TARLAC STATE UNIVERSITY

COLLEGE OF ENGINEERING AND TECHNOLOGY

Romulo Blvd, San Vicente, Tarlac City

“A CASE STUDY OF ASSESSING ACADEMIC STRESS AND

ANXIETY LEVEL OF FIRST YEAR INDUSTRIAL ENGINEERING
STUDENTS TO THEIR RESPECTIVE COURSE’S SUBJECT”

A CASE STUDY

Presented to the Faculty of College of Engineering and Technology

In partial fulfillment of the

requirements of the subject Science, Technology and Society

By:

JOHN DAVID ARMENDI

LORRAINE ANGELA DUAY

MARY GRACE GALANG

MA. PIA PAULEEN GALLENTA

ZHEDRICK FIEL GUINTU

ELIZA GLAICE MAMARIL

MENARD VIJAR

BSIE - 1A
ACADEMIC YEAR 2022 – 2023
SECOND SEMESTER
 EXECUTIVE SUMMARY

This study investigates the stress and anxiety levels experienced by first-year

Industrial Engineering students. The participants' demographic composition reveals a

diverse age range and gender distribution. The Likert scale was employed to assess stress

and anxiety levels, with most respondents falling into the "neither" category.

Factors contributing to stress and anxiety include the pressure of overlapping

subjects and anxiety even when adequately prepared for exams. Class participation also

elicits anxiety among students. Calculus 1 was perceived as the most difficult subject,

while Computer Programming was considered the least difficult. The study concludes

that specific subjects, such as Calculus 1 and Physics for engineers, contribute

significantly to student anxiety. Simultaneous occurrence of multiple subjects and anxiety

despite preparedness were identified as additional sources.

The findings highlight the importance of considering academic and mental health

aspects to support students in overcoming stress and anxiety, fostering self-improvement

and preparedness for future challenges.

 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

School-related anxiety and stress can have a severe influence on mental and

academic performance. Academic stress has been associated in studies with a variety of

negative outcomes, including low academic performance, illness, anxiety, and

depression. Academic stress can reduce academic performance, decrease motivation, and

increase the likelihood of dropping out.

Academic stress can raise the likelihood of developing anxiety or depression, in

addition to reducing wellness. Furthermore, stressed-out students frequently perform

poorly academically. Academic stress can reduce motivation, hinder academic progress,

and increase the number of college dropouts. Academic stress is commonly caused by

heavy workloads, poor time management and social skills, peer pressure, and financial

difficulties. Academic stress, anxiety, and depression have all been linked to poor

academic performance in students.

Excessive academic stress can have a substantial impact on academic

achievement, leading to psychological and physical disorders such as despair. Academic

stress can reduce academic performance, decrease motivation, and increase the likelihood

of dropping out. Academic stress is commonly caused by having too many tasks,

difficulty managing your time and social life, peer pressure, and academic expectations.

According to one study (Academic Stress and Mental Well-Being in College

Students: Correlations, Affected Groups, and COVID-19), perceived academic stress is

positively related to college students' mental health, implying that academic stressors are

as important as other factors influencing mental health. It is critical to assess the level of
academic stress and anxiety that students are experiencing to identify potential problems

and provide appropriate assistance.

First year industrial students are the ones who is a big dreamer they are the hope

of the future. The researchers conducted a study focusing on the stress and anxiety level

of students in Tarlac State University. Industrial Engineering is a hard course, but it is

one of the easier engineering courses because it is less based on pure math and more

about the understanding of how a business and machines function in a best way. Since

industrial engineering is less focused on technical and math skills why are engineering

subjects still apply the other subjects that only causes stress to students. Conceptual

knowledge and logical skills are the one that an Industrial Engineer should be honed but

this is still hard because a person still needs to be capable on demonstrating that their

logic and conceptual framework will work not only in paper but also in real life. (Zippia

Team – 2021).

