Imrad - MSHS

SAPIENTA
Malvar Senior High School Research Journal

Volume 1. PANACADEMIC: Sustaining Academic Research
Amidst the Pandemic, 2022
Article ID 2335613
Academic Stress Of Filipino Graduating Senior

High School Students
Ryan Bowie S. Anonat, Ninia Delos Angeles, Ranah Pauolynne L. Lintan, Lovely Dimples
B. Lizardo, Genevieve Lunod, Bryan P. Mendoza, Ma. Belen M. Montecer, Emgie V.
Rellora, and Marigold D. Tosino
Science, Technology, Engineering, and Mathematics (STEM) students, Malvar Senior High
School- Malvar, Batangas, Philippines
ABSTRACT
Stressors facing graduating Filipino Senior High School students have adverse
consequences on their academic performance and critical thinking as well as impairing the
student’s overall health and well-being. Academic stress has become part of a student’s life
due to expectations that have been placed upon their shoulders. Moreover, it is defined as the
body’s response to academic-related demands that exceed the adaptive capabilities of students.
The current study aims to determine the level of academic stress that graduating Filipino
Senior High School students experienced in terms of personal inadequacy, fear of failure,
interpersonal difficulties with teachers, teaching methods, and inadequate study facilities, and
the correlation between the profile of the respondents and their level of academic stress.
Furthermore, the current undertaking aims to generate and suggest possible coping strategies
to reduce academic stress. It is a quantitative type of study that used descriptive and
correlational approach. A stratified sampling technique was used to determine to respondents.
The study made use of a survey-questionnaire as an instrument in data gathering tool. The
respondents have a high influence on the level of stress in personal inadequacy. The students
place a high value on intrinsic factors, as they often feel stressed because of lack of
concentration during study hours and other factors. The students have high level of stress
Academic Stress of Graduating

Filipino Senior High School Students Page 1 of 27
SAPIENTA
Article ID 2335613
because of being fear of failure. They place a high value on social phobia, wherein they often
feel stress because they are afraid of embarrassment in class. The students have a low level of
stress in having an interpersonal difficulty with teachers. Teaching methods also have a low
level of influence on the students’ academic stress. Inadequate study facilities have low
influence on the level of academic stress. The respondents’ profile in terms of sex and the level
of academic stress concerning personal inadequacy and inadequate facilities have no
significant relationship. On the other hand, the respondents’ profile in terms of sex and the
level of academic stress concerning fear of failure, interpersonal difficulties with teachers, and
teaching methods have significant relationship. The respondents’ profile in terms of strand and
the level of academic stress concerning personal inadequacy, fear of failure, teaching methods,
and inadequate facilities showed no significant relationship. However, interpersonal
difficulties with teachers are significantly related to strand. Academic stress may contribute to
the identification and implementation of appropriate coping strategies to help the graduating
Filipino Senior High School students develop optimal personality that enable them to deal
effectively with academic stressors and consequently improve their academic performance and
achievement.
Keywords - Academic stress, Graduating Filipino Senior High School
INTRODUCTION
Education is the reason why the world is the way it is today. It is the most powerful weapon
and the most essential tool for everyone to become successful in life. It is the doorway to
success as it serves as the key which will unlock numerous doors that will lead to a better life.
It motivates everyone to step forward and excel in developing positive effects where credits
and accomplishment can be acquired. Moreover, it serves to unite and strengthen different

SAPIENTA
Article ID 2335613
countries as it empowers human’s ability to think critically in both ways and to get a better
decision in order to cope and get them ready to overcome challenges of life efficiently.
Across the world, education is provided with the most attention among everything else
because it decided the future of every country as well as the key to the nation’s development.
In order for the Philippines to align with other countries’ curriculum and meet the need of the
global market, the Philippine Educational system adapted to a modern and more dynamic
curriculum where it followed the 12-year program, or the K-12 program.
The K to 12 Program covers Kindergarten and 12 years of basic education. Six years of
primary education, four years of Junior High School, and two years of Senior High School
(SHS) to provide for learners to master their skills and prepare them for college (Republic Act
10533). This extra-curriculum adds two more extra years and students are offered to choose
their preferred track. However, this extra-curriculum requires additional time and effort as they
deal with the higher levels of learning.
More years to study are associated with more responsibility and hardship. As the learner
moves to high school, the pressure and stress will increase as well. Aside from impairing
overall health and well-being, depression and anxiety symptoms can further adversely affect
academic achievement (Morales, Landa and Criollo, 2015). Stress and pressure are the most
common enemy of every student, it may affect their overall performance and critical thinking.
According to Mental Health Foundation (2021), stress is the feeling of being overwhelmed
or inability to cope with mental or emotional pressure. It is the body’s response to pressure that
is often triggered when a person experiences something new, unexpected, or that threatens the
person’s sense of self, or when a person feels to only have little control over a situation. In the
hope of finding the source of stress among Filipinos, CNN Philippines conducted an open

