Perceived stress and anxiety of distance learning and its effect towards academic performance

of grade 12 technical vocational and livelihood student of informatics Computer Institute

Introduction

This study analyzes the relationship between push variables (wellbeing, social,

and scholastic) and the level of seen push at three diverse periods of a semester

(starting, center and conclusion), and their effect on the scholastic execution of grade

12 technical vocational and livelihood student of informatics Computer Institute.

Results indicate that students experienced moderate levels of stress overall Also, there

are no stressors that significantly affect a student's academic performance. There is a

significant difference in perceived stress at the beginning and middle of the semester,

but not at the middle and end of the semester. Regarding academic achievement, there

is no significant association with perceived stress levels both at the beginning and in the

middle of the semester. But there is an important relationship between perceived stress

levels at the end of the semester in school performance. The majority of students

reported not getting enough sleep throughout the semester and facing eating problems.

The results reveal how the surveyed universities and other institutions of similar

structure can manage student stress to achieve better academic performance.

The words stress and student are two vastly distinct terms that go toe-to-toe with one

another. No matter how much students try to avoid burning out from a myriad of school

work, both stress and fatigue tend to find their way to bring discord to a learner's mental

health, condition, and academic performance. Despite variations across the skills and

capabilities of countless students -- with some being academic prodigies, athletic

youngsters, and even ordinary learners, such a problem continues to reign as the bane
of the youth when it comes to education. Therefore, it is without a doubt that academic

stress has been around for ages. There have been many established papers delving

into students' mental state regarding the impact of stress on their studies. However, with

the recent global disaster brought forth by the COVID-19 pandemic, academic stress

soars through the skies as the penultimate challenge and hurdle learners are battling

day by day, all for the sake of properly continuing their studies. Academic stress is an

inflating impediment that must be alleviated and addressed to lessen its detrimental

effects on the performance of students isolated due to the pandemic crisis around the

world.
Background of the Study

Learning and reminiscence may be tormented by stress. Optimal stress levels can

improve learning ability (Kaplan & Sadock, 2000) Excessive stress can lead to physical

and mental health problems (Niemi & Vainiomaki, 1999; Laio et al., 2007), lowering self-

esteem (Bressler & Bressler, 2007; Linn & Zeppa, 1984; Silver & Glicken, 1990).

May impair student performance (Choi et al., 2007; Elliot et al., 2005; Hofer, 2007;

Robbins ET al.2006; Trautwein et al., 2006. Tara, 2006). A considerable number of

studies have been conducted to examine the effects of stressors on health.

GPA in college. However, research is being done Quarantine without a comprehensive

list of stressors. For example, Financial and roommate issues can affect student

academic performance, but these factors are not taken into account it attracts a lot of

research attention among students. It also raises the question of which stressors play a

role. Has/has a significant impact on a student's academic performance. Whether the

stress students experience affects their academic performance. Additionally, a review of

the literature indicates that stress-related research has received less priority. Especially

in Malaysia. Most of the research was conducted in the United States, mainly

Focused on medical students. In addition, previous studies have focused on collecting

It is cross-sectional data, not longitudinal data. So this work tries to do that Address

research gaps by obtaining a more comprehensive list of stressors and comparing them

empirically to stressors Academic performance of pre-science students in Malaysia

based on different periods of the semester. In particular, this study is conducted to test

the following hypotheses:

1. No significant difference in perceived stress levels between beginner,

intermediate and in-class students at the end of the semester.

2. No significant correlation between students' perceived stress levels at the

beginning, middle, and during class at the end of the semester, we will publish

your grades.

3. No significant association between degree of stressor exposure and school

performance student.

The findings from this study will benefit various stakeholders, including the Ministry of

Education and Japanese universities. Planning and implementing the necessary

programs for students so that stress factors can be optimally reduced a level that helps

students achieve better academic performance. Parents will also benefit from the

results. Knowing and recognizing the sources of stress can help parent’s better offer

advice, motivation and/or advice. Moral support to reduce stressors that may improve

your child's academic performance.

