Final

Republic of the Philippines
CARAGA Administrative Region

Tandag City Division
JACINTO P. ELPA NATIONAL HIGH SCHOOL
Capitol Hills, Telaje, Tandag City
Academic Stress And Productivity Among Senior High School Students
_____________________________________________
A Research Proposal in Senior High Department

submitted as partial fulfillment of the requirements
in Practical Research 2
____________________________________________________
Jayson M. Cubero
Cristine Joy R. Monteza
Kristil Ann P. Gallardo
Zashquia B. Asilum
Almira M. Alim
Sonnyboy A. Sequiña
Joemar C. Erazo
Klent Jasper L. Diaz
John Ryan M. Martinez
Jhonry A. Egonia
Jan Pocholo S. Meraz
Yumae kyle C. Polinar
Researchers
____________________________________________________
ZYX RAXIE R. CUARTERO, EdD

Research Adviser
June 2023
i
CERTIFICATE OF APPROVAL
This research attached hereto, titled “ACADEMIC STRESS AND
PRODUCTIVITY AMONG SENIOR HIGH SCHOOL STUDENTS”, prepared and
submitted by Jayson M. Cubero, Cristine joy R. Monteza, Kristil Ann P. Gallardo,
Zashquia B. Asilum, Almira M. Alim, Sonnyboy A. Sequiña, Joemar C. Erazo, Klent
Jasper L. Diaz, John Ryan M. Martinez, Jhonry A. Egonia, Jan Pacholo S. Meraz, Yumae
Kyle C. Polinar as a requirement for Inquiries, Investigations, and Immersion.
ZYX RAXIE R. CUARTERO, EdD

Research Adviser
Approved as research project for Inquiries, Investigations, and Immersion by the
Research Committee.
__________________________ __________________________
Research Panel Research Panel
__________________________
Chairman
Accepted as research project for Inquiries, Investigations, and Immersion by the
School Principal.
__________________________ ___EVELYN C. BANDOY,

EdD___
Date Principal IV
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ABSTRACT
Different people experience stress in different ways, and the term "stress" can
have a variety of connotations depending on the person. It is perceived as events or
situations that cause individuals to feel a sense of tension, pressure, or other negative
emotions such as anxiety or anger. Stress from schoolwork is a significant contributor to
overall stress, and it has a negative impact on students' levels of productivity. A large
number of students discussing not only examinations but also other academically related
stressors, such as the effect of the teacher on students and the effect of the student on
themselves. In this study we aims to describe the levels of academic stress experience by
senior high school students and how it affects their academic productivity. Result show
that academic stress factors may affects the students productivity. The participants of the
study were composed 241 sample of grade 12 students. The findings imply that a
academic stress indicators reveal that teacher effects have a high level of stress on
students’ and student effects on self have a high level of contribution to stress for
students because of poor time management and a lack of self-confidence in themselves.
Students also procrastinate on activities, which further contributes to their stress levels.
Descriptive method to aims accurately and systematically describe a population, situation
or phenomenon question. Based on the findings and conclusion the researchers highly
recommended that by being efficient, this might help students lower the level
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of stress relevant to their academics. It is further recommended to give time
management to the task given by the teacher to reduce stress and increase
productivity. This will give them an idea of how they can reduce the stress
they experience and increase students’ productivity. Lastly, it is
recommended that future researchers who want to study academic stress
and productivity among students’ study more on coping mechanisms to
reduce stress and increase productivity.
Keywords: Stress Factors, Academic stress level, Productivity level
ACKNOWLEDGMENT
This research are very grateful for to thanks above all, to the Almighty Father, for
giving life to the people and showed to them the courage and determinations, for all His
valued gifts, hope, guidance, faith and most of all, his precious love.
To Mr. ZYX RAXIE R. CUARTERO, our Practical Research Adviser, for sharing
us her suitable suggestions about what should be done and for encouraging us to do our
very best as he guide and help us when we go trough our research.
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To our families, thank you for everything that you’ve done. For keeping us part of
the family and for sharing the undying love, care, prayers, encouragement, sacrifices and
fully support of yours and for making as one of our inspirations in bagging this victory.
Lastly, we would like to express our deep gratitude and acknowledgement to the
unmentioned persons who have shared their supports and for making this piece a reliable
one.
DEDICATION
The research study is dedicated to the entities who engaged their thoughts about
this research topic.
To all teachers who proposed a well-developed physical and mental health that
can contribute a brighter education to their students. Not only for academic performance
but can guide also the students to promote the right values that are needed to become
well-educated persons.
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This is also dedicated to our families for sending us love and supporting us in
everything that we are going to do. For keeping strong and lovable to us, whenever we
need them, they’re always there to serve us . Thank you so much and this piece is for all
of you.
TABLE OF CONTENTS
Title Page …………………………………………………………….. i

Approval Sheet ……………………………………………………….. ii
Abstract ………………………………………………………………. iii
Acknowledgments (optional) ..………………………………………. iv
Dedication (optional) ………………………………………………… v
Table of Contents …………………………………………………….. vi
List of Tables …………………………………………………………. vii
List of Figures ………………………………………………………… viii
List of Appendices ……………………………………………………. ix
Chapter 1. THE PROBLEM & ITS BACKGROUND …………….. 1

