extrovert students shape their personalities in a positive way. Act as a
stumbling block and cause tension; the kids’ ability to think critically is critical.
And to surround yourself with positive people in order to take advantage of peer
pressure to be optimistic. Heavy academic responsibilities and the sensation of
always having to fulfill another deadline It’s difficult to meet a deadline. Parental
pressure on children to excel in school and achieve high grades Extracurricular
participation is at an all-time high.
Often, there is a compelling need to excel in school. Prone to abuse,
lowers morale, and is one of the leading causes of stress, failure, dissatisfaction,
and breakdown. The competition between parents to establish that their child is
an all-around performer leads to their demise. Instead of succeeding, you end up
as a victim. Students’ stress levels are exacerbated by a lack of assistance. The
absence of engagement with parents and teachers adds to the doubts and
confusions that a student already has. Stress may develop as a result of the
child’s behavior. A child is expected to accomplish a great deal. However, due to
a lack of sufficient support, they feel adrift and are unable to find their way.
The similarities of our research to this study are that they both pay
attention to how students are being under pressure due to online classes and
they also tackle how to prevent this kind of situation. However, this study is more
profound than our research for the reason that this study includes more pressing
situations that the students are suffering from, namely drinking alcohol, smoking,
cheating on tests, lies, and so on. The gap of this research between our study is
that, it has no solution on how to give assistance to the students who are
experiencing academic pressure. Additionally, this gives awareness of how
academic pressure can go this far. People can barely can imagine how can
students undergo in this kind of emotional tension that people think even major of
the students can’t endure how hard it is but one thing is for sure, for someone
who is in this kind of circumstances, with the help of family, friends, higher ups,
and especially their own self, you know will be able to get through on your rough
situation as long as you hang in there and believe in yourself.

