CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter discusses the rationale and background of the study, the problems,

the hypotheses, the significance of the study, the scope and delimitation, and the

operational terms used for the study.

Rationale

Academic pressure has an impact on the social relationship of the learners.

Research has found that excessive 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 unfavorably affect

academic results. The following result can often make it difficult for their partners to

understand what they are going through and to provide support. Not dealing with stress

can lead to a negative cycle where partners "catch" each other's stress (Singh et al.,

2021)

Normally, students are facing such academic stressors as Excessive

assignments. Peer competition, Short-time deadlines, Financial problems. Self-

expectation and others can reduce motivation, hinder academic achievement, and lead

to increased drop-out rates (Pascoe et al., 2020). There is a variety of unwanted effects

that a young person can develop from academic pressure. Immense academic pressure

can cause a young person to struggle with Obsession with grades, Social isolation, and

others. Academic pressure does not always lead to better grades and improved test

scores (Anoushka Thakkar. 2018)

Academic-related stress coupled with poor interpersonal relationships with

friends and family is a crucial factor in relation to the psychological well-being of

1
adolescents. Academic pressures to achieve in school are substantially mitigated by the

perception of social support from significant others, which consequently has a positive

impact on psychological well-being. This phenomenon is particularly prevalent during

adolescence when adolescents attain physical, sexual, and social maturity and are

influenced by little pressures and conditions such as academic stressors. Academic

stress linked with low social support from family, friends, and others could have a

negative impact on the health of students which will inevitably result in poor academic

performance (Glozah, 2013).

Individuals experience different mental and physiological changes when

encountering pressure, such as stress. The feelings of stress can be either due to

factors in the external environment or subjective emotions of individuals A particularly

negative impact has been seen in students due to the high level of stress they endure,

affecting their learning outcomes.

Social relationship on the other hand basically refers to an individual's social

contacts and network of relationships-it that involves how an individual is integrated and

influenced either directly or indirectly by another person. In all aspects of social

relationships in school, cooperation is valued over competition. Leaders develop an

understanding of the social world by seeing themselves in relation to school. Social

support is one way to manage stress. Studies have also shown that family, friends, and

relatives can effectively help students to cope with difficult situations, reduce mental

stress, and prevent mental health problems, thereby maintaining their mental health

development (Chang et al., 2020).

School year (2021-2022), learners in Mapandan National High School

experienced academic pressure which affects their social relations or interaction with

other individuals. The COVID-19 pandemic has resulted not only in a health and life

2
crisis but also worsened the academic pressure among the learners. As classes are only

held online, learners experience much academic pressure such as excessive

assignments, peer competition, short-time deadlines, financial problems, and self-

expectation, which leads to low or no social interactions with other individuals. To precis,

this study wants to determine the relationship between academic pressure and social

relations of academic awardees on the academic track. This study also aims to know the

level of academic pressure, and the degree of social relations of grade 12 learners in

Mapandan National High School. Thus, the result that will be gained will help the

beneficiaries of this study to understand the significant relationship between academic

pressure and the social relations of the learners.

Statement of the Problem

This research focuses on the relationship between Academic pressure and the

Social relations of Grade 12 learners in Mapandan National High School.

Specifically, it sought to answer the following sub-problems:

1) What is the demographic profile of the respondents in terms of:

a) Age;

b) Sex; and

c) Strand?

2) What is the level of academic pressure on the students in terms of::

2.1 Excessive Assignments;

2.2 Peer Competition;

2.3 Short-time deadlines;

3
 2.4 Financial problems; and

2.5 Self-expectation?

3) What is the degree of the social relation of the learner respondents?

4) Is there a significant relationship between Academic pressure and social

relations among grade 12 learners?

Hypothesis

The study's hypothesis is a statement of expectation or prediction that will be

tested in this research study. The researchers formulated this hypothesis based on the

problems stated:

Null Hypothesis: There is no significant relationship between academic

pressure and social relationship among grade 12 learners.