1.1 Introduction ………………………………………………… 1
1.2 Theoretical/Conceptual Framework ……………………….. 4
1.3 Statement of the Problem (and hypotheses if applicable) …. 5
1.4 Significance of the Study ………………………………….. 6
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1.5 Scope and Delimitation of the Study ……………………… 7

1.6 Definition of Terms ……………………………………….. 8
Chapter 2. REVIEW OF RELATED LITERATURE ……………… 9
Chapter 3. RESEARCH METHODS ……………………………….. 10

3.1 Research Design …………………………………………… 10
3.2 Participants of the Study ………………………………….. 11
3.3 Setting of the Study ……………………………………….. 12
3.4 Research Instrument ………………………………………. 13
3.5 Data Gathering Procedure ……………………………….… 14
3.6 Data Analysis ……………………………………………… 15
Chapter 4. PRESENTATION, ANALYSIS &

INTERPRETATION OF DATA ………………………… 16
Chapter 5. SUMMARY, CONCLUSIONS &

RECOMMENDATIONS ………………………………… 17
References ……………………………………………………………… 18
Appendix ………………………………………………………………. 19
Curriculum Vitae ……………………………………………………… 20
LIST OF TABLES
Tables Table Title Page
3.2.1 Distribution of Samples per Stratum among Grade 12 Students 11
of Agusan del Sur National High School
3.6.1 Likert Scale for Mean Analysis 15
4.1.1 Table Name 16
4.1.2 Table Name 17
4.1.3. Table Name 18
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The example above shows that the table number is written in the first column,
followed by the Table Title in upper and lower case, and the page is written in the third
column. The List of Table is applicable only for at least 5 tables existing in the
manuscript. Single space, and each entry should be separated by one vertical space.
LIST OF FIGURES
Figure Figure Title Page
1 Schematic Diagram of the 4
Conceptual Framework
2 Map of Agusan del Sur 7
3 Figure Title 8
4 Figure Title 9
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The example above shows that the figure number is written in the first column,
followed by the Figure Title in upper and lower case, and the page is written in the third
column. The List of Figures is applicable only for at least 5 figures existing in the
manuscript. Single space, and each entry should be separated by one vertical space.
LIST OF APPENDICES
Appendix Appendix Title Page
A Letter to the Principal 20
B Letter to the School Senior High School Coordinator 21
C Research Instrument 22
D Letter to the Validator 23
E Validation Tool for Research Instrument 24
F Curriculum Vitae 25
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The example above shows that the appendix letter is written in the first column, followed
by the Appendix Title in upper and lower case, and the page is written in the third
column. Single space, and each entry should be separated by one vertical space.
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
For a very long time, it was believed that issues and stress were least
prevalent among students. According to Masih and Gulrez (2010), stress is
now recognized as a lifestyle crisis that can affect anyone, regardless of
stage of development (Banerjee & Chatterjee, 2016). The only task students
were expected to undertake was to study and studying was never perceived
as stressful. Parents' high expectations for their kids turned out to be
stressful because they eventually became heavier obligations that these kids
were unable to bear.
Stress is an interaction between environmental stressors, student’s
appraisal and reactions for the same. It has now become a grave reality that
is termed as a “career stopper” (Kadapatti & Vijayalaxmi, 2012). It
therefore, becomes a significant cause of concern as it is symptomatic of
rising mental health concerns in India (Nadarumi & Ch, 2011). In the
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Philippines, senior high school students are frequently still in their late
adolescent years.
According to Charbonneau et al. in Moksnes et al. (2010), exposure to
numerous stressors during this time can be linked to psychological
symptoms like depression and anxiety.
A few of the many issues reported in students under high academic
stress include depression, anxiety, behavioral issues, irritability, and others
(Deb, Strodl & Sun, 2015; Verma, Sharma & Larson, 2011). Depression was
also observed in these adolescents due to its association with lack of
concentration, fear of failure, a negative outlook on the future, and other
factors (Busari, 2012). According to that statistic published by National
Crime Records Bureau, there is one student every hour that commits suicide
(Saha, 2017). According to the bureau, 1.8% of students killed themselves
after failing an exam, and suicide rates increased by 80% in a year. India has
the highest suicide rate in the world for those in the 15-to-29 age range,
according to a 2012 Lancet analysis (as stated in "India Has the Highest
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Suicide Rate," n.d.), and these figures don't seem to be going down.
According to Cuerpo J. (2017), stress plays a significant role in how well a
child performs academically. At the Ateneo de Davao University,
7.81% of students are placed on academic probation, and stress is one of the
factors that contributes to this. Stress in a way brought on by a lack of study
skills, test anxiety, poor time management, and parental or peer pressure.
The “Mediating Role of Coping” by P. G. Arula, published in the
Journal of Philippines Education in 2018, explain the relationship between
academic stress and student productivity. Academic stress was significantly
linked to decreased productivity and increase anxiety and depression
symptoms, In addition, the usage of coping measures, such as exercise and
relaxation techniques, was found to be positively connected with
productivity and happiness. (Arula, 2018).
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Theoretical Framework/Conceptual Framework
This study was anchored on Academic Stress Theory by (Lazarus &
Folkman. 1984). It states that coping strategies are seen to be the
intermediary between stress and productivity. People use coping
mechanisms to manage stress and maintain their well-being when they are
exposed to stresses. While some coping techniques, like problem-focused
coping, may be beneficial in lowering stress and boosting productivity,
avoidance-focused coping may be less so and perhaps have the opposite
impact.
Based on this approach, people should concentrate on findings
efficient coping mechanisms for stressors, such as problem-solving and
reaching out for social support, in order to increase productivity. It is crucial
to remember that there is a complex relationship between stress and
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productivity that can be impacted by a range of variables, including
individual differences and environmental circumstances.
Self-Determination Theory (SDT), which Deci and Ryan proposed in
1985. Individuals have fundamental psychological requirements for
autonomy, competence, and relatedness, and when these needs are
addressed, they are more likely to engage in activities and experience
pleasant outcomes, according to this hypothesis. SDT reveals that when
students feel a feeling of autonomy and competence in their academic
pursuits, they are more likely to be productive and experience positive
results in the context of academic stress.
Hobfoll introduced the Conservation of Resources (COR) theory in
1989. Individuals have finite resources, like as time and energy, and when
these resources are depleted, they are more prone to experience unfavorable
results. In the context of academic stress, the COR hypothesis posits that
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when students are under a great deal of stress, their resources become
exhausted, which can result in decreased productivity and unfavorable
outcomes.
Academic stress as an independent variable academic stress has been
linked to a variety of negative effects, including ill health, anxiety,
depression, and poor academic stress and psychological and physical health.
Academic stress can reduce motivation, hinder academic achievement, and
lead to increased dropout rates, academic stress has also been shown to
negatively impact mental health in students.
Another variable is Productivity refers to their efforts and ability to
perform efficiently in their studies. The involves how well they manage their
time, their ability to prioritize, and their overall input into achieving
academic stress success. It is a measure of the efforts you make towards
accomplishing your goals.
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Statement of the Problem
This study aims to describe the levels of academic stress experienced
by senior high school students and how it affects their academic
productivity.
It sought to answer the following questions:
1. What is the level of stress that the students have experienced based
on the following indicator
a. Teacher Effect b. Student Effect on Self