SAPIENTA
Article ID 2335613
online poll in 2017 and revealed that out of the 200 respondents 23% of them identified that
studies and work as a primary source of stress (CNN Philippines, 2017).
In a study conducted by Llego, Gabriel, and Corpus (2018), the primary source of stress
experienced by students is academic works; these include their assignments, research works
(thesis), quizzes, and periodical exams. This finding is congruent to the findings of CNN by
Ansis. Moreover, it was also found that there is a significant negative, a weak relationship
between the students’ level of stress and academic performance. This potential source of stress
is called academic stress.
According to Wilks (2008), academic stress is defined as the body’s response to academic-
related demands that exceed the adaptive capabilities of students. It is estimated that 10–30%
of students experience some degree of academic stress during their academic careers (Johnson,
2019). Furthermore, according to the study of Llego, Gabriel, and Corpus (2018), the primary
source of stress of students has a vast majority of 64.70% of the respondents’ primary source
of stress is academic works, 20.60% of them are stressed with problem, and 14.70% is from
family problems. This study was conducted at Dagupan City, Philippines in the year 2018.
The study above shows that many Filipinos feel, and experience stressed because of
academic work. It implicates that academic stress has become part of a student’s life due to
expectations that have been placed upon their shoulders. Graduating students are most likely
to be more prone to academic stress due to the pressure they feel, especially those students who
feel pressured because of expectations of others to them. As a result of these findings, numerous
researchers conducted investigations to identify its impacts in the hopes of mitigating its effects.
Research has found that excessive academic stress can result in an “increased prevalence
of psychological and physical problems like depression, anxiety, nervousness, and stress-
related disorders,” which in turn can adversely affect academic results (Pacific Teen Treatment,

SAPIENTA
Article ID 2335613
2022). It is supported by the study of KVC Health Systems, Inc. (2020), wherein research
shows that academic stress has been linked to worse well-being and an increased risk of
acquiring anxiety or depression. Additionally, students that are under academic stress perform
poorly in school. This demonstrates how stress can prevent children from performing at their
best. Furthermore, it was supported by the study of Safree, Yasin and Dzulkifli (2010). They
discovered that sadness, anxiety, and stress are all linked to poor academic performance. The
more stressed students are, the lower their academic accomplishment. Concluding that students
who have negative or excessive stress are more likely to have psychological and physical
problems that can affect various aspects in a students’ life.
The preceding study demonstrates how concerning and serious the effects of academic
stress is on students' daily life, prompting many researchers to conduct research on the subject.
However, the previous researches on this topic did not include assessments that show the level
of academic stress among Filipino graduating Senior High School students.
Having these observations, the researchers considered it necessary to conduct research on
the level of academic stress of graduating Filipino Senior High School students with the hopes
of coming up with recommendations and suggestions that may help improve dealing with
academic stress in the Philippines. In addition, this research must be done to better equip the
governing bodies of the education sector with information in order to make appropriate call
toward this issue.
OBJECTIVES OF THE STUDY
This paper determined the level of academic stress experienced by graduating Filipino
Senior High School students from the graduating students at Malvar Senior High School during
the academic year 2021-2022. Moreover, the study aims to generate and suggest possible
coping strategies to reduce academic stress.

SAPIENTA
Article ID 2335613
Specifically, it investigated the following: the profile of the respondents in terms of sex
and strand, the level of academic stress of the respondents in terms of personal inadequacy,
fear of failure, interpersonal difficulties with the teachers, teaching methods, and inadequate
study facilities, if there is a significant relationship between the profile of the respondents and
their level of academic stress and the coping strategies that can be proposed to reduce the
academic stress of graduating Filipino Senior High School students.
MATERIALS AND METHOD
Research design
This study made use of quantitative type wherein quantitative data derived from
participant’s response on the researcher-made questionnaire on profiling and the level of
academic stress were answered by the respondents. These respondents were proportionally
acquired from all the strands that Malvar Senior High School offers in the academic year 2021-
2022 using stratified sampling technique. The graduating Filipino senior high school
students were chosen as respondents as the researchers believe that the topic of this undertaking
concerns all the graduating senior high school students providing the pertinent data needed for
the study. Specifically, the study is descriptive as it aims to describe the level of academic
stress experienced by graduating Filipino Senior High School Students. This study is also
correlational as it aims to determine if there is a significant relationship between the profile of
the respondents and their level of academic stress.
Instrumentation
This study made use of a survey questionnaire as an instrument in gathering data. The
questionnaire is divided into two parts. The first part sought to gather data regarding the
demographic profile of the respondents which includes their name (optional), sex, and strand.
The second part sought to determine the level of academic stress of the graduating students in

