STELLA MARIS COLLEGE HONOR’S LIST STANDARD:

IT’S PSYCHOLOGICAL EFFECTS TO SENIOR HIGH SCHOOL STUDENTS

A Study

Presented

to:

Mrs. Rosalie D. Sanchez

Inquiries, Investigation, and Immersion Adviser

In Partial Fulfillment

of the Requirements for the Subject

Inquiries, Investigation, and Immersion

by:

Matthew John B. Molina

Aubrey Rose T. Baguio
Franz Deeno C. Tan
Francine Mae Provendido
Ariel D. Taduran Jr.
Alyza Marie T. Alcazarin
Kier Adrian C. Osi
Frances Aidean C. Lumio
Danica Rose Pulgarinas
Phobie Mae C. Pelias
Prince Carl D. Cimafranca
Loise Jane Jerusalem
Rechell Glen Guillena

May 2022
 ACKNOWLEDGEMENT

First and foremost, we would like to say thank you for giving us the chance to create this

research paper. Even if we have differences and the road we took is not that easy, we were still

able to make this work a successful one. We hope that each one of us can pick up a lesson from

this research and apply it in our everyday lives.

We would like to extend our appreciation to the students of Stella Maris College Senior

High School Department for allowing us to conduct our surveys and interviews for our research

and answering it with utmost honesty which paved a way for deeper understanding on the topic

that we chose to pursue. Their help is highly treasured.

We would also like to say how grateful we are to Ms. Chellerie Mae I. Pedida, our research

adviser, and Mrs. Rosalie D. Sanchez, III adviser, for molding and guiding us throughout the

journey. Despite the conflicts in class that we had, they never failed to give us the information

we needed to complete the entire course of study and instilled in each one of us the importance

of continuing to learn new things.

Lastly, to our Heavenly Father, for giving us the gift of wisdom, understanding, and

knowledge in making this research paper which have been one of our strongest foundations to

become still. Without Him, all of these would not be possible.

 DEDICATION

This research is dedicated to God, our parents, to our advisers, Ms. Chellerie Mae I. Pedida

and Mrs. Rosalie D. Sanchez, and to everyone who supported us and helped us along the way

whom gave us inspiration and motivation to do this research for the improvement of ourselves,

our school, and the whole community.

To our parents, for their unending love and support in everything, may it be emotional or

financial. Without their hard work and determination to make us have proper education, we

wouldn’t be able to be where we are right now. We may not be a perfect son/daughter to them,

yet they still never failed to always be with us until we reach our dreams.

To Ms. Chellerie Mae I. Pedida and Mrs. Rosalie D. Sanchez, for constantly being there to

provide knowledge and assist us in understanding what is essential in the process of making this

study. If not for their guidance and understanding, it would be impossible for us to learn the

information required for our research.

Lastly, we are grateful to our Almighty God for allowing to happen in our lives this great

experience. He never failed to direct, bless, and enlighten us especially during the process of

making this research.

 OBJECTIVES

This research is to determine the impacts of the Honor’s List standard of Stella Maris College

to the psychological well-being of senior high school students in the institution. Specifically, this

study aims to:

 Know what the Honor’s list standard of Stella Maris College are;

 Know how the standard of the school differ from the standard set by the Department of

Education;

 Know how pressure is correlated with the pursuit of a student to reach the Honor’s List

standard and how it deteriorates their psychological well-being;

 Determine the ways on how to alleviate the psychological effects of the

Honor’s List standard and provide alternative studying techniques and coping

mechanisms; and

 Organize and provide information about education and mental health.

 ABSTRACT

The challenges and struggles students are in every time they want to become part of the honor

rolls is common among high school students. During this level of education, students become

aware of their capabilities which made them competitive and strive to be the best in class.

Students believe that having high grades will open new doors of opportunity in the future and will

allow them apply for scholarships which will help their family financially. But, the road in

reaching that goal is not that easy. You have many things to give up in order to be on top like

time, fun, and sleep. The primary goal of this study is to find out the impact of the Honor’s List

standard to the psychological well-being of senior high school Stellans. Based on the results and

data gathered, students are being pressured, not just by their parents, but also by their selves to do

good in class just to live up with the expectations of many and even of one self. Students become

easily intimidated whenever others are performing well than them and have random breakdowns

which often deteriorate the psychological well-being of learners.

 TABLE OF CONTENTS

Acknowledgement.............................................................................................................................ii
Dedication........................................................................................................................................iii
Objectives.........................................................................................................................................iv
Abstract..............................................................................................................................................v
Table of Contents.............................................................................................................................vi
List of Tables and Figures...............................................................................................................vii

1. CHAPTER I - The Problem and Its Core............................................................................1

1.1 Background of the Study............................................................................................................1
1.2 Statement of the Problem............................................................................................................2
1.3 Theoretical Framework...............................................................................................................3
1.4 Conceptual Framework...............................................................................................................3
1.5 Assumptions................................................................................................................................4
1.6 Hypotheses of the Study.............................................................................................................4
1.7 Scope and Delimitation...............................................................................................................5
1.8 Limitations of the Study............................................................................................................5
1.9 Significance of the Study............................................................................................................5
1.10 Definition of Terms..................................................................................................................6

2. CHAPTER II- Review of Related Literature.......................................................................7

2.1 Honor’s List Standard of Stella Maris College..........................................................................7
2.2 Philippines’ Academic Achievement Standards ……………………………………...… 8
2.3 Levels of Stress........................................................................................................................10
2.4 Academic Stress Amongst Students.........................................................................................12
2.5 Socio-economic Status and Academic Performance................................................................14

3. CHAPTER III- Research Methodology..............................................................................17

3.1 Research Design........................................................................................................................17
3.2 Research Environment..............................................................................................................17
3.3 Respondents and Survey Procedure..........................................................................................18
3.4 Research Instrument.................................................................................................................18
3.5 Data Collection Procedure........................................................................................................18

4. CHAPTER IV- Results and Discussion............................................................................19

5. CHAPTER V- Summary of Findings, Conclusions, and Recommendations......33

5.1 Summary of Findings...............................................................................................................33
5.2 Conclusion................................................................................................................................36
5.3 Recommendations....................................................................................................................38

Bibliography....................................................................................................................................39
Appendices......................................................................................................................................40
 LIST OF TABLES AND FIGURES

Tables

1. Survey Results.......................................................................................................33

Figures

1. Research Paradigm..................................................................................................4

2. Location of Stella Maris College, Oroquieta City...............................................17

 CHAPTER I
THE PROBLEM AND ITS CORE

A. BACKGROUND OF THE STUDY

The Honor’s List of every school is what a hopeful student dreams to be part of. Easy to look

at, but is complex to achieve and reach due to the standard set to us by the Department of

Education and respective schools we are at. A standard in which the general average of your

grades will become the basis including your good values and morals shown in the school which is

indeed very challenging for a new student to take a step at.

Schedules, as well as increased academic competition among peers Vatterott (2019) outlined

an "An education culture that incorrectly equates rigor with workload and values achievement

above all else." costs. Parents and teachers in many high-achieving schools frequently believe

everything they say. Indeed, this is the standard for advanced/honor students which includes

elevated and potentially harmful anxiety and stress levels in pursuit of the all-important Grade

Point Average (GPA), class rank, and test scores, high school students, parents, teachers, and

administrators have reoriented school priorities to demonstrate academic rigor, excellence and

success.