Statement of the Problem

This study aimed to identify perceived stress affecting students in relation to

academic performance.

The researchers specifically sought answers to the following questions:

1. What are the difficulties encountered by students while studying?

2. How important is face-to-face communication for you while teaching remotely?

3. What causes students to feel stressed?

Hypothesis

The hypothesis of the study is that the students have a reason why they are stressed in

the study and this leads to anxiety when not taken care of.

Scope and Limitation of the Study

This study focuses on the effect of Perceived stress and anxiety of distance learning to

academic performance of Grade -12 students In Informatics computer Institute. The

data collection will be conducted to so randomly selected students in Grade-12 full of

Informatics computer Institute s/y 2002-2003 who will represent the population

This study will not cover, other problems that are not consider as one of the stress and

anxiety that can affect academic performance. Tach off the respondents is given the

same questionnaires to answer. The other students which do not fall as part of grade-12

tile students are not with the scope of this research. The main soured of data’s will be

the questionnaire, this is prepared by the researchers.

Theoretical Framework

Bandura's Self-Efficacy Theory was used to guide this review. The present study was

designed to test the predictions of Bandura's (1977) self-efficacy theory in a competitive

exercise situation. Subjects (30 males, 30 females) were randomly assigned to high or

low self-efficacy status in a 2 × 2 × 2 (sex × self-efficacy × test) factorial design. Self-

efficacy was manipulated by having subjects compete with Confederates in a muscular

leg endurance task. In this case, the Confederates were either the varsity rack athletes

who performed better (lower self-efficacy) on the relevant task, or the individuals who

did. A knee injury resulted in poor performance on the associated task (high self-

efficacy). Self-efficacy theory predicts that the difference between expectations and

performance is maximized when faced with an obstacle or an aversive outcome, so we

experimented with subjects losing both trials in a race against the Confederacy. Was

operated. The results supported the self-efficacy prediction, with subjects with high self-

efficacy stretching their legs significantly longer than subjects with low self-efficacy.

Furthermore, after failing the first trial, subjects with high self-efficacy extended their

legs longer on the second trial than subjects with low self-efficacy. Post-experimental

questionnaires revealed significant differences in cognitive state (expectations,

attribution, self-talk, etc.) between subjects with high and low self-efficacy, and between

men and women. Results are discussed in terms of learned helplessness and different

patterns of gender role socialization.

Conceptual Framework

INDEPENDENT VARIALBE DEPENDENT VARIALBE

*Stress * Scholastic Execution

*Peer Pressure * Learning Aptitudes

* Student Bad conduct * A sense of community

*Family Problems * Hedonic activities

Figure 1 Diagram of the Study

The figure above shows the conceptual framework of the study, where the chart inputs

consist of independent variables, dependent variables, and their corresponding

indicators.
Definitions of Terms

This is an important part of a research paper or report that clearly defines the key or key

terms of study.

Peer Pressure – Influence of peer group members.

Scholastic Execution – Students who perform well academically have higher

employment benefits, higher incomes, higher self-esteem and confidence, lower levels

of anxiety and depression, and less propensity for substance abuse.

Hedonic Activities – The directions "hedonic pleasure" and "hedonic relaxation" refer

to the effort to feel pleasure and comfort. “Eudemonic” orientation refers to striving for

something meaningful, even if it is difficult to achieve.

Hypothesis – A research hypothesis is an expectation statement or prediction that is

tested by a study.

Conceptual Framework – A conceptual framework is a representation of the expected

relationships between variables or characteristics or properties that you want to

investigate. A conceptual framework can be described or visualized and is typically

developed based on a literature review of existing research on the topic

Theoretical Framework – A theoretical framework is a structure that can contain or

support the theory of a research study. A theoretical framework presents and explains a

theory that explains why the research question under study exists.
Related literature

This chapter includes a list of the review literature and studies that were properly

considered relevant to the study.

