LEVEL OF STRESS AND COPING STRATEGIES

AMONG PARAMEDICAL STUDENTS AT CEBU

INSTITUTE OF TECHNOLOGY - UNIVERSITY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Issue: 5
Pages: 547-555
Document ID: 2023PEMJ673
DOI: 10.5281/zenodo.7879436
Manuscript Accepted: 2023-04-30 00:05:22
Psych Educ, 2023, 8(5): 547-555, Document ID: 2023PEMJ673, doi:10.5281/zenodo.7879436, ISSN 2822-4353
Research Article

Level of Stress and Coping Strategies Among Paramedical Students at Cebu Institute of
Technology - University
Jediael Faith Abatayo*, Eric Jade Aliganga, Lyndee Arnoco, Kris Jumy Glariana, Lutchie Ann Mamado, Shaina
Mae Oliveros, Fabianmie Unabia, Ronald Yrog-Irog
For affiliations and correspondence, see the last page.

Abstract

Stress is a natural human emotion that everyone feels at some point in their lives, especially when confronted with adversity.
When a COVID-19 pandemic occurs, strict guidelines are implemented, and a new normal emerges. Coping strategies, on the
other hand, refer to an individual's reactions to stressful events. Students, particularly paramedical students in a job-oriented
medical training program that receives training in real-world medical situations, are vulnerable to stress due to the transitional
nature of college life. Recent studies have expanded on the concept of various coping strategies and dug deeper into it. Thus,
the purpose of this study was to determine the various levels of stress and coping strategies used by paramedical students.
Furthermore, it seeks to determine the significance of the relationship between stress and coping strategies. The researchers
used a quantitative descriptive correlation research design and the ETA correlation to determine the relationship between levels
of stress and coping strategies. The study included 101 paramedical students of Cebu Institute of Technology University. The
study results revealed that the majority of paramedical students were under moderate stress. In order to cope with their stress,
they frequently used problembased and emotional-based coping strategies. Subsequently, it was revealed that there is no
significant relationship between levels of stress and coping strategies. That an increase of stress for students, their coping skills
does not increase significantly.

Keywords: Philippines, Coping Strategies, Relationship, Paramedical Students, Levels Of Stress

Introduction this study was to find out how stressed-out

A human body is created to encounter stress and
respond to it. When an individual is experiencing
sudden changes, challenges, or stressors, the body
releases physical and mental responses that are being
identified as stress. Consequently, stress is a normal
human feeling that everyone experiences eventually in
their lives. According to Lazarus and Folkman (1984),
stress is a mental or bodily event as the outcome of a
person's cognitive evaluation of input and interaction
with the environment. Stress can only exist in the
presence of a stressor.
paramedical students are. They may be stressed
because they have too much schoolwork, don't have
enough fun things to do, and have trouble dealing with
patients and attendees (Kumar, et.al 2018). Moreover,
Siraj et al. (2014) examined the relationship between
stress levels and academic achievement and discovered
that respondents with a high or severe stress level had
a higher cumulative grade point average. During the
covid-19 epidemic, Baykal and Tutunco (2021) found
no statistically significant difference between the
educational status of participants and the averages of
the perceived stress scale and coping response
inventory.

Alternatively, coping strategies refer to an individual's
responses to stressful events. According to Lazarus
(1993), coping entails "continuous cognitive and
behavioral steps to deal with outside or inside demands
that are deemed difficult or beyond the capabilities of
the individual." Effectiveness of coping strategies
varies depending on the type of stress and the
individual's circumstances. Students are susceptible to
stress due to the transitional nature of college life in
general. Students' health and academic performance
are thought to be affected by high stress level
(Seyedfatemi, et.al 2007). In a study by Pascoe,
Hetrick, and Parker (2020), they found that high
school and college Students face a variety of recurrent
stressors related to the mandates of school. The goal of
A research study of Foozieh et al., (2017) contended
that through exploration of the student's awareness of
their coping strategy is influenced by their clinical
stressor experiences. increases. With this great
emphasis on the coping strategies, it encourages the
researchers to conduct a study that assesses the
severity of the stress paramedical students are
currently experiencing by measuring their stress levels.
Furthermore, the Commission on Higher Education
(CHED) granted one of the universities to reopen the
campus for the few in-person courses and in order to
conduct clinical training with the university’s hospital
for the bachelor programs in medical technology,
physical therapy and nursing in which it belongs to the