As a result, in the context of increased stress and anxiety among students, one might look into

how this phenomenon manifests itself in a private Christian high school setting. Academic

pressure does not always lead to better grades and improved test score, extravagant levels of

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. School is a competitive place where people have many duties and

responsibilities. We focus on academic stress in this study, and we are especially interested in

understanding the

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scholarly context and the situations in which students find themselves. Academic stress can be

defined as any stress associated with school. Academic stress, in particular, can affect students as

well as teachers, regardless of educational level. Academic environments can be extremely

competitive and students must rely on their coping skills to successfully manage school-related

stress. High school students face stress in a variety of reasons. Today’s society is putting a lot of

pressure on success. Kids are in a constant state of competition –for good grades, for sports

achievement, for entering the right high school or college. As academic pressure increases,

psychological health deteriorates.

Because of this, the researchers have become inspired to pursue this research topic to find

understanding and determination of efficient data to resolve this issue of the school. Hence, this

research will spread awareness about academic validation and importance of keeping healthy the

psychological well-being of the Stellan community.

B. STATEMENT OF THE PROBLEM

The purpose of this study is to know the effects of the Honor’s List Standard of Stella Maris

College to the psychological aspect of the senior high school students in the said institution. The

information gathered here may be used to have effective solutions to certain psychological

problems gathered during the process of keeping the dream alive and develop many studying

techniques to lessen the baggage students are carrying each day. Specifically, this research

attempts to answer the following questions:

RESEARCH QUESTIONS:

1. Is the standard set by the school hard to pursue?

2. How does pressure from family, friends, or even from oneself to do good in school affect

the psychological well-being of a student?

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3. Do teachers have roles in helping students maintain psychological well-being?

4. Will there be any benefit to a student if he/she is part in the Honor’s List of their class?

5. Do students use any studying techniques to avoid themselves from being mentally strained?

C. THEORETICAL FRAMEWORK

The foundation of this subject is the philosophy of human motivation. This psychological

theory explains that humans have a set of basic needs that must be satisfied, including biological

and psychological, safety, belonging, love, self-esteem, and self-actualization. It also

incorporates a classification system designed to reflect the universal needs of individuals in

society. A person is free to concentrate on higher-order requirements, such as accomplishments

and emotions of self-worth, once their basic needs have been addressed. It also mentions how

perseverance in pursuing our goals contributes to leading a healthy life. High Honor list

standards may be detrimental to students' psychological development and improvement of their

academic achievement. The Human Motivation Theory focuses on the relationship between a

person's initiators and mentors and it is what causes us to take action, whether to grab

opportunities or not.

D. CONCEPTUAL FRAMEWORK

The researchers used Independent Variable-Dependent Variable paradigm format, wherein

Honor’s List Standard of Stella Maris College is served as the Independent Variable because it

will highly affect the corresponding Dependent Variable which is the psychological effects to

senior high school students.

3
 Research Paradigm

Independent Variable Dependent Variable

Honor’s List Standard of Psychological effects to

Stella Maris College senior high school students

Figure 1: Research Paradigm

E. ASSUMPTIONS

The foundation of the research study is the assumption that the respondents will be truthful

while responding to the questionnaires. The data will be collected by genuine and reliable

researchers for correlation which will then be helpful in finding effective solutions to the

problem. Moreover, the researchers assumed that the students would be able to explain how their

ways of reaching the Honor’s List Standard of Stella Maris College affects their psychological

well-being.

F. HYPOTHESES OF THE STUDY

Null Hypothesis

The Honor’s List Standard of Stella Maris College, Oroquieta City has no impact on the

psychological aspect of the senior high school students of the institution.

Alternative Hypothesis

The Honor’s List Standard of Stella Maris College, Oroquieta City has negative impacts

on the psychological aspect of the senior high school students of the institution.

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G. SCOPE AND DELIMITATION

The study is focused on the impacts of the Honor’s List Standard of Stella Maris College to

the psychological aspect of senior high school Stellans (Grades 11 and 12). The researchers aim

to know how Stellans adapt to such standard and include functional solutions and studying

techniques to help Stellans cope up with it and lessen the chances of having health-related-

problems. The study will be conducted by collecting data from selected students from the senior

high school department who are said to participate in the interview.

H. LIMITATIONS OF THE STUDY

Even if the goal of the research paper was reached, unforeseen limitations were experienced.

First, the time given to make and complete the study was not that long therefore the researchers

should complete the study within the given time frame making sure that the study was still

reliable and effective. Second, the researchers only have two

(2) functioning laptops which lessen the productivity and prolonged the making of the research.

Lastly, the researchers had a difficulty in having 60 respondents to answer the survey

questionnaire since some of the class still had their quiz which were difficult to interrupt.

I. SIGNIFICANCE OF THE STUDY

The main objective of this study is to present the psychological impact of the Honor’s List

Standard on students and know how much they have given up just to reach academic

achievements based on the information gathered in the questionnaires and personal interviews

conducted on Stella Maris College, Oroquieta City, Senior High School Department. The

information from this study will be efficient and useful not just to the admin of Stella Maris

College, Oroquieta City, Senior High School Department, but

5
also, to the Department of Education, to guide and properly map out the things given to students

and teach them how to efficiently manage their time. This study will also influence the students

to do things equally in which they will have time for studying, time for resting, and time for

recreation and also will encourage them to become more open in asking for a hand and shoulders

to lean on to the individuals whom they trust to prevent psychological disorders and alike.

J. DEFINITION OF TERMS

To make the study easier to understand, the following terms are defined linguistically:

Standard - an idea or thing used as a measure, norm, or model in comparative

evaluations

Honor’s List - it is the list of academic achievers in a quarter or school year in a specific

school

Pressure – attempt to persuade or coerce someone into doing something

Psychological - the mental or behavioral characteristics of an individual or group

Effect - change which is a result or consequence of an action or other cause

Psychological Effect - of, pertaining to, dealing with, or affecting the mind, especially as

a function of awareness, feeling, or motivation

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 CHAPTER II
REVIEW OF RELATED LITERATURE

Honor’s List Standard of Stella Maris College

1. A student is considered an Achiever if s/he has no grade below A (90% and above).

S/he must have a conduct rating of 3 stars for HS and "A" for GS. A conduct rating of

2 stars and below for HS and "B" and below for Grade School, disqualifies a

pupil/student from becoming an Honor Student.

2. Candidates for honors should have completed the entire course in not more than the

number of the curriculum years prescribed for the course and should not have

garnered a grade of "B" in any subject.

3. Honor students graduating from High School shall be designated as Valedictorian,

Salutatorian and First to Fifth Honorable Mention. Honor pupils graduating from

Grade School shall be designated as First Honors, Second Honors, and First to Fifth

Honorable Mention. Ranks eight to ten for both levels shall bear the title "With

Honors".

4. Other awards related to curricular and co-curricular activities may be given to

deserving students. The criteria for these awards shall be drawn-up by designated

faculty members and approved by the Honors Committee composed of teachers and

the principal. The awards and the criteria to be used shall be properly communicated

to the parents/guardians.

Other Provisions

I. Components of the Student's Grade

1. Periodic test-summative assessment of pupils learning at the end of the quarter

7
 2. Quiz - summative assessment of pupil learning at the end of the lesson; quizzes

given for formative purposes are not considered in the computation of the pupil's

grade, but as basis for making a decision whether to proceed to the next lesson

or re-teach.

3. Unit test-summative assessment of pupil learning at the end of the unit.

4. Participation/performance-pupil's involvement in the learning process

individually and/or in group; pupil's demonstration of a skill or process (e.g., role

play, theatrical performance, music, dance, choral reading, speech delivery,

experiment, etc.)

5. Project/output-product of a skill or process (e.g., book report, book/ movie

review, journal, research, etc.)

6. Assignment-work usually done outside the classroom in preparation for the

succeeding lesson and may involve an application or extension of pupil learning.