On the other hand, based on Calabaugh,(2021),COVID-19 has had such a
significant influence on the environment of higher education, causing significant
disruptions. A summary report on 295 students’ academic perceptions and
emotional well-being was published in late May 2020. Students expressed high
levels of uncertainty about their academic futures, as well as large levels of
stress and trouble coping with the COVID-19 disruptions, in terms of potential
levels of anxiety. Higher degrees of neuroticism and an external locus of control
were shown to be associated with the outcomes studied. Female participants
perceived lower levels of emotional well-being than male students, while students
of color reported significantly higher levels of stress and anxiety about their
academic futures as compared to White students. As a result of the pandemic,
these findings show that some students may be particularly vulnerable to
academic stress and low emotional well-being. These findings also underscore
the urgent need for intervention and prevention initiatives.
This study and our research both talk about the impact of COVID-19 in
one’s well being and how it causes academic pressure. But in this study, they
divided their respondents to female and POC (people of color) students and they
compared the results which showed that they have different results, some
students may be particularly vulnerable to academic stress and low emotional
well-being than other students, that’s the result of their research. On top of that,
this study does not show the relationship of academic pressure and the student’s
academic performance but rather it focuses on “emotional well-being and
academic pressure”. Another is, this study does not focus on Senior High School
students but rather college students.
In a nugget of truth, this study shows how COVID-19 really impacted the
emotional well-being of a student and this does not only include academic
pressure. There are tons of reasons why a student is experiencing academic
pressure but the COVID-19 made it worse. Academic pressure is not solely
caused by the pandemic but also students expressed high levels of uncertainty
about their academic futures.
While on the research entitled “Effects of Online Learning Capacity on the
Academic Stress of Students: A Case Study during COVID-19 Pandemic” where
Gumasing, J., Barcelon, A. et. Al (2021) assess the effect of students’ online
learning capabilities on their assessed academic stress during the COVID-19
Pandemic. They discovered elements affecting students’ ability to learn online,
including the duration of the study (online and offline), the number of gadgets
utilized, internet speed, and internet availability. Then, using an adapted version
of Bedewy and Gabriel’s (2015) Perception Academic Stress (PAS) Scale,
perceived stress among university students was quantified. The PAS scale
contains four subscales that assess students’ academic stress: (1) pressure to
perform, (2) workload perception, (3) academic self-perception, and (4) time
constraints. To examine the influence and link of the factors affecting students’
online learning ability, the results from the four subscales of the PAS were
correlated with the factors affecting their online learning capacity. The study’s
findings established the following: the study’s duration (online) has a substantial
impact on the perception of work overload stress subscale (r=0.254, p=0.11), the
number of gadgets used has a strong correlation with the pressure to perform
(r=-0.201, p=0.044), academic self-perception (r=-0.209, p=0.036), and time
restraint (-0.441, p=0.000) stress components, and the internet speed.
This research is about the correlation of students capability to the
assessed academic stress of students in COVID-19, and about the four factors
that affect the Online Learning capabilities of students under the Academic
Stress. Nevertheless, it still holds vital data and information that correlates to our
study. On the other hand, it still parallels our research in different angles, this
study alluded to Academic stress which also involves Academic pressure and
students online capabilities which can also be related to a student's academic
performance. Notwithstanding, the students' online capabilities are correlated in
four factors : pressure to perform, workload perception, academic self-
perception, and time constraints. It just proves that there are factors that can
influence students' emotional and mental health in any kind of learning system
they undergo. There’s effects and factors that link on how students will learn on
offline or online based teaching strategies.
According to Bulletin of Education and Research August( 2019),
Researchers in the field recognized two types of anxiety, trait anxiety and state
anxiety where trait anxiety is the tendency of each person to be relatively stable
internally and able to respond to anxiety and state anxiety as the temporary
emotional state of the individual, as well as the structure of the intensity that
changes and fluctuates over time. This is a relatively stable and permanent
personality trait that is neither bound to time nor of any specific situation. Anxiety
has an adverse effect on learning and achievement because the anxiety caused
in the educational environment tends to be context specific. Many types of
academic-related anxiety have been identified, including computer anxiety,
research anxiety, statistical anxiety, writing anxiety, foreign language anxiety,
general test anxiety and math anxiety (Onwuegbuzie, Jiao, & Bostick, 2004).
There are some similarities of our research to this study such as they both
address the distance learning in the midst of COVID-19 . But there is also a
difference between the two , based on our research is the pressure in academic