Stress is a multidimensional phenomenon that is focusing on the dynamic

relationship between the environment of the individual, it was also defined as stressor,

individual’s response to the stimuli and between the individual and environment is by

exploring effective coping mechanisms and support services is essential for assisting

students in managing academic stress and anxiety. Research has identified various

strategies, including time management, social support networks, counseling services, and

stress management workshops. Understanding the availability and utilization of such

resources can shed light on their effectiveness and inform the development of tailored

interventions for first-year industrial students. (Mohsen Yazdani et.al 2010)

This case study aims to assess the academic stress and anxiety levels of first-year

industrial students concerning their respective course subjects. By examining the factors

that contribute to stress and anxiety in this context, educators, administrators, and support

services can develop targeted strategies to mitigate the negative impacts on students'
well-being and academic performance. By doing this study it will help the institute to be

able to manage their students on how they will be in the next year of their life.

By conducting a comprehensive assessment of the academic stress and anxiety

levels of first-year industrial students in relation to their respective course subjects, this

case study aims to contribute to the existing body of knowledge on this topic. The

findings of this study can provide valuable insights for educational institutions to design

targeted interventions and support systems that foster a healthy learning environment and

enhance the overall well-being of students.

Statement of the Problem

This study aims to determine the stress and anxiety levels among First Year

Industrial Engineering (IE) Students of Tarlac State University (TSU).

Specifically, this study seeks to answer the following questions:

1. What is the demographic profile of TSU students in terms of age, gender, and

section?

2. What are the stress and anxiety levels of IE students?

3. What are the IE students’ views on the stressful and anxious experiences of

students in class?

4. What are the most and least difficult subjects for IE students in their respective

courses?

5. What are the implications of the stress and anxiety levels among First Year

Industrial Engineering Students of Tarlac State University in their classes?

Significance of the Study

 The result of this study, which would determine the academic stress and anxiety

levels of the first-year Industrial Engineering students, may be beneficial to the

following: 

To the Teachers. The said study can be used to learn and identify the academic

stress and anxiety levels of the students. It can also be a notice if the students are having a

breakdown. Some of the students are more comfortable in a teacher- student relationship

than in a parent-child relationship, according to the study of the American Federation of

Teachers. 

To the students. To provide some knowledge on academic stress and anxiety

levels. Exploring and understanding them will help students mitigate their anxiety levels.

Also, to provide some knowledge on how to improve their enjoyment of the difficulty of

the respective course’s subjects. 

To the Parents of these Students. This study could be a step toward knowing

their children’s academic stress and anxiety levels. 

To the Future Researchers They can improve and expand the topic more. They

can also be able to convince others to explore the academic stress and anxiety levels of

the first-year Industrial Engineering students. 

To the Commission on Higher Education. To help provide a deep

understanding of what each student is going through and enable modifications. In this

study, the Commission on Higher Education can be held responsible for its failures, and

they can also be informed about areas where they can improve. 

To the University Administration. To help the university administration

understand what is going on with the students in the learning environment. 

 To the Community. To provide information that will guide them in knowing

how students experience academic stress and anxiety levels. This study will also serve to

raise public awareness about what students are going through.  

Research Objective

This study aims to assess the academic stress and anxiety levels of First Year

Industrial Engineering Students of Tarlac State University Academic Year 2022 – 2023

in their respective course subject which is the Engineering Subjects: Calculus 1, Calculus

2, Chemistry for Engineers, Physics for Engineers, Computer-Aided Drafting,

Engineering Drawings and Plans, and Computer Fundamentals and Programming 1. And

which subject do the students find the subject most and least stressful.

Scope and Delimitations

This study is survey research that intends to acquire information from first year

students. This study will focus on assessing academic stress and anxiety level of first-year

Industrial Engineering students to their respective course subjects. This research study

will also help the students when it comes to their health.

It will only be circled in the Tarlac State University, College of Engineering and

Technology. The primary subject of this research study will consist of the Bachelor of

Science in Industrial Engineering first year who enrolled in the school year 2022-2023.