7. Behavior-observable behavioral response of the student to the values embraced

by the school; grade is reflected in Edukasyon sa Pagpapakatao/Christian Living

although every subject teacher is expected to contribute to the assessment of

the pupil's behavior.

Philippines’ Academic Achievement Standards

The Department of Education (DepED) is adopting the enclosed Policy Guidelines

for K-12 Basic Education Awards and Recognition in accordance with the implementation

of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013 (K

to

12 law). The program articulates how students who have demonstrated exemplary

8
behavior are recognized. The K-12 Basic Education Program Classroom Assessment

serves as the foundation for these guidelines, which are based on students' performance

in various aspects of their school lives (DepEd Order) No.8 s.2015, which promotes the

holistic development of learners in order to ensure their success. Become lifelong

learners with 21st-century skills the purpose of this policy is to provide in comparison to

the standard set by the, all students have an equal opportunity to excel. Curriculum and

prioritize their own performance over competing with others another. It acknowledges

that each student has distinct abilities that must be developed.

Recognized, reaffirmed, and publicly acknowledged divergence is critical in order to

support the holistic development of Filipino learners. Away from valuing academic

achievement solely on the basis of high grades and to motivate students’ excellence in

academics, leadership, and social responsibility In practice, the policy encourages all

students to do specific tasks admirably and competently as a result, the policy will be

critical to their academic and professional success. In addition to recognizing and

promoting the development of the learners' unique cognitive and other skills that

underpin success in school and at work, the awards aim to foster the formation of the

learners' values and attitudes based on the Department of Education's core values.

DepEd Order No. 8, Section VI, s. 2015. Awardees must have consistently and

dutifully carried out the Department's core values as outlined in the report card. At the

end of the school year, they must have received at least a 75% "Always Observed" (AO)

rating (with at least 21 out of 28 AO rating in the report card). They must also have not

been sanctioned for offenses punishable by suspension or higher sanction during the

school year, in accordance with the Department's service manual and child protection

policies.

What awards do we give?

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 1. Classroom Awards are recognition given to learners in each class or section. A

simple recognition may be given per quarter, semester, or at the end of the school

year. Awardees are given merit by the adviser and/or other subject teachers in

recognition of the learners’ outstanding performance in class.

2. Conduct Awards. These awards are given to learners who have been observed to

consistently demonstrate the DepEd core values (Maka-Diyos, Makatao,

Makakalikasan, Makabansa).

3. Academic Excellence Award. The Award for Academic Excellence within the

quarter is given to learners from grades 1 to 12 who have attained an average of at

least 90 and passed all learning areas. The Average Grade per Quarter is reported

as a whole number following DepEd Order No. 8, s. 2015.

A. With Highest Honors/May Pinakamataas na Karangalan 98–100

B. With High Honors/May Mataas na Karangalan 95–97

C. With Honors/May Karangalan 90–94

Levels of Stress

The definition of stress varies according to the model utilized, but in all these models,

stress is conceptualized as something that is negative and undesirable (McNamara,

2000). The medical model of stress as first conceptualized by Selye (1956), defines

stress as a negative reaction by an organism to an environmental stimulus and can be

adaptive or maladaptive depending on the intensity of the stress (i.e. high or low) and the

time period (i.e. acute or chronic) in which the stress is experienced. While Selye’s

medical model suggests that stress is caused by internal factors, environmental models

such as that by Broadbent (1971) and Cohen (1978), posits that stress is caused entirely

by external factors, such as aversive environmental conditions. However, the major

10
limitation to these two models is that they do not explain sufficiently how organisms or

people respond differently to the same amount of stress (Suldo, Shaunessy, & Hardesty,

2008). For example, given a specific amount of stress, one person might experience a

high level of distress while another person might not experience any distress.

Psychological models such as that by Bandura (1997), Lazarus and Folkman (1984),

and Leventhal et al. (1980), emphasized the importance of an individual’s perception in

the definition of stress. Stress is defined by Lazarus and Folkman (1984)

as “a particular relationship between the person and the environment that is appraised

by the person as taxing or exceeding his or her resources and endangering his or her

well-being” and this definition is the most widely accepted definition in literature (Grant et

al., 2003; Hess & Copeland, 2006) as their model of stress, based on this definition, has

received empirical support (e.g., Goh, Sawang, & Oei, 2010; Watson, Goh, & Sawang,

2011) and can be applied in many situations where stress is experienced such as in

health and occupational settings (Folkman, 2009).

High achieving students reported experiencing higher stress levels than their peers in

a number of studies (Crystal et al., 1994; Myers & Pace, 1986; Supe, 1998). For

example, high school students were asked to indicate their levels of stress in a

questionnaire in a study conducted by Crystal et al. (1994). The authors found that high

achieving students in the United States reported significantly higher levels of stress

compared to their lower achieving peers. Their desire to do well in their academic

studies, coupled with peer pressure to socialize with their friends so as to accepted by

them, contributed to an increase in stress levels. These studies utilized self-report

questionnaires and as stress is subjective and its experience unique to each individual,

the use of self-reports would therefore be appropriate (Everson-Rose & Clark, 2010).

However, there are some limitations in using these measures such as

11
misinterpretation of questions and the reluctance of participants to respond accurately

(Fowler & Mangione, 1990). Other studies use physiological measures such as heart

rates and blood pressures in the study of stress which have the advantages of being

more easily quantified and highly reliable. However, they can be expensive and require

specialized training to operate (Brannon & Feist, 2010). One study compared the stress

experienced by high achieving and low achieving students through the measurement of

their blood pressure levels (Hughes, 2005). The researchers measured the blood

pressure level of both high achieving and low achieving students two weeks before a

major examination. It was reported that the blood pressure levels of high achieving

students were higher than that of their peers, suggesting that the high achieving students

experienced higher levels of stress compared to their peers. However, there are

concerns about the generalization of these results due to the small sample size (n=13).

High achieving students experience higher levels of stress compared to their peers

and obtaining additional information from various sources through different methods

such as blood pressure measurements and questionnaires can lead to a better

understanding of the stress experienced by these students.

Academic Stress Amongst Students

Reddy et al. (2018) in their study concludes that stream wise difference in stress

does exist in students. It is important to deal with stress at personal, social and

institutional level. Remedies such as feedback, yoga, life skills training, mindfulness,

meditation and psychotherapy have been found useful to deal with stress. To identify the

main reason of stress is the key to deal with it. Professionals can develop tailor made

strategies to deal with stress. The integrated well-being of the students are important not

only for the individual but for the institute as well.

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 Dimitrov (2017) in his study claimed that stress can be addressed by ensuring that

the students give utmost importance to their welfare. Food, exercise, work, recreation is

some of the areas to focus on. He also concluded that the education system is more to

do with the academic qualifications and does not contribute enough to the holistic

development of students. Students are usually conditioned in a way that makes them

fearful to take up upcoming challenges as the focus is only the academics and not the

development of a go getter mentally. There are not many choices for the medium of

education. English being the only option available can pose as a hindrance for the

students from rural background. There are not many courses available that are

employment centric. Fresh graduates need more communication skills development for

better placements.

Subramani and Kadhiravan (2017) revealed the link between academic stress and

mental health among students. He endorsed that academic stress and mental health are

correlated and that students are cramped with the academic structure. Parents and

schools pressurize the students way too much for the higher grades that disheartens the

students, further to add on there is not enough support from the parents and school in

terms of guidance. The students are mentally healthy when they perform constructively

in the academic forums. They also propounded that student from private schools are

more pressurized as compared to students from government schools due to the excess

of homework and other academic related assignments. Significant difference in mental

health of students from private and government schools was found. He asserted that

students from private schools have a different nurturing and vast exposure as compared

to government school students who belong to poor socioeconomic background and lack

of exposure. This is one of the reasons for the escalation of stress.