Future-proofing learning continuity in marketing: Student Perspectives on Crisis

Management in Higher Education

To develop a better understanding of how universities can develop strategies to ensure

continuity of learning in anticipation of future crises, business students in this study

explored university responses to the COVID-19 pandemic and they were asked to think

about the desired future of higher education in times of crisis. First, students were asked

what the university and professors did and didn't do well during the course of the

COVID-19 pandemic. Second, participants were asked to discuss the factors that

enabled and hindered their personal learning success during the crisis. Finally, the

students were given an opportunity to share their views on how the university should

work in times of crisis. We analyzed the data to provide a path that marketing scholars

should take to maintain continuity of learning in the face of a crisis that prioritizes the

shared responsibilities of universities, faculty, and students.

Factors affecting student academic performance during COVID-19: Anxiety,

Stress, Teacher and Parent Support

The imperative shift from physical to online learning during COVID-19 is impacting

college students in many ways, particularly related to academic performance. It can be

caused by many factors such as: B. Personal, Environmental, and Social Factors.

Therefore, this study aims to determine the impact of anxiety, stress, well-being, and

teacher and parental support (independent variables) on student academic performance

(dependent variables) during the COVID-19 pandemic. A structured online

questionnaire was developed and distributed to 400 students. A structural equation

model integrating all studied variables was created and statistically validated with

AMOS. Results showed that teacher well-being, emotional support, and teacher

academic support had the greatest impact on respondents' academic performance. We

can conclude that teacher support has the greatest impact in ensuring the sustainability

of student learning during the COVID-19 pandemic.

Summer 2020 Undergraduate Stress Levels - Compared to Previous Semester

The COVID-19 pandemic has had a major impact on teaching and learning in both

schools and colleges. In Germany, university students have had to switch from face-to-

face group classes in lectures and seminars to new forms of e-learning and distance

learning. Even before COVID-19, stress was a common experience among college

students, and these changes increased student stress levels. Using a sample of n = 110

German students, this study examines whether students' perceived stress levels in the

summer semester of 2020 differ from their perceived stress levels in the previous

semester. The results showed that the 2020 summer semester was less stressful and
more joyful for students compared to the previous semester. Despite the limitations in

interpreting these findings, there are the following possible explanations. B. Discussed

changes in academic and non-academic workloads, or relaxation of college entrance

requirements.

College students often report a great deal of stress, especially during particularly difficult

stages, such as transitioning from school to college, which require adapting to different

forms of learning and developing new identities as students (e.g. Perry et al., 2001;

Donovan and MacAskill, 2017). The COVID-19 pandemic posed another challenge for

university teachers and students as new forms of e-learning had to be established in a

short period of time. The stress experienced by students may have changed as they

have to adapt to these new forms of learning. Therefore, the purpose of this study was

to examine the stress levels of summer 2020 students, who were greatly affected by the

COVID-19 pandemic, compared to those of the previous semester.

Stress experienced by first-year medical students—relationships between

personal resources and emotional distress

We know that medical students report high levels of perceived stress, but a theoretical

framework that examines possible causes is lacking. Examine the correlation of

perceived stress in medical students using a stress model. The aim was to use

structural equation modeling to identify the relationship between perceived stress and

emotional distress (anxiety and depression), as well as personal resources (optimism,

self-efficacy, and resilient coping). It was to take activation into account.

Medical students reported higher levels of perceived stress and higher levels of anxiety

and depression than the reference sample. There were no statistically significant

differences in stress levels by gender, migrant background, or employment status within

the sample. Students reported greater self-efficacy, optimism, resilient coping, and

greater emotional distress compared to validation samples and outcomes from other

studies. And the proposed stress model, suggesting that personal resources modulated

perceived stress, which influenced emotional distress. Perceived stress and emotional

distress in medical students are typically high, and personal resources act as buffers,

thus supporting a common population-based model of stress. Findings suggest not only

providing individualized interventions for students who need support in coping with

medical curriculum challenges, but also addressing structural determinants of student

stress such as learning load and exam timing.

