St.

Peter’s College of Ormoc

Basic Education Department
http://spcormoc.edu.ph/; (053) 255-7597
A member of the Association of Benedictine Schools
Academic Year 2022-20 23

Benedictine Education: In the Spirit Communion, Participation and Mission.

School Works and Peers as Factors Affecting the Stress Level of

Selected SPC Grade 11 Students

In Partial Fulfillment of the Requirements in Practical Research 2

S.Y. 2022-2023

MEMBERS

AUNZO, ARCH LEEAN A.

CARESOSA, CHRISTIAN JAMES V.

ECHON, SOPHIA ISABEL S.

KING, WAYNE ACHILLES P.

TERRE, MARIA ISABEL T.

OCTOBER 2022
 TABLE OF CONTENTS

TITLE PAGE

COVER PAGE

TABLE OF CONTENTS

LIST OF FIGURES

ACKNOWLEDGEMENT

ABSTRACT

CHAPTER I INTRODUCTION 1

THE PROBLEM AND ITS SCOPE

Theoretical Framework 3

Conceptual Framework 4

Scope and Delimitation 4

Statement of the Problem 5

Objectives of the Study

Significance of the Study

Definition of Terms 6

CHAPTER II REVIEW OF RELATED LITERATURE 7

CHAPTER III RESEARCH METHODOLOGY

Research Design

Research Locale

Respondents of the Study

 Research Instruments

Statistical Treatment

Data Collection and Management

CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

CHAPTER V SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

BIBLIOGRAPHY

APPENDICES

A. Research Instruments

B. Curriculum Vitae

LIST OF FIGURE
Figure 1 Conceptual Framework of the Study

ABSTRACT
 The study involves blah blah respondents from Grade 11 students of Saint Peter’s
College of Ormoc. The research design utilized in the study ______. Each respondent was given
a close-ended survey questionnaire filled with ___ wherein respondents blah blah.

CHAPTER 1
 INTRODUCTION

I. Background of the Study

Stress is how we react when we feel under pressure or threatened. It usually happens when we are
in a situation we don't feel we can manage or control. Stress is a common human response that everyone
experiences. In fact, the human body is designed to experience stress and react to it. When you experience
changes or challenges (stressors), our body produces physical and mental responses. (Cleveland Clinic,
2021) When we experience stress, it can be as an individual, for example, when we have lots of
responsibilities that we struggle to manage. It can be classified into various types and factors. A person's
stress level is an assessment that tells how the brain and body respond to any demand. It's normal to have
a high level of stress at one point or the other in our lives due to many life-changing scenarios and
stressors. Stress, being an unavoidable aspect of life, affects a diverse spectrum of people regardless of
their age, gender, educational level, or socioeconomic background. To prevent any health problems, it's
best to see a medical professional for treatment.

In this day of age, students become susceptible to experiencing stressful events, particularly as a
result of the new changes after face-to-face classes have been allowed and they are no longer stuck in
online or modular learning, particularly Grade 11 students. Organization for Economic Co-operation and
Development (OECD) conducted a survey involving 72 countries and consisting of 540,000 student
respondents aged 15–16 years. They are the students who are more prone to experiencing distress due to a
variety of factors. Firstly, they are considered seniors who have just moved up after 4 years of high school
and are now adjusting to the new environment at the senior high school level. Second, they are already at
the stage where they are committed to choosing their future careers to be taken up in college, as they will
go on to grade 12 and concentrate on college admissions the following year. Lastly, they are already at
the point where they are frequently under pressure to perform well academically since the school's
standards have risen. These are only a few reasons why these selected grade 11 students are susceptible to
stress at present.

In this study, the researchers primarily focus on the two stress factors: schoolwork and peers. This
is because, after concise brainstorming, the researchers believe that these two are the major stress factors
that are more likely to be shared by most of our respondents when it comes to the factors that affect their
stress levels.

To summarize, this study aims to uncover how these two selected stress factors affect the performance
of the Grade 11 students from Saint Peter’s College of Ormoc (SPC) by conducting an assessment
according to how high or low their stress levels are when it comes to these factors. This study also seeks
to determine which of the two stress factors is prevalent among students and to identify the total
percentage of students who share stress levels. And lastly, create possible solutions or methods that may
help the students cope with these stress factors based on the survey results.