Sharma et al. (2016) in their study stated the use of various methods to curb stress.

13
Doing one physical exercise on daily basis can address the concern of stress. One can

also adopt to various time management tools and get involved with leisure activities

which can benefit students. Also, it was suggested that colleges should have a

conducive ambience to curtail the stress. Change in the style of delivery from teachers

end and providing mentors can bring fresh air to the teaching style.

Socio-economic Status and Academic Performance

According to the contextual analysis of Chandra (2013), Socio Economic status is the

most important variable in determining the Academic Achievement of students.

Increasingly, researchers examined educational processes, including academic

achievement, in relation to socio economic background. Suleman (2012) stated that

different scholars have defined socioeconomic status in different ways. Some scholars

consider that socioeconomic status is the total household income while other scholars

include other variables i.e., parental educational levels. In addition to the widely used

income variable, some others variables are also considered i.e., family and parental

educational attainment; total family income; living in poverty; living in a single-parent

household; motivation for learning; alcohol or drug use; crime; community/environment;

etc. Many scholars consider that socioeconomic status is the most important and

fundamental factor which is responsible for the academic success. Researchers found

that the Socio-economic status, parental involvement and family size are particularly

important family factors. Families with high socio-economic status often have more

success in preparing their young children for school because they have access to a wide

range of resources to promote and support young children’s development. They are able

to provide their young children with high quality care, amenities and facilities.

Few studies have seriously examined socio-economic status for its influence on

academic achievement and the number of them is even smaller in the field of foreign
14
language learning. Hamid (2011) examined the relationships between secondary school

students’ family socioeconomic characteristics and their academic achievement in

English in a rural sub-district in Bangladesh. The results revealed that the rural students

had low levels of academic achievement in English and within this overall low level of

achievement, there were patterned relationships between the students’ family income

and parental education and their academic achievement in English. Students who had

higher levels of parental education and family income were more likely to obtain higher

scores on the proficiency test as well as higher grades in English in the Secondary

School Certificate examination.

Shamim (2011) in his study compared learners’ socio-economic status with their

English language scores in the most recent public examination. He found that learners in

the higher income bracket consistently outperformed learners in the lower income

bracket. He suggested that the positive correlation of high family income with students’

higher levels of proficiency in English may be attributed to their earlier education in

private English medium schools compared to students in the lower income bracket.

Aikens & Barbarin (2008) recognized in the process of their investigation that children

from lowSES environments acquire language skills more slowly, exhibit delayed letter

recognition and phonological awareness, and are at risk for reading difficulties. In a

study by Palardy (2008), Students from low-SES schools entered high school 3.3 grade

levels behind students from higher SES schools. In addition, students from the low-SES

groups learned less over 4 years than children from higher SES groups, graduating 4.3

grade levels behind those of higher SES groups.

Honea (2007) in a study examined the influence of diligence, diligence support,

family socio-economic status and some other variables on academic achievement. 315

high school students, 215 parents, and 46 teachers in the rural South made the sample

15
of his study. The relationship between family socio-economic status and academic

achievement was statistically significant in this investigation.

Tang (2013) in a study of examining the effects of twelve variables such as self-

concept, LOC, SES, and prior achievement on educational attainment found that SES

and prior achievement had the largest effects on it for all ethnic and gender groups.

Luster and McAdoo (1991) in a study of the adversity of achievement among Black

children found that overall high achievers came from smaller families, were financially

higher, and had relatively intelligent and educated mothers and a more supportive home

environment than low achievers. Making a risk index for the children's cognitive and

behavioral outcomes, the researchers found that those children whose family situations

were positive had better cognitive and social outcomes while children who experienced

multiple risks were more likely to face up to academic and adjustment problems.

In a study by Coley (2012), children with higher SES backgrounds were more likely to

be proficient on tasks of addition, subtraction, ordinal sequencing, and math word

problems than children with lower SES backgrounds. Pursley (2012) in the first study of

dropout students tried to explore the development of the personal characteristics of

Mexican-American dropouts during the transition to high school, discover which personal

characteristics differed between those who dropped out by the 12th grade and those

who graduated, and explore differences in the development of the personal

characteristics of the dropouts and graduates between the 8th and the 10th grades. The

independent variables were socio-economic status and time. He controlled for dropout-

related family and school variables and explored longitudinal pattern differences in the

theoretically selected personal characteristics. The sample for his study included 310

students that were selected from 1952 subjects in the existing database of the National

Education Longitudinal Study of 1988 that reported being Mexican American. Effects of

16
SES and time on the dependent variable were examined. Results showed that socio-

economic status had main effects for academic achievement. Socio-economic status and

time had also main effects for educational aspiration.

17
 CHAPTER III
RESEARCH METHODOLOGY

This chapter presents and explains the research design and instrument, respondents, and data

collection procedure.

A. Research Design

This study employed a mixed-methods (quantitative-qualitative) approach. To address the

research questions, mixed methods research incorporates aspects of qualitative and quantitative

research. As they include the advantages of both methodologies, mixed methods can aid

researchers in obtaining a more comprehensive picture than a plain quantitative or qualitative

study. In the behavioral, health, and social sciences, mixed methods research is frequently

applied, notably in multidisciplinary settings and complicated situational or societal studies.

B. Research Environment

The researchers conducted their study on the Senior High School Department of Stella Maris

College, Oroquieta City.

Figure 2: Location of Stella Maris College, Oroquieta City

18
C. Respondents and Survey Procedure

The respondents involved in this study were the senior high school students coming from

Stella Maris College. The researchers distributed survey questionnaire to 15 students from every

section in the senior high school department (11 &12). The researchers also conducted an

interview to five (5) selected honor students in the said department.

D. Research Instrument

In gathering the data for the study, the researchers used printed survey and face-to-face

interview as research instruments. The survey included close-ended questions, which refer to

questions that have predetermined answers for respondents to choose from, such as “yes, no, or

maybe”. On the other hand, the interview contained five open- ended questions.

E. Data Collection Procedure

Preliminary Procedures. Before the process of gathering the data needed for the study, a

letter was made by the researchers asking permission to conduct the face-to-face survey and

interview which was given to the Basic Education Principal.

Gathering of data. This study made use of simple random sampling, gathers a random

selection from the entire population, where each unit has an equal chance of selection. Before

the researchers begun the survey and interview, the sole purpose of the study was first

elaborated and explained to the respondents. The researchers also clarified that the activity was

for the requirements in Inquiries, Investigation, and Immersion. Once the data has been

gathered and written down, it was then analyzed, interpreted and verified by the researchers.

The process of collecting answers helped the researchers to gain adequate understanding of the

subject from the simultaneous reading of the survey responses and written down interviews.

19
 CHAPTER IV
RESULTS AND DISCUSSION

This chapter presents and discusses the results of the data gathered by the researchers.

Question 1: Do you think the Honor's List Standard of the school is

hard to reach?
18
Grade 11 6
6

22
Grade 12 5
3

40
TOTAL 11
9

0 5 10 15 20 25 30 35 40 45

Yes No Maybe

For question number one, 40 out of 60 students agreed that the honor’s list standard

of Stella Maris College is hard to reach. Hence, 11 respondents opposed and the other 9

respondents weren’t that sure if they find it easy or not.

Question 2: Are your parents, relatives, or friends pressuring you

to do well on your studies?
14
Grade 11 13
3

11
Grade 12 15
4

25
TOTAL 28
7

0 5 10 15 20 25 30

Yes No Maybe

For question number two, majority of the respondents didn’t agree that they have been

pressured by their parents, relatives or friends to do well on their studies. Hence, 25 respondents

said that they have been pressured and the other 7 said maybe.