Resilience and psychological impact on Italian college students during the

COVID-19 pandemic. Distance learning and health

The COVID-19 epidemic has spread across the globe and is exerting strong

psychological pressure on the global population. Quarantine can have a big impact and

cause significant mental stress. This study aims to identify psychological distress,

emotional changes, approaches to study, and resilience skills associated with

experiencing the COVID-19 pandemic in a sample of college students. A sample of

university students from the Campus Bio Medico University in Rome was studied. The

participant completed an online questionnaire in his package that included

sociodemographic information, the impact of her COVID-19 on emotions and college

life, perceived stress (PSS-10), resilience skills (RS-14). I answered. We received 955

replies. Respondents experienced an increase in stress 89.4% of the time (66%

moderate stress, 23.4% high stress). Additionally, 54.4% of her students reported that

they had trouble concentrating, had difficulty learning, and were worried about test

results as a result (55%). Resilience skills have a positive impact on the impact of

stressful events, especially her COVID-19, on research and interpersonal relationships.

Research shows the psychological impact of the Covid-19 emergency on college

students. Stress significantly reduces learning and negatively impacts student

psychological well-being. Resilience skills were a protective factor for overcoming

learning disabilities.

Effects of Peer-to-Peer Coaching on Adolescent Self-Esteem, Test Anxiety, and

Perceived Stress

Schools are increasingly using peer support programs to support their students. This

This study examines the effectiveness of peer-to-peer coaching in enhancing self-

esteem and reducing test anxiety and stress in high school students. Fifty-five

participants participated in the study. IGROW, a type of GROW coaching

The model used to construct a coaching intervention for her 27 students, including 28

students. Students not receiving coaching intervention. A definite improvement was

seen

Post-intervention self-esteem in men, regardless of group. Coaching group Anxiety

about exams is greatly reduced. No significant impact of coaching felt stress. Further
research suggests that peer coaching. An informative and inexpensive way to support

students during stressful times.

Youth mental health is becoming more important over half of school leaders say they

have difficulty finding support services Student (NAHT, 2017a; The Children's Society,

2017). Combination of themes around £3 billion in school budget cuts, plus mental

health it is becoming increasingly difficult to fund the care of children in schools (burns,

2017; SEAM, 2017a). This made peer support more popular

Model, used by an estimated 62% of primary and secondary schools Approach (Brady,

Dolan & Canavan, 2014; Houston, Smith & Jesse, 2009). Peer support programs vary,

but generally target young people. Provide effective support to other students to

enhance social and emotional well-being and reduce antisocial behavior (Brady et al.,

2014). Or the purpose of this study was to evaluate the effectiveness of intervention

studies on her three items: (self-esteem, test anxiety, perceived stress) using peer-to-

peer coaching)
METHODOLOGY

This chapter presents the overall research design that was used in the conduct of the

study towards the realizations of its objective. This included the research design,

sampling technique, respondents of the study, instrument for the data gathering,

statically treatment and data collection techniques. They are discussed as follow.

Research design

This study used an Experimental Research design under quantitative research. A

structured self-administered questionnaire was developed as a method of data

collection. The questionnaire includes Student profile out of three sections. The

Perceived Stress Scale (PSS); and the Stress Factor Survey. In section A Respondents

were asked to provide demographic information such as name, gender, and previous

schools attended (boarding or not boarding). This information is required to enable data

reconciliation during her three phases of data collection. (Beginning, middle and end of

semester) along with data on learning outcomes. Section B questions are The PSS is

designed to measure an individual's perception of stress. These by Cohen et al. (1983)

is recognized as the most widely used psychological tool for measuring stress

perception. Designed to measure the extent to which respondents perceive their lives

as unpredictable, uncontrollable and unpredictable Overload (Cohen et al., 1983).

Respondents of the study

Most of the students were women and most came from non-boarding schools (87%).

That is Percentage of female students (77.90 percent) tends to be more than males

(22.10 percent). Many respondents from non-boarding because the school indicates

that he has never experienced being separated from his family, they depend more on

their parents and family members than those from boarding schools.

Instrumentation

The four-page questionnaire was distributed to students in three parts. 1 month after the

semester starts (beginning), one week after her on semester break (middle), and after

the end of term exams (end). The aim is to identify trends in stress, the first objective of

the study. Students during the semester. The question was asked internally due to the

fact that there was no control group Validity to consider. Ensure that all plausible threats

to internal validity are minimized and reduced, Non-response error controlled,

questionnaires were personally delivered and collected by selected instructor’s class.