learning while this study mainly focuses on the exploration of anxiety factors.
Moreover, you think out of the box ,the issue of anxiety can be also seen in our
research, because our research talks about the academic pressure or rather
about pressure. Furthermore, if some observe carefully that anxiety can also be
one of the factors why students experience pressure in learning or in academics.
The research entitled “Adolescents’ Perceptions and Academic Stress
towards Online Learning during COVID-19 Pandemic” stated that Coronavirus
disease (COVID-19) has completely changed the learning environment and
experiences of adolescent learners. In 12 th grade During the COVID-19
pandemic, adolescents had a moderate level of perceptions toward online
learning and a high level of academic stress. There was a significant relationship
between adolescents’ perceptions of online learning and academic stress.
(Elashry, R., Britiller, M., Saber, E., & Ahmed, F.2021)
One of the similarities you can observe between this study and our
research is Academic stress, which also refers to academic pressure in grade 12
children or adolescents. Although it has some resemblance, this study is only
limited to adolescence perception on academic stress and did not talk about the
effects of it. Moreover, this study did not address how to avoid academic
pressure and how to deal with it if it occurs. As a nugget of truth, because of
online learning, it’s more difficult for students or teenagers to study or complete
activities in a timely manner, this results in academic pressure and stress among
pupils.
According to Rotas, E., & Cahapay, M. (2021), The spread of COVID-19 in
different countries around the world have been declared as a public health
emergency of global concern in January 2020 and affected all areas of human
life. Different government countries issued mandatory border lockdowns and
health authorities, complying with strict health protocols, rules and regulations to
help prevent the mass spreading of the virus. Businesses and travelers had to
close, stop and ban the flights from different countries. People of different places
had to deal with anxiety, stress, and pressure.
When the COVID-19 pandemic struck the Philippines, our educational
system changed. We had to stop face-to-face classes and shut down basic
education, colleges and universities. As a response of our government and
learning institutions the tertiary education rapidly changes to remote or online
learning. Remote learning, in this context, should not be compared to the
traditional distance education that we’ve practiced before the crisis but can be
described as emergency remote education (ERE) ( Bozkurt and Sharma 2020).
However, it is still a part distance learning as a result of an unpresented health
emergency. Our tertiary education institutions (TEIs) have ventured in many
forms of ERE to maintain our education. It includes mobile learning, online
learning, distance education, blended learning and homeschooling, the context of
this study shows or highlighted that ERE should not be a substitute to the
traditional distance learning education nor change the conventional on campus
learning system (Hodges et al., 2020). While distance learning programs rely on
well-built ICT, telecommunications and a well-organized faculty support system
(Aboagye et al., 2020). The TEIs is consistently providing the educational, virtual,
and instructional support to the students using available technologies and
learning materials.
Worldwide, the pandemic has exceeded about 1.58 billion children and
youth(UN 2020). In the middle of the year, countries analyze ‘flattening the curve’
on the report of the United Nations over one billion learners are still affected by
the scenario. This number reports 61 percent of the world’s overall students.
Tertiary Institutions in the Philippines are not prepared for the sudden
change of the education system, in the middle of the crisis. Analyzing the
statistics, almost 3.5 million Filipino students enrolled in tertiary level institutions
are roughly affected by the pandemic(Joaquin, Biana and Dracela 2020). Apart
from other challenges that they need to overcome before the crisis on a face-to-
face learning set-up, students now even have to face technical problems and
difficulties associated with remote learning(Simbulan 2020). As the outcome of
this matter students suffer from a lot of stressful events due to more
responsibilities, they have to manage day by day. Observing a larger picture,
studying is complicated and students are in the middle of a social disaster.
With an overwhelming stress and difficulties as stated in recent
studies( e.g., see Rotas and Chapay, 2020; Bozkurt at et al., 2020; Baticulon et
al., 2020), students are able to find silver linings out from the challenges they
have encounter in the exercise of remote learning. Filipino students surveyed
used a combination of personal coping strategies during this time of pandemic,
like stress that they are facing, motivating oneself, and changing the attention to
other things at home to stay away from many difficulties and calm their minds
caused by the pandemic and school work.
Students continue to strive and survive positive movements, responses
and outlook to surpass the everyday struggles by remote learning. In the
movement there is a solution to despair; coping with the strategies is also the
solution to stress and difficulties. Chowdhury(2020) defined coping strategy is a
tool to manage and prevent burnout. Berjot and Gillet(2011) coping is a response
behavior used by an individual to protect themselves from a painful stress and
anxiety. To specify things. Coping is a mechanism applied by the students to
fortunately manage stressful events made by remote learning.