20
 Question 3: Are you now satisfied on how you are doing in your
academics?
21
Grade 11 3
6

12
Grade 12 13
5

33
TOTAL 16
11

0 5 10 15 20 25 30 35

Yes No Maybe

For the third question, 33 out of 60 students admitted that they are now satisfied on

how they are doing in their academics. Yet, 16 respondents opposed and the other 9

respondents weren’t that sure if they were satisfied or not.

Question 4: Do you think landing on achievements during this

time of our studies will help you open new doors of opportu-
nities?
21
Grade 11 1
8

26
Grade 12 0
4

47
TOTAL 1
12

0 5 10 15 20 25 30 35 40 45 50

Yes No Maybe

For question number four, majority of the students agreed that landing on achievements

during this time of our studies will help open new doors of opportunities. Hence, 11 respondents

thought of the other way round and the other 9 respondents weren’t that sure if where will

achievements take them.

21
 Question 5: Have you ever been checked up by a doctor due to
psychological illnesses?
3
Grade 11 25
2

2
Grade 12 28
0

5
TOTAL 53
2

0 10 20 30 40 50 60

Yes No Maybe

For the fifth query, almost all students haven’t yet been checked up or diagnosed by a doctor

or physician with any psychological diseases and illnesses. Hence, 5 respondents admitted that they

have already undergone checkups and the other 2 respondents said maybe.

Question 6: Have you tried pressuring yourself to do well in your

studies?
26
Grade 11 2
2

19
Grade 12 6
5

45
TOTAL 8
7

0 5 10 15 20 25 30 35 40 45 50

Yes No Maybe

For question number six, 75% of the respondents agreed that they have tried pressuring

themselves to do well in their studies. Hence, 8 students haven’t tried it and the other 7 weren’t that

sure if they have undergone it or not.

22
 Question 7: Do you think schools have a major role in helping
students cope up with psychological illnesses?
9
Grade 11 9
12

8
Grade 12 11
11

17
TOTAL 20
23

0 5 10 15 20 25

Yes No Maybe

For the seventh question, majority of the respondents weren’t that sure if schools

have a major role to play in helping students cope up with psychological illnesses. Hence,

20 of the respondents said no and the other 17 respondents agreed that schools do have a

role.

Question 8: Have you ever been conscious and intimidated when

your classmates are doing better than you in class?
15
Grade 11 11
4

16
Grade 12 13
1

31
TOTAL 24
5

0 5 10 15 20 25 30 35

Yes No Maybe

For question number eight, 31 out of 60 students admitted that there are times

where they have been conscious and intimidated when their classmates were doing better

than them in class. Yet, 24 respondents didn’t agree and the other 5 respondents weren’t

that sure if they experienced it already.

23
 Question 9: Have you experienced emotional breakdown when
things don't go well in school?
22
Grade 11 6
2

19
Grade 12 8
3

41
TOTAL 14
5

0 5 10 15 20 25 30 35 40 45

Yes No Maybe

For the ninth query, majority of the students have already experienced emotional

breakdown when things don’t go well in school. And, 14 respondents haven’t been through

certain instances and the other 5 respondents weren’t that sure if they have experienced it.

Question 10: Have you ever tried applying some techniques in

studying like Pomodoro, which is to break your workday into 25-
minute focus periods followed by five-minute breaks?
14
Grade 11 11
5

20
Grade 12 7
3

34
TOTAL 18
8

0 5 10 15 20 25 30 35 40

Yes No Maybe

For the last question, 57% of the respondents have tried applying some studying

techniques like Pomodoro, where you break your day into 25-minute focus periods

followed by five-minute breaks. Hence, 11 respondents haven’t explored it yet and 9

respondents weren’t that sure if they have applied it or not.

24
Statement 1: Honor students have more potential for success in their lives.

7
12%
14
23% For statement one, majority of

the respondents said that it’s partially

11
18%
true that honor students have more

potential for success in their lives.

23% of the respondents agreed on

the statement and the others said that

28
47% it was false and untrue.

TRUE Partially True

FALSE Untrue

Statement 2: Socio-economic status have an impact on being an honor student.

For the second statement, 44%

12
20%
17 of the respondents said that it’s
28%
partially true that social-economic

5 status has an impact on being an

8%
academic achiever or an honor

student. 17% of the respondents

agreed on the statement and the

26 others said that it was false and

43%

TRUE Partially True untrue.

FALSE Untrue

25
Statement 3: Being an honor student will differentiate you from others.

8
13% For statement three, 23 out of
15
25%
60 respondents said that it’s partially

true that being an honor student will

14 somehow differentiate you from
23%

others. 25% of the respondents

admitted that there is indeed a

23 difference and the others said that it

38%
was false and untrue.
TRUE Partially True
FALSE Untrue

Statement 4: Everyone have the opportunity to be part of the honor’s list.

3
2 5%
3% For the fourth statement,
5
8%
majority of the respondents agreed

and said that it was true that everyone

have the opportunity to be part of the

honor’s list. 9 respondents said that it

was partially true and the others said

50
83%
that it was false and untrue.

TRUE Partially True

FALSE Untrue

26
Statement 5: The circle of friends that you have can influence you to study and strive.

1
2%
For the last statement, 78% of

12 the respondents said that it’s true that

20%

the circle of friends that you have can

influence and inspire you to study and

strive harder. 12 respondents said

that it’s only partially true and the

47
78% others said that it was false and

untrue.
TRUE Partially True
FALSE Untrue

Discussion of Data Gathered

The first research question asks if the standard set by the school is hard to pursue. Although

40 respondents said that the standard is hard to reach, the students during the interview said that

they can’t say that the standard is hard or even easy. It all depends to how persevering and

hardworking a student is which will make the standards of the school reachable. Everyone have

the opportunity to be part of the honor’s list as agreed by the majority of the respondents but there

is a lot of setbacks that you need to overcome. Hence, some students compared the grading

system and honor qualification of the school from other schools around the city which showed that

some consistent honor students who were transferee seem to get a hard time in being part of the

Honor’s List of Stella Maris College.

The second question asks how pressure from family, friends, or even from oneself to do good

in school affect the psychological well-being of a student. It was visible from the analysis of data

that pressure has negative impacts to both psychological well-being and academics of a student.

27
Participant two said that her parents were not really vocal in pressuring her. But she can feel that

she was still pressured by them which pushed her to become more anxious and have random

breakdowns:

My parents wouldn’t really say that “I should have these grades”, “I should be like this”,
and “I should not do this”. They always say that they are not pressuring me. But I can still
feel such pressure especially when they question me a lot to why I got low marks on
some of my subject. That got me to a point where I cried during examination just because
I don’t know how to answer it and all I got in my mind is how my parents will respond to
my scores.
(Participant 2)

Hence, 28 respondents haven’t felt the pressure from the people around them. Participant

three shared how free he is in his study and that he received no tension to have high

marks:

My parents wouldn’t pressure me at all to study hard, to have high marks, and to be part
of the Honor’s list. They always remind me that what they only want is that for me to learn
something and that my mental health should be my top priority. That is why education
and going to school is pretty not to much of a hassle for me.
(Participant 3)

41 respondents said that they experienced emotional breakdown when things don’t go well in

school. Based on the survey and interview, majority of them were pressuring their own selves to

do good in class. When they don't perform well enough academically, the pressure to succeed

causes them to doubt their capabilities. They become depressed and begin comparing themselves

to their classmates when they receive higher grades. They became very conscious on everything

that they do and seem want to make everything perfect. Some became satisfied with their

performance. Yet, there were some who were not satisfied and think that they still have the

capabilities and know that they can still do better than that. Participant one said that due to the

pressure received from himself, the baggage that he is carrying seems to be heavier:

