17

CHAPTER II

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The findings of this study have been analyzed and presented using a

table in collecting data. The researchers distributed survey questionnaire to 50

randomly selected nursing students in each year level of Western Leyte

College of Ormoc, Inc. for the quantitative data, and conducted interviews for

the qualitative data to 3 randomly selected nursing students in each year level

of Western Leyte College of Ormoc, Inc. The researchers gathered data on

the background of the students in terms of age, gender, year level, and civil

status; the student nurse stress index; and the perceived factors affecting the

academic performance of nursing students in each year level while studying in

the 1st semester of the school year of the school year 2022-2023. Were

provided for each tabular presentation of the profile variables to illustrate

textual analysis.

I. PROFILE OF THE RESPONDENTS

Reflected in Table 1 is the profile of the respondents in terms of their

age, gender, and civil status. A total of 200 (100%) respondents were

gathered for this study, from BSN 1 to BSN 4.

 18

Table 1
Profile of the Respondents
n=200 (100%)
f %
Profile Indicators
n=200 100%
Age 18-20 85 42.50%
21-23 96 48%
24 years old and 19 9.50%
above
Total 200 100.00%
Gender Male 33 16.50%
Female 167 83.50%
Total 200 100.00%
Civil Status Single 198 99%
Married 2 1%
Total 200 100%
TOTAL 200 100%

Among the 200 respondents 85 of them are in the age range of 18-20,

96 are 21-23 years old and 19 of them are 24 years old and above. Among

200 respondents 33 of them are males and 167 are females. Among 200

respondents 198 are single and 2 of them are married.

II. STRESS EXPERIENCE OF STUDENT NURSES

Presented in Tables 2.1, 2.2, 2.3, and 2.4 are the stress experience of

student nurses from Level I to IV. The tool that the researchers used was the

Student Nurse Stress Index.

The Student Nurse Stress Index is an instrument used to measure

student nurses' levels of stress. It assists in identifying the numerous

pressures that have an impact on nursing students during their education and
 19

training. Jones and Johnston are the authors who published the Student

Nurse Stress Index in 1999.

The tool is typically answered using a Likert scale, which consists of

response categories and indicates the perceived level of stress for each item,

is commonly used to respond to the instrument. Respondents choose the

category that best reflects their perception of stress for each item from the

available options on the Likert scale, which in this case goes from “Not

stressful” through “Mildly Stressful”, “Moderately Stressful and “Very

Stressful”.

The Student Nurse Stress Index consists of 15 items that cover a wide

range of stressful situations that nursing students may encounter. These

factors include the amount and difficulty of classwork materials, examination

and grades, peer competition, attitudes/expectations of other professionals

toward nursing, lack of free time, college/school response to student needs,

fear of failing in the course, personal health problems, physical health of family

members, relationship with parents, other personal problems, relations with

other professionals, too much responsibility, and lack of timely feedback about

performance.
 20

Table 2.1
Stress Experience of First Year Student Nurses
Indicators Mean Interpretation
1 Amount of classwork material to be 2.8 Moderately
learned. Stressful
2 Difficulty of classwork material to be 2.58 Moderately
learned. Stressful
3 Examination and/or grades. 2.9 Moderately
Stressful
4 Peer competition. 2.04 Mildly
Stressful
5 Attitudes/expectations of other 2.48 Mildly
professionals toward nursing. Stressful
6 Lack of free time. 2.52 Moderately
Stressful
7 College/School response to student 2.48 Mildly
needs. Stressful
8 Fear of failing in course./program. 3.36 Very Stressful
9 Actual personal health problems. 2.28 Moderately
Stressful
10 Physical health of other family members. 2.2 Mildly
Stressful
11 Relationship with parents. 1.8 Mildly
Stressful
12 Other personal problems. 2.52 Moderately
Stressful
13 Relations with other professionals. 2.06 Mildly
Stressful
14 Too much responsibility. 2.84 Moderately
Stressful
15 Lack of timely feedback about 2.66 Moderately
performance. Stressful
Grand Mean 2.5 Moderately
Stressful

PARAMETER OF LIMITS
Very Stressful 4 3.25-4.00

Moderately
Stressful 3 2.52-3.25
Mildly Stressful 2 1.76-2.50
 21

Not Stressful 1 1.00-1.75

The parameter of limits of Table 2.1 presents the range of delimitation

and how it operates in category to result in an anticipated interpretation. There

are four (4) categories namely: Very Stressful which falls into the range 3.25

to 4.00 that equates to having a very high resilience, moderately stressful

having a range of 2.52 to 3.25 with high resilience, mildly stressful in 1.76 to

2.50 with a fair resilience, and the not stressful which is 1.00-1.75 with poor

resilience interpretation.