Jediael Faith Abatayo

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Research Article
paramedical field. Also, this limited face-to-face class
will focus on allocating hours for hands-on practice for
skills-based courses with program intended learning
outcomes (PILOs) that can't be fully met through the
enriched virtual mode (EVM) of instruction.
This research study examines how stress affects
paramedical students at the Cebu Institute of
Technology University, as well as their coping
techniques for dealing with stress. To provide
supporting insights regarding the different levels of
stress that are currently experienced by paramedical
students. Most especially, to bring forth insights into
the importance of being aware unto what level of
stress a student can endure concerning experiencing
stress, to provide efficient coping strategies that will
help them in dealing with their stressors, and to come
up with a developmental program to be given to
educators for improving the educational environment
to reduce the risk of students in experiencing a severe
level of stress.
Literature Review
Stress is a part of everyday life, and individuals who
have experienced many life experiences are
susceptible to stress. Thus, researchers have been
examining stress for many years, and arguments have
raged over it. Bernstein et al. (2008), Auerbach &
Gramling, (1998) consider stress to be a negative
emotional state and physiological arousal experienced
by humans in perceivably dangerous or threatening
situations. While Sharma and Kaur (2011) defined
stress as a reaction to the stress on our minds and
bodies to external pressure. It is the body's specific
response to a stimulus that disrupts normal function.
On the other hand, Yazdani, Rezaei, and
Pahlavanzadeh (2010) identified stress as a
multidimensional phenomenon centered on an
individual's dynamic relationship with the
environment.
In 2020, the COVID-19 outbreak worsened the stress
and anxiety of students. Eysenbach et al. (2020) found
in their survey that the covid-19 epidemic led to
increased stress and anxiety in 138 (71%) of the 195
college students’ mental health in the United States.
Pinamang et al. (2020) discovered that thinking about
their own and loved ones' health, difficulty
concentrating and sleep disturbances due to physical
distance, and increased concerns about their own and
loved ones' well-being about their future educational
outcomes were all reported as factors that contribute in
some way to students' elevated depressive thoughts
Jediael Faith Abatayo
and levels of stress.
In particular, paramedical students are in a unique
situation where they may be confronted by
unimaginable challenges during their studies, perhaps
putting their lives at risk. According to a study
conducted by Warren-James et al., (2021),
paramedical students are at risk of experiencing stress
while completing a required curriculum. Therefore, it
is critical for paramedical students to know and
comprehend where stress comes from, and how
paramedical students perceive and handle stress in
everyday life situations.
In order to deal with stress, students employ different
coping strategies. Encyclopedia of the Human Brain
(2003) identified coping strategies as the process of
putting into action a cognitive response to a threat or
challenge. While Aldwin and Yancura (2004) refers to
coping strategies as flexible and are evolving, either in
response to changing appraisals or as a result of
developmental processes. Lazarus and Folkman (1984)
identified two types of coping based on their function:
problem-focused and emotion-focused. Problem-
focused coping strategies involve either the
environment (e.g., enlisting the aid of others in
resolving the issue) or the individual (e.g., cognitive
restructuring). Emotional coping strategies are
employed to manage stressful emotions (e.g., using
substances, emotional ventilation). In the pursuit of a
higher professional education, students are exposed to
challenges that would test their skills at a practical
level. Hence, the use of coping strategies is essential in
tolerating, minimizing, and dealing with the stressful
situations of a student’s life.
Methodology
The target respondents of the study are the third year
and fourth year students who belong in the
paramedical field. The paramedical students are
medical trained that are job oriented and some specific
real-life medical situations in which it increased their
skills in the medical field (Lal, 2020). There are a total
number of one hundred thirty-five paramedical
students who are enrolled in the school year
2021-2022 are selected as respondents of the study.
Specifically, there are eighty-three (83) third year
nursing students, forty-three (43) fourth year nursing
students, and nine (9) midwifery students. The
respondents are purposively selected based on the
inclusion criteria presented in the study due to the
small number of total populations.
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Research Article
Research Instrument
In this study, there are two variables to be studied
namely the level of stress and the coping strategies of
the paramedical students in which the researchers