Significance of the Study

The research study was conducted with the aim to provide crucial information in

determining the relationship between academic pressure and the social relations of

Grade-12 learners and the result would be beneficial to the following person:

Students. The result of the study could help them understand how academic pressure

affects their social relations. They can use this to assess themselves and help other

learners like them

Administrators. This study gave them an overview to the significant relationship

between Academic Pressure and social relations of Grade 12 Learners in Mapandan

National High School. This could help them to learn what necessary actions are needed

to assist students regarding the impact of academic pressure to their social relations.

4
Parents. The result of the study could give them insight on how they can help their

children regarding to the academic pressure they are experiencing. This could also give

them a reason to be concerned about the effects of academic pressure on the social

relations of their children.

Future Researchers. Future researchers could utilize this study to gain knowledge on

the significant relationship between academic pressure and social relations in

conducting further research. This could also help them sharpen their understanding

regarding this phenomenon.

Scope and Delimitation

The study entitled The Academic Pressure and the Social Relations of Grade 12

learners in Mapandan National High School: A Correlational Study primary focus is to

determine the relationship between academic pressure and social relations of grade 12

learners.

The study also dives into identifying the level of academic pressure that

influences the social relations of the learners such as a) Excessive Assignments, b) Peer

competitions, c) Short-time deadlines, d) Financial problems, and e) Self-expectations,

and the degree of social relations of the grade 12 learners.

The study was conducted in the first semester of school year 2022-2023 at

Mapandan National High Senior High School. The respondents will be the Grade 12

Academic awardee under Academic Track: Science, Technology, Engineering, and

Mathematics (STEM), Accountancy, Business, and Management (ABM), and Humanities

and Social Sciences of Mapandan National High School.

The researchers employed a probability sampling technique known as cluster

sampling to gather the data they need. This study employed a survey questionnaire that

5
uses a scale of 1 to 5 from which respondents will choose one option that best aligns

with their point of view. This was determined the level of academic pressure, degree of

social relations, and the significant relationship between the two variables. All

information and conclusions drawn in this study was based on the gathered data from

our respondents.

6
 Academic Stress Theory
by Campbell-Phillips, Halder, & Hasib (2020)
Personal inadequacy, fear of failure, interpersonal difficulties
with teachers, teacher-student relationships, and inadequate
study facilities were concerns of academic stress.
Social exchange theory
(George C. Homans (1958))
According to this theory, people weigh the potential benefits
and risks of their social relationships. When the risks outweigh
the rewards, they will terminate or abandon the relationship.

Age;
Sex; and
Strand

Academic Pressure and Social Relations of

Grade 12 Learners

Academic Pressure in terms of:

A) Excessive Assignments
b) Peer Competition Social Relations of the Grade 12
c) Short-time deadlines Learners in Mapandan National
d) Financial problems High School
e) self-expectation

Figure 1: Conceptual Framework of the Study

7
 The figure 1 illustrates the conceptual framework of the study that shows the

correlation model between academic pressure and social relations of grade 12 learners

of Mapandan National High School.

The study is anchored in the Academic Stress Theory, which states that personal

inadequacy, fear of failure, interpersonal difficulties with teachers, teacher-student

relationships, and inadequate study facilities are concerns of academic stress. And the

Social Exchange Theory, which explains how people weigh the potential benefits and

risks of their social relationships. Researchers believed that learners have experienced

academic pressure while the learners’ social relations could be affected. Thus, the

paradigm is stem on the academic pressure and social relations of grade 12 learners

Definition of Terms

The following terms were defined as intended to be understood for the purposes

of the study in order to facilitate a clearer understanding of the research.

Academic Pressure. It refers to the burdens of grade 12 learners' that affects their

social relationship.

Correlation. It refers to the relationship between Academic pressure and the social

relations of the learners.

Excessive Assignments. It alludes to the amount of work that the student has to do or

the overflow of activity.

Financial Problem. It refers to the inability to buy certain items due to a lack of money

or insufficient funds.

Peer Competition. It refers to the group of student who works hard or strive to meet

certain academic goals.

8
Self-Expectations. It alludes to the students giving themselves a specific example to

follow in order to accomplish their objectives.

Short-term Deadlines. It is a specific amount of time or day allotted to the students to

complete their assigned tasks.

Social Relations. It refers to social interaction of the learners to other individuals like

students, teachers, and school staffs.