2. What is the level of the student’s productivity scale?
Scope and Limitation of the Study
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This study attempts to determine the relationship between academic
stress productivity and its effect at academic performance of selected
HUMMS students enrolled in academic year 2022-2023 at Jacinto P. Elpa
Senior High School.
Significance of the Study
This study focused on the academic stress and productivity of
HUMMS students of Jacinto P. Elpa Senior High.
This study would be beneficial to the following entities:
Student. The result of this study will provide the students with some
information about the academic stress that they are encountering to the
students. It will also provide some tips on positively managing stress without
affecting their learning.
Teacher. This study will teachers how to manage students effectively
without the essence of being pressured by the teachers.
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School Administration. This study will help school administration to
manage academic stress and productivity.
Parents. This study guides them to give enough support or attention to
their child for them to be motivated in school.
Community. This study provides a sense of purpose, accomplishment,
and connection, all of which can help to reduce academic stress and promote
productivity and well-being.
DepEd. This study can help to improve academic performance and
outcomes. When students are able to manage their stress and focus on their
studies, they are more likely to perform better academically, which can load
to better grades, higher retention rates, and ultimately, improved outcomes
for the department.
Future Researchers. This study will give them information
gathered as a basis of new research for academic stress related to the
students.
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Definition of Terms
Academic Stress. The psychological and physiological response to the
demands and pressures of academic performance and achievement.
(American Psychological Association).
Coping mechanisms. Strategies used to manage academic stress, such
as relaxation techniques and time management skills. (American
Psychological Association).
Goal-Setting. The process of setting and working towards specific,
measurable, attainable, relevant, and time-bound (SMART) goals in order to
increase productivity. (Oxford Dictionary).
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Mindfulness. The practice of being present and aware in the moment,
which can help reduce academic stress and increase productivity. (American
Psychological Association).
Productivity. The ability to efficiently and effectively complete tasks
and achieve goals. (Merriam-Webster).
Procrastination. The habit of delaying or postponing tasks, which can
contribute to academic stress. (Oxford Dictionary).
Self-Efficacy. The belief in one’s own ability to successfully complete
tasks and achieve goals, which can impact academic stress and productivity.
(Merriam-Webster).
Stressors. Factor that contribute to academic stress, such as difficult
coursework, time management and social pressure. (American Psychological
Association).
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Self-Care. The practice of taking care of one’s physical, mental, and
emotional well-being, which can help manage academic stress and improve
productivity. (Merriam-Webster).
Time Management. The ability to prioritize and efficiently use
one’s time in order to achieve academic goals. (Cambridge Dictionary).
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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter focuses on the literature's and studies conducted on the related
fields prior to the study. The contents of this section are derived from the
intensive readings made by the researchers from books, dissertations, theses,
journals, magazines, articles and even in the internet.
Related Literature
Foreign
According to their research, Reddy et al. (2018) discovered that the
stress levels of students vary depending on their stream. On a societal,
institutional, and personal level, stress management is essential. Treatment
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methods include feedback, yoga, life skills teaching, mindfulness,
meditation, and psychotherapy.
Stress can be decreased by making sure that students prioritize their
welfare above all else, according to Dimitrov (2017). The following are
some areas to pay attention to: food, exercise, work, and leisure. He also
came to the conclusion that the emphasis in the educational system is too
much on academic success and not enough on children's complete
development.
Sharma et al. (2016) observed the implementation of several stress-
reduction measures in their study. One daily physical activity can help with
the stress problem. One may also begin utilizing various time-management
techniques and partaking in extracurricular activities that are beneficial for
students. Additionally, it was advised that senior high have a calm
atmosphere to lessen stress. The classroom environment can be given a fresh
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lease on life by changes in how teachers present their lessons and the
availability of mentors.
Bataineh (2013) examined the academic pressures encountered by
college students. The results of the analysis revealed that an excessive
academic workload, insufficient time to study owing to the extensive course
material, high family expectations, and inadequate motivation are some of
the causes of stress. Fear of failing is also the leading cause of stress. There
was no discernible difference between the pupils of various disciplines.
Furthermore, Khan and Kausar (2013) concluded that stress definitely
impacts the academic performance in a negative way though no significant
difference was found as per the gender. The difference was evident between
junior and senior students. Stress, for sure, affects the ability to study
efficiently and managing the time. Studying regularly is important, this helps
reduce the academic pressure and helps them fulfill their goals.
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Local
According to Bello and Gumarao (2016), when students are subjected
to excessive academic pressure that exceeds their capacity, the struggle for
academic achievement becomes difficult, resulting in anxiety and sadness
and perhaps leading to subpar academic performance. According to Bansal
(as described in Waghachavare et al., 2013), stress is the internal biological
equilibrium that can appear as either eustress or distress.
This type of stress is extremely widespread, which would result in
poor decision-making. When extreme stress is consistent with a person, that
individual exhibits negative behavior, leading to depression, anxiety,
substance misuse, and suicidal tendencies (Arria et al., 2009; Bansal, 2006).
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In addition, Kyriacou (2002), stress is a state of thinking, feeling, and
acting in response to the triggering scenario. Friendships, love connections,
parent disagreements, academic expectations, and the transition to adulthood
are just a few of the stressors that adolescents will face on a daily basis in
this developmental stage of their lives, as compared to their previous
environment. The interaction of students with environmental stressors would
lead to academic stress, cognitive assessment, and coping techniques with
various stressors (Lee & Larson, 2000; Lou & Chi).
Selye, who defined stress as a non-specific physiological response to
internal or external stimuli, was mentioned by Redhwan et al. (2009). So,
rather than the stressors itself, stress is caused by the person's emotional
reaction and perception of the stressors. Students in higher education
frequently experience challenging circumstances, which can vary from one
another.
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According to Kumari and Jain's (2014) study, there is a link between
college students' exam stress and anxiety. According to Waghachavare et al.
(2013), there is a strong correlation between stress and the field of
education. They came to the conclusion that stress affected students in all
disciplines, with educational factors being among the main stressors.
Related Studies
Foreign
Marwan Bataineh Zaid (2013). Undergraduate student academic stress:
the situation of King Saudi University's education. This study looked into
the academic pressures that university students face. The faculty of
education at the university where this study was conducted provided a total
sample of 232 participants.
KSU Data were gathered via a self-administered questionnaire that
was handed at random to the students during class. Utilizing descriptive
statistics, correlation, and analysis of variance, the data were examined