Table 2.1 presents the First-Year Nursing students' stress levels across

numerous variables. Each indicator is given a mean value, and these values

are then interpreted based on predefined stress levels.

The question “Fear of failing in course/program” has the highest mean

of 3.36. According to an article, there are several reasons that fear of failing in

a course/program can cause stress to students. Some students have a fear of

failing, which causes them to neglect their studies and give up in the hopes

that doing nothing will protect them from the negative emotions that come with

failing. High-achieving students or those who lack confidence in their

academic ability are frequently seen to have this concern. Students might

experience pressure to live up to standards established by peers, parents,

teachers, or themselves. It frequently results from uncertainty regarding one's

skills or the results of a course or program. Other causes include self-imposed

standards, comparisons with others, and social judgment.

 22

The question “Too much responsibility” has the second highest mean of

2.84. According to Cristina Felekan (2022) Students typically have more

required responsibilities than adults, which causes stress. Students who have

a lot of worries about their studies, jobs, and other obligations may develop

sadness, anxiety, or burnout.

The question “Lack of timely feedback about performance” has the third

highest mean of 2.66. Feedback has always played a crucial part in the history

of the study of learning: "When people are trying to learn new skills, they must

get some information that tells them whether or not they are doing the proper

thing. Learning takes place in classrooms as well. Trial-and-error learning is

necessary for both topic mastery and—more importantly—mastery of thinking.

(Marianne Stenger, 2014)

The question “Relationship with parents” has the lowest mean of 1.8

among all the questions. Relationships with parents can also cause stress to

the students. Students are aware of and strive to live up to their parents'

expectations. However, on occasion, the student may experience anxiety as a

result of these expectations, which will ultimately damage their academic

achievement. When children fall short of their parents' expectations, it causes

stress and has a negative effect on their academic success. (Kumar &Jadaun,

2018)
 23

Table 2.2
Stress Experience of Second Year Student Nurses
Indicators Mean Interpretation
1 Amount of classwork material to be learned. 3.12 Moderately
Stressful
2 Difficulty of classwork material to be learned. 2.92 Moderately
Stressful
3 Examination and/or grades. 3.3 Very Stressful
4 Peer competition. 2.12 Mildly Stressful
5 Attitudes/expectations of other professionals toward nursing. 3.08 Moderately
Stressful
6 Lack of free time. 3 Moderately
Stressful
7 College/School response to student needs. 2.78 Moderately
Stressful
8 Fear of failing in course. 3.68 Very Stressful
9 Actual personal health problems. 2.66 Moderately
Stressful
10 Physical health of other family members. 2.62 Moderately
Stressful
11 Relationship with parents. 1.78 Mildly Stressful
12 Other personal problems. 2.58 Moderately
Stressful
13 Relations with other professionals. 2.28 Mildly Stressful
14 Too much responsibility. 3.32 Very Stressful
15 Lack of timely feedback about performance. 2.94 Moderately
Stressful
Grand Mean 2.812 Moderately
Stressful

PARAMETER OF LIMITS
Very Stressful 4 3.25-4.00

Moderately
Stressful 3 2.52-3.25
Mildly Stressful 2 1.76-2.50

Not Stressful 1 1.00-1.75

 24

The parameter of limits of Table 2.2 presents the range of delimitation

and how it operates in category to result in an anticipated interpretation. There

are four (4) categories namely: Very Stressful which falls into the range 3.25

to 4.00 that equates to having a very high resilience, moderately stressful

having a range of 2.52 to 3.25 with high resilience, mildly stressful in 1.76 to

2.50 with a fair resilience, and the not stressful which is 1.00-1.75 with poor

resilience interpretation.