9
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies that the researchers

considered to strengthen the importance of the present study. It also presents the

synthesis of the art to fully understand the research for better comprehension of the

study.

Social exchange theory (Homans 1958) proposes that social behavior is the

result of an exchange process. The purpose of this exchange is to maximize benefits

and minimize costs. According to (Verywellmind, 2022), people weigh their social

relationships' potential benefits and risks. When the risks outweigh the rewards, they will

terminate or abandon the relationship. Most relationships are made up of a certain

amount of give-and-take, but this does not mean they are always equal. The social

exchange suggests that it is the valuing of the benefits and costs of each relationship

that determine whether or not we choose to continue a social association. Social

exchange theory suggests that we essentially take the benefits of a relationship and

subtract the costs in order to determine how much it is worth. He suggested several

propositions that theorize social behavior as an exchange of material and non-material

goods, like time, money, effort, approval, prestige, power, etc. Every person provides

rewards and endures costs. People expect to receive as much reward as they give to

another and will choose actions that are likely to provide the greatest reward

(SimplyPsychology, 2021).

Academic Stress among students has long been subjecting of social research.

Some researchers have identified several stressors such as too many assignments,

competition with other students, failures, and poor relationships with other students or

10
lecturers (Campbell-Phillips, Halder, & Hasib 2020). Stress by itself is a complex,

dynamic process that involves the interaction between an individual and their

experiences. Stress is a common emotional or mental phase that students experience

while studying. According to (Oduwaiye et. al 2017), Students worry about how they

perform; the extent of pressure and anxiety they feel in the process of pursuing their

academic career creates a level of stress that they carry which in turn will affect their

academic performances.

Academic stress is a normal issue at all levels of education, and it has a negative

impact on students' personal, emotional, and physical well-being, along with their

learning and performance (Ros, Gonzales, and Tomas, 2018). Anything that represents

a threat to a person's well-being is referred to as stress. It can develop at home or at

school. Academic stress affects students the greatest since they are exposed to different

types of stressors, such as academic pressure and the pressure to perform (Noson &

Shastri, 2016). It requires time and interferes with other activities, and is known to be the

most stressful factor for physiotherapy students, followed by financial and personal

stress (Matanguihan et al., 2015).

Moreover, students are facing such academic stressors as Excessive

assignments. Peer competition, Short-time deadlines, Financial problems. Self-

expectation and others can reduce motivation, hinder academic achievement, and lead

to increased drop-out rates (Pascoe et al., 2020). There is a variety of unwanted effects

that a young person can develop from academic pressure. Immense academic pressure

can cause a young person to struggle with Obsession with grades, Social isolation, and

others. Academic pressure does not always lead to better grades and improved test

scores (Anoushka Thakkar.. 2018)

11
 Academic pressure encourages students to perform better in school and

increases their productivity levels as they are more motivated to achieve high results

(Hatoum 2021). Most of the time, however, according to her personal experience,

academic pressure results in a fixation to perform better in school to the extent that

young people begin doubting their capabilities and knowledge. High levels of academic

pressure led to overthinking and worrying about the marks learners were receiving.

Academic pressure is most evident in young people at the time of assignments and

exams since that is when there is a large amount of workload to be completed and when

students are spending large amounts of time studying.

According to (Pascao, Hetrick, and Parker 2020) academic pressure negatively

affects students' social, physical, cognitive, and physiological health and increases the

chances of students developing disorders such as anxiety, depression, sleep

deprivation, and insomnia. Academic stress involves the stress from academic

challenges in education and leads to a lack of student academic motivation. This has

increased the likelihood of students dropping out of school. Academic pressure on

students has only been increasing which has contributed to the enhanced suicide rate

among young people. The majority of students have normalized excessive academic

stress, decreasing the severity of it which has left young people to endure it throughout

their schooling. Since it has been so normalized, young people do not recognize it to be

an issue that should be managed. If academic stress is not managed properly, students

may be subjected to academic burnout where they suffer emotional and physical

exhaustion.(Hatoum 2021)

Social relationship on the other hand basically refers to an individual's social

contacts and network of relationships-it that involves how an individual is integrated and

influenced either directly or indirectly by another person. In all aspects of social

12
relationships in school, cooperation is valued over competition. Leaders develop an

understanding of the social world by seeing themselves in relation to school. Social

support is one way to manage stress. Studies have also shown that family, friends, and

relatives can effectively help students to cope with difficult situations, reduce mental

stress, and prevent mental health problems, thereby maintaining their mental health

development (Chang et al., 2020).