II. Theoretical Framework

 Figure 1. Application of Lazarus and Folkman’s (1984) Transactional Theory of Stress and Coping
Model

The study was based on Lazarus and Folkman's theoretical framework (1984) Stress and Coping

Theory (Figure 1). The idea of Lazarus and Folkman seeks to explain how a person copes mentally with

stressful conditions. According to this theory, how one analyzes and copes with stresses has an impact on

one's physical and mental health. These ideas will be explored further.

According to Lazarus and Folkman (1984), “psychological stress is a particular relationship

between the person and the environment that is appraised by the person as taxing or exceeding his or her

resources and endangering his or her well-being” (Lazarus and Folkman, 1984, p. 19). This relationship

goes through two important transactional phases that are (1) cognitive appraisals (assessment) and (2)

coping.
 The “Cognitive assessment” concerns the judgment of environmental events and takes place

through primary and secondary assessment. In the primary phase, individuals assess the event

consequences on their well-being as positive, irrelevant or negative. If those consequences are perceived

as positive or irrelevant, that is, if they are considered not to exceed the resources that the individual has

available to deal with the situation, the assessment of the event is limited to this stage. However, if the

event is assessed as negative, that is, if it is associated with a stress-generating situation, the individual

then moves on to the secondary assessment phase, in which he/she will consider coping strategies that

should be used to change the situation. In other words, the individuals, when interpreting their

environment, decides to use strategies to cope with the situation that is causing them stress (Tamayo,

Mendonça, & Silva, 2012).

The second is the “Coping” or implementing coping strategies therefore it involves cognitive and

behavioral efforts aimed at handling internal or external demands, which are assessed as overloads on the

individual's characteristics (Folkman, Lazarus, Gruen, & De Longis, 1986). They are subdivided into

strategies focused on emotion and strategies focused on the problem (Folkman & Lazarus, 1980; Lazarus

& Folkman, 1984). The first type of coping seeks to regulate the emotional response triggered by a

stressor, through defensive processes and confrontation avoidance coping, which tend to be less effective

in reducing stress. In using this type of strategy, the individual tends, for example, to blame himself or to

find culprits for the situation, to show anger towards people who caused the problem or to turn away from

people in general.

The coping strategy focused on the problem, in turn, concerns the adoption of active strategies to

approach the stressor, such as, for example, planning and solving problems, as well as directing efforts

towards alternative solutions, which usually prove more effective in reducing stress (Folkman & Lazarus,
1980; Lazarus & Folkman, 1984). In this connection, the individual seeks to face the situation in stages,

increases efforts to be successful, changes some situations so that it has better results and tends to take

into account the positive side of the problem. On coping, participants differed in their emotion (Wind and

Villalonga-Olives, 2019).

By using the Transactional Model of Lazarus and Folkman (1984) it helped us see that it

emphasizes the appraisal to evaluate harm, threat and challenges which results in the process of coping

with stressful events. The level of stress experienced in the form of thoughts, feelings, emotions, and

behaviors, as a result of external stressors, depends on appraisals of the situation which involves a

judgement about whether internal or external demands exceed resources and ability to cope when

demands exceed resources (Lazarus & Folkman, 1984).

III. Conceptual Framework

 Independent Variable

● Profile
● Age
● Sex
● Grade 11 students

Dependent Variable

Stress Levels

Figure 2.0 The study aimed to measure the perceived stress of selected Grade 11 students of Saint

Peter’s College of Ormoc Inc.

The independent variable of the study is the profile of the selected students at Saint Peter’s

College of Ormoc Inc. which concerns the Grade 11 students.

The dependent variable which is the level of perceived stress and coping of selected Grade 11

students is influenced by the independent variable that can cause stress for the students.

Diagram 1: Conceptual Framework

 IV. Scope and Delimitation

The scope of this study will be the Grade 11 students from Saint Peter’s College of Ormoc.
The study will not cover the entire population of Grade 11 students in Saint Peter’s College of
Ormoc. The general intent of this study is to determine how peers and school works affect the
performance of Saint Peter's College of Ormoc's Grade 11 students (SPC). To collect valid and
reliable data, the researchers will be conducting an interview and open-ended questionnaires.