xxviii
(ANOVA). The findings indicated that academic overloads, difficult
classes, a lack of study time, workloads every semester, unpleasant tests, a
lack of enthusiasm, and high family expectations were factors that
contributed to students' moderate stress levels. Additionally, it was shown
that among undergraduate students, stress is primarily caused by a fear of
failing.
Additionally, the study discovered a favorable association between sources
of religiosity and academic stress. The survey also discovered that students
with varied levels of study and specialties had the same levels of academic
stress. Rajasekar (2013). Analysis of the effects of academic stress on
management students at AMET University. The study investigated how
management students were affected by academic stress. Techniques for
preparing a person with useful coping strategies for handling psychological
stress are included in stress management. The only way for students to
achieve their unique expectations, aims, and values is if they are blended
with those of the institution. The study's goal is to determine the current
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level of stress, the sources of stress, and stress management strategies that
management students could benefit from. Numerous aspects, including
physical, psychological, individual, demographic, and environmental
stressors among management students, are taken into account by the study.
100 students from the AMET Business School at AMET University in
Chennai make up the sample. Data were gathered through the use of a
standardized questionnaire and an easy sampling technique.
Akgun and Ciarrochi (2003) discovered a significant inverse
relationship between college students' stress levels and their academic
performance. Academic pressure has a detrimental effect on kids'
intellectual, psychological, and physical development, according to Lin and
Chen (1995). While Schafer (1996) noted that school-related stressors
including constant pressure to study, a lack of time, having to write term
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papers, take examinations, make plans, and have boring teachers were
typically the most annoying daily.
Despite contrast to government school pupils, who were much better
adjusted, Hussain et al. (2008) found that the magnitude of academic stress
was significantly higher among students in public schools. However, for
both the group of students, inverse but significant associations between
adjustment and academic stress were discovered.
Anxieties about the future, poor self-esteem, and past academic
performance, according to Baviskar et al. (2013), may all be factors in
increased levels of depression, anxiety, and stress. According to Jayanthi et
al. (2014), teenage girls experienced greater academic stress than teenage
boys, with parental and teacher expectations serving as the primary causes of
this stress.
Local
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In Philippines, college students are frequently still in their late teens.
According to Garrett (2001), they are reported to encounter a particular set
of stressors when they are students, which could significantly affect their
capacity to handle college life (Dussellier etal. 2005). While some of these
factors may be internal to the person, others may be external. Stressors
include those that are interpersonal, intrapersonal, academic, and
environmental (Ross, Neibling & Heckert 1999).
The most frequent sources of stress for college students were often
stated to be intrapersonal stressors (changes in sleeping patterns, desire for
vacation/break, changes in eating habits, and new responsibilities). The
added workload in the classroom was the fifth factor. Exams, papers,
organization tasks, deadlines, and similar stressful activities were expressly
mentioned by Agolla and Martinez (2009). Due to the quest of education,
academic stress had long been a regular occurrence for all students (Porwal
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& Peter, 2014). It is a sensation or response to certain academic events like
tests, challenging lessons, assignments, a careless teacher's attitude, and a
challenging school curriculum (Wilks, 2008; Masih & Gualvez, 2006).
This conduct could either help someone succeed academically or
hinder their academic pursuits. However, students can also benefit from
academic stress if they view it as a challenge or a motivator (Guevarra &
Cimanes, 2017), which encourages them to work hard.
This type of stress, often referred to as eustress, can improve students
learning and their perception of academic obligations such school
presentations, tasks, and exams, which are seen as being extremely difficult
(Nakalema & Ssenyonga, 2013). However, in the Philippines. excessive
stress, often referred to as anguish, might interfere with a student's study
habits, which lowers his academic performance (Porwal & Biliran, 2014).
Synthesis
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Academic stress is a frequent issue for students, particularly those in
high school. It can be triggered by a variety of factors, including as the
pressure to succeed academically, the fear of failing, and the challenges of
balancing personal and academic responsibilities. Excessive stress can harm
students' academic performance, physical and emotional health, and
motivation, even while certain stress might keep them motivated and
focused. Students can use healthy coping mechanisms including setting
realistic goals, creating a regular study plan, and asking for help when
necessary to handle academic stress and boost productivity. It's crucial to
maintain a healthy lifestyle by getting adequate sleep, eating wholesome