Social interaction plays an important role in learning. Interacting with other

people has proven to be quite effective in assisting learners in organizing their thoughts,

reflecting on their understanding, and finding gaps in their reasoning. Underneath the

broad umbrella of social interactions and learning, variants can range from peer learning,

reciprocal teaching, learning by teaching, learning by observation, learning by doing, and

self–other monitoring. These areas overlap in scholarship and are often an optimal way

to help students learn. Different forms of collaborative learning can create ideal

circumstances when examining the impact of social interactions on learning.

Engaging in social interaction is a key aspect of establishing social relations and

taking part in social interaction increases well-being and has health benefits. Engaging in

social interaction with peers is especially important to young adults, who are in a

transitional process of establishing lives of their own and gaining increasing

independence from their parents. However, in this important period of life, many young

adults suffer from stress and poor mental health. Recent figures reveal an increase in

perceived stress among Danish young adults. In 2013, 24% of 16-24-year-olds reported

high perceived stress. Perceived stress and poor mental health are also prevalent in

university populations outside Denmark. Stress and poor mental health in early life have

been shown to be related to anti-social behavior and poor social relations in later

adulthood, and it is possible that young adults with high perceived stress also have

13
difficulties engaging in social interactions and establishing social relations.(Dissing,

Jorgensen, Gerds, Rod, & Lund 2019)

Several studies showed that academic pressure and social relations have a

significant relationship. The effects of academic pressure on students' social

relationships and how it affects their academic performance have been discussed by

various researchers in various studies. Ros, Gonzales, Tomas, Noson & Shastri, and

Matanguihan et al. stated that academic pressure has a negative influence on students

that impairs students learning performance. Similarly, according to Hatoum, academic

stress cause students to have an obsession with performing well academically that if not

managed properly may lead to burnout emotionally and physically. In line with this,

Pascoe et al, and Anoushka Thakkar, stated that some students are academically

pressured due to Excessive assignments, Peer competition, Short-time deadlines, and

Financial problems. Students experience pressure to perform academically as a result of

expectations placed on them. This so-called academic pressure influences the social

relations with students to manage their academic stress. Chang et al. stated that social

support is one way to manage stress, and prevent mental health risks. Social interaction

plays a vital role in learning, effective in assisting learners to organize their thoughts and

find gaps in reasoning. Similarly, according to Dissing, Jorgensen, Gerds, Rod, & Lund,

Engaging in social interaction is a key aspect of establishing social relations. Social

interaction plays an important role in learning. Interacting with other people has proven

to be quite effective in assisting learners in organizing their thoughts, reflecting on their

understanding, and finding gaps in their reasoning. With these combined ideas

researchers will gain an idea of how to find the correlation between Academic pressure

and Social Relations among grade 12 learners

14
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods and procedures undertaken in the conduct of

this study. This includes the design, environment and subjects, instrument, procedure,

and statistical treatment used in the study

Design

To achieve the purpose of this research, researchers used the descriptive-

correlational research method, which aimed to describe rather than infer cause-and-

effect relationships between variables.

Respondents' was observed in both variables in this study. Academic pressure is

academic stressors such as Excessive assignments, Peer competition, Short-time

deadlines, Financial problems, self-expectation, and others that can reduce motivation,

hinder academic achievement, and lead to increased drop-out rates for students. Social

relations on the other hand refer to an individual's social contacts and network of

relationships-it that involve how an individual is integrated and influenced directly or

indirectly by another person.

Moreover, the researchers determined the profile of the respondents as to their

age, sex, and strand. Likewise, the study identified the respondents' perceptions of how

academic pressure affects their social relations. Furthermore, the study explained the

significant relationship between Academic pressure and social relations of grade 12

learners from the academic track of Mapandan National High School.

15
Environment and Participants

This study was conducted in Mapandan National High School- Senior High

School Department which is located in the municipality of Mapandan, Pangasinan. The

participants were currently enrolled and surveyed using a printed questionnaire.