The design used to gather data is through questionnaires and surveys. The respondents

will be chosen regardless of their age, gender, race and academic excellence.
Limitations of the study

The ability of teachers to impart knowledge. The teachers’ approaches to their

students vary since every subject has a different level of difficulty that causes stress and

anxiety.

Limited access to gather data on the respondents. Respondents may not feel

encouraged to provide accurate, honest answers and uncomfortable in providing answers

that present themselves in an unfavorable manner.

Respondents do not answer as truthfully as they should. The topic might be

sensitive for the respondent to answer. It reflects their beliefs, or they feel excluded from

the options available for multiple choice questions or because of the biased questions.

Unstable Internet Connection. Lack of internet access can affect the respondent

and the researcher by having an inability to communicate. Respondents are unable to

answer the questionnaire and researchers can’t give the survey on time.

Definition of Terms

Industrial Engineering (IE) – is an interdisciplinary course that equips students with the

knowledge and skills to analyze, design, and optimize systems and processes in various

industries for maximum efficiency and productivity.

Bridging Program (BP) – is a specialized educational pathway designed to support

students in transitioning from one academic level or field of study to another by

providing additional coursework or support to bridge any knowledge or skill gaps.

Commission on Higher Education (CHED) – is a government agency in the Philippines

responsible for the supervision and regulation of higher education institutions (HEIs) and

programs. Its primary role is to ensure quality standards and promote equitable access to

higher education in the country.

Tarlac State University (TSU) – is a public university located in Tarlac City, Tarlac,

Philippines. It is one of the leading educational institutions in the province of Tarlac and

offers a wide range of undergraduate and graduate programs across various fields of

study. TSU is known for its commitment to academic excellence, research, and

community engagement, providing students with opportunities for holistic development

and preparing them for their future careers.

Stress – is typically a response to external pressures or demands, often triggered by

specific events or situations.

Anxiety – is characterized by a more general sense of unease, worry, or apprehension,

which may not necessarily have a clear or immediate trigger.

College of Engineering and Technology (CET) – is a specialized academic unit within

a university or educational institution that offers a variety of engineering and technology-

related degree programs.

 CHAPTER 2

THE RESEARCH METHODOLOGY

This chapter presents the research methodology which causes research design,

research locale, respondents and sampling method, the research instrument, and data

gathering procedure.

Research Design

In this study, quantitative research is used to get the answers, all of which arise

from statistical data, determining the stress and anxiety levels among First-Year

Industrial Engineering (IE) students at Tarlac State University of academic year 2022 –

2023. Quantitative research highlights the objective measurements and the numerical

analysis of data collected through google forms.

A descriptive-comparative approach was utilized in this study in order to present

the stress and anxiety levels among first-year Industrial Engineering (IE) students of

Tarlac State University, without necessity to answer the reason behind variations among

the positive or negative perception towards the Commission on Higher Education

(CHED). For this study, it involves the collection of quantitative information that can be

tabulated in numerical form, such as the number of people who are experiencing stress

and anxiety towards the new learning system of education and the categories of

information such as age, gender, and course.

Research Locale
 This study will be conducted at the Tarlac State University, using Google Forms.

Tarlac State University is a public university located in Tarlac City, Philippines.

Established in 1906, it is the flagship academic institution of higher education in the

province offering different degree programs through its ten colleges and three campuses.

Tarlac State University has one main campus and two satellite campuses within the

vicinity of Tarlac City. TSU Main Campus has 5 College Departments, the College of

Engineering and Technology (CET), College of Business and Accountancy (CBA),

College of Arts and Social Sciences (CASS), College of Public Administration and

Governance (CPAG), and School of Law.

The study focuses on the Stress and Anxiety level of the First-Year students of

Industrial Engineering. Thus, the data will come from First-Year Industrial Engineering

students at Tarlac State University.