food, and exercising frequently. It can be helpful for students to take pauses
and partake in activities that are relaxing and stress-relieving in order to
prevent burnout and to preserve their energy and focus.
Regarding help managing academic stress, consult trusted friends,
family, or mental health professionals. By receiving assistance and
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compassion from others, students can feel less isolated and more equipped to
manage their stress. Students can effectively manage the academic stress
they commonly face by adopting appropriate coping methods, such as
setting realistic goals, maintaining a healthy lifestyle, and seeking support
when necessary. By using these strategies, students can increase their
productivity and effectively manage their stress.
Chapter 3
RESEARCH METHODOLOGY
This chapter discussed the methodology, respondents, research
instrument, gathering of data and its statistical treatment.
Research Design
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This study focused on academic stress and productivity among senior
high school students. The researchers will use quantitative design using
descriptive method to aims accurately and systematically describe a
population, situation or phenomenon question (McCombes, 2022).
Descriptive research design can use a wide variety of research methods to
investigate one or more variables. Unlike in experimental research, the
researcher does not control or manipulate any of the variables, but only
observes and measures them.
Research Respondents
The respondents of the study will be the selected Humanities and
Social Science students of Jacinto P. Elpa national High School Grade 12,
students in the Senior High School department. Stratified Random Sampling
the division of a population into smaller subgroups known as strata will be
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used in determining the respondents. Those students who will be chosen to
participate are presented in the table below.
No. of Students
Section Sample Total
per class
ARISTOTLE 57 20.81 21
CONFUCIUS 57 20.81 21
DEWEY 57 20.81 21
HUME 53 19.35 19
KANT 52 18.98 19
LOCKE 54 19.71 20
MARX 52 18.98 19
PLATO 61 22.27 22
ROUSSEAU 59 21.54 22
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SARTRE 56 20.44 20
SOCRATES 50 18.25 18
VOLTAIRE 52 18.98 19
TOTAL 660 241 241
Table 1. Distribution of Research Respondents
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Research Setting
Figure 2. Research Setting
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Research Setting
Jacinto P. Elpa National High School is located in Capitol Hills,
Telaje, Tandag City. Particularly researchers will survey the Grade 12,
students in the Senior High School department. The Senior High School
department offers Humanities and Social Science (HUMSS). strand under
the academic track.
Tandag City is one of the cities in the Province of Surigao del Sur and
at the same time the capital city of such Province.
Research Instrument
The instrument to be used for this study is an adapted questionnaire
from the study "The Relationship Between Social Support And Academic
Stress" by Yasin, M. S., & Dzulkifli, M. A. (2011). In order to collect data,
two different instruments will be used. They will be Academic Stress Scale
of Teacher Effect On Student (MSPSS; Zimet et al., 1988) to measure
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perceived social support and Student Effect On Self (SLSI; Gadzella, 1991)
to measure academic stressors and reactions to stressors.
Data Gathering Procedure
Before the researchers will distribute the adapted research
questionnaire to the respondents, first, they will send first letter of
permission to the Senior High School principal. After approving the letter by
the principal, they will also send permission letter to the respondents, asking
for their participation through answering the given questionnaire.
When the respondents received the letter and approve it, the
researchers will start to explain what will the study be all about. Eventually,
the respondents will be able to answer all the given questions and gave such
questionnaire back to the researchers
The data will be collected, gathered and analyzed by the researchers.
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The data for Academic Stress in terms of Teacher Effect on Students’
level of stress and Students’ Effect on Self will then be interpreted through
the use of the Likert Scaling below ;
4.23 - 5.00 Strongly Agree
3.42 - 4.22 Agree
2.61 - 3.41 Neither Agree
1.81 - 2.60 Disagree
1.00 - 1.80 Strongly Disagree
On the other hand, the data for Students’ Productivity in terms of
Productivity will be interpreted with the Likert Scaling below;
4.23 - 5.00 Very high
3.42 - 4.22 High
2.61 - 3.41 Moderate
1.81 - 2.60 Low
1.00 - 1.80 Very low
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Statistical Treatment of the Data
In order to treat the data collected, the following statistical tools were
used.
Mean. To Identify the significant between academic stress and
productivity weighted mean was used.
Slovin’s Formula. Is used to calculate the sample size (n)
given the population size (N) and a margin of error (e).
Chapter 4
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PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter includes the presentation, analysis, and interpretation of
data gathered. The sequence of the discussion for this chapter is based on
how the problems are set in chapter one.
Teacher Effect on Students’ level of Stress
Indicators Mean Adjectival
1. My teacher gives too many requirements for 3.68 Agree