SAPIENTA
Article ID 2335613
terms of personal inadequacy, fear of failure, interpersonal difficulties with the teacher,
teaching methods, and inadequate study facilities. The respondents were requested to rate each
item on a four (4) point rating scale with its designated verbal interpretation. Possible response
is limited to (4) Always, (3) Often, (2) Sometimes, and (1) Never. To interpret the weighted
mean and composite mean of the assessment on the level of academic stress of graduating
Filipino Senior High School students, the following numerical values and their corresponding
verbal interpretation were used: (3.50 - 4.00) Always/ Very High, (2.50 - 3.49) Often/ High,
(1.50 - 2.49) Sometimes/ Low, and (1.00 - 1.49) Never/ Very Low.
Data collection procedure
Upon approval of the selected title of the study, researchers conducted researches from
previous studies, article definitions, and the internet which can be accessed by topic-related
information. Afterward, the researchers asked for permission to distribute instruments to the
graduating students at Malvar Senior High School as participants of the study.
The researchers made use of the questionnaire as the main instrument for data gathering.
It is personally shared with Malvar Senior High School students to explain things they do not
understand in the answer and the importance of an honest answers to each of these questions.
Quantitative data generated from the responses of the participants on the administered
questionnaire were treated using frequency and percentage, weighted mean, and chi-square test.
Moreover, the data was organized, consolidated, analyzed, reviewed, and interpreted.
RESULTS AND DISCUSSION
This paper determined the level of academic stress experienced by graduating Filipino
Senior High School students by investigating the profile of the respondents in terms of sex and
strand, the level of academic stress of the respondents in terms of personal inadequacy, fear of
failure, interpersonal difficulties with the teachers, teaching methods, and inadequate study

SAPIENTA
Article ID 2335613
facilities, and if there is a significant relationship between the profile of the respondents and
level of academic stress. Moreover, the research examined the coping strategies that can be
proposed to reduce the academic stress of graduating Filipino Senior High School students.
The succeeding tables reflect the results of the study.
1. Profile of the Respondents
This section presents the profile of the respondents in terms of sex and strand.
1.1. Sex
Sex or gender is a personal trait and social position attached to the nature of being male and
female by the members of the society (Clements, 2019). Table 1 shows the frequency
distribution of the respondents in terms of sex.
Table 1
Distribution of the Respondents in terms of Sex
Sex Frequency Percentage
Male 120 43
Female 156 57
TOTAL 276 100
The table revealed that majority of respondents or 57 percent of the sample population is
female of 156 out of the total 276 respondents. On the other hand, 120 respondents were male
which is 43 percent of the total population.
1.2. Strand
Strand refers to the specialization chosen by the respondents when they were enrolled in
Senior High School Program. This refers to Accountancy Business and Management (ABM),
Humanities and Social Sciences (HUMSS), Science, Technology, Engineering and

SAPIENTA
Article ID 2335613
Mathematics (STEM), Information and Communications Technology (ICT), Automotive
Servicing, Electrical Installation and Maintenance (EIM), and Home Economics (HE).
Table 2 shows the distribution of the respondents in terms of the strand. It shows that 133
respondents or 48 percent of the sample population are HUMSS students, 44 respondents or 16
percent are ABM students, 32 respondents or 12 percent are STEM students, 27 respondents
or 10 percent are ICT students, 20 respondents or 7 percent are HE students, 14 respondents or
5 percent are AUTO students, and 6 respondents or 2 percent are EIM students. It shows that
the majority of the respondents enrolled are HUMSS students while the minority are EIM
students in the academic year 2021- 2022.
Table 2
Distribution of the Respondents in terms of Strand
Strand Frequency Percentage
Accountancy Business and Management (ABM) 44 16
Humanities and Social Sciences (HUMSS) 133 48
Science, Technology, Engineering and Mathematics

32 12
(STEM)
Information and Communications Technology (ICT) 27 10
Automotive Servicing 14 5
Electrical Installation and Maintenance (EIM) 6 2
Home Economics (HE) 20 7
TOTAL 276 100

SAPIENTA
Article ID 2335613
2. Level of Academic Stress of the Respondents
2. 1. Personal Inadequacy
Personal inadequacy involves a general sense that we are not good enough, maybe we feel we
can’t do things right, we aren’t a good person, or we can’t succeed in our chosen profession.
When it comes to personal inadequacy, other people may or may not be involved.
Table 3 shows the level of academic stress of the respondents in terms of personal
inadequacy. The composite mean of 2.57 for this category reflects a high level of academic
stress among the respondents. The high rating was due as they often feel stressed to most of
the statements.
Table 3
Level of Academic Stress in terms of Personal Inadequacy
STATEMENT Weighted
Interpretation
As a graduating student, I feel stress when I… Mean
1. lack socializing skills with my classmates and
2.51 Often
teachers.
2. lack concentration during study hours. 2.70 Often
3. lack assertiveness (confidence) in class. 2.68 Often
4. have difficulty remembering all that is studied. 2.56 Often
5. feel slow in getting along with the curriculum. 2.39 Sometimes
Composite Mean 2.57 High
It is clear from the table that the respondents place a high value on intrinsic factors. This
is reflected by the high weighted mean as observed from the statements related to personal
factors in the category. The respondents often feel stressed because of lack of concentration
during study hours as shown by the weighted mean of 2.70.