The participants of this study were the Grade 12 Academic Track learners of

Mapandan National High School- Senior High School. The researchers get the total list

of the academic awardee of the Academic track, then the researchers get the 20% of the

population each strand having a total of thirty-two (32) respondents. There are thirty-two

(32) respondents, of which eleven (11) of the respondents are from STEM, eight (8) are

from ABM, and thirteen (13) are from HUMSS respectively. The respondents are

academic awardees and were surveyed using a printed questionnaire to generate and

gather all collected data.

Instrument

In this study, the researchers used a self-made survey questionnaire for

Academic pressure, and a modified questionnaire from the Social Interaction Anxiety

Scale (SIAS) for Social relations to gather the data needed from the grade 12 learners

for the research study. The researchers conducted a preliminary survey to identify if the

respondents as the academic awardees.

The questionnaire was composed of three parts: the first part contains the

demographic profile of the respondents. Secondly is a set of questions for academic

pressure. This section consists of 15 questions that can be rated by a 5-point Likert

scale to assess the level of academic pressure on the learners. Lastly, is a modified

questionnaire for the Social relations of the learners.

16
 Questions in the modified questionnaire are chosen based on the problem stated

that mainly focuses on the interaction of learners with other learners or school staff. This

measured the status of grade 12 learners of Mapandan National High School regarding

the effects of academic pressure on their social relations.

To have Research validity the researchers conduct a preliminary survey with five

grade 12 learners in the Technical-Vocational-Livelihood Track (TVL), specifically, the

Caregiving strand to test the validity of the questionnaire's content. Five respondents

were given a questionnaire and they are also given enough time to respond. The

accuracy and relevance of the questionnaire was determined by calculating the Content

Validity Index or CVi. The questionnaire was validated by the Research adviser/experts.

Procedure

The researchers send a letter of approval to the office of the assistant principal

and school principal to secure official permission before conducting the study. The

researchers also requested approval from the academic strand coordinators before the

conduct of the survey on the subject of the study.

The researcher used printed survey questionnaires to gather information from the

respondents. The respondents were given ample time to read and answer the survey

thoroughly. The result of the survey was used by the researchers to determine the

correlation between academic pressure and social relations of grade 12 learners in

Mapandan National High School.

Each part was guided by the Data Privacy Act of 2012 to feel comfortable and

safe while answering. The gathered data from the respondents was confidential and

used for the study alone. The scores or answers were tallied and collated and test their

relationship and make interpretations, that were presented in tabular and textual format.

17
Statistical Treatment

Interpretation and analysis were not possible if the tool for the treatment is not

accurate and suited. The researchers used Microsoft Excel to treat the demographic

profile of the respondents and determine the average mean of the responses of the

respondents.

To find the degree or the relationship between the Academic Pressure and Social

Relations of Grade 12 learners, Pearson Product Moment Correlation Coefficient was

employed. The researchers used statistical package software like Spss to establish the

treatment and result.

18
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of data. It

includes the respondents' profiles in terms of their age, sex, and their strand. It also

presents data about the Academic Pressure and Social Relations of the respondent.

Lastly, it presents the correlation between academic pressure and the social relations of

grade 12 learners.

The demographic profile of the respondents

Table 1
DEMOGRAPHIC PROFILE OF THE RESPONDENTS
N=32

Profile of the respondents Frequency Percent

Age
16 years old 1 3.1
17 years old 25 78.1
18 years old 6 18.8

Total 32 100.0

Sex
Male 12 37.5
Female 20 62.5

Total 32 100.0

Strand
STEM 11 34.4
ABM 8 25.0
HUMSS 13 40.6

Total 32 100.0

19
 Demographic Profile of the Respondents. Table 1 depicts the demographic

profile of the respondents in terms of age, sex, and strand. The table shows that there

were one (1) aged 16 years old, twenty-five (25) aged 17 years old, and six (6) aged 18

years old. It was also revealed that twelve (12) or 37.5% of the thirty-two (32)

respondents on the academic track were males and twenty (20) or 62.5% were females.

It was depicted further that there were eleven (11) students from STEM, eight (8)

students from ABM, and thirteen (13) students from the HUMSS strand.