The contemporary research addresses the space on how the students
cope with the new system(remote learning) in the Philippine context that is
plagued by structural constraints caused by the global crisis. In this study it
provides researchers and lecturers a glimpse into the coping strategy employed
by the students in a developing country in the midst of global issues.
When it comes to differences of this study to our research, this study that
we’ve found focuses on how the students starts during the online learning without
having a concrete plan and yet our government continue the system while our
study focuses on how students able to turn it into a successful learning system
and deals with different kinds of stress and problems. On the other hand, their
similarities can be seen in different aspects and angles of our research, not just
similarities but the goals as well, it tackles on how the students deal with the
pressure and stress brought by distance learning and how they overcome it. In
addition, the gap of this research is, not knowing how the system works and what
are the possible problems that we might face when we do it immediately without
a concrete plan. We also want to give attention to the students who can’t do self-
study learning because not all the students can be a self-learner and teach
themselves, we still need a teacher or a personal guide to explain those things
who can’t be understood by the many. Not to mention, this study has been
helpful since the pandemic started. It guides the students in different situations
and good things. It explains the reasons for why we are doing this kind of
research and proves that all students have multiple excellences. The study
targets viewers and other researchers because we all can relate to what's
happening during this time.

Chapter 2
METHODS
This chapter introduces the methods and procedures used in the study. It
includes the research design, population and sampling, sources of data, and data
analysis
Research Design
The researcher decided to use the quantitative research method in this
study. This study will utilize both survey and correlation research that are under
the non-experimental research approach, which is suited for gathering data on
the performance of Grade 12 HUMSS students and their opinions on academic
pressure brought on by online distance learning.
The Non-experimental approach, which is a correlational approach, is
explaining the relationship between two or more variables, without the
intervention of the researcher.Also,Correlational research is ideal for quickly
collecting data from natural settings. This allows you to apply your findings to
real-world situations in an externally valid manner. Furthermore, correlational
research can help researchers develop theories and make predictions by
providing insights into complex real-world relationships. (Bhandari, P. 2021, July
7).
To conclude, this research will employ recording and tallying the
responses, analyzing and interpreting the tallied data and coming up with the
conclusion from the results response of selected participants.
Population and Sampling
The researcher of this study chooses to use the Simple Random
Sampling under the Probability technique to select and choose the respondents
in the study. The participants of this study are Grade 12 HUMSS Senior High
School Students of Lingunan National High School enrolled in School Year 2021-
2022. The Grade 12 HUMSS in Lingunan National High School-Senior High
School has a total population of 73 including the researcher.
The researchers eliminated themselves from this study in order to
avoid any form of bias, resulting in a population size of 63. The researcher chose
15 willing participants from Grade 12 HUMSS as the sample size and distributed
the online survey questionnaire to them.

Chapter 3
RESULTS
This Chapter comprises the result of the data gathered and its
interpretation and analysis.
Research Question 1:
Does distance learning change the way you learn? How do you say so?
Table 1
Changes on the students’ learning between Traditional and Online
distancing learning
CHOICES SCORE/
PERCENTAGE
Yes, in traditional learning ,students must go to school or college for 7 = 46.7 %

education to learn while in regular education ,the classes are conducted
regularly on a daily basis.
Yes, traditional classes were more preferred by the students because of 2 = 13.3%
face-to-face interactions, but distance learning is very exhausting to do
because we are constantly using gadgets and modules that have no social
interaction.
Yes, I'm more likely to study in a physical or face-to-face class than in an 5 = 33.3 %
online class because I cannot concentrate on my studies due to distractions
and noise from your neighborhood and social media.
No, I don’t think distance learning has changed the way I learn because I’m 1 =6.7%
still catching up on subjects and lessons I didn’t know about when face-to-
face sessions were still available.
No, in today’s time of pandemic, the students persevere in their studies in 0=0%
order to help their parents
What is the Grade 12 HUMSS student’s performance in online distance
learning?
Table 2
Grade 12 HUMSS student’s performance in Online Distance Learning
CHOICES
SCORE/
PERCENTAGE
Students were not given clear instructions or expectations, there was a lack
of immediate communication, and peer review was increased. 9/15 = 60%
I’ve been able to efficiently manage my time since the outbreak, which I 5/15 = 33.3%
appreciate because I didn’t anticipate being able to do so, and I believe this
is a great change.
I’ve been losing my concentration since I started distance studying. The 8/15 = 53.3%
social media and entertainment that the internet provides always distract
me. I’ve also seen changes in my time management; previously, I was able
to split my tasks and perform well in school, but now I feel exhausted and
lack time management.
For online discussions, students are required to attend Google meetings 6/15 = 40%
every other day. In addition, students need to reply in Google Class so they
can submit their activities on time.
It is difficult trying to understand the class with a slow internet connection 11/15 = 73.3%
and that bothers me because my attention changes and I get bored easily.
What are the effects of academic pressure on grade 12 HUMSS senior high
school students during pandemic?
Table 3
Effects of academic pressure on grade 12 HUMSS senior high school
students during pandemic
CHOICES SCORE/
PERCENTAGE
With the addition of stress, students begin to lose concentration in class, 13/15 = 86.7%
resulting in poor quality work for academic performance, anxiety, which can
lead to social and behavioral problems, and learning neglected hygiene or
poor self-care and low self-esteem. Stress also impairs memory retrieval,
increasing the risk of underachieving on exams.
Low self-esteem, difficulty dealing with a variety of situations, sleep 12/15 = 80%
difficulties, decreased focus, and abnormal eating can all affect a student’s
academic and emotional growth. Furthermore, students that are under
academic stress perform poorly in school.
During a pandemic, students’ fixation with greater grades has a significant 3/15 = 20%
impact on their mental health. Academic pressure also causes sleep
deprivation and inability to concentrate.
It can be difficult at times, but stress helps us manage and handle pressure 1/15 = 6.7%
so that we can complete our tasks on time.
Different students have different experiences, but the pressure always hits us 12/15 = 80%
because our parents can see how we really act and try to study even if it’s
difficult. Also, time management is a bit difficult because we’re at home
studying and our parents sometimes make us do household chores, so we
have no choice but to do it.
Is there any relationship between the effects of academic pressure to the

Table 4
Relationship between the Effects of Academic Pressure to the Student's
Performance in Online Distance Learning
Effects of academic Student's
pressure performance in
online distance
learning
54.68 51.98
Effects of academic pressure
51.98 54.68
Student's performance in online
distance learning
This table shows that based on the correlation results which is r= 0.9194, there is
a relationship between the Effects of Academic Pressure to the Student's
Performance in Online Distance Learning. This also entails that the two said
variables have causal interconnection to each other.

