Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter will present the analysis and interpretation from the data through the

collected survey questionnaire to find out the variables if the Impact of Academic Stress

towards the Mental Well-Being of the Grade 12 HUMMS Students in Dangcagan National

High School.

SCALE INTERVAL DESCRIPTION

1 1.00-1.79 Not Stressful at all
2 1.80-2.60 Slightly Stressful
3 2.61-3.40 Stressful
4 3.41-4.20 Very Stressful
5 4.21-5.00 Extremely Stressful
Table 1. The table that indicates the legend used as basis to know the mean interpretation of
data.

ITEM INDICATORS MEAN SD DESCRIPTION

SCORE
5 Fear of failing 3.82 0.10 Very Stressful
examinations.
1 Academic 3.12 0.98 Stressful
workload or
examinations.

4 The need to get 3.09 1.31 Stressful

good grades.
14 Too much 3.00 1.02 Stressful
responsibility to
fulfill my
obligations.
6 Lack of family 2.94 1.28 Stressful
support.

Table 2. The table above indicates the top five (5) highest mean scores of data
gathered based on the academic stress of students.

There are a total of five (5) highest mean scores of Grade 12 HUMSS Aristotle

students pertaining to the insights about their academic stress. The researchers ranked 1 to 5

according to the mean scores that has been calculated and based on the results, the Grade 12
HUMSS Aristotle students considers fear of failing examinations as very stressful as seen on

the table above wherein it achieved 3.83 as its mean score and 0.10 as its standard deviation.

Students also consider that the need to get good grades can be stressful wherein it

achieved the mean of 3.09 and the standard deviation which is 1.31. It also shows that the

students contemplated that too much responsibility to fulfill obligations and lack of family

support can be stressful as both of these indicators achieved 3.00 and 2.94 as its mean scores

and 1.02 and 1.28 as the standard deviation.

Academic stress should be taken seriously. According to Reddy et al. (2018), people

assumed that the student population was the least affected by any type of stress or problem

for a long time. Due to multiple internal and external expectations placed on students’

shoulders, stress has become a component of their academic lives (Reddy et al., 2018).

ITEM INDICATORS MEAN SD DESCRIPTION

SCORE

8 Sitting for examination. 2.44 0.91 Slightly Stressful

9 Understanding 2.44 0.78 Slightly Stressful

Lectures.

12 Competitiveness among 2.41 1.13 Slightly Stressful

classmates.

3 Writing Assignments. 2.24 0.96 Slightly Stressful

9 Lecturer’s teaching 2.24 0.78 Slightly Stressful

abilities.

Table 3. The table above indicates the top (5) lowest mean scores of data gathered
based on the academic stress of students.

The insights into their academic stress are assigned to the lowest five (5) mean scores

of Grade 12 HUMSS Aristotle students. The researchers ranked the candidates based on the
estimated mean scores. The majority of students believe that taking exams and understanding

lectures can be stressful, and both of these indications had a mean score of 2.44. They also

believe that competitiveness is a slightly stressful aspect for them. Students also find writing

assignments and professor teaching abilities to be slightly stressful, with a mean score of 2.44

for both of these characteristics.

It was assumed by Garcia et al. (2019) that stress is a set of psychological answers

facing some nonconventional situation; stress adapts the organism towards action, that is why

in general terms, it must be considered as a biological mechanism and some kind of state alert

for the survival in front of manifestations of fear, anxiety and, in diverse occasions,

pathological elements that could unchain equivalent nervous or depressive pathologies.

Scale Interval Description

1 1.00-1.79 Strongly Disagree

2 1.80-2.60 Disagree

3 2.61-3.40 Neither Agree or

Disagree

4 3.41-4.20 Agree
5 4.21-5.00 Strongly Agree
Table 4. The table above indicates the legend used as basis to know the mean
interpretation of data.