Furthermore, the demographic profiling of the respondents implied that the

majority of the respondents are from the HUMSS strand, most of them are females, and

they were all 17 years old.

Level of academic pressure on the students in terms of: Excessive Assignments

Table 2.1
N=32
Excessive Assignments WMS D.E

1. I got pressured when there is excessive 3.88 Agree

assignments.
2. I have too many obligations to do in our family so I 2.64 Undecided
can`t do my assignments.
3. I find it hard to answer assignments and other 3.42 Agree
school tasks.
GRAND MEAN 3.35 Undecided
Legend 4.20 - 5.00 Strongly Agree 2.60 - 3.39 Undecided 1.00 - 1.79 Strongly Disagree

3.40 - 4.19 Agree 1.80 - 2.59 Disagree

Excessive Assignments. The table above shows the level of academic

pressure in terms of excessive assignments. The table depicted that the lowest level

was 2.64, stating that the learners are undecided about whether they have too many

obligations to do in their family so that they can't do their assignments; the table revealed

that the highest level was 3.88, which means that the learners agreed that they are

20
pressured when they get excessive assignments. In general, the grand mean is 3.35,

which shows that the learners are undecided with the overall questions provided by the

researchers in terms of excessive assignments.

Level of academic pressure on the students in terms of: Short-time Deadline

Table 2.2
N=32
Short-time Deadline WMS D.E

1. I struggle to find enough time to get my school 3.03 Undecided

task done.
2. I found late, missing deadline, and don`t get my 2.24 Disagree
task done on time.
3. My teacher give sufficient time to complete my 3.15 Undecided
assignments and other school tasks.
GRAND MEAN 2.83 Undecided
Legend 4.20 - 5.00 Strongly Agree 2.60 - 3.39 Undecided 1.00 - 1.79 Strongly Disagree

3.40 - 4.19 Agree 1.80 - 2.59 Disagree

Short-time Deadline. The table above shows the level of academic pressure in

terms of short-term deadlines. The table shows that the lowest level was 2.24, which

means that the learners disagree that they don't get their task done on time; on the other

hand, the highest level was 3.15, and the weighted mean score shows that the learners

are undecided if their teachers give them sufficient time to complete their task.

Generally, the 2.83 grand mean indicates that the learners are still undecided about

whether they feel pressured regarding the situations provided by the researchers in

terms of short-time deadlines.

21
Level of academic pressure on the students in terms of: Self-Expectation
Table 2.3
N=32
Self- Expectation WMS D.E

1. I feel I am not good enough. 3.03 Undecided

2. I feel I have failed my parents when I do poorly in 3.09 Undecided
school so I blame myself when I cannot attain my
parent`s expectations.
3. I feel that I can be a good students and can have 4.12 Agree
high grades.
GRAND MEAN 3.46 Agree
Legend 4.20 - 5.00 Strongly Agree 2.60 - 3.39 Undecided 1.00 - 1.79 Strongly Disagree

3.40 - 4.19 Agree 1.80 - 2.59 Disagree

Self- Expectation. The table above shows the level of academic pressure in

terms of self-expectations. The table depicted that the lowest level was 3.03, which

means that the learners are still undecided about whether they feel good enough to

perform well in school; the table revealed that the highest level was 4.12, which indicates

that the learners agreed that they could be good students and could have high grades in

school. Generally, the grand mean of 3.46 indicates that the learners agree with the

overall questions provided by the researchers in terms of self-expectations. meaning that

the learners agree that they experience academic pressure in terms of self-expectations.

Level of academic pressure on the students in terms of: Peer Competition

Table 2.4
N=32
Peer Competition WMS D.E

1. I got satisfaction from competing with others. 2.48 Disagree

2. I will do all the best to become being the top 3.82 Agree
performing student in our class.
3. I feel that peer competition makes me a good 2.52 Disagree
student.
GRAND MEAN 2.97 Undecided
Legend 4.20 - 5.00 Strongly Agree 2.60 - 3.39 Undecided 1.00 - 1.79 Strongly Disagree

3.40 - 4.19 Agree 1.80 - 2.59 Disagree

22
 Peer Competition. The table above shows the level of academic pressure in

terms of peer competition. The lowest level was 2.48, indicating that the learners did not

agree on having satisfaction from competing with other learners; on the other hand, the

highest level was 3.82, indicating that the learners agreed on doing their best to become

the top-performing student in class. Generally, with a grand mean of 2.97, it indicates

that the learners are undecided with the overall questions provided by the researchers in

terms of peer competition. Thus, they are unsure whether they experience academic

pressure in terms of peer competition.