a short period of time.
2. My teacher doesn’t follow the school 3.56 Agree

syllabus in our classes.
3. My teacher usually has mood changes in 3.57 Agree

class.
4. My teacher has a hard time adjusting with 3.47 Agree

students in class
5. My teacher prefers having an essay type of 3.43 Agree

exam.
6. My teacher has high standard on our class 3.59 Agree

performance such as oral orientation, quality of
requirements and attendance.
7. My teacher lacks interest in dealing with 3.45 Agree

students.
xliv
8. My teacher is fast in discussing class lectures. 3.64 Agree
9. My teacher gives unclear instructions in 3.45 Agree

making our requirements.
10. My teacher gives confusing class discussion 3.54 Agree

about our lessons.
Over-all mean 3.54 Agree
Table 3.1 Teacher Effect on Students’ level of Stress
The table above shows teacher effect on students’. It can be gleaned
from the table that the highest level contributor of stress among the students
in terms of teacher effect on students’ is the teacher gives too many
requirements for a short period of time with a mean of 3.68. On the other
hand, the lowest level contributor of stress among the students’ in terms of
teacher effect on students’ is the my teacher prefers having an essay type of
exam with a mean of 3.43. This means that the teacher's effect is the
common source of stress.
xlv
To support the above findings, due to the quest of education,
academic stress had long been a regular occurrence for all students (Porwal
& Peter, 2014). It is a sensation or response to certain academic events like
tests, challenging lessons, assignments, a careless teacher's attitude, and a
challenging school curriculum (Wilks, 2008; Masih & Gualvez, 2006).
Students’ Effect On Self
1. I lack self confidence in interacting inside the 3.79 Agree

class.
2. I hesitate to ask my teacher for detailed 3.70 Agree

explanation during class discussions.
3. I don’t give my full attention during in the 3.69 Agree

class discussions.
4. I have weak communication with my teacher 3.71 Agree

regarding class requirements.
5. I worry about the upcoming examinations 3.78 Agree

because I don’t study well.
6. I don’t understand the course syllabus, thus I 3.66 Agree

couldn’t follow the class discussion.
7. I have inferiority complex with my other 3.73 Agree
xlvi
classmates.
8. I feel burdened about school responsibilities. 3.78 Agree
9. I have difficulty in expressing my ideas. 3.66 Agree
10. I have difficulty in managing my time in 3.60 Agree

doing schoolwork.
Over-all mean 3.70 Agree
Table 3.2 Students’ Effect On Self
The table above shows students effect on self. It can be gleaned from
the table that the highest level contributor of stress among the students’ in
terms of students’ effect on self is the lack self confidence in interacting
inside the class with a mean of 3.79. On the other hand, the lowest level
contributor of stress among the students’ in terms of students’ effect on self
is they have difficulty in managing their time in doing schoolwork with a
xlvii
mean of 3.60. This means that students’ also have the main cause of stress
due to poor time management.
This type of stress, often referred to as estrus, can improve students
learning and their perception of academic obligations such school
presentations, tasks, and exams, which are seen as being extremely difficult
(Nakalema & Ssenyonga, 2013). However, in the Philippines. excessive
stress, often referred to as anguish, might interfere with a student's study
habits, which lowers his academic performance (Porwal & Biliran, 2014).
Level of Students’ Productivity
1. I do my assignments regularly. 3.82 High
2. I exert more effort when I do difficult 3.82 High