ITEM INDICATORS MEAN SD DESCRIPTION

SCORE
7 With my abilities, I 4.12 0.73 Agree
believe I can achieve my
goals.
12 Religious differences 4.12 0.95 Agree
do not prevent me from
making friends.
14 I have an interest 4.03 0.76 Agree
that supports learning
achievement at school.
13 I obey the rules that 3.94 0.74 Agree
exist in the family
 environment.
11 I prefer travelling 3.82 1.19 Agree
with my family rather than
going alone.
Table 5. The table above indicates the top five (5) highest mean scores of data
gathered based on the rate of mental well-being.

In terms of mental well-being rate, there are five (5) highest mean scores among

Grade 12 HUMSS Aristotle students. According to the results, the majority of Grade 12

HUMSS Aristotle students agree that both indicators indicate that they may achieve their life

objectives through their activities, and that religious differences do not prevent them from

making friends. Both of these measures had mean scores of 4.12, with standard deviations of

0.73 and 0.95. They also agree that they have interests that will aid their academic success

(item 14 in the third rank with a mean score of 4.03 with 0.76 as the standard

deviation).Students also follow the rules in the family environment (or at home), ranking

fourth with a mean score of 3.94 and a standard deviation of 0.74, and prefer to travel with

their family rather than alone, ranking fifth with a mean score of 3.82 and a standard

deviation of 1.19.

It is beneficial for students, particularly adolescents, to recognize that they are

sensitive to mental wellbeing disorders and that they can gain mental control skills (Bergin at

al., 2012). The psychological distress of students is reflected in various forms, including

depression, anxiety, stress, and sleep disorders (Milojevich and Lukowski, 2016).
 The graph below depicts the five (5) lowest mean mental well-being scores of Grade

12 HUMSS Aristotle students. According on the calculated mean scores, the researchers

graded them from 1 to 5. According to the findings, Grade 12 HUMSS Aristotle students

graciously accept their flaws in their lives, as seen by the mean score of 3.41 and the standard

deviation of 1.07. It is clear that students agree on this point, while some students are unsure

of their mental stability rate. The students are unsure about their insight for becoming

apprehensive easily for no apparent reason, with a mean score of 3.21 and a standard

deviation of 1.23. The same can be said for how their concentration is not diverted by the

challenges they are confronting and their insight into being a person who does not panic

easily over incomplete tasks, both of which received mean scores of 2.97 and 2.62,

respectively, with standard deviations of 1.22 and 0.92. The students' perception of having a

good memory and not being disturbed by the challenges they are confronting was ranked last,

with a mean score of 2.41 and a standard deviation of 1.08.

Being emotionally vulnerable can influence the physical, and spiritual state of

someone. Students' psychological suffering manifests itself in a variety of ways, including

sadness, anxiety, stress, and sleep disturbances (Milojevich and Lukowski, 2016).

ITEM INDICATORS MEAN SD DESCRIPTION

SCORE
5 I accept my shortcomings 3.41 1.07 Agree
gracefully.

1 For no apparent reason, I get 3.21 1.23 Neither Agree

anxious easily. or Disagree

10 My study concentration is 2.97 1.22 Neither Agree

not distracted by the or Disagree
problems I am facing.

3 I am not a person who 2.62 0.92 Neither Agree

panics easily over unfinished or Disagree
tasks.
 4 I have a good memory, not 2.41 1.08 Disagree
bothered by the problems I
am facing.

Table 6. The table below indicates the top five (5) lowest mean scores of data
gathered based on the students’ mental well-being.

Correlation

The Pearson-r correlation was used by the researchers to determine the substantial

association between academic stress and respondents' mental well-being. Because the goal of

this study is to determine the relationship between the two variables being assessed, this

statistical technique is appropriate for solving the problem. Its goal is to find out how

academic stress affects the mental health of Grade 12 HUMSS students.

ACADEMIC MENTAL WELL-

STRESS BEING
CONFIDENCE Pearson Correlation 1 0.053

Sig. (2 tailed) 0.765

N 34 34
MENTAL WELL- Pearson Correlation 0.053 1
BEING
Sig. (2 tailed) 0.765

N 34 34
Table 7. The table shows the relationship between academic stress and mental well-
being of students.