Table 2.2 presents the Second-Year Nursing students' stress levels

across numerous variables. Each indicator is given a mean value, and these

values are then interpreted based on predefined stress levels.

The question “Fear of failing course/program” has the highest mean

3.68. According to a comprehensive study involving over 2,000 senior college

students, the worry of earning lower grades and the apprehension of

confronting job market challenges are substantial contributors to exam-related

stress and anxiety. Students report that these anxieties have a severe impact

on their thinking and various aspects of their lives. Disturbingly, 37% of

college students deal with emotions of loneliness, fueled by the anxiety that

their lack of achievement in education may limit their future professional

opportunities. Consequently, this fear often leads them to disregard or

completely abandon their social life.

The question “Amount of classwork materials to be learned” has the

second highest mean of 3.32. According to previous study, it has been found

that when students have a lot of homework, they find it difficult to meet their
 25

developmental needs and learn essential life skills. In short, this suggests that

students are more likely to give up their interests, cut back on social

interactions with friends and family, and skip extracurricular activities.

Students were asked about any health concerns they had, such as

headaches, weariness, lack of sleep, weight loss, and stomach difficulties, as

part of the survey that was undertaken. The results of the student poll clearly

showed how having a lot of schoolwork led to sleep deprivation and other

health issues.

The question “Too much responsibility” has the third highest mean of

3.12. Students may find it difficult to efficiently manage their time because

they have so many responsibilities, including classwork, extracurricular

activities, part-time employment, and personal commitments. Stress and a

sense of being overburdened might result from the pressure of managing

multiple responsibilities within limited timeframes.

The question “Relationship with parents” has the lowest mean of 1.78.

Parents usually have high expectations for their children’s academic success,

future professional choices, and personal achievements. Stress develops as

students struggle to live up to their parents' values and achieve these

expectations. Additionally, students may have their own aspirations, hobbies,

and goals that differ from those of their parents, which could cause a conflict

between their personal aims and their parents' perspective.

 26

Table 2.3
Stress Experience of Third Year Student Nurses
  Indicators Mean Interpretation
1 Amount of classwork material to be learned. 3.18 Moderately
Stressful
2 Difficulty of classwork material to be learned. 3.08 Moderately
Stressful
3 Examination and/or grades. 3.32 Very Stressful
4 Peer competition. 2.28 Mildly
Stressful
5 Attitudes/expectations of other professionals toward 2.86 Moderately
nursing. Stressful
6 Lack of free time. 2.92 Moderately
Stressful
7 College/School response to student needs. 2.7 Moderately
Stressful
8 Fear of failing in course. 3.6 Very Stressful
9 Actual personal health problems. 2.66 Moderately
Stressful
10 Physical health of other family members. 2.38 Moderately
Stressful
11 Relationship with parents. 2.04 Mildly
Stressful
12 Other personal problems. 2.78 Moderately
Stressful
13 Relations with other professionals. 2.24 Mildly
Stressful
14 Too much responsibility. 3.18 Moderately
Stressful
15 Lack of timely feedback about performance. 2.82 Moderately
Stressful
Grand Mean 2.8 Moderately
Stressful

PARAMETER OF LIMITS
Very Stressful 4 3.25-4.00
 27

Moderately
Stressful 3 2.52-3.25
Mildly Stressful 2 1.76-2.50
Not Stressful 1 1.00-1.75

The parameter of limits of Table 2.3 presents the range of delimitation

and how it operates in category to result in an anticipated interpretation. There

are four (4) categories namely: Very Stressful which falls into the range 3.25

to 4.00 that equates to having a very high resilience, moderately stressful

having a range of 2.52 to 3.25 with high resilience, mildly stressful in 1.76 to

2.50 with a fair resilience, and the not stressful which is 1.00-1.75 with poor

resilience interpretation.

Table 2.3 presents the Third-Year nursing students' stress levels

across numerous variables. Each indicator is given a mean value, and these

values are then interpreted based on predefined stress levels.