determine the relationship between these two
variables. The two variables will be investigated with
the help of the Perceived Stress Scale (PSS10) and
COPE Inventory Scale.
The Demographic Profile includes the age, gender and
course of the respondents of the study in which it
determines what age range, gender and year level
experienced low, moderate and high stress. The
Perceived Stress Scale, also known as the PSS-10, was
utilized to determine the extent of the respondents'
own personal life-related stress over the course of the
most recent month. It consisted of ten questions that
probed the subjective emotions that are associated with
various personal issues and occurrences. The
respondent assigned a score on a scale from 0
(indicating "never") to 4 (indicating "very often") for
each question in the survey. The total score on the
scale, which was determined by adding up all of the
points, could theoretically fall anywhere between 0
and 40. In addition, the PSS-10 is a shorter version of
the PSS-14, which was recommended by the scale's
developers for use in future research. This is
attributable to the fact that the PSS-10 demonstrated
psychometric properties that were comparable to the
original. The internal consistency reliability of the
PSS-10 totals and subscale scores was good in both
language groups such as in English and Spanish
language preference. Convergent validity of PSS-10
scores were found to have expected correlations with
measures of anxiety and depression (Baik et al., 2017).
For instance, according to Cohen and Williamson
1998, PSS-10 has a moderate concurrent criterion
validity with the amount of stress experienced during
an average week (r = .39, p < .001); an internal
consistency reliability of (α = .78); and adequate
convergent validity as evidenced by expected negative
associations with perceived health status (r = −.22, p <
.001) and the frequency of stressful life events within
the past year (r = .32, p < .001); and positive
associations with psychosomatic symptoms (rs = .28 to
.34, p < .001) and health service utilization (r = .22, p
< .001).
On the other hand, the next research instrument was
the COPE Inventory Scale by Carver C. S. (2013)
which determines how people react when they
confronted with tough or stressful situations in their
lives or more specifically, can be applicable to the
paramedical students as what are their coping
Jediael Faith Abatayo
strategies in dealing their stressors. The authors of the
original COPE (Carver et al., 1989) characterized it as
a theoretically structured, multidimensional coping
scale with 13 subscales, each of which consisted of
four items that focused on various aspects of coping.
The five subscales that were used to measure problem-
focused coping strategies were referred to as "active
coping," "planning," "suppression of competing
activities," "restraint coping," and "seeking social
support for instrumental reasons," respectively. The
additional five subscales that measured emotion-
focused coping were called Seeking Social Support for
Emotional Reasons, Positive Reinterpretation and
Growth, Acceptance, Denial, and Turning to Religion.
There were also three new subscales that were labeled
as Focus on and Venting of Emotions, Behavioral
Disengagement, and Mental Disengagement. These
three subscales were described as being "less useful"
by Carver et al. (1989). In relation with this, the
researchers decided to omit the three less useful
subscales.
A scale with four points based on the Likert scale is
used to score the COPE items. For the situational
form, scores range from one (I don't do this at all) to
four (I do this a great deal), and for the dispositional
form, scores range from one (I usually don't do this at
all) to four (I usually do this a great deal). Higher
scores on a scale indicate greater utilization of a
particular coping strategy, and the scores are
calculated by adding up the weights of each item on
the scale. Carver et al. discovered that the situational
form of the COPE had alphas that ranged anywhere
from 0.68 to 0.91, with the sole exception of the
Mental Disengagement subscale (1989). The alpha
reliability values for the dispositional form of the
COPE ranged from 0.45 to 0.92, with six of the
subscales having alphas that were lower than 70 and
only one having alpha values that were lower than
0.60. (i.e., Mental Disengagement, .45).
Research Procedure
In this study, the researchers chose the variables of the
study through in-depth discussion of the group and the
chosen respondents were based on the inclusion
criteria of the study. The researchers asked the list
from the department of the enrolled 1st year midwifery
students, 3rd year and 4th year nursing students of the
Cebu Institute of Technology-University. In
consideration of the standard health protocol imposed
due to COVID-19 pandemic, the informed consent was
sent in their messenger accounts and via email.
Afterwards, researchers gave access to the respondents
for them to answer the survey instrument of the study.
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The instrument was in google forms and sent online Result