According to the table above, there is no substantial relationship between academic

stress and student mental well-being. This shows that students' mental health is unaffected by

academic stress.This result is in line with Malarvili and Dhanapal's (2018) findings, which

revealed no significant relationship between the two factors studied. Academic stress has

little impact on the majority of students. There is no link between academic stress and mental

health, as seen in the table above.

 According to the findings, there is insufficient data to establish that there is a

statistically significant association between students' academic stress and their mental well-

being. In this investigation, the null hypothesis is accepted.

 Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

The purpose of this research is to answer concerns about the study "The Impact of

Academic Stress on the Mental Well-Being of Grade 12 HUMSS Aristotle Students." First,

this study aims to measure the respondents' level of academic stress. Second, the goal of this

survey is to figure out how happy the respondents are. Finally, this research aims to

investigate if there is a link between academic stress and student mental health.

Summary

The respondents for this study were thirty-four (34) students from the section

Aristotle. Descriptive-correlational analysis was used to describe the demographic profile of

the students. Researchers categorized the greatest and lowest mean scores with their standard

deviations for each variable among the overall sample size.

The independent variable in this study was the respondents' academic stress. The

researchers used questionnaires to determine the level of academic stress among the students.

Based on the responses, it appears that the fearof failing an examination might be quite

stressful (3.82). With a mean score of 3.12, academic workload or examination seconds the

previously mentioned.

The study's dependent variable was the mental health of the students. The researchers

also used survey questions to collect the information needed to measure the respondent's rate

of mental health. According to the survey results, the students agreed that they believe they

can attain their goals given their talents, with a mean score of 4.12.

However, the findings support the null hypothesis, which argues that there is no

substantial relationship between academic stress and respondents' mental health. The
respondent's mental health is unaffected by the level of academic stress among students,

whether it is high or low.

Conclusion

The factors of academic stress stated in the tables above affect the respondents in this

study. Fear of failing examinations can be a major source of academic stress among students

with a mean score of 3.82 on the academic stress scale. As a result, the respondents' academic

stress level is high.

As demonstrated in the table above, the respondents in this survey have a high rate of

mental well-being. The indicator "With my abilities, I believe I can achieve my goals."

received a mean score of 4.12 based on the data acquired by the researchers. As a result, the

rate of mental well-being among the responders is high.

The researchers, however, discovered no significance based on the results of this

study's correlation. This indicates that there is insufficient evidence to prove and establish the

association between the two variables. Furthermore, the researchers will accept the study's

null hypothesis, which asserts that there is no significant association between academic stress

and mental well-being of the chosen respondents, Grade 12 HUMSS Aristotle of Dangcagan

National High School.

Recommendation

Future researchers could employ random sampling as the sampling strategy to cover a

much larger sample size and investigate the results to see if they are the same as the data
acquired by the researchers for a broader scope of this research. Future researchers should try

to investigate a different group of people, such as the entire senior high school and junior

high school students, since the respondents in this study are just Grade 12 HUMSS Aristotle

students. The researchers believe that the study's limited sample size was a contributing

factor in the lack of statistical significance for the variables' relationship.

Academic stress can be caused by a variety of factors. The current study's researchers

were able to identify some of the perceived stressors of academic stress, which will be useful

to future researchers studying the same topic. The mental health of students is an intriguing

area that the researchers strongly suggest future studies investigate. Mental health is a critical

topic that requires more discussion and evaluation.

The findings of this study revealed that there is no substantial link between academic

stress and respondents' mental health. Two specific indications, however, were found to be

relevant in this investigation. Items number six (6) and ten (10) were judged to be significant.

According to the article, there is a link between academic stress and student mental well-

being in terms of family support and the topics they are taking.

Future studies should have a far broader reach and sample size, according to the

researchers. This will aid their research in terms of a higher rate of significance. Future

researchers should look for a survey questionnaire that is closely related to acquire their data,

according to the researchers. Furthermore, a more connected questionnaire can aid students in

better understanding the relationship between the two variables being examined.