SAPIENTA
Article ID 2335613
This assessment is supported by other well-rated items that deal with personal issues. The
respondents often feel stressed because of lack of assertiveness (confidence) in the class, with
a weighted mean of 2.68. This was followed by the items regarding having difficulty
remembering all that is studied, socialization factor, and feeling slow in getting along with the
curriculum with a weighted mean of 2.56, 2.51, and 2.39 accordingly.
Saqib and Rehman (2018) discussed that stress, in general, can affect the social, emotional,
financial, and physical behavior of an individual. According to Bakhsh & Sayed (2015), the
cause of stress is regarded as a stressor. Academic stressors can be attributed to the high number
of assessments, lack of resources, competition among students and staff alike, poor association
and collaboration among students and between lecturers.
2.2. Fear of Failure
Many people are afraid of failing in a series of steps. Amychophobia, on the other hand, is
a phobia marked by an irrational and extreme fear of failing or facing uncertainty. Although it
does not affect everyone, the severity of this phobia ranges from mild to severe.
Table 4 shows the level of academic stress of the respondents in terms of fear of failure.
This category’s composite means of 2.68 indicates that the respondents are under a lot of
academic pressure. Moreover, this revealed that the fear of failure has a high influence on the
level of academic stress. Furthermore, majority of the items received a high rating because the
respondents frequently feel stressed about most of the statements, which significantly
contributed to these results.

SAPIENTA
Article ID 2335613
Table 4
Level of Academic Stress in terms of Fear of Failure
STATEMENT Weighted
Interpretation
As a graduating student, I feel stress when I… Mean
1. am afraid of being embarrassed in class. 2.91 Often
2. am afraid of having an uncertain future with
2.78 Often
regards to my studies.
3. did not pass my activity on time. 2.29 Sometimes
4. suffered from low-esteem due to perfectionism. 2.55 Often
5. keep worrying about the activities’ deadlines. 2.89 Often
Composite Mean 2.68 High
In terms of fear of failure, it is clear from the table that the respondents place a high value
on social phobia. This is reflected by the high weighted mean as observed from the statements
related to social interaction for this category. The respondents often feel stressed because they
are afraid of being embarrassed in class. This is shown by a high weighted mean of 2.91, the
highest-rated item in the category.
The respondents also often feel stressed because they keep worrying about the activity
deadlines, with a weighted mean of 2.89.
Followed by fear of having an uncertain future with regards to studies, suffering from low-
esteem due to perfectionism, and the failure of passing the activity on time with a weighted
mean of 2.78, 2.55, and 2.29 accordingly. This shows that it is also important to remember that
the self-reported factor can be a prime source of failure anxiety.
According to Baste and Gadkari (2014), academic factors were the predominant cause of
stress in most students, followed by physical, social, and emotional. The majority of students
with stress reported a high score of poor self-esteem and about half scored high on depression

SAPIENTA
Article ID 2335613
(Iqbal, Gupta and Venkatarao, 2015). Moreover, they claimed that fear of school failure is
reinforced by both the teachers and the parents, causing children to lose interest in their studies.
2.3. Interpersonal Difficulties with Teachers
According to Li (2021), the classroom is a social system in which the teacher and students
collaborate as members of an organization. The activities of both the instructor and the students
have an impact on the quality of teacher-student interaction.
Table 5
Level of Academic Stress in terms of Interpersonal Difficulties with Teachers
STATEMENT Weighted
Interpretation
As a graduating student, I feel stress when the… Mean
1. teachers are lacking interest in his/her students. 2.08 Sometimes
2. teachers are difficult to approach. 2.17 Sometimes
3. teachers are teaching without empathy. 1.88 Sometimes
4. teachers do not communicate well with his/her
1.95 Sometimes
students.
5. teachers do not listen to the students’ ideas and
1.82 Sometimes
suggestions.
Composite Mean 1.98 Low
Table 5 shows the respondent's assessment of level of academic stress in terms of
interpersonal difficulties with teachers. The composite mean of 1.98 reveals that the
respondents have low level of stress related to interpersonal difficulties with teachers.
Teachers lacking interest in his/her students has the highest weighted mean of 2.08
followed by teachers who are difficult to approach at 2.17, teachers are teaching without
empathy at 1.88, teachers do not communicate well with his/her students at 1.95, and teachers
do not listen to the student's ideas and suggestions at 1.82.

SAPIENTA
Article ID 2335613
Reddy, Menon, and Thattil (2018) also confirmed that interpersonal difficulties with
teachers affect the students. Sayed and Rais (2015) affirmed that dissatisfaction with the class
lectures is one of the significant academic stressors that affect students. Thus table 5, which
states there is a relationship between teacher support and academic stress is accepted. The
higher the teacher's support, the lower the level of academic stress of students.
2.4. Teaching Methods
Teaching methods are the broader techniques used to help students achieve learning
outcomes, while activities are the different ways of implementing these methods. Moreover,
teaching methods help students master the content and learn how to apply the content in
particular contexts (University at Buffalo, 2022).
Table 6
Level of Academic Stress in terms of Teaching Methods
STATEMENT Weighted
Interpretation
As a graduating student, I feel stress when the… Mean
1. teachers make too many extra demands on
2.13 Sometimes
students.
2. teachers do not have enough discussion in the
2.24 Sometimes
class.
3. teachers do not ask if the student understands
1.91 Sometimes
what she/he is teaching.
4. teachers do not provide any supplementary
1.86 Sometimes
learning resources.
5. teachers are teaching in a monotonous (boring
1.87 Sometimes
or tedious) style.