assignments.
3. I spend my vacant time in doing assignments 3.75 High

or studying my lesson.
4. I study the lessons I missed if I was absent 3.70 High

from the class.
xlviii
5. I study and prepared for quizzes and test. 3.61 High
6. I study harder to improve my performance 3.75 High

when I get low grades.
7. I spend less time with my friend during school 3.59 High

days to concentrate more on my studies.
8. I prefer finishing my studying and my 3.70 High

assignments first before watching any television
program.
9. I see to it that extracurricular activities do not 3.70 High

hamper my studies.
10. I have a specific place of study at home 3.64 High

which I keep clean and orderly.
Over-all mean 3.71 High
Table 4. Level of Students’ Productivity
The table above shows the students’ level of productivity. It can be
gleaned from the table that the highest level contributor to students’
productivity in terms of productivity is doing their assignments regularly and
exert more effort when doing difficult assignments both with a mean of 3.82.
xlix
On the other hand, the lowest level contributor of student’s productivity in
terms of productivity is spending less time with my friends during school
days to concentrate more on my studies, with a mean of 3.59. This means
that by using time management strategies, students’ become more efficient.
The following is in line with the study of Rajasekar (2013). The
study investigated how management students were affected by academic
stress. Techniques for preparing a person with useful coping strategies for
handling psychological stress are included in stress management. The only
way for students to achieve their unique expectations, aims, and values is if
they are blended with those of the institution. The study's goal is to
determine the current level of stress, the sources of stress, and stress
management strategies that management students could benefit from.
l
CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents a summary of the study including the findings,
the conclusions drawn from the findings, and the researcher’s
recommendations.
Summary
Concisely, we are aware that academic stress can be caused by various
factors, including the pressure exerted by teachers. Negligence and poor
time management are additional reasons why students’ may experience
stress. However, it is important to note that academic stress can also
motivate students’ to achieve high grades and succeed in their academic
pursuits.
li
Findings
The following findings are obtained based on the analysis and
interpretation of data.
1. The following findings are obtained based on the analysis and
interpretation of the data:
1.1 Academic stress indicators reveal that teacher effects have a
high level of stress on students’.
1.2 Student effects on self have a high level of contribution to
stress for students because of poor time management and a lack of
self-confidence in themselves. Students also procrastinate on
activities, which further contributes to their stress levels.
2. While the productivity has a high level of student contribution to
increase the productivity.
lii
3. The findings are analyzed, and it is suggested that students apply time
management techniques to lessen academic stress and increase
productivity.
Conclusions
Based on the findings above, the following conclusions are drawn:
1. The outcomes of the study, along with the conclusions that have
been derived from them, show that an academic stress indicator is
present in terms of the effect of teachers and that every student
experiences high levels of stress, which can affect their
productivity. Following what was discovered in the survey, the
most common source of stress among students is the influence of
their teachers.
2. Student effects on self has a high level that contributes to stress in
students because of poor time management and a lack of self-
liii
confidence in themselves. Students also procrastinate in activities,
which further contributes to their stress levels.
3. Students achieve a high level of productivity, which can be applied
to their use of various time management strategies, which also
contribute to their becoming more efficient.
Recommendations
As synthesized from the findings and conclusions, the following
recommendations were made:
1. As synthesized from the findings, it is recommended that by being
efficient, this might help students lower the level of stress relevant
to their academics.
2. It is further recommended to give time management to the task
given by the teacher to reduce stress and increase productivity.
liv
This will give them an idea of how they can reduce the stress they
experience and increase students’ productivity.
3. Lastly, it is recommended that future researchers who want to
study academic stress and productivity among students’ study
more on coping mechanisms to reduce stress and increase
productivity
lv
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Appendix A
Validation letter to validator
lxi
Appendix A.1
lxii
Appendix A.2
lxiii
Appendix B
Survey Questionnaire
lxiv
Academic Stress and Productivity Questionnaire
PART I - ACADEMIC STRESS SCALE
Instruction: Kindly read the items properly and place a check mark in the
appropriate box/boxes that corresponds to your answer.
No Indicator
SCALE
TEACHER EFFECT ON STUDENT 5 4 3 2 1
Strongl Neither Disagre Strongly
y Agree Agree agree e disagree
1 My teacher gives too many requirements for a