The study won’t cover the effects of peers and school works as factors of stress level.

V. Statement of the Problem

This study will focus on the information given by the selected Saint Peter’s College of
Ormoc Grade 11 students regarding their prospective stress levels that are affected by the two
chosen stress factors which are the school works and the peers. Determining the stress level of
the students helps in preventing negative outcomes that may cause mental issues in the future.d

Specifically, this study was intended to answer the following questions:

1. How intense is the stress levels of the selected Grade 11 Students?

2. Which among the peers and school works cause more stress?

3. How will the selected grade 11 students cope with the two stress factors?

4. What are the effective ways to rid the stresses of the selected Grade 11 students?
 VI. Objectives

· To spread stress management education and awareness.

· To provide proper ways on how to manage stress

· To understand stress and how it affects the wellbeing of the selected Grade
11 students.

· To determine how peers and school works affect the performance of the
Grade 11 students from Saint Peter’s College of Ormoc.

VII. Significance of the Study

It goes without saying that in every solution the researchers offer, they must collect the
variables that will complete the equation. With the aforementioned data in hand, the study's
findings will help induce the significance of addressing students' physical and mental health
concerns. The result of the study will be of great benefit:

To the teachers, this study will aid them in providing the importance of acknowledging student’s
effort and teach them mindfulness. To help them with their troubles and other pressures that
they have and may have.

To the grade 11 students, this study will aid them in providing fundamental methods to help
solve and cope with these two stress factors (academic and peers).

To the researchers, their experiences in this study will gradually enhance their skills and
techniques in all aspects of research. With this research study, they may obtain proper knowledge
with their contribution to the students.
To the future researchers, this study's findings will serve as a reference and comparison to their
own research. This will generate more creative ideas for a wide range of student-related issues.
This study will help them receive the impact that they

VIII. Definition of Terms

School works – Activities, quizzes, assignments, home-works

Peers – classmates, schoolmates

Stress – a tension that can affect the physical and mental health of a person or a student.

CHAPTER 2

REVIEW OF RELATED-LITERATURE

This chapter contains studies and literature that are related to the current research. This

chapter discusses existing studies and research that provide insight and foundations for furthering

the current research.

HOW STRESS LEVELS AFFECT ACADEMIC PERFORMANCE OF STUDENTS

Stress is now understood as a lifestyle crisis (Masih & Gulrez, 2006) affecting any
individual regardless of their developmental stage(Banerjee & Chatterjee, 2016). Previous
research indicates that when we feel overwhelming stress related to school it not only
demotivates us to do the work, it reduces our overall academic achievement and can lead to
increased dropout rates. Not to mention the negative health implications, including depression,
poor sleep, substance abuse, and anxiety.

Academic stress in the students are those who are unable to maintain balance between
their academic activities, social, emotion and family. Stress is something that causes anxiety or
depression, it comes from schooling and home. The students also face a lot of stress due to an
imbalance of academic, social performances and time management for extra-curricular activities
from education. Stress can cause an individual to become stressful, feel distress and emotional
while on the other hand, stress gives motivation and evokes an individual to be more upholding
and persistence in the study in order to reach the optimum target and achieve further success.

According to Khan (2013), stress affects some areas like students’ performance and
educational level. Student performance shows that the less the students have their course period
but are required to accomplish many modules, leads them to stress. The higher the stress, the
lower the academic achievement of the students. Talib and Zia-ur-Rehman (2012), implies that
the higher the stress perceived by the students, the lower is their performance. High and low
academic performance differed significantly on educational, miscellaneous and overall sources
of stress. (Shastri, 2016, 79). Stress depends on the level of education of students.

School is a competitive place where people have many duties and responsibilities. This
requires coping abilities to manage academic stress efficiently. Academic stress can be defined
as any stress associated with school. High school students experience stress in many situations.
Our research has found that the main sources of stress in the academic environment are exams
16, homework and work outside of school, giving presentations, competition with classmates,
and academic overload.