SAPIENTA
Article ID 2335613
Table 6 shows the level of academic stress of the respondents in terms of teaching methods.
It can be gleaned from the table that the teaching methods have low influence on the students’
academic stress, with a composite mean of 2.00.
The table also reveals that the respondents sometimes feel stressed because teachers do not
have enough discussions in class. This is shown by a high weighted mean of 2.24, the highest-
rated item in the category. Teaching methods is a broader technique used to help students
achieve learning outcomes, perhaps it is crucial for the respondents to have enough time for
discussion.
The weighted mean of 2.13, 1.91, and 1.87 reveals that the teachers make too many extra
demands on students, the teacher does not ask if the student understands what she/he teaches,
and teachers are teaching in a monotonous (boring or tedious) style sometimes affects the
respondent’s level of academic stress. It can also be noted that teachers who do not provide
supplementary learning resources can sometimes contribute to the respondent’s level of
academic stress with a weighted mean of 1.86.
This result contrasts the study of Saqib and Rehman (2018), wherein they found out that
teachers’ and parents’ method are critical factors of stress and has a significant impact on
students’ performance.
2.5. Inadequate Study Facilities
Inadequate study facility is also an important factor to determine the students’ level of
academic stress. Study facility involves learning materials or resources, internet, gadgets, etc.
It affects the health, behavior, engagement, learning, and growth of the students. Bataineh
(2013) also confirmed that financial problems, inadequate resources (e.g., computers, books,
lecturers, and overload hours every semester) as stressors.

SAPIENTA
Article ID 2335613
Table 7 shows the respondents’ assessment of the level of academic stress in terms of
inadequate study facilities. It can be gleaned from the table that in general, the inadequate study
facility has a low influence on the level of students’ academic stress, as shown by a composite
mean of 2.31.
Table 7
Level of Academic Stress in terms of Inadequate Study Facilities
STATEMENT Weighted
Interpretation
As a graduating student, I feel stress when there is… Mean
1. lack of school materials I can use at home. 2.28 Sometimes
2. lack of internet to help me study. 2.45 Sometimes
3. an inadequate study area at home. 2.41 Sometimes
4. lack of available learning resources. 2.30 Sometimes
5. lack of gadgets to support distance learning. 2.09 Sometimes
The table also reveals that internet insufficiency sometimes triggers the respondent’s stress
with a weighted mean of 2.45. Internet connection and availability helps the student to learn
and explore what the respondents need the most.
A weighted mean of 2.41, 2.30, and 2.28 also reveals that an inadequate study area at home,
lack of available learning resources, and school materials that students use at home sometimes
affect the respondent’s level of stress. This may be related to the finding that lack of gadgets
to support distance learning sometimes influence the respondent’s academic stress with a
weighted mean of 2.09.

SAPIENTA
Article ID 2335613
3. Correlation between the Profile of the Respondents and the Level of Academic Stress
3.1. Relationship between the Respondents’ Level of Academic Stress and Sex
This portion of the study dealt with finding if a significant relationship exists between the
respondents’ profile in terms of sex and the respondent’s level of academic stress, as presented
in table 8.
Table 8
Summary of Computations on the Test of Relationship between the Respondents’
Level of Academic Stress and Sex
Computed
Parameters p-value Decision Conclusion
Value
Failed to
Personal Inadequacy 0.343 3.333 Not Significant
Reject H0
Fear of Failure 0.014 10.682 Reject H0 Significant
Interpersonal Difficulties with

0.001 16.004 Reject H0 Significant
Teachers
Teaching Methods 0.013 10.812 Reject H0 Significant
Failed to
Inadequate Study Facilities 0.388 3.022 Not Significant
Reject H0
Note: Reject H0 if p-value is lesser than alpha α = 0.05.
It can be gleaned that when testing was done on the data concerning personal inadequacy
and inadequate study facilities, the researchers generated p-values that are greater than the
alpha value of 0.05. The findings mean that the researchers failed to reject the null hypothesis
and concluded that there is no significant relationship between the sex of the respondents and
their level of stress with respect to the aforementioned parameters.

SAPIENTA
Article ID 2335613
Meanwhile, when the test was conducted on the data concerning fear of failure,
interpersonal difficulties with teacher, and teaching methods a significant relationship was
found.
In addition, the study of Reddy, Menon, and Thattil (2018) found that there exists no
significant difference in total academic stress experienced by males and females. Thus, both
genders experienced and influenced the factors of academic stress. However, the study of
Graves et. al (2021), clarified that females indicated higher levels of stress than their male
counterparts since they were found to utilize the emotion-focused coping dimension more often
than males.
3.2. Relationship between the Respondents’ Level of Academic Stress and Strand
This portion of the study dealt with finding if there is a significant relationship exist
between the respondents’ profile in terms of the level of academic stress and strand. The
findings are presented in table 9.
Table 9
Summary of Computations on the Test of Relationship between the Respondents
Level of Academic Stress and Strand
Computed
Parameters p-value Decision Conclusion
Value
Failed to
Personal Inadequacy 0.952 9.309 Not Significant
Reject H0
Failed to
Fear of Failure 0.255 21.495 Not Significant
Reject H0
Interpersonal Difficulties with
0.013 33.851 Reject H0 Significant
Teachers
Failed to
Teaching Methods 0.056 28.444 Not Significant
Reject H0