through the respondents’ messenger and email. It took
1 month and 2 days to complete the survey
questionnaire from the respondents of the study in This section indicates quantitative research using ETA
which they only need at least a Wi-Fi connection or Correlation. Table 1 gives the frequency and percent
mobile data. Furthermore, the respondents used any distribution from the demographic profile that includes
type of gadget such as smartphone, laptop, personal age, gender, course of the respondents. Table 2
computer and tablet in completing the survey presents the frequency and distribution of the
questionnaire of the study. respondent’s level of stress using the frequency
distribution. Table 3 shows the weighted mean of the
Furthermore, the study utilized a quantitative emotional-based coping strategies that paramedical
descriptive in correlational research design. This study students employ. Table 4 shows the weighted mean of
determined the level of stress and the coping strategies the problem-based coping strategies that paramedical
of the paramedical students. It investigated the students employ. Table 5 indicates the significant
significant relationship between the level of stress and relationship between coping strategies and level of
the coping strategies through a systematic stress among paramedical students using eta
investigation of the nature of relationship among these correlation. Table 5.1 and 5.2 indicates the ETA
two variables. correlation between the two types of coping strategies
and the level of stress among paramedical students.
Data Analysis
Table 1. Frequency and Percent Distribution of the
The data gathered was subjected to descriptive and Respondents
inferential analysis. Specifically, there are three
statistical data analyses used in this study. First,
frequency and percentages was used to determine the
number, age and sex orientation of respondents in
every year level of paramedical students. It was also
applied to ascertain the level of stress among the
paramedical students. Second, weighted mean was also
employed to ascertain the coping strategies employed
by the paramedical students. Lastly, ETA Correlation
was used to find the significant relationship between
level of stress and coping strategies of the paramedical
students of Cebu Institute of TechnologyUniversity.

Ethical Consideration

The following ethical guidelines shall be put into place

for the research period before the distribution of the
questionnaires. First, informed consent was presented
to the respondents to make them know and understand
the purpose of the study and give them the freedom to
participate in the research. Secondly, the respondents
will be allowed to ask questions, and such questions
will be addressed accordingly. Next, the dignity and
well-being of the respondents shall be protected at all
times. They shall be requested to sign an informed
consent form as the proof of their willingness to
participate in the study; however, it shall be
emphasized that they will have the right to stop from
participating in the study at any point if they wish to
do so. Then, the research data will remain confidential
throughout the study, guaranteeing for the
respondents’ absolute anonymity and safety as they
take part in the study.
Figure 1. .
Table 1 shows the demographic profile of the
paramedical students in terms of Age, Gender, and
Course.
The following tables below illustrate the frequency
and percentage distributions of paramedical students
who report low, moderate, or high stress levels. The
table shows the demographic profile of paramedical
students, including their age, gender, and year level, as
well as the total number of frequencies and
percentages.