Participating instructors and subjects were informed in detail about the purpose and

implementation of the data. Collection process. The same instructor was asked to

distribute questionnaires to students during three courses. I also had to stay in close

contact with the researchers during the study. During the same week, a questionnaire

was administered to minimize the effects of different levels of stress it can and does

happen under the same general conditions. Respondents were asked to read written

instructions Ask carefully. Additionally, subjects were kept separate to minimize subject
matter Mutual influence of reactions. They had to fill out the questionnaire within the

allotted time. Or Students did not receive any additional grades for participating in this

survey.

Perceived Stress Scale

Table I shows the perceived stress according to three different periods of the semester.

He notes that perceived stress levels increase from the beginning to the middle of the

term and decrease toward the end of the term. Degrees (37.90, 39.17, and 38.40).

Semester Period Level of Perceived Stress (Total = 70)

Beginning 37.90
Middle 39.17
End 38.40

Stress Factor Survey

Table II shows the percentage results of the stressor survey. It initially consists of 11

stressors. middle and end of the semester. Most of the students said they didn't get

enough sleep from 3 nights. 53.40%, 57.10% and 53.90% for various periods of the

semester. This is followed by the trophic factors, which are 53.20%, 53.90% and

51.90% respectively. So we It can be seen that most students are not satisfied with the

meals in the university cafeteria. Moreover Students also claimed that they were not

practicing enough. This is probably due to limited sports and leisure facilities. Facilities

and activities available to students on campus. Other factors that contribute to stress

are natural Stress, finances, problems with roommates, social activities, sleeping too

much. Problems with friends Class attendance and over-training do not seem to cause

much stress for students.

Four trends can be observed from Table II.

Stressors caused by eating habits and oversleeping, Social and economic activities

increased as the middle school progressed, but decreased as the semester progressed.

Postponed until the end of the semester. Class visits, troubles with roommates, stress

factors due to overwork The practice and learning load decreases towards the middle of

the term, but increases again towards the middle of the term end of the semester.

Problems with friends and not getting enough exercise represent increased stress

Students were not getting enough sleep as they moved from beginning to middle to end,

resulting in lower stress levels semester.

Table II: Percentage of students experiencing stress during the semester

Stress factors Begin Semester Middle Semester Final Semester

Nutrition 53.20 53.90 51.90

Sleeping too much 21.40 23.40 21.10

Not getting enough 58.40 57.10 53.90

sleep

Problems with 6.50 7.80 10.40

boyfriend/ girlfriend

Class Attendance 4.50 3.20 5.30

Family Problem 28.60 18.20 30.50

Over Exercising 1.30 0.60 1.30

Not enough 44.20 50.00 55.80

exercising

Social Activities 23.40 25.30 20.10

 Finances 31.80 41.60 26.60

Course load 44.80 32.50 26.60

Students’ Academic Performance

Table III shows student GPAs obtained from the Academic Affairs Office. Results

included there are five compulsory subjects: mathematics, physics, chemistry, biology,

and English. Majority of The student achieved her 3.00 (66.20%) or higher GPA. Only

7.10% of students achieved her GPA. 2.00. This means that the student's academic

performance is overall satisfactory.

Table III: Students’ academic performance

CGPA Frequency Percent

3.50 - 4.00 37 24.00

3.00 - 3.49 65 42.20

2.50 - 2.99 31 20.10

2.00 – 2.49 10 6.50

0.00 – 1.99 11 7.10

TOTAL 154 100.00

Level of Perceived Stress

Use analysis of variance (ANOVA) to determine if there is a significant difference in the

level of perceived stress during the three periods of the semester. Table IV shows that

there are significant differences in cognitive levels There was no significant difference in

the level of stress from the early to mid-term Perception of stress between the beginning

and end of the semester and between the middle and end of the semester was 0.05

importance. The results also suggest that the level of stress initially experienced by the