SAPIENTA
Article ID 2335613
Failed to
Inadequate Study Facilities 0.389 19.050 Not Significant
Reject H0
Note: Reject H0 if p-value is lesser than alpha α = 0.05.
It can be gleaned that when testing was done on the data concerning personal inadequacy,
fear of failure, teaching method, and inadequate study facilities, the researchers generated p-
values that is greater than alpha value of 0.05. The findings mean that the researchers failed to
reject the null hypothesis and concluded that there is no significant relationship below the
strand of the respondents and their level of stress with respect to the data parameters. The test
on data concerning interpersonal difficulties with teachers, a significant relationship was found.
Liking the subject is one of the factors that determine academic performance success or
failure (Devaney, 2014). The SHS program has specialization, the students could pick the
strands/track that best fits their interests and talents. However, having interpersonal difficulties
with teachers will make the students feel unmotivated and discouraged in a subject. Hence,
interpersonal difficulties with teachers will have an impact on the level of academic stress of
the students.
The study of Scott (2012) confirmed that stress is due to persisting and inescapable
stressful conditions such as academic load or financial difficulties in a semester. Moreover, the
academic load may exceed the students' capability if there is no proper relationship with the
teachers influencing students' academic stress.
4. Proposed Coping Strategies to Reduce the Academic Stress of Graduating Filipino
Senior High School Students
The suggested coping mechanisms are presented in tabular form along with each
specific purpose and implementation. In coming up with the said mechanisms the researchers
were guided by the Psychological Stress: The Lazarus Theory, where coping is defined as the

SAPIENTA
Article ID 2335613
cognitive and behavioral efforts made to master, tolerate, or reduce external and internal
demands and conflicts among them (Folkman and Lazarus, 1984). It will only focus on
problem-focused coping which changes the person-environment realities behind negative
emotions or stress; and emotion-focused coping that includes all the regulative efforts to
diminish the emotional consequences of stressful events (Schoenmakers, Tilburg & Fokkema,
2015). Thus, the researcher will depend on each factor of academic stress to suggest coping
strategies.
4.1. Personal Inadequacy
Personal inadequacy as academic stressor is related to the low self-esteem of a student
such as lack of confidence, socializing skills, getting along with the curriculum, and
concentration. With regards to these factors, the researchers come up with three coping
strategies towards personal inadequacy present in table 10.
Table 10
Coping Strategies towards Personal Inadequacy
Coping
Purpose Implementation
Strategies
To be confident about their It can be done by recognizing

Self-
capabilities, to be aware of their the strengths and weaknesses of
Assessment/Self-
strengths and weaknesses, and it is an individual and being honest
Awareness
also crucial for success. to their emotions and feelings.
It can be performed by
approaching their teachers or
It creates connections especially to peers to ask for mentoring and
Reach Out
their peers and teachers. support regarding their concerns
with topics and activities at
school.

SAPIENTA
Article ID 2335613
Simple social interaction can reduce

It can be carried out by simple
an individual’s stress. It can also
conversation or showing love
Emotional Social provide useful suggestions for
and support to an individual.
Support individuals facing stressful problems
Professional help is more
and facilitate positive psychological
recommendable and effective.
reactions and behavioral responses.
Can enhance body and brain It can be conducted by

Good Health
functions and improve mental focus exercising, healthy diet and
Condition
and cognitive performance. living, and sleep improvement.
4.2. Fear of Failure
Table 11 presents the list of suggested coping mechanisms towards students’ fear of
failure. Fear of failure in academic stress involves lack of assertiveness in-school
performances, procrastination, and overthinking about the future. With these considerations,
the researchers come up with four strategies.
Table 11
Coping Strategies towards Fear of Failure
Coping
Strategies
Through goal setting, students have It can be done by setting realistic

Academic Goal long-term or short-term motivation. and measurable goals. Individuals
Setting It can also help individuals to work should be resilient and have long
hard and be practical. patience.
It can be carried out by having an

Time Can prevent procrastination or panic agenda, creating master schedules
Management from due dates of school activities. (set time limits), and reducing
distractions.

SAPIENTA
Article ID 2335613
Having self-confidence can help Students should focus on the

Building Self- individuals to value themselves, positive sides, learn from
Confidence show their capabilities, and not be mistakes, and develop self-
afraid of anything. assessment.
It can provide a sense of calm,

Meditation can perform by simple
peace, and balance that can benefit
Self-Meditation relaxed breathing, yoga, or
both individuals’ emotional well-
concentrating in a peaceful place.
being and overall health.
4.3. Interpersonal Difficulties with Teachers
Table 12 shows a few coping mechanisms towards interpersonal difficulties with teachers.
With respect to academic stress, it involves teacher's behavior towards students or complicated
relationship between student and teacher.
Table 12
Coping Strategies towards Interpersonal Difficulties with Teachers
Coping
Strategies
It helps both student and teacher to

have an uncomplicated and strong Teachers should communicate
Building Mutual
bond. It can also enhance the level of with the student, be considerate,
Trust
motivation of students to be active in and show positive behavior.
school activities.
It creates a good and safe Be an active listener, offer