28
I do always pressure myself to do good in class. With that, I always become very anxious
whenever my teacher asks me a question and whenever I got a quiz or exam. Night
before exams, I become all-nighter just to study every single detail from every topic of a
subject causing me to go to class despite being gloomy.
(Participant 1)

He added that he has missed a lot of opportunities in school because of thinking that what if his

answers were wrong and the pressure :

I also had an exam the past quarter in which the choices of questions are close to each
other and all I did is overthink with what the answer should be which resulted to not
finishing the whole exam. I also had one time in which the teacher asked a question in
front of the class, in which I knew the answer, but I chose not to raise my hand because I
have this thought in my mind that if I got that answer wrong, I will be made fun by my
classmates and I will not have any score from that at all.
(Participant 1)
The third question asks if teachers have a role in helping students maintain psychological

well-being. Almost all of the students admitted that they haven’t yet been diagnosed and checked

up by a doctor that is why the school, including the teachers working there, have a vital role to

play when it comes to maintaining the psychological well-being of students. The way they act and

the way information and lesson were given to students determine how students can manage to

comprehend and carry all those stuffs. Yet, 23 respondents weren’t that sure about the role of

schools in aiding the psychological stamina of students and 17 of them attested and said yes.

Participant 4 shared that sometimes there is a gap between the lessons teachers are teaching and

the amount of difficulty and familiarity in tests and exams:

Some of the teachers here in our department are imbalance when it comes to the amount
of lesson taught and the scope of topic included in a test or exam. Whenever we have a
quiz or an exam, we always ask teachers if what are the pointers to study in their subject.
Given such pointers, there are some items in the test which are out of that scope which
led me and classmates to be frustrated at times.
(Participant 4)
29
Students said that if teachers would’ve been balance in teaching, students can easily grasp out

information and avoid them from being bombarded with topics which were not even taught to

them in the first place and was just given to them for them to have a self-study. Students will not

become easily irritated and are always anxious when taking exams even though if they study.

Also, different students have different socio-economic status which affect the way of learning and

the academic performance of students. 43 respondents agreed with this statement and claimed that

even if some will not agree on it, we can’t deny the fact that there are students who are fighting

and striving in their lives each day just to live. They lack accessibility to learning resources and

lack amenities, such us electricity and water, which lessen their ability to learn. And if schools

have a high and rigorous standard, their socio-economic status can hinder them. Yet, some students

were able to breakthrough the stigma and were able to use their struggles and difficulties as

inspiration to perform well in their studies and apply for academic scholarships. And, with their

determination and enthusiasm to reach their goals, some students have paved their way to appear

on top of the class.

Aside from the teachers, family and friends also have a role to play in keeping the mental stamina

of a student healthy. Family and friends are the one who have a great impact to a student’s life. By

allowing them to feel that they are love and know that they are always there for them, it will serve

as a support system and great foundation for students to become the person who they aspire to be.

Participants shared that their family and friends played an important role in keeping their mental

health robust:

In school, I always have my friends with me. They inspire and pushed me to become
better. They are the reason at times where I forget all my problems. They are very
studious which influences me a lot to also be one which resulted me to overcome my
anxiety and fears and come out from my comfort zone.
(Participant 2)

30
In our home, we are very open in sharing how we feel, how we are at school, and how we
are doing. In response, they gave me some words of encouragement to not be to
stressed and not pressure myself too much it is because at the end of the day, all they
wanted for me is to just learn something while keeping my mental health fresh.
(Participant 4)

The fourth question asks if will there be any benefit to a student if he/she is part in the Honor’s

List of the class. Some respondents weren’t sure and thought that being an honor student doesn’t

give any benefit at all. Participant 5 shared that being an honor student can only just wear out

your whole self in a way that you’ll always become anxious and negatively become competitive in

every aspect:

Being an honor student, it indeed stress me out especially when there are things, we,
students need to comply. Because of that, I will pressure myself to do good on that and
compete with other on having high marks. And eventually, with time, it worn-out myself
allowing me to become over fatigue and looking exhausted coming to school.
(Participant 5)

Knowledge can also be useless if one individual cannot digest it well and use it to destroy others

just to be on top:

One lesson that I have learned from my father is to use knowledge properly. Knowledge
is indeed a power. He taught me to become responsible on using it and try to digest it for
future purposes. He also said to be careful and not become a person who is greedy of
knowledge but doesn’t use it accordingly.
(Participant 2)

Honor students have no advantage in having a successful life. Determination, dedication,

and hard work are what an individual need in order to succeed:

Almost all of the people who are rich have either no academic background or have to stop
in order to give way to their younger siblings. Yet, despite it, it didn’t stop them to strive in
life and continued on working in order to help their family sustain their needs. And

31
eventually, by time, they were able to gain more money which enabled them to open their
own businesses or even continue their studies. And with that, it inspired me to continue
my journey despite my lack when it comes to academics. It will not justify the means that
is why I will never lose hope that I’ll be successful one day.
(Participant 3)

"Having honor defines you to others. If you have honor, you are a known quantity and therefore

can be trusted." Hence, 47 respondents said that they think landing on achievements during this

time will help them open door of opportunities. Students believe that academic achievement serves

as a validation that they are doing good in class and their hard works have been paid off and some

of them partially believed that honor students have more potential for success in life. Participant 4

said that being an honor student has allowed him to become more confident and be driven to

maintain such marks:

Since the day I became an honor student, I then realized that there are benefits on being
an honor student. First, I became trustworthy in the eyes of my teachers which allowed
them to see me as a responsible student who can take up tasks efficiently. Second, it
allowed me to become more persevering in my studies knowing that I want to maintain
becoming one of the honor students. Third, for future purposes, being part of the honor’s
list and having good grades will allow you to enter in your dream school and be part of
scholarships which will help your family financially.
(Participant 4)

23 respondents partially agreed that being an honor student will differentiate you from

others. Participant 2 shared that after she have been part of the honor’s list, teachers got

to trust her more and in every school activity, she has been grouped with students who

need much help in their academics. It’s like she has been one step ahead among others

in a good way.

The fifth question asks if students have studying techniques to avoid themselves from being

mentally drained. 34 respondents answered that they have tried applying different techniques like

32
Pomodoro. This allowed them to become more efficient on what they do and properly map out

things that should be done in one particular night. This made them pass their requirements on time

and avoid being immersed in a lot of things day before deadlines. Some participants also said that

there are many things which can help you in avoiding mental health problems and still become a

productive student. He said that time management is the key. One should properly divide his/her

time in order to cater all the things that he/she need to do at school while still enjoying being a

youth and doing the things that you love. Respondents also agreed that the group or circle of

friends that you have can influence and inspire you to do well on your studies. That is why

it is much better to surround yourself with hardworking and dedicated students rather than

with people whom always just go with flow and those who never really have a direction to

partake.

33
 CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and recommendations of the

researchers in the study “Honor’s List Standard of Stella Maris College: Its Psychological Effects

to Senior High School Students”.

Summary of Findings

The following are the findings of the study:

1. Students’ Profile

Among the 60 respondents, 25 were males and 35 were females. So, there are more female

respondents than male. The respondents belong to Grades11 and 12. There were 15 students

from section Faithfulness, 15 from Gratitude, 15 from Perseverance, and 15 from Courage. The

age ranges from 15-19 years of old. 1 respondent is 15 years of age, 12 of them are 16 years old,

27 are 17 years old, 18 are 18 years old, and 2 are 19 years old.

2.