The question “Examination and/or grades” has the highest mean

of 3.32. According to Joshua Eyler (2022) Students' physical, emotional, and

psychological wellbeing suffers as a result of their grades. More specifically,

there is a clear link between the pressure parents and teachers put on their

children to perform well in school and the widespread mental health crises that

affect children, teenagers, and college students. The rate of anxiety, sadness,

and even suicidal thoughts has significantly increased, with academic stress

based on grades appearing as the main reason for this worrisome rise.
 28

The question “Amount of materials or classwork to be learned” has the

second highest mean of 3.18. According to a prior study, it has been

discovered that children find it challenging to meet their developmental needs

and gain important life abilities when they have a lot of homework. This

basically means that children are more likely to stop pursuing their hobbies,

limit their social interactions with friends and family, and miss extracurricular

activities. As part of the study, students were questioned about any health

issues they were experiencing, including headaches, exhaustion, lack of

sleep, weight loss, and gastrointestinal issues. The survey results from the

students made it clear how having a lot of studying contributed to health

problems like sleep deprivation.

The question “Difficulty of class materials to be learned” has the third

highest mean of 3.08. Difficulty of class materials to be learned can create

anxiety of falling behind or being unable to keep up with the speed of the

course. Students could worry about their capacity to understand the material,

finish their tasks, or do well on tests. Stress might be brought on by the worry

that one won't be able to achieve the standards.

The question “Relationship with parents” has the lowest mean of 2.04.

Students may experience stress if their parents are not providing them with

emotional support. Feeling unheard, invalidated, or unsupported when faced

with difficulties or a period of stress can raise stress levels and impact their

overall well-being.
 29

Table 2.4
Stress Experience of Fourth Year Student Nurses
  Indicators Mean Interpretation
1 Amount of classwork material to be learned. 2.8 Moderately
Stressful
2 Difficulty of classwork material to be learned. 2.78 Moderately
Stressful
3 Examination and/or grades. 3.18 Moderately
Stressful
4 Peer competition. 2.3 Mildly Stressful
5 Attitudes/expectations of other professionals 2.6 Moderately
toward nursing. Stressful
6 Lack of free time. 2.6 Moderately
Stressful
7 College/School response to student needs. 2.54 Moderately
Stressful
8 Fear of failing in course. 3.32 Very Stressful
9 Actual personal health problems. 2.64 Moderately
Stressful
10 Physical health of other family members. 2.46 Mildly Stressful
11 Relationship with parents. 1.94 Mildly Stressful
12 Other personal problems. 2.4 Mildly Stressful
13 Relations with other professionals. 2.28 Mildly Stressful
14 Too much responsibility. 2.72 Moderately
Stressful
15 Lack of timely feedback about performance. 2.56 Moderately
Stressful
Grand Mean 2.6 Moderately
Stressful
PARAMETER OF LIMITS
Very Stressful 4 3.25-4.00

Moderately
Stressful 3 2.52-3.25
Mildly Stressful 2 1.76-2.50
Not Stressful 1 1.00-1.75
 30

The parameter of limits of Table 2.4 presents the range of delimitation

and how it operates in category to result in an anticipated interpretation. There

are four (4) categories namely: Very Stressful which falls into the range 3.25

to 4.00 that equates to having a very high resilience, moderately stressful

having a range of 2.52 to 3.25 with high resilience, mildly stressful in 1.76 to

2.50 with a fair resilience, and the not stressful which is 1.00-1.75 with poor

resilience interpretation.

Table 2.4 presents the Fourth-Year nursing students' stress levels

across numerous variables. Each indicator is given a mean value, and these

values are then interpreted based on predefined stress levels.

The question “Fear of failing the course” has the highest mean of 3.32.

Students may work more on their academic assignments when they are

feeling moderately scared and rational. For instance, many students complete

their homework because they are afraid of upsetting the teacher; others

behave well in class to get to go outside; yet others prepare for final

examinations to avoid repeating a grade. However, students who are

excessively worried about failing sometimes struggle to focus on a task at

hand because their minds are too preoccupied attempting to manage the

associated tension and worry. (Ashcraft and Kirk, 2001) It was proposed that

students would exert more effort on academic assignments if they had a

moderate fear of failing, which would help them do better. This hypothesis is

consistent with the findings in the preceding section. But prior research has
 31

also indicated that a larger fear of failure may endanger a person's social and

emotional wellbeing. (Gustafsson, Sagar and Stenling, 2017)

The question “Difficulty of classwork materials” has the second highest

mean of 2.78. Students report experiencing academic stress at certain points

during each semester, with the biggest sources coming from taking and

studying for examinations, competing for grades, and having a lot of material

to learn in a short period of time. (Abouserie, 1994)

The question “Too much responsibility” has the third highest mean of

2.74. According to Cristina Felekan (2022) Students typically have more

required responsibilities than adults, which causes stress. Students who have

a lot of worries about their studies, jobs, and other obligations may develop

sadness, anxiety, or burnout.