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Research Article
Table 2. Demographic Profile and Level of Stress
Among Paramedical Students
Figure 2. .
Table 2 presents the frequency and percent distribution
of the respondents according to their level of stress
using frequency distribution. This study observed that
the largest number of respondents were moderately
stressed with a percentage share of 86.1%. Meanwhile,
those who have high stress levels made up 12.9% of
the total number of respondents.
Table 2.1 Age and Level of Stress
Figure 3. .
Table 2.1 shows the frequency and percent distribution
of the level of stress among paramedical student’s age.
There is only one paramedical student who
experienced low level of stress and mostly of the
paramedical students experienced moderate level of
stress which ages 20 to 22 years old has 84% moderate
level of stress, 100% for 23 to 25 years old and 26 to
33 years ages experienced 67% moderate level of
stress. Also, few of paramedical students also
experienced high level of stress. There are 15% of
paramedical students ages 20-22 years old and 33%
experienced high level of stress ages 26 to 33 years
old.
Table 2.2 Gender and Level of Stress
Jediael Faith Abatayo
Figure 4. .
Table 2.2 shows the level of stress among the gender
of the paramedical students. There is only one male
paramedical student who had low level of stress, 80%
of male paramedical students had moderate level of
stress and 16% of male paramedical students had high
level of stress. On the other hand, mostly of the female
paramedical students had a moderate level of stress
which had 87% out of 100% and 13% of female
paramedical students had high levels of stress.
Also, one of the paramedical students who preferred
not to say his or her gender had a moderate level of
stress. In addition, the results of a number of studies
have shown that female students experience higher
levels of stress than male students (Thawabieh &
Qaisy, 2012, p. 110; Hogan, Carlson, & Dua, 2002;
Ptacek, Smith, & Zanas, 1992; Tamres, Janicki &
Helgeson, 2002). Students of the female gender have
reported experiencing stress-related problems, such as
low self-esteem, depression, and pressure from exams.
It was found that female students, on average,
experience higher levels of stress than their male
counterparts, both in terms of overall stress and
academic pressure (Backovic et. al. 2012; Rahardjo et
al. 2013).
Table 2.3 Year Level and Level of Stress
Figure 5. .
Table 2.3 shows that 83% of the 3rd year paramedical
students had moderate level of stress, 17% had high
level of stress and none of the 3rd year paramedical
students experienced low level of stress. On the other
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hand, there is only one 4th year paramedical student

who experienced a low level of stress, 88% had
moderate level of stress and 10% of them had a high
level of stress. In relation to this, it is supported by the
study of Elias (2011) in which it was found out that
undergraduate students studying in medicine and
health sciences had moderate levels of stress and they
are vulnerable to stress. The results that paramedical
students use to deal with their feelings and emotions
are presented in the table below. The outcomes of the
components of emotional-based coping strategies can
be seen below. The data gathered are used to calculate
a weighted mean and to interpret the data.
Figure 7. .
Table 3.Emotional-based Coping Strategies

Table 4 shows the weighted mean of the problem-

Figure 6. .
Table 3 shows the weighted mean of the emotional-
based coping strategies that paramedical students
employed. Overall, respondents usually do emotional
coping strategies a medium amount as evidenced by
the weighted mean of 2.93. Based on the results,
respondents usually do positive reinterpretation and
growth a lot with a weighted mean of 3.27.
Furthermore, they usually do a medium amount of
acceptance, use of emotional support and religious
coping. However, they usually deny it a little bit.
based coping strategies that paramedical students
employ. Overall, respondents usually do problem-
based coping strategies a medium amount as
evidenced by the weighted mean of 2.86. Based on the
results, most of the students usually do planning with a
weighted mean of 3.11. Furthermore, they usually do a
medium amount of suppression of competing
activities, restraint, active coping and use of
instrumental social support and according to Campbell
and Svenson's (1992), coping mechanisms have the
ability to change the way in which an individual
experiences stress. Also, the study of Al-Dubai et al.
(2011) stated that students are more used to active
coping, religious coping reframing, planning and
acceptance to cope with stress. Furthermore, the study
conducted by Kirkland (1998) revealed that active
coping and social support seeking for instrumental and
emotional reasons are the coping strategies utilized by
the study sample.
The table below presents the Eta correlation between
emotional and problem based coping strategies and
stress levels of paramedical students. Moreover, it
illustrates the p-value and its interpretation.
Table 5. Eta Correlation: Coping Strategies and Level
of Stress

The table below shows the average amount of use of

the various subtypes of problem-based coping
strategies by paramedical students, which includes the
weighted mean of a particular subtype and its
interpretation.

Table 4. Problem-based Coping Strategies Figure 8. .