Chapter 4
DISCUSSION
This chapter contains the research summary, conclusions and
recommendations of the whole study made by the findings of the
researcher.
Does distance learning change the way you learn? How do you say so?
What is the Grade 12 HUMSS student’s performance in online distance
learning?
What are the effects of academic pressure on grade 12 HUMSS senior high
school students during pandemic?
Is there any relationship between the effects of academic pressure to the

Based on the correlation results which is r= 0.9194, there is a relationship
between the Effects of Academic Pressure to the Student's Performance in

Online Distance Learning. This also entails that the two said variables have
causal interconnection to each other.
BIBLIOGRAPHY:
Becton, L. (2022). Distance Learning: The Ultimate Guide to Online Learning.
Education Corner. Education Corner – Education That Matters. Retrieved
May 14, 2022, from
https://www.educationcorner.com/distance-learning/distance-online-
learning-guide.html.
Bhandari, P. (2021, July 7). Correlational Research | When & How to Use.
Scribbr. Retrieved June 12, 2022, from
https://www.scribbr.com/methodology/correlational-research/#:~:text=Ther
e%20are%20many%20different%20methods,%2C%20observations%2C
%20and%20secondary%20data
Bulletin of Education and Research August. (2019). Exploration of Anxiety
Factors among Students of Distance Learning: A Case Study of Allama
Iqbal Open University. Exploration of Anxiety Factors among Students of
Distance Learning: A Case Study of Allama Iqbal Open University, 41, 67–
68. https://files.eric.ed.gov/fulltext/EJ1229454.pdf
Calabaugh, A. (2021). Academic Stress and Emotional Well-Being in United
States College Students Following Onset of the COVID-19 Pandemic. The
Cougar. Retrieved May 2, 2022, from
http://thedailycougar.com/2020/02/05/academic-pressure/#:~:text=Acade
mic%20pressure%20is%20formally%20defined,students%20both
%20emotionally%20and%20academically.
Durrette, C. (2020). Academic Pressure from family, society takes a toll on
students. The Cougar. Retrieved May 3, 2022, from
http://thedailycougar.com/2020/02/05/academic-pressure/#:~:text=Acade
mic%20pressure%20is%20formally%20defined,students%20both
%20emotionally%20and%20academically.
Elashry, R., Britiller, M., Saber, E., & Ahmed, F. (2021). Adolescents’ Perceptions
and Academic Stress towards Online Learning during COVID-19
Pandemic. Assiut Scientific Nursing Journal, 9(27), 68–81.
https://doi.org/10.21608/asnj.2022.106773.1267
Geena, J., & Manisha, S. (2018). Prestige e-Journal of Management and
Research. ACADEMIC STRESS AMONGST STUDENTS: A REVIEW OF
LITERATURE, (4) (5)((1) (2)), 58–67. https://www.pimrindore.ac.in/vol4-
issue2-vol5-issue1/5.ACADEMIC%20STRESS%20AMONGST
%20STUDENTS%20A%20REVIEW%20OF%20LITERATURE.pdf
Gumasing, J., Barcelon, A., Enriquez, K., Llasos, N., Lomague, P., Remoquillo,
M., & Silverio, J. (2021). Proceedings of the Second Asia Pacific
International Conference on Industrial Engineering and Operations
Management Surakarta, Indonesia. Effects of Online Learning Capacity
on the Academic Stress of Students: A Case Study during COVID-19
Pandemic, 0(0), 1851–1852.
http://ieomsociety.org/proceedings/2021indonesia/351.pdf
Kaplan, A., & Haenlein, M. (2016). EconPaper. Higher Education and the Digital
Revolution: About MOOCs, SPOCs, social media, and the Cookie
Monster, 59(4), 441–450. https://doi.org/10.1016/j.bushor.2016.03.008
Llego, M. (2022). DepEd Learning Delivery Modalities for School Year 2021–
2022. TeacherPH®. Retrieved February 20, 2022, from
https://www.teacherph.com/deped-learning-delivery-modalities/#:~:text= W
hat%20is%20Online%20Distance%20Learning ,from%20each%20other
%20during%20instruction
Nd. (2021). The Mental Health Toll of Academic Pressure. The Newport Institute.
Retrieved February 21, 2022, from
https://www.newportinstitute.com/resources/mental-health/academic-
pressure/#:~:text=87%20percent%20of%20students%20surveyed, percent
%20reported%20feeling%20mentally%20exhausted.
Rotas, E., & Cahapay, M. (2021). Research Article. From Stress to Success:
Exploring How Filipino Students Cope with Remote Learning amid
COVID-19 Pandemic, 3(1), 27–35.
https://doi.org/10.33902/JPSP.2021366608