QUESTIONS YES % NO % MAYBE %

1. Do you think that the

Honor Standard of the 40 66.7% 11 18.3% 9 15%
school is hard to reach?

2. Are your parents,

26 43.3% 27 45% 7 11.7%
relatives, or friends
pressuring you to do
well on your studies?

34
 3. Are you now satisfied
on how you are doing in 55%
33 16 26.7% 11 18.3%
your academics?

4. Do you think landing on

achievements during this 47 78.3% 1 1.7% 12 20%
time of our studies will
help you open doors of
opportunities?

5. Have you ever been 5 8.3% 53 88.3% 2 3.3%

checked up by a doctor due
to psychological illnesses?

6. Have you tried

pressuring yourself to do 45 75% 8 13.3% 7 11.7%
well in your studies?

7. Do you think schools

have a major role in 17 28.3% 20 33.3% 23 38.3%
helping students cope up
with psychological
illnesses?

8. Have you ever been

conscious and intimidated 31 51.7% 24 40% 5 8.3%
when your classmates are
doing better than you in
class?

9. Have you experienced

emotional breakdown when 40 66.7% 15 25% 5 8.3%
things don’t go well in
school?

10. Have you ever tried

applying some techniques in 35 58.3% 18 30% 7 11.7%
studying like Pomodoro, which
is to break your work-day into
25-minute focus periods
followed by five-minute
breaks?

35
1. Honor students have more potential for success in their lives.
True Partially True False Untrue
14 (23.3%) 28 (46.7%) 11 (18.3%) 7 (11.7%)

2. Socio-economic status have an impact on being an honor student.

True Partially True False Untrue
17 (28.3%) 26 (43.3%) 5 (8.3%) 12 (20%)

3. Being an honor student will differentiate you from others.

True Partially True False Untrue
15 (25%) 23 (38.3%) 14 (23.3%) 8 (13.3%)

4. Everyone have the opportunity to be part of the honor’s list.

True Partially True False Untrue
49 (81.7%) 6 (10%) 2 (3.3%) 3 (5%)

5. The circle of friends that you have can influence you to study and strive.
True Partially True False Untrue
47 (78.3%) 12 (20%) 0 (0%) 1 (1.7%)

Table 1: Survey Results

36
37
Conclusion

This research was designed to determine the impacts of the honor’s list standard of Stella

Maris College to the psychological well-being of senior high school students.

Based on the findings of the study, it showed that being part of the Honor’s List of the school

is very important to them not just for the record but because of the validation it gives students that

they are doing good in class. Despite those dreams, there are many setbacks which could hinder

one to be an honor student. Some of the mentioned setbacks are pressure, socio-economic status,

high standard, and lack of self-belief. Pressure is the number one factor in deteriorating the

mental health of students. It made them become anxious and very conscious in everything that

they do. They might miss every good opportunity present due to pressure which is why some

students who have experienced this have always been questioning themselves to “why am I only

like this”. The socio-economic status of every student can also hinder one to become an honor

student. They lack accessibility to learning resources and lack amenities, such us electricity and

water, which lessen their ability to learn. And if schools have a high and rigorous standard, their

socio-economic status can hinder the students causing them to fall behind the other students in

class and can have less motivation to go to school. The high standard of the school also has

impact to each and every student. Even though if this is a case-to-case basis, we can’t deny the

fact that some students really had a hard time becoming one of the honor students in Stella Maris

College. It’s not because they are not good in class, but due to the reason that some teachers were

imbalance in the number of lessons taught and the level of difficulty and familiarity of tests,

quizzes, and examinations. And with pressure and the high standard of the school, it drove

students to not believe in themselves and lose the spark that they once had.

And as an institution who molds steadfast, determined, and religious students, now is the time

to take action. Parents and teacher should know what their role is in maintaining the psychological

well-being of students. Teachers should become more approachable, relatable and open so that

38
students would be able to open up with problems and questions that have been bothering them in

the first place. The administration of the school should learn a strategic plan to make classrooms

a place of learning and education for students rather than a field of competition. We should

introduce to student’s different time managing techniques and studying techniques which will

enable them to showcase who they really are. Students should also find and learn how to see the

positive side and become more optimistic. Despite the differences students have when it comes to

socio-economic status, seeing the silver lining and using it as an inspiration to pursue your goals,

you’ll be able to overcome such hindrance and become successful one day. Also, in this case,

teachers should cooperate with their students’ parents since they are the one who have the biggest

influence to their life. By allowing parents to check on their children and become more mature by

being more open, this will help students know that they can always lean on their parents in times

of darkness and might receive the support system and validation that they have always been

longing for in order for them to aspire to become a better child and student. Hand in hand, let’s

continue on keeping the dreams of every student alive.

Recommendations

The following is strongly recommended as a viable course of action considering the

analysis, interpretation, and results of this study:

39
1. A follow-up study can be conducted by future researchers to examine the effects of the

honor’s list standard of a school to the psychological well-being of students.

2. Future researchers can use this study for references.

3. To deal with the hassle on reaching the standards of schools, students are recommended to

explore studying techniques and learn time management. They must put their health first

more than anything. Teachers and parents should guide the learners and build an open and

safe space for them to be in.

40
 Bibliography

Department of Education. Interim guidelines on giving of awards and recognition in light

of the basic education learning continuity plan for school year 2020-2021. 2021.

Fisher, P. and Jeremy, T.. High achieving students and their experience of the pursuit of

academic excellence. James Cook University, 2012

Jain, G. and Singhai, M.. Academic stress amongst students. Prestige e-Journal of

Management and Research, 2017

Sutherland, Patricia. The impact of mental health issues on academic achievement in

high school students. California State University, 2018

Page. 15 and 16 of the Revised Student's Handbook (2012) Basic Education

Department of Stella Maris College

Agullana, Sophia, et al., Socio-Economic Factors and The Academic Performance Of

Senior High School Students In Candon National High School. Candon National High

School, 2017

41
APPENDIX A: PERMISSION LETTER

March 2023

Mrs. Alma B. Molina

Basic Education Principal
Stella Maris College
Oroquieta City, Misamis Occidental

Dear Madame:

Pax et bonum!

In partial fulfillment of our requirements for the subject Inquiries, Investigation and
Immersion Research, we, the Grade 12- Gratitude students, are currently working on a
study entitled: “Stella Maris College Honor’s List Standard: It’s Psychological Effects to
Senior High School Students”.

In connection with this, we would like to ask permission from your office to allow us to
conduct our survey to the selected students from Grade 11 and 12 on March 20, 2023 at
2:00 – 3:00 pm. Rest assured that the data to be collected will be treated with utmost
confidentiality and will be used for academic purposes only.

We hope for your positive response on this humble matter. Your approval to conduct this
research will be greatly appreciated.

Thank you and God bless!

Sincerely Yours,

FRANZ DEENO C. TAN

(Class President – G2)

AUBREY ROSE T. BAGUIO

(Class Secretary – G2)

42
APPENDIX B: DURATION AND SCHEDULE OF ACTIVITIES

Time and Date Activities

Formulation of Chapter 1
(Introduction, Conceptual Framework,
1st Week Statement of the Problem, Hypothesis,
Scope and the Limitations of the Study,
and Definition of Terms)
Formulation of Chapter 2
2nd Week (Review of Related Literature,
Synthesis)
Formulation of Chapter 3
(Research Method, Respondents,
3rd Week
Sampling Techniques, Data Gathering,
Instruments)
Formulation of Chapter 4
(Tabular Presentation, Graphical
4th Week
Presentation, Textual Presentation,
Analysis and Interpretation)
Formulation of Chapter 5
5th Week (Summary of Findings, Conclusion, and
Recommendation)

43
APPENDIX C: SURVEY QUESTIONNAIRE

Demographics

Choose the bullet that corresponds your answer.