students increased. The semester has a lower stress level compared to the middle of

the semester. However, the level of perception the stress experienced by students in

the middle to the end of the semester was slightly higher than the semester level. The

stress of the beginning of the semester. Thus, H01 is rejected due to the large

difference in perceptual levels. Stress during the beginning and middle of the semester.
Table IV: ANOVA results on the differences of perceived level of stress between

beginning, middle and end of semester

Table V shows the results of the Pearson correlation coefficient between perceived
stress level and academic level. student achievements. The results show that there is
no significant relationship between perceptual strength and Stress at the beginning and
middle of the semester associated with academic performance. However, considerable
correlation it is found between perceived stress levels at the end of the semester and
academic performance. Low value (– 0.206) indicates that there is a significant negative
correlation between perceived stress levels at the end of the semester Student
performance at school. Therefore, H02 is accepted as the first perceived level of stress.
Student's school performance improved in the middle of the semester, but was
discarded due to stress at the end of the semester. Results suggest that students
experienced higher levels of stress It does not affect academic performance from the
middle of the semester. Your scholar at the end of the semester, only if you feel more
stressed the level of perceived stress is not statistically different from the stress
perceived mid-semester.
Table V: Pearson correlation coefficient results between academic performance and
levels of perceived stress at the beginning, middle and end of semester

** Correlation is significant at the 0.01 level (2-tailed).

* Correlation is significant at the 0.05 level (2-tailed).

To answer the third hypothesis, Chi-Square test of independence is used to determine

whether students’ GPAs depend upon the occurrence of stress factors. The results
presented in Table VI indicate that at p-value of 0.05, the GPAs of students do not
depend on the number of occurrence of stress factors throughout the semester. Since
the p-value for all the stress factors were found to be more than 0.05, thus H03 is
accepted. It can be concluded that none of the stress factors affect the academic
performance of students.