Effective environment for students. It also words of encouragement, and
Communication encourages an active and strong bond show interest in the student’s
between teacher and student. opinion and the student itself.
4.4. Teaching Methods
Table 13 presents the listed coping strategies towards teaching methods. With
consideration to the academic stress of the respondents, teaching methods are related to

SAPIENTA
Article ID 2335613
ineffective teaching habits and inconsiderate behavior of the teacher. With regards to these
factors, the researchers came up with two coping strategies towards teaching methods as
presented in table 13.
Table 13
Coping Strategies towards Teaching Methods
Coping
Strategies
Try to worry less about things you can't

control and make plans for dealing with the
The purpose of managing things you can control. Set small,
Manage expectations is to help your manageable, and achievable goals. Apply
Expectations mind and body adapt problem-solving techniques—identifying the
(resilience). problem, clarifying its nature, and mapping
out options for dealing with it. And lastly,
choose to have a positive attitude.
Active teaching encourages

students to find ways to Active learning methods ask students to
strengthen their perseverance. engage in their learning by thinking,
It helps students to become discussing, investigating, and creating. In
Active more determined when class, students practice skills, solve
Teaching solving problems. Teachers problems, struggle with complex questions,
get students to set their own make decisions, propose solutions, and
goals and work towards them. explain ideas in their own words through
Students would understand writing and discussion.
that it is perfectly okay to fail.
4.5. Inadequate Study Facilities
In consideration to the respondents' academic stress, inadequate study facilities
have an impact on the quality of learning among students, which aids in the reinforcing of
knowledge and skills. The researchers came up with three coping strategies towards inadequate
study facilities present in table 14.

SAPIENTA
Article ID 2335613
Table 14
Coping Strategies towards Inadequate Study Facilities
Coping
Strategies
The purpose and importance of teaching

and learning materials are to make Schools should assess the
Providing
lessons interesting, learning easy, and learning materials that
Learning
enable teachers to easily express teachers and students need.
Materials
concepts. Learning materials can And raise money to buy
significantly increase learners' them for the school's use.
achievement by supporting learning.
School administration will

Fundraising activities are held to assist
perform or create different
Fundraising in the purchase of an additional
kinds of fundraising
Activities classroom and its supplies, as well as to
activities to raise money for
pay for extracurricular activities
study facilities.
Make the most Explain to the students how

of the study To lessen students' stress about having to be innovative in all of the
facilities that are sufficient study facilities in their school facilities available at their
available to you school
CONCLUSIONS AND RECOMMENDATIONS
Personal inadequacy and fear of failure have a high influence on the level of academic
stress while interpersonal difficulties with teachers, teaching methods, and inadequate facilities
have a low influence on the level of academic stress of the students. This revealed that the level
of academic stress is higher when it is internal stress or the stress from the students’ thoughts,
psychological mindset, and expectations. Moreover, the results showed that sex is related to
the level of academic stress concerning fear of failure, interpersonal difficulties with teachers,
and teaching methods while students from different strands has different levels of academic
stress concerning interpersonal difficulties. It may follow that, students of different sex and

SAPIENTA
Article ID 2335613
strand all have different levels of academic stress in terms of interpersonal difficulties with
teachers.
Reducing the level of academic stress of graduating Filipino Senior High School students
requires proper planning and serious response from learning organization administrators and
academic policy experts in terms of organizing coping strategies, methods, and policies.
Greater cooperation among academic departments to reduce concurrent due dates might help
relieve and reduce academic stress. Moreover, good communication between the school’s
administration and the students may make students feel more appreciated and motivated.
Students should develop effective study habits by giving appropriate time that can fulfill the
demand of their course. Also, the administrators in all senior high schools need to develop,
design stress interventions, and enhance their academic programs that will be both sustainable,
favorable, and beneficial for both parties. Since this investigation focuses mainly on the level
of academic stress in terms of personal inadequacy, fear of failure, interpersonal difficulties
with teachers, teaching methods, and inadequate facilities, the researchers call for further
investigation on other factors of the academic stress on different graduating students.
REFERENCES
Official Gazette. (2013, May 15). Republic Act No. 10533.
Morales, B., Landa, J. & Criollo F. (2015). Impact of Anxiety and Depression Symptoms
on Scholar Performance in High School and University Students. DOI: 10.5772/60711.
Mental Health Foundation. (2021). Stress.
CNN Philippines. (2017). Filipinos cite job and studies as the top cause of stress- CNN PH
poll.
Llego J., Gabriel E. & Corpus J. (2018). A Correlational Study on the Stress Level and
Academic Performance of Nursing Students.