Respondents of the Study

The participants of this study are the First-Year students of Bachelor of Science in

Industrial Engineering at Tarlac State University, School Year 2022-2023. The First-Year

BSIE students at Tarlac State University were selected for the population based on their

academic performance and stress and hardness of their course’s subjects. The First-Year

Bachelor of Science in Industrial Engineering is divided into two (2) sections, the first

section is composed of forty-eight (48) in the first section and thirty-eight (38) students

for the bridging program (BP) section. Out of eighty-six (86) students, the participants

are only thirty (30) students or 56% of the total populace.

Data Gathering Instrument

 This study was done using an online survey, with Google forms serving as the

primary platform for delivering the questionnaire. This was accessible by the participants

through this link https://forms.gle/1LEAwUh3J11KoDvC7. To reach a larger audience,

participants in the research were contacted through private messages using the Messenger

app and other social media platforms.

The respondent will be sent to the survey’s aims, rules of participation, and data

privacy. The survey questionnaire is divided into two sections. The first section covers

the students’ demographic profile, such as section, age, and gender. The second section

focuses on the respondents’ stress and anxiety in class.

Data Gathering Procedure

Once validated, the researchers will distribute the questionnaires to the

respondents by providing links to an online form using Google forms. Links will be sent

via respondents’ social media and will be open until the target number of respondents has

been reached. Before proceeding to answer the survey, respondents will be informed that

asking for discontinuation with the survey will be permitted. By voluntarily proceeding to

answer, the information that will be shared on the survey is solely for research purposes

and will not be used by any of the researchers in this study for personal use, will be

informed.

After the researchers gathered all responses from the online survey automatically

and exclusively. Researchers will analyze and formulate an interpretation based on the

gathered results to fulfill the answers needed in this study. The conclusion is derived

from the interpreted data and results, which also relates to and meets the objectives of the

study.
 CHAPTER 3

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the data gathered from thirty (30) First-Year Industrial

Engineering students from the College of Engineering and Technology (CET) from

Tarlac State University. This Chapter includes the analysis, which is followed by the

interpretation of data provided in the sequence of the research questions listed in the first

chapter. The data gathered also answers the problem statements presented in Chapter 1.

1. Demographic profile of TSU students

Variable Category Frequency Percentage

17 1 3.3 %

18 9 30 %
Age
19 15 50 %

20 and above 5 16.7

Table 1.1

According to Table 1.1, in terms of age there is 1 that is 17 years old, 9

respondents that are aged 18 years old, 15 respondents answered who are 19 and 5

respondents answered aged 20 and above.

Variable Category Frequency Percentage

Female 15 50 %

Gender Male 12 40 %

Prefer not to say 3 10 %

Table 1.2
 In terms of genders there are 50% females, 40% males and 10% that they prefer

not to say their gender.

Variable Category Frequency Percentage

BSIE – 1A 26 86.7 %
Section
BSIE – BP 1B 4 13.3 %

Table 1.3

Table 1.3 shows that most of the respondents are BSIE – 1A which consist of 86.7%

while BSIE – BP 1B are 13.3%.

2. What are the stress and anxiety levels of IE students?

The researchers introduced the choices using the Likert scale, which is 1 – Strongly

Disagree, 2 – Disagree, 3 – Neither, 4 – Agree, and 5 – Strongly Agree. By these choices,

respondents can put their feelings on how they will rate the stress and anxiety level that

they experience.

Strongly Somewha
STRESS AND ANXIETY Neithe Somewha Strongl
Disagre t
LEVELS r t Agree y Agree
e Disagree
Subjects are stressful for
me. 0 0 11 12 7

I feel anxious when

viewing grades on the 0 2 8 9 11
portal.
Even if I am well prepared
to take an exam, I feel 0 0 7 9 14
anxious about it.
I feel pressured. 0 0 10 12 8
I got stressed when Exam
0 1 9 7 13
Week is coming.
 I feel pressured when all
subjects take place all 1 0 6 6 17
together.
I feel anxious about
submitting my outputs. 1 0 14 10 5

I always feel that other

students are doing better 2 0 10 8 10
than I do.
I can feel my heart
pounding when I’m going 1 1 11 6 11
to be called in class.
I get nervous and confused
when I am speaking in 0 2 10 7 11
class.
It embarrasses me to
volunteer answers in class. 2 3 9 9 7

I feel anxious when

participating in class. 2 4 12 6 6

TOTAL 10 15 120 105 125

Table 2.1

Based on Table 2.1, it shows that there are 10 responses for Strongly Disagree, 15

responses for Disagree, 120 responses for Neither, 105 responses for Agree and 125 for

Strongly agree.