The term ‘stress’ has developed over years of research (Lazarus & Folkman, 1984).
There has been a history of variation in defining the term across studies; in other words,
explanation changes depending on researchers’ purposes and disciplines (Steinberg & Ritzmann,
1990). At its foundation in the 14th century, stress is used to describe hardship or adversity
(Lazarus & Folkman, 1984). Its evolution has come to include the physical science context (17 th
century) and the contexts of medicine and ill health as they relate to stress (19th century). In
1936, Hans Selye began to use the term more distinctly. He describes stress as a way the body
defends itself in opposition to and preparation for harmful stimuli; incorporated in this are the
contexts of the psychological threats and problems that can be paired with stress (Lazarus &
Folkman, 1984).

Stress in the physical science sense refers to the body that is inactive due to

environmental loads (Lazarus & Folkman, 1984). Stress in the biological sense consists of a

more active process as in “fighting back”; this is when the body is harmed somehow, typically
within, and should engage its adaptational efforts to restore and maintain. Furthermore, in the

biological sense, stress consists of a psychological process component from which the concept of

“coping” is derived (Lazarus & Folkman, 1984).

SCHOOL WORKS

Excessive workload and homework make students tense and this may lead to inability to give
proper time to different study related activities. (

PEERS

CHAPTER 3

RESEARCH METHODOLOGY

This unit presents the research design of the research study conducted. This chapter contains:
Research Methodology, Respondents, Research Instruments, Data Collection and Management,
and Statistical Treatment.
 RESEARCH DESIGN

This study about School Works and Peers as Factors Affecting the Stress Level of Selected SPC
Grade 11 Students will use the Correlation Research under the Descriptive Research Design

RESEARCH LOCALE

This research study was conducted in Saint Peter’s College of Ormoc, Cataag Street, Ormoc City
where the data collection will be gathered from 30 respondents from Grade 11 Senior High
School department, 10 respondents from each of the three sections. The researchers chose the
said location for the reason that they, the researchers are constrained by time and are unable to
include other schools to focus on the Saint Peter’s College of Ormoc City students.

RESPONDENT OF THE STUDY

The respondents of the study are the chosen students of Saint Peter’s College of Ormoc’s bona
fide Grade 11 students. Potential subjects were identified by the researchers in the population.
Only a small number, nevertheless, were eager to take part. The researchers used the snowball
sampling technique by asking those potential subjects to find further participants, and then
asking those participants to find additional participants. Snowball sampling facilitated the ability
to gather primary data in a cost-effective manner. Snowball sampling has become a popular
means of recruiting research participants when seeking access to hard-to-reach populations.
(6781 Parker and Scott, 2019)

STATISTICAL TREATMENT
 RESEARCH INSTRUMENT

The study's purpose and the type of data required necessitated the use of a survey
questionnaire as the primary data collection instrument. The questionnaire is a data collection
instrument used to assess which among schoolworks and peers affects the most in students’
academic performance. The questionnaire was created using appropriate questions purely created
by the researchers.

The researchers utilized close-ended questions —--5-point Likert scale to collect the
necessary quantitative data for this study. The 5-point Likert scale is a global scale that is used to
assess attitudes and views. It is a scale with 5 answer option to measure the frequency which
provides respondents options to choose from for the respondents to

To truly achieve the objectives of the study, the researchers also utilized open-ended
questionnaires mainly to understand stress and how it affects the well-being of the selected
Grade 11 students. Open-ended questionnaires give no pre-set answer options and instead allow
the respondents to put down exactly what they like in their own words. Open questions are often
used for complex questions that cannot be answered in a few simple categories but require more
detail and discussion; yielding deeper, new insights.

DATA COLLECTION AND MANAGEMENT

 CHAPTER 4

PRESENTATION AND ANALYSIS OF DATA

This section discusses and interprets the analysis of data gathered from the
respondents to evaluate the stress levels.
 CHAPTER 5

CONCLUSIONS

FINALLY HUMANA!!!!
 RECOMMENDATIONS

After drawing the conclusion of this study, the researchers hereby make the following

recommendation.

The researchers would like to recommend the (respondents)

The researchers would like to recommend to the future researchers

BIBLIOGRAPHY

REFERENCE