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Table 5 indicates the significant relationship between
coping strategies and level of stress among
paramedical students using eta correlation. This study
found out that there were no significant correlations
between level of stress and emotional-based coping
strategies and problem-based coping strategies. This
means that level of stress is not affected by the coping
strategies employed by the students.
It was shown in the current study that there was no
indication of significant relationship between level of
stress and emotion-based coping strategies and
problem based coping strategies. That an increase of
stress for students, their coping skills does not increase
significantly. This result runs counter to the findings of
a previous study by Regehr and colleagues (2002),
which found a positive correlation between coping
strategies and both psychological and physical stress
symptoms. In addition, the findings of this study run
counter to the findings of Kohn and colleagues (1994).
They discovered that problem-focused and emotion-
focused coping were significantly related to positive
adaptation to stress, whereas avoidance-focused
coping was related to both positive and negative
adaptation to stress. The findings of this study suggest
that problem-focused and emotion-focused coping are
significantly related to positive adaptation to stress.
According to Lazarus and Folkman (1984), problem-
focused coping strategies are those that involve either
the environment or the self, whereas emotional coping
strategies are those that are used to manage one's
stressful emotions. Both types of coping strategies are
used. When an individual is able to make a decision or
find a solution to a problem as a result of conducting
an in-depth analysis, that person is said to be using an
appropriate coping strategy. On the other hand, it is
essential to keep in mind that just because one method
of coping is successful for a particular person does not
mean that it will be effective for the majority of
people. Lastly, certain types of stress management
techniques are not the only ones available for dealing
with the pressures of everyday life.
Discussion
Stress is a factor that has been shown to have an effect
on the academic performance and behavior in school.
Coping strategies exist in order to help them deal with
their stressors. As shown in the results of this study, it
shows that paramedical students employed positive
reinterpretation and growth, acceptance, use of
emotional support and religious coping as well as
denial as their coping strategies. Therefore,
Jediael Faith Abatayo
paramedical students employed a variety of coping
strategies in dealing with stressors. The current study
provides a better understanding of the level of stress
experienced by the paramedical students and the
coping strategies they utilized. A careful consideration
should be given to the severity of the level of stress
they experience for it was shown to negatively
influence their mental health and the students' coping
techniques which differ depending on what appears to
be advantageous for them at the time.
Moreover, social activities can help alleviate the stress
experienced by the students that is why, it is essential
that paramedical students must be provided with
additional recreational and leisure possibilities, such as
a program that allows for weekly movie nights and
event celebrations (Aktekin et al., 2001).
Additionally, the teaching staff can assist by being
more engaging and sociable. Faculty can assist
students in developing better study habits, time
management skills, developing positive self-talk, and
knowing what to do in order to relax (Baudier et al.,
1994). It is advantageous for professors and students to
be informed and knowledgeable about the crucial
aspect of stress management because it has an impact
on the well-being of students, which is essential for
ensuring success in their future.
On the bases of the findings of the study, it is highly
recommended that:
1. Researchers should include other areas of
paramedical field in order to weigh more the
significance of stress in line to their field and it should
be taken in multiple universities.
2. Future researchers are recommended to include
other types of coping strategy since the current study
focused on the two types of coping strategies.
3. Future researchers are recommended to how the
level of stress affects the everyday life of a student
who pursue in paramedical or medical field.
4. Frequency and distribution of emotional-coping
based and problem coping based can be done in
question-detailed manner.
5. Researchers are also highly recommended to not
depend on getting data’s through google form and
looking for participants online without participants
background check because it might deceive the
response.
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Research Article

effectiveness of stress management training program on depression, Jediael Faith Abatayo:

anxiety and stress of the nursing students. Iranian journal of nursing Cebu Institute of Technology - University,
and midwifery research, 15(4), 20 Philippines

Eric Jade Aliganga:

Affiliations and Corresponding Informations Cebu Institute of Technology - University,
Philippines
Corresponding: Jediael Faith Abatayo
Email: jediaelfaith@gmail.com Lyndee Arnoco:
Phone: Cebu Institute of Technology - University,
Philippines

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Cebu Institute of Technology - University,
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Cebu Institute of Technology - University,
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Shaina Mae Oliveros:

Cebu Institute of Technology - University,
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Fabianmie Unabia:
Cebu Institute of Technology - University,
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Cebu Institute of Technology - University

Jediael Faith Abatayo

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