Local Media4116974946236791704

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Local Media4116974946236791704

Uploaded by

Copyright:

Available Formats

LINGUNAN NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

THE EFFECTS OF ACADEMIC PRESSURE AMONG GRADE 12 HUMSS

STUDENTS BROUGHT BY ONLINE DISTANCE LEARNING

A Research Paper presented to the

Senior High School Department of

Humanities and Social Sciences of

Lingunan National High school

Submitted in Partial Fulfillment of the

Requirements for the subject

Inquiries, Investigation and Immersion

Adrian Roel Macaro

Mark Justine Lumibao

Guian Carlo Orosco

Trisha Mae Lindayag

Melanie Faye Pepito

visual learning. However, there are advantages and disadvantages to this

great deal of stress and anxiety.

Distance learning without seeing each other, especially teachers and

friends, is extremely difficult since traditional educational values cannot be met,

and this impacts many students, resulting in Academic Pressure.

The Effects of Academic Pressure felt by the students of many online

classes. According to Durrette C. (2020), Academic pressure is formally defined

as an experience in which a student is burdened by the demands of time and

of potential sources and have a myriad of impacts on students both emotionally

Academic pressure may originate from a variety of sources, including

familial expectations, lofty objectives established by individuals, and societal

cherished activities. (New Port Institute.2021).

Background of the Study

In Online Distance Learning, students get teaching via online classrooms,

video recordings, video conferencing, or any other audio/visual technology

medium in distance learning. It allows people to get an education without having

to physically attend a class. (Kaplan, Andreas M.; Haenlein, Michael,2016). It has

that students in this generation face.

Based on the Research study entitled, Academic Stress and Emotional

Well-Being in United States College Students Following Onset of the COVID-19

Pandemic, as a result of this ongoing COVID-19 pandemic, millions of students

2020). Academic stress is a significant source of concern for students, as it

(D'Amato, 2020). This result is concerning, as prior online course experience is

one of the best academic performance indicators in an online program (Hachey

According to this research, the troublesome home circumstances may

worsen this absence of knowledge, such as a lack of academic resources (e.g.,

computers and internet connectivity) and interruptions in the home learning

setting. COVID-19 and its accompanying disturbances have been linked to

significant increases in students' stress, anxiety, depression, and suicidal

2020). Three hundred and forty-five persons participated in the study.

Approximately one-third of students believed their academic future was

jeopardized due to COVID-19. Similarly, around 30% of students responded that

behaviors toward COVID-19 affect their academic attitudes and psychological

well-being, the link is mitigated by socioeconomic status-related factors (e.g.,

reliable internet access).

Academic pressure to Grade 12 HUMSS Brought by Online Distance Learning.

This study will focus on these four research questions:

Determining the Effects of Academic Pressure Caused by Online Distance

Statement of the Problem

This research is looking for answers to the following questions:

2. What is the Grade 12 HUMSS student's performance in online distance

3. What are the effects of academic pressure on Grade 12 HUMSS senior

high school students during pandemic?

4. Is there any relationship between the effects of academic pressure to the

The previously mentioned problems led the researcher to pose the

following hypothesis for acceptance and rejection at a .05 level of significance.

Ho: There is no relationship between the Effects of Academic Pressure to the