SAPIENTA
Article ID 2335613
Wilks S. (2008). Resilience amid Academic Stress: The Moderating Impact of Social
Support among Social Work Students. Vol. 9 No. 2.
Johnson S. (2019). Children's Fears in the Classroom Setting. Pages 382-396.
Pacific Teen Treatment. (2022). What Are The Effects Of Academic Pressure?.
KVC Health Systems, Inc.. (2020). How Does Academic Stress Affect Mental Health in
the Age of Digital Learning.
Safree, Yasin & Dzulkifli. (2010). The relationship between social support and academic
achievement among students. International Journal of Business and Social Sciences, 1 (3):
110–116.
Clements KC. (2019). What’s the Difference Between Sex and Gender?.
Saqib, M. & Rehman, K. (2018). Impact of Stress on students' academic performance at
secondary school level at District Vehari. International Journal of Learning and Development,
8(1), 84 – 93.
Bakhsh, M. & Sayed, S. (2015). Sources of academic stress: Stress management among
regular and executive MBA students. International Journal of Endorsing Health Science
Research, 3(1), 17-22.
Baste V. & Gadkari J. (2014). Study of stress, self-esteem and depression in medical
students and effect of music on perceived stress. Indian J Physiol Pharmacol; 58(3):298-301.
Iqbal S., Gupta S. & Venkatarao E. (2015). Stress, anxiety and depression among medical
undergraduate students and their socio-demographic correlates. Indian J Med Res. 141(3):354-
7. DOI: 10.4103/0971-5916.156571.
Li R. (2021). The Role of Teacher-Student Interpersonal Relations in Flipped Learning on
Student Engagement.

SAPIENTA
Article ID 2335613
Reddy K., Menon K. & Thattil A. (2018). Academic Stress and its Sources Among
University Students. Biomed Pharmacol J;11(1).
Sayed A. & Rais M. (2015). Sources of Academic Stress: Stress Management among
Regular and Executive MBA Students. INTERNATIONAL JOURNAL OF ENDORSING
HEALTH SCIENCE RESEARCH (IJEHSR) 3(1).
University at Buffalo. (2022). Teaching Methods.
Bataineh M. (2013). Academic Stress among Undergraduate Students: The Case of
Education Faculty at King Saud University. International Interdisciplinary Journal of
Education – January 2013, Volume 2, Issue 1.
Graves et. Al. (2021). Gender differences in perceived stress and coping among college
students. PLoS ONE 16(8). https://doi.org/10.1371/journal.pone.0255634.
Devaney L. (2014). 7 big problems–and solutions–in education.
Scott S. (2012). Chronic Stress. About.com. Health Disease and Condition.
Lazarus, R S and Folkman, S, (1984). Stress, Appraisal, and Coping. New York: Springer.
Schoenmakers E., Tilburg T. & Fokkema T. (2015). Problem-focused and emotion-
focused coping options and loneliness: how are they related?. Eur J Ageing; 12(2): 153–161.


Imrad - MSHS

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Imrad - MSHS

Uploaded by

Copyright:

Available Formats

SAPIENTA

Malvar Senior High School Research Journal

Academic Stress Of Filipino Graduating Senior

correlational approach. A stratified sampling technique was used to determine to respondents.

Academic Stress of Graduating

of academic stress concerning personal inadequacy and inadequate facilities have no

and inadequate facilities showed no significant relationship. However, interpersonal

Keywords - Academic stress, Graduating Filipino Senior High School

Academic Stress of Graduating

curriculum where it followed the 12-year program, or the K-12 program.

deal with the higher levels of learning.

Academic Stress of Graduating

studies and work as a primary source of stress (CNN Philippines, 2017).

is called academic stress.

Academic Stress of Graduating

problems that can affect various aspects in a students’ life.

of academic stress among Filipino graduating Senior High School students.

Having these observations, the researchers considered it necessary to conduct research on

toward this issue.

OBJECTIVES OF THE STUDY

coping strategies to reduce academic stress.

Academic Stress of Graduating

academic stress of graduating Filipino Senior High School students.

MATERIALS AND METHOD

participant’s response on the researcher-made questionnaire on profiling and the level of

correlational as it aims to determine if there is a significant relationship between the profile of

the respondents and their level of academic stress.

Academic Stress of Graduating

Data collection procedure

graduating students at Malvar Senior High School as participants of the study.

RESULTS AND DISCUSSION

Academic Stress of Graduating

The succeeding tables reflect the results of the study.

1. Profile of the Respondents

distribution of the respondents in terms of sex.

Sex Frequency Percentage

TOTAL 276 100

which is 43 percent of the total population.

Humanities and Social Sciences (HUMSS), Science, Technology, Engineering and

Academic Stress of Graduating

Mathematics (STEM), Information and Communications Technology (ICT), Automotive

respondents or 48 percent of the sample population are HUMSS students, 44 respondents or 16

or 10 percent are ICT students, 20 respondents or 7 percent are HE students, 14 respondents or

students in the academic year 2021- 2022.

Strand Frequency Percentage

Accountancy Business and Management (ABM) 44 16

Humanities and Social Sciences (HUMSS) 133 48

Science, Technology, Engineering and Mathematics

Information and Communications Technology (ICT) 27 10

Electrical Installation and Maintenance (EIM) 6 2

Home Economics (HE) 20 7

TOTAL 276 100

Academic Stress of Graduating

2. Level of Academic Stress of the Respondents

Composite Mean 2.57 High

during study hours as shown by the weighted mean of 2.70.

Academic Stress of Graduating

curriculum with a weighted mean of 2.56, 2.51, and 2.39 accordingly.

and collaboration among students and between lecturers.

2.2. Fear of Failure

contributed to these results.

Academic Stress of Graduating

Composite Mean 2.68 High