short period of time.
2 My teacher doesn’t follow the school syllabus
in our classes.
3 My teacher usually has mood changes in class.
4 My teacher has a hard time adjusting with
students in class.
5 My teacher prefers having an essay type of
exam.
6 My teacher has high standard on our class
performance such as oral orientation, quality of
requirements and attendance.
7 My teacher lacks interest in dealing with
students.
8 My teacher is fast in discussing class lectures.
9 My teacher gives unclear instructions in making
our requirements.
10 My teacher gives confusing class discussion
about our lessons.
lxv
Indicator Scale
STUDENT EFFECT ON SELF 5 4 3 2 1
Strongly Agree Neither Disagree Strongly
Agree agree disagree
1 I lack self confidence in interacting
inside the class.
2 I hesitate to ask my teacher for
detailed explanation during class
discussions.
3 I don’t give my full attention during in
the class discussions.
4 I have weak communication with my
teacher regarding class requirements.
5 I worry about the upcoming
examinations because I don’t study
well.
6 I don’t understand the course syllabus,
thus I couldn’t follow the class
discussion.
7 I have inferiority complex with my
other classmates.
8 I feel burdened about school
responsibilities.
9 I have difficulty in expressing my
ideas.
10 I have difficulty in managing my time
in doing schoolwork.
lxvi
PART II - PRODUCTIVITY SCALE
No Indicator SCALE
5 4 3 2 1
Productivity Very High Moder Low Very
High ate Low
1 I do my assignments regularly.
2 I exert more effort when I do difficult

assignments.
3 I spend my vacant time in doing

assignments or studying my lesson.
4 I study the lessons I missed if I was absent

from the class.
5 I study and prepared for quizzes and test.
6 I study harder to improve my performance

when I get low grades.
7 I spend less time with my friend during

school days to concentrate more on my
studies.
8 I prefer finishing my studying and my

assignments first before watching any
television program.
9 I see to it that extracurricular activities do

not hamper my studies.
10 I have a specific place of study at home

which I keep clean and orderly.
lxvii
Appendix F
Curriculum Vitae
lxviii

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Republic of the Philippines

CARAGA Administrative Region

Academic Stress And Productivity Among Senior High School Students

A Research Proposal in Senior High Department

ZYX RAXIE R. CUARTERO, EdD

This research attached hereto, titled “ACADEMIC STRESS AND

PRODUCTIVITY AMONG SENIOR HIGH SCHOOL STUDENTS”, prepared and

submitted by Jayson M. Cubero, Cristine joy R. Monteza, Kristil Ann P. Gallardo,

Zashquia B. Asilum, Almira M. Alim, Sonnyboy A. Sequiña, Joemar C. Erazo, Klent

Kyle C. Polinar as a requirement for Inquiries, Investigations, and Immersion.

ZYX RAXIE R. CUARTERO, EdD

Approved as research project for Inquiries, Investigations, and Immersion by the

Accepted as research project for Inquiries, Investigations, and Immersion by the

__________________________ ___EVELYN C. BANDOY,

have a variety of connotations depending on the person. It is perceived as events or

emotions such as anxiety or anger. Stress from schoolwork is a significant contributor to

students because of poor time management and a lack of self-confidence in themselves.

Descriptive method to aims accurately and systematically describe a population, situation

of stress relevant to their academics. It is further recommended to give time

they experience and increase students’ productivity. Lastly, it is

recommended that future researchers who want to study academic stress

and productivity among students’ study more on coping mechanisms to

reduce stress and increase productivity.

Keywords: Stress Factors, Academic stress level, Productivity level

very best as he guide and help us when we go trough our research.

this research topic.

Title Page …………………………………………………………….. i

Chapter 1. THE PROBLEM & ITS BACKGROUND …………….. 1

1.5 Scope and Delimitation of the Study ……………………… 7

Chapter 2. REVIEW OF RELATED LITERATURE ……………… 9

Chapter 3. RESEARCH METHODS ……………………………….. 10

Chapter 4. PRESENTATION, ANALYSIS &

Chapter 5. SUMMARY, CONCLUSIONS &

Tables Table Title Page

3.2.1 Distribution of Samples per Stratum among Grade 12 Students 11

of Agusan del Sur National High School

3.6.1 Likert Scale for Mean Analysis 15

4.1.1 Table Name 16

4.1.2 Table Name 17

4.1.3. Table Name 18

Figure Figure Title Page

1 Schematic Diagram of the 4

2 Map of Agusan del Sur 7

Appendix Appendix Title Page

A Letter to the Principal 20

B Letter to the School Senior High School Coordinator 21

D Letter to the Validator 23

E Validation Tool for Research Instrument 24

THE PROBLEM AND ITS BACKGROUND

prevalent among students. According to Masih and Gulrez (2010), stress is

now recognized as a lifestyle crisis that can affect anyone, regardless of

as stressful. Parents' high expectations for their kids turned out to be

were unable to bear.

Stress is an interaction between environmental stressors, student’s

is termed as a “career stopper” (Kadapatti & Vijayalaxmi, 2012). It

therefore, becomes a significant cause of concern as it is symptomatic of

According to Charbonneau et al. in Moksnes et al. (2010), exposure to

numerous stressors during this time can be linked to psychological

symptoms like depression and anxiety.

A few of the many issues reported in students under high academic

stress include depression, anxiety, behavioral issues, irritability, and others

also observed in these adolescents due to its association with lack of

concentration, fear of failure, a negative outlook on the future, and other

factors (Busari, 2012). According to that statistic published by National

________________________ _EVELYN C. BANDOY,