The question “Relationship with parents” has the lowest mean of 1.94.

Relationships with parents can also cause stress to the students. Students are

aware of and strive to live up to their parents' expectations. However, on

occasion, the student may experience anxiety as a result of these

expectations, which will ultimately damage their academic achievement. When

children fall short of their parents' expectations, it causes stress and has a

negative effect on their academic success. (Kumar &Jadaun, 2018)

Table 2.5
Student Nurse Stress Index of All Participants
  Indicators Mean Interpretation

1 First Year 2.5 Moderately Stressful

 32

2 Second Year 2.81 Moderately Stressful

3 Third Year 2.80 Moderately Stressful

4 Fourth Year 2.60 Moderately Stressful

Grand Mean 2.68 Moderately Stressful

All respondents from different year levels exhibited moderately stressful

behavior throughout their first semester of the academic year based on the 15

indicators of stress listed in the survey questionnaire. The overall

interpretation based on student nurse stress index results from all

respondents indicates moderately stressful as grand mean.

The interpretation that is seen in Tale 2.5 from the first year to fourth year is

the same. According to the Adaptation Theory (1976) by Sister Callista Roy

which stated that “Human systems have thinking and feeling capacities,

rooted in consciousness and meaning, by which they adjust effectively to

changes in the environment and, in turn, affect the environment.” The first-

year student interpretation is Moderately Stressful because of the adjustment

of the transition from senior high school to college. Most students are not used

to heavy studying, memorization, and the stressful environment that is our

course. This interpretation can also relate to the second-year students

because they were having online classes during their first year. According to

Dyer, Pettyjohn, and Saladyr (2020), it should be expected that students will

use whatever is available to them in a take- home or online test. The third-

and fourth-year students also have the same result because of all the quizzes,
 33

return demonstrations, and the duties that they’ve encountered. They cannot

describe it as very stressful because most of the activities are adjusted by the

Clinical Instructors to not happen at the same time to avoid the students

having too much stress and has sample time in studying.

Question: What are the perceived factors affecting your academic

performance while studying in the 1st semester of the school year 2022-

2023?

According to four students in the first, second-year level, and two

students in fourth year level, they are currently experiencing extreme laziness

in doing their class assignments, being distracted by online games and have

difficulties in their situation as there are now more tasks and responsibilities

compared to before when they could handle them easily. One first year

student said “Sobra kaayo ko katapulan hantod karon wala gihapon ko

kahibaw unsay angay nako nga nga study habit.” (I have been extremely lazy

until now, and I still don't know what study habits I should adopt.) A second-

year student said ““Di ko kamao mo manage sa ako time, maong naglisod sa

ako pagskwela kay sige ko og duwa mga online games.” (I struggle with time

management, which makes it difficult for me to focus on my studies because I

spend a lot of time playing online games.) The one fourth-year student said,

“Mo tug-an jd ko nga mag tinapulan ko usahay kay tungod sa kadaghan

buhatonon di na nako ma manage maayo ako time maong mahitabo

magtinapulan nako. Unya nay times magbasa na unta ko sa notes or books

 34

mo abot naman dayun sa ako hunahuna na mag cellphone ko.” (I admit that I

tend to get lazy sometimes because of the many tasks to be done, that is why

I can't manage my time well and I end up getting delayed. There are times

when I plan to read my notes or books, but then I end up using my cellphone

instead.) and lastly, the other fourth year also answered, “Nabag-ohan ko sa

kadaghan og buhatonon dili pareha sa una nga ako na agian nga year nga

makaya ra nako. Karon maglisod nako og manage sa ako time. Daghan

kaayo og duty nya mag klase pami, mag quiz og mag exam sad.” (I have been

overwhelmed by the multitude of tasks and responsibilities that are unlike

what I had experienced in previous years, where I felt more capable of

handling them. Now, I am struggling to manage my time effectively. There are

numerous duties, classes to attend, quizzes to take, and exams to prepare

for.) Because of this, their academic performance is being negatively affected.