Based on the results of responses, it shows that there are 10 responses for Strongly

Disagree, 15 responses for Disagree, 120 responses for Neither, 105 responses for Agree

and 125 for Strongly agree.

Based on the forms that the researchers have given, they have a scale of 5 to 1 on to

level how was their anxiety feels. It was also shown that most of the students have a scale

of 5 anxiety. “I feel pressured when all subjects take place all together” and “Even if I am

well prepared to take an exam, I feel anxious about it” are the ones that have the highest

scale and rates that are causing the students their anxiety.
 3. What are the IE students’ views on the stressful and anxious experiences of
students in class?

Table 2.1 shows that there is 1 person who disagrees on feeling anxious about the

class starting and 11 response says that they feel neutral when being called in class. The

responses also indicate that 2 of the students voted disagree on feeling nervous and

confused when they are speaking in class while 10 of the students feel neither. The results

indicate that most students are feeling anxious in their classes and the survey also tells

that some of the students feel confused and nervous when it comes to participating in

class.

4. What are the most and least difficult subjects for IE students in their
respective courses?

Least Less Most

Neutra Somewha TOTA
Subject Stressfu Stressfu Stressfu
l t Stressful L
l l l
Calculus 1 0 0 6 6 18 30

Calculus 2 0 0 3 3 9 15
Physics for
0 0 0 0 15 15
Engineers
Chemistry for
0 6 9 6 9 30
Engineers
Computer
Fundamentals
5 7 12 5 1 30
and
Programming 1
Engineering
Drawings and 3 7 9 7 4 30
Plans
Computer-
7 6 7 6 4 30
Aided Drafting
TOTAL 15 26 46 33 60

Table 4.1
 Based on Table 4.1 results of the respondents most of the students voted that the

hardest subject is Calculus 1 that accumulated 18 responses while the least difficult

subject that has the least votes is Computer Programming.

The respondents are having a hard time when it comes to math subjects but in time

they can manage to grow on and be able to conquer the fear and confusion on this

subject. This subject can help the students to become more productive in the near future.

5. What are the implications of the stress and anxiety levels among First Year
Industrial Engineering Students of Tarlac State University in their classes?

Based on all the gathered results the most causes that implies on the anxiety and

stress level of the First year Industrial Engineering Students are the subjects like Calculus

1 who accumulate of 18 responses on subjects and second highest on subjects is Physics

for engineers that has 15 responses. While on the other hand students also stated based on

their choices that cause their anxiety level raise is because of all the subjects that are

taking places which has a response of 17 strongly agree and second highest is even the

students are well prepared to take an exam they still feel anxious about it with a vote for

14 strongly agrees.

Academic performance is important but also health, by focusing on both aspects they

can achieve a better version of themselves by overcoming the stress and anxiety that they

feel today. But experiencing this they can be more reliable on themselves to proceed and

do their endeavors that may plan in the future.

 CHAPTER 4

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, or the research work undertaken, the
conclusions drawn, and the recommendations made as an outgrowth of this study.

Summary of Findings

The study focuses on examining the stress and anxiety levels experienced by first-

year Industrial Engineering students. The demographic composition of the participants

reveals that there is a diverse age range, with one participant aged 17, nine participants

aged 18, fifteen participants aged 19, and five participants aged 20 or older. In terms of

gender, there are fifteen females, twelve males, and three individuals who chose not to

disclose their gender.