Grade Level

O Grade 11

O Grade 12

Section

Gender

O Female

O Male

Age

O 15

O 16

O 17

O 18

O 19

SURVEY QUESTIONS

Please answer the following questions with utmost honesty. Encircle the letter that

corresponds your answer.

1. Do you think that the Honor Standard of the school is hard to reach?

A. Yes B. No C. Maybe

44
2. Are your parents, relatives, or friends pressuring you to do well on your studies?

A. Yes B. No C. Maybe

3. Are you now satisfied to how you are doing in your academics?

A. Yes B. No C. Maybe

4. Do you think landing on achievements during this time of our studies will help you open doors

of opportunities?

A. Yes B. No C. Maybe

5. Have you ever been checked up by a doctor due to psychological illnesses

A. Yes B. No C. Maybe

6. Have you tried pressuring yourself to do good in your studies?

A. Yes B. No C. Maybe

7. Do you think schools have a major role in helping students cope up with psychological

illnesses?

A. Yes B. No C. Maybe

8. Have you ever been conscious and intimidated when your classmates are doing better than you

in class?

A. Yes B. No C. Maybe

9. Have you experienced emotional breakdown when things don’t go well in school?

A. Yes B. No C. Maybe

45
10. Have you ever tried applying some techniques in studying like Pomodoro?

A. Yes B. No C. Maybe

11.Honor students have more potential for success in their lives.

A. True
B. Partially True
C. False
D. Unsure

12.Socio-economic status have an impact on being an honor student.

A. True
B. Partially True
C. False
D. Unsure

13.Being an honor student will differentiate you from others.

A. True
B. Partially True
C. False
D. Unsure

14.Everyone have the opportunity to be part of the honor’s list.

A. True
B. Partially True
C. False
D. Unsure

15.The circle of friends that you have can influence you to study and strive.

A. True
B. Partially True
C. False
D. Unsure

Thank you for answering this survey honestly. Please remember the importance of taking rest and

taking deep breaths. You are already doing good now. Keep it up.

46
APPENDIX D: CURRICULUM VITAE

Name : Matthew John B. Molina

Grade and Section : Grade 12 - Gratitude Age

: 18

Birth date : September 24, 2004

Birthplace : Tamola Tan Hospital, Canubay, Oroquieta City

Home Address : Transville, Villaflor, Oroquieta City, Misamis Occidental

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : Teodoro B. Molina

Mother’s Name : Alma B. Molina

Contact Number : 09203503037

47
Name : Francine Mae Provendido

Grade and Section : Grade 12 - Gratitude

Age : 17

Birth date : June 1, 2005

Birthplace : Zamboanga City

Home Address : Eastern Poblacion, Lopez Jaena, Misamis Occidental Civil

Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : N/A

Mother’s Name : Melrose L. Provendido

Contact Number : 09392756699

48
Name : Ariel Jr. D. Taduran

Grade and Section : Grade 12 - Gratitude Age

: 18

Birth date : November 20, 2004

Birthplace : MOPH, Oroquieta City, Misamis Occidental

Home Address : Western Poblacion, Lopez Jaena, Misamis Occidental Civil

Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : N/A

Mother’s Name : Edna D. Taduran

Contact Number : 09778469377

49
Name : Loise Jane S. Jerusalem

Grade and Section : Grade 12 - Gratitude Age

: 18

Birth date : June 4, 2004

Birthplace : MOPH, Oroquieta City, Misamis Occidental Home

Address : Poblacion 1, Oroquieta City, Misamis Occidental

Civil Status : Single

Religion : Anglican Church of the Philippines

Nationality : Filipino

Father’s Name : Israel P. Jerusalem

Mother’s Name : Nena S. Jerusalem

Contact Number : 09496615269

50
Name : Prince Carl D. Cimafranca

Grade and Section : Grade 12 - Gratitude

Age : 18

Birth date : May 30, 2004

Birthplace : MOPH, Oroquieta City, Misamis Occidental

Home Address : San Vicente Bajo, Oroquieta City, Misamis Occidental

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : Terence D. Cimafranca

Mother’s Name : Roi Marisa D. Dajao

Contact Number : 09381365929

51
Name : Phobie Mae C. Pelias

Grade and Section : Grade 12 - Gratitude Age

: 17

Birth date : October 16, 2005

Birthplace : Oroquieta, City, Misamis Occidental

Home Address : Eastern Poblacion, Lopez Jaena, Misamis Occidental Civil

Status : Single

Religion : Iglesia Filipina Independiente

Nationality : Filipino

Father’s Name : Arnie S. Pelias

Mother’s Name : Estela C. Pelias

Contact Number : 09518835229

52
Name : Franz Deeno C. Tan Grade

and Section : Grade 12 - Gratitude

Age : 18

Birth date : November 24, 2004

Birthplace : Oroquieta City, Misamis Occidental

Home Address : Canubay, Oroquieta City, Misamis Occidental

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : Robert A. Tan

Mother’s Name : Arseflor C. Tan Contact

Number : 09106720387

53
Name : Aubrey Rose T. Baguio

Grade and Section : Grade 12 - Gratitude

Age : 17

Birth date : October 22, 2005

Birthplace : Oroquieta City, Misamis Occidental

Home Address : P5, Talairon, Oroquieta City, Misamis Occidental

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : Abednigo J. Baguio Jr.

Mother’s Name : Felomina T. Baguio

Contact Number : 09464656212

54
Name : Frances Aidean C. Lumio

Grade and Section : Grade 12 - Gratitude

Age : 18

Birth date : June 23, 2004

Birthplace : Oroquieta City, Misamis Occidental

Home Address : P-7, Canubay, Oroquieta City, Misamis Occidental Civil

Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : Warlito B. Lumio

Mother’s Name : Delans C. Lumio

Contact Number : 09076341635

55
Name : Danica Rose B. Pulgarinas

Grade and Section : Grade 12 - Gratitude

Age : 17

Birth date : June 6, 2005

Birthplace : Katipunan, Plaridel, Misamis Occidental

Home Address : Lower Lamac, Oroquieta City, Misamis Occidental Civil

Status : Single

Religion : Iglesia Filipina Independiente

Nationality : Filipino

Father’s Name : N/A

Mother’s Name : Santosa B. Pulgarinas

Contact Number : 09109004853

56
Name : Rechell Glen P. Guillena

Grade and Section : Grade 12 - Gratitude

Age : 18

Birth date : February 11, 2004

Birthplace : Oroquieta City, Misamis Occidental

Home Address : Eastern Looc, Plaridel, Misamis Occidental

Civil Status : Single

Religion : UCCP

Nationality : Filipino

Father’s Name : Rey T. Guillena

Mother’s Name : Glen P. Guillena

Contact Number : 09078740634

57
Name : Alyza Marie T. Alcazarin

Grade and Section : Grade 12 - Gratitude

Age : 17

Birth date : March 15, 2005

Birthplace : Puerto Princesa, Palawan

Home Address : Pines, Oroquieta City, Misamis Occidental

Civil Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : Al Neri Alcazarin

Mother’s Name : Anna Marie T. Alcazarin

Contact Number : 09454656608

58
Name : Kier Adrian C. Osi

Grade and Section : Grade 12 - Gratitude

Age : 18

Birth date : August 12, 2044

Birthplace : Quezon City, Metro Manila, Philippines

Home Address : Western Poblacion, Lopez Jaena, Misamis Occidental Civil

Status : Single

Religion : Roman Catholic

Nationality : Filipino

Father’s Name : George O. Osi

Mother’s Name : Analyn C. Osi

Contact Number : 09639248510

59