According to three students each in first year, second year, and third

year level. They’re experiencing stress due to financial problems. One first

year student said “Naglisod ko og adjust sa mga bayranan kay abi nako sa

tuition na tanan pero naa diay uban kailangan bayran. Sa kadaghan og

tun’anan gamay nalang ang oras na maka tog ko unya mag luya na nua ko sa

skwelahan.” (I struggled to adjust to the expenses because I thought the

tuition covered everything, but it turns out there are other fees that need to be

paid. With the numerous expenses and limited income, I have very little time

to rest, and I am starting to feel exhausted from school.) A second-year

student said “Naglisod ko karon financially kay daghan bayranan, unya nag
 35

tika dako nasad ang tuition. Naa pay books, gamit for retdems and uban pa

matter related sa school.” (I am currently facing financial difficulties because of

numerous expenses, and the tuition fees have also increased significantly.

Additionally, there are still expenses for books, supplies for projects, and other

matters related to school.)

Lastly, a third-year student also answered “Naglisod ko og bayad sa ako

tuiton tungod sa mga problema sa balay. Daghan pagud kaayo mi mga mag

igsuon og halos kami tanan nag skwela pa og mahal kaayo ang tuition.” (I am

struggling to pay my tuition fees due to household issues. We have a large

number of siblings, and almost all of us are still studying, which makes the

tuition costs very high.) Due to financial problems, they’re having a hard time

focusing on their studies, have little time to rest, and feel exhausted from

school.

According to a student in the first-year level, they have been

experiencing stress due to feeling pressured by the high expectation of their

parents and people around them. The student said, “Ma pressure ko sa

expectation sa ako mama og papa nako og sa uban tao nga naa sa akong

palibot.” (I feel pressured by the expectations of my mother, father, and other

people around me.) “As a result, they feel stressed and anxious, which

negatively affects their academic performance.

A second-year student answered that she is having a hard time

adjusting on face-to-face classes, she said ““Sauna nga online pa dili ko

maminaw sa klase tungod sa kahinay sa amo internet og ma tintal ko na mag

 36

gamit sa ako cellphone. Karon nga nag face-to-face na nabag’ohan ko kay

wala nako na and nga diri na sa skwelahan mag klase og mag quiz.” (Back

when classes were conducted online, I couldn't listen to the lessons properly

due to our slow internet connection, and I was often tempted to use my

cellphone instead. Now that we have shifted to face-to-face classes, I find

myself adjusting because I am no longer able to attend classes or take

quizzes outside of the school premises.) Due to this she finds it difficult to

answer quizzes.

A third-year student answered that she recently lost someone very

important in her life. She said “Dili kaayo ko maka tarong sa ako pagskwela

karon tungod bag’o lang pod ko nawad’an og tao nga importante sa ako

kinabuhi. Layo pagud kaayo ko sa ako pamilya kay diri ko ni skwela sa

Ormoc. Kuwang sad ko og tog og maglisod ko og tog panagsa. Tapos naa

sad koy gipaminaw na sakit na GERD.” (I'm having a hard time focusing on

my studies right now because I recently experienced the loss of someone

important in my life. I am far away from my family because I am studying in

Ormoc. I also suffer from lack of sleep, which makes it even more challenging.

Additionally, I have been diagnosed with GERD (Gastroesophageal Reflux

Disease) because of this, she is finding it difficult to focus and are

experiencing trouble sleeping.

According to a third-year student he is being influenced by his peers,

he said “Na apektohan ako pagskwela tungod ma dala ko sa ako mga

barkada karon nga dili mo sud sa klase tungod mang laag lang og mag inom-
 37

inom. Imbis sauna okay ragud unta ako grado karon dili na” due to him being

influenced by his peers this leads to him getting low grades which causes him

stress affecting his academic performance.