Table VI: Chi-square results

DISCUSSION and RESULTS

In general, they concluded that students were stressed, but at a moderate level with an
overall score of 37.9 at the beginning of the semester, 39.17 at the middle of the
semester, and 38.4 at the end of the semester outside of the semester. The total score
for the semester is 70. , as shown in Table I. This meant that although one semester of
undergraduate science programs was seen as a transition period from school to college
life, students did not see stress as a major problem, with the majority of it points to the
fact that you come from a non-boarding school. In fact, most students do well based on
their GPA. One possible reason is that it has a population of only 242 and a student-to-
lecturer ratio of about 10.
1. Teachers and students therefore have a very close relationship. This close
relationship also motivated them to attend classes throughout the semester, as shown
in Table II.
Another possible reason is probably a learning load similar to middle school. I may have
been a little nervous at the beginning of the semester, but as time went on, I realized
that the content of the course was similar to that of secondary school. As you become
more familiar with the system, your stress level will decrease. Additionally, my
relationship with my roommate improved over time. They are able to balance the time
they spend on sleep as well as school and sports activities. As a result, we found that
there was a significant difference at the significance level of 0.05 in terms of stress
perception at the beginning of the semester and during the semester. I was.
Furthermore, the results also show that there is nothing Significant differences in
perceived stress levels between mid- and late-term (Table IV). Results generally mean
that perceived levels of stress increase as students move toward the center. end of the
semester. A possible explanation for this situation is that students do not take tests or
assignments at the beginning of the semester. But as more tests and tasks come into
their lives, In the middle of the semester, even if you are accustomed to the stress of
studying, your student's stress level may be higher compared to the stress level at the
beginning of the semester. Level of triviality the stress felt mid-to-end of the semester
can probably be explained by the fact that students are already familiar with the system.
Nonetheless, results suggest that stressors increase from the beginning Mid-semester
issues such as eating, oversleeping, social activities, and finances, and factors such as
boyfriend/girlfriend issues that persist by the end of the semester, need to be
addressed. Students also face major challenges by the end of the semester, which
greatly affect their academic performance.
Furthermore, the results suggest that there is no correlation between perceived stresses
levels first and middle semesters with student learning outcomes. This result correlates
with Wombles (2003). A study found that student stress was not significantly correlated
with GPA. The fact that these students usually drop out of school and are accustomed
to the school system in which the term is used. Only final exams count. When they enter
higher educational institutions, they still test, test, Midterm grades are included in overall
grades. They still think the final exam is an exam. The most important criterion for
determining the grade.
However, there is a significant association between perceived stress levels at the end of
the semester and at the end of the semester. student school performance. The rho
value is -0.206 and the perceived stress level is the higher, the lower the school
performance. However, it is important to note that the correlation is rather weak. Or this
means that the level of stress they experienced was not too great to handle. academic
activity. Thus, more than half of them (66.20%) achieved his 3.00 GPA, Twenty-four
percent achieved dean's list with a GPA of 3.5 or higher (Table III). It also sought to
determine whether stressors affect student academic performance. The stressors
studied were diet, oversleeping, lack of sleep, Friends, class visits, troubles with
roommates, too much exercise, not enough exercise, socializing activity, finance and
research load. Some of these factors account for a significant proportion of stress. A
trend was observed and statistical results suggest that student GPA does not depend
on frequency of occurrence from each stressor.
Based on the findings, it is proposed that the current student-to-lecturer ratio be made
available on campus take care. This is because the results indicate that this is one of
the possible reasons that contributed to the low levels. student stress experience. This
is important as it ensures good academic performance among students. After
completing one semester, you will be able to complete the Diploma course of your
choice.
In addition, it is imperative to continuously monitor the intake of meals served by
students in the cafeteria. This is important because good nutrition contributes to good
health and indirectly leads to good academic performance. Sports and leisure facilities
and activities should also be upgraded to increase opportunities for students to
participate in sports and leisure activities. Clearly, participating in these activities is one
way that students may help reduce their stress levels. Boyfriend and girlfriend issues
are inevitable, but it's time for policy makers and universities to openly address this
issue, especially for those who have already found their other halves before or after
entering college. You must have come. Special programs can be arranged for couples
and individuals who have friends outside the facility to show them how to maintain
healthy relationships and motivate each other to improve performance.
Grade. Programs such as Emotional Intelligence also play an important role in keeping
these students from being emotionally disturbed when they are having trouble with their
other halves.
Reference

https://www.tandfonline.com/doi/full/10.1080/10528008.2020.1837633

https://www.mdpi.com/2071-1050/14/13/7694

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.672783/full

https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0841-8

https://www.tandfonline.com/doi/abs/10.1080/13548506.2021.1891266

https://repository.uel.ac.uk/download/

51a77644bbff1d99c47095698cb3902aa26b2bb9b5903e6dd3cc3863035df660/619943/7771.pdf

https://ieomsociety.org/proceedings/2022istanbul/673.pdf

https://www.scopus.com/results/citedbyresults.uri?sort=plf-f&cite=2-s2.0-

84958520975&src=s&imp=t&sid=ed923e74df84fa2c80076a003482310c&sot=cite&sdt=a&sl=0&

origin=inward&editSaveSearch=&txGid=decafcf0813f07b2173aa12f143ef6ee

Quimbo/publication/

312419494_Test_Anxiety_and_Selected_Personal_Factors_as_Determinants_of_Academic_P

erformance_of_Undergraduate_Online_Learners/links/607a6de7907dcf667ba45b1b/Test-

Anxiety-and-Selected-Personal-Factors-as-Determinants-of-Academic-Performance-of-

Undergraduate-Online-Learners.pdf

https://www.researchgate.net/profile/Jhoselle-Tus/publication/

349310396_The_Experiences_and_Challenges_Faced_of_the_Public_School_Teachers_Amid

st_the_COVID

19_Pandemic_A_Phenomenological_Study_in_the_Philippines/links/602a08584585158939a65

d3d/The-Experiences-and-Challenges-Faced-of-the-Public-School-Teachers-Amidst-the-

COVID-19-Pandemic-A-Phenomenological-Study-in-the-Philippines.pdf?_sg

%5B0%5D=started_experiment_milestone&origin=journalDetai