The researchers employed the Likert scale to assess the stress and anxiety levels

of the respondents. The scale consists of five choices, ranging from 1 to 5, representing

Strongly Disagree, Disagree, Neither, Agree, and Strongly Agree. The results indicate

that most respondents fall into the neither category (120 responses), followed by those

who agreed (105 responses) and strongly agreed (125 responses) with experiencing stress

and anxiety. In contrast, there were 10 respondents who strongly disagreed and 15 who

disagreed with feeling stressed and anxious. The data further reveals that most students

reported a high intensity of anxiety, with the scale of 5 being the most common rating.

The study identifies specific factors contributing to students' stress and anxiety levels.

Among the highest-rated items were the pressure felt when multiple subjects coincide,

and the anxiety experienced even when adequately prepared for exams. These findings

suggest that a considerable number of students face stress and anxiety, particularly in

situations where multiple subjects overlap and during exams.

 The survey also explores anxiety levels related to class participation. One

respondent disagreed with feeling anxious about the class starting, while 11 respondents

felt neutral about being called on in class. Additionally, two students disagreed with

feeling nervous and confused when speaking in class, while 10 students felt neutral about

it. These results indicate that most students experience anxiety in their classes, and some

feel nervous and confused when participating.

In terms of subject difficulty, Calculus 1 received the highest number of responses

(18) indicating its difficulty, while Computer Programming was considered the least

difficult subject. The survey suggests that students face challenges, particularly in math

subjects like Calculus 1, but with time, they can develop their skills and overcome their

fears and confusion in these areas. Mastering Calculus 1 is seen as beneficial for

enhancing productivity in the future.

The study concludes that specific subjects are the main causes of anxiety and

stress among first-year Industrial Engineering students. Calculus 1 and Physics for

engineers were identified as significant contributors to student anxiety. Furthermore, the

simultaneous occurrence of multiple subjects and the feeling of anxiety despite being

well-prepared for exams were highlighted as additional sources of anxiety. The survey

emphasizes the importance of considering both academic and mental health aspects, as

students can strive for self-improvement and overcome the stress and anxiety they

experience. By navigating these challenges, students can develop self-reliance and be

better prepared for future endeavors.

Conclusions

This case study will aid in the understanding of first-year industrial engineering

students' levels of academic stress and anxiety. Educational institutions can provide

focused interventions to assist students' well-being and enhance academic results by

understanding the stressors and anxiety linked to course areas. The results of this study
will be a useful tool for teachers, counselors, and administrators in developing a safe and

caring learning environment for industrial engineering students. Overall, it may be said

that when assessing academic stress and anxiety levels, educational institutions can better

understand and address the needs of their students, promoting their overall well-being

and academic success.

Recommendations

The results of the investigation showed that giving students an education on how

to safeguard their mental well-being will enable them to better understand their own

experiences. It will assist them in becoming more conscious of the factors that can enable

them to concentrate better while learning without having to worry about receiving a

failing grade. The kids can develop their talents and become more active by participating

in various activities.

Implications

Assessing academic stress and anxiety levels of first year Industrial Engineering students

can provide essential insights into how the students are coping with the academic

demands of their course. The implications of such assessments can help educators and

administrators realize the specific areas causing stress and anxiety for students and create

interventions to address those areas. If a particular subject is causing a high level of stress

and anxiety for the greater number of the students, then teachers can adjust their teaching

methods or provide extra resources to help students better understand the subject.

Ultimately, the goal is to generate a supportive academic environment that fosters student

success and well-being.

Assessing academic stress and anxiety levels of first year Industrial Engineering students

could have significant implications for their individual performance, as well as for the

course's subject as a whole. By understanding the sources of students' stress and anxiety,

instructors and course developers may be able to adjust teaching strategies and course

content to better help student learning and retention. Educators may consider

incorporating additional resources or strategies to support student learning in that area.

These could range from additional tutoring or support sessions, to changes in course

materials or assignments to better suit students' needs and learning styles. Additionally,

understanding the sources of stress and anxiety may help educators identify broader

issues related to student wellbeing and mental health, and may prompt the development

of new resources or support services to better address these concerns.

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