Level of academic pressure in terms of: Financial Problems

Table 2.5
N=32
Financial Problems WMS D.E

1. I don`t have enough money to buy materials for 2.58 Disagree

my projects.
2. I felt my family is financially unstable to support 2.52 Disagree
my schooling.
3. I found that financial stability is not a problem in 3.15 Undecided
my family.
GRAND MEAN 2.77 Undecided
Legend 4.20 - 5.00 Strongly Agree 2.60 - 3.39 Undecided 1.00 - 1.79 Strongly Disagree

3.40 - 4.19 Agree 1.80 - 2.59 Disagree

Financial Problems. The table above shows the level of academic pressure in

terms of financial problems. The table shows that the lowest level was 2.52, indicating

that the students disagree about their family's ability to support their education. Further,

the table shows that the highest level was 3.15, meaning that the learners are undecided

about whether financial stability is a problem for their family. Generally, the grand mean

of 2.77 indicates that the respondents are undecided with the overall questions provided

by the researchers in terms of financial problems.

23
Degree of the social relation of the students

Table 3
SOCIAL RELATIONS
N=32
SOCIAL RELATIONS WMS D.E

1. I get nervous if I have to speak with someone 3.09 Moderate characteristics

in authority. or true of me.

2. I have difficulty making eye-to-eye contact with 2.27 Slightly characteristics

others. or true of me.

3. I become tense if I have to talk about myself or 3.09 Moderate characteristics

my feelings. or true of me.

4. I find it difficult to mix comfortably with the 2.36 Slightly characteristics

people I work with. or true of me.

5. I find it easy to make friends at my own age. 3.15 Moderate characteristics

or true of me.

6. I tense up if I meet on acquaintance in the 2.88 Moderate characteristics

street. or true of me.

7. When mixing socially, I felt uncomfortable. 2.64 Moderate characteristics

or true of me.

8. I am at ease meeting people at parties and 2.73 Moderate characteristics

other events. or true of me.

9. I find it easy to think of things to talk about. 3.27 Moderate characteristics

or true of me.

10. I worry about expressing myself in case I 3.58 Very characteristics or

appear awkward. true of me.

11. I find it difficult to disagree with other`s point of 3.39 Moderate characteristics
view. or true of me.

12. I have difficulty talking to attractive persons of 2.70 Moderate characteristics

the opposite sex. or true of me.

13. I find myself worrying that I won`t know what to 3.61 Very characteristics or
say in school situations. true of me.

14. I am unsure to greet someone I know only 3.70 Very characteristics or

slightly. true of me.

15. I am tense when I say something 4.27 Extremely

embarrassing when talking with others. characteristics or true of
me.

GRAND MEAN 2.96 Moderate characteristics

or true of me.

Legend
4.20 - 5.00 Extremely characteristics or true of me. 2.60 - 3.39 Moderate characteristics or true of me.
3.40 - 4.19 Very characteristics or true of me. 1.80 - 2.59 Slightly characteristics or true of me.
1.00 - 1.79 Not at all characteristics or true of me.

24
 Social Relations .The table depicts the respondents' level of social relationships.

The highest weighted mean score was 4.27, with a descriptive equivalent of "extremely

characteristic" or "true of me," indicating that respondents feel tense when they say

something embarrassing while talking to others. On the other hand, the lowest weighted

mean score was 2.27 and has a descriptive equivalent of "slightly characteristic" or "true

of me," which indicates that the respondent doesn’t experience difficulties making eye

contact with others. Generally, the grand mean of 2.96 indicates that the respondents

have a descriptive interpretation of moderate characteristics, or that I am true.

Whence, based on the results, it indicates that the respondents have moderate

characteristics in the situations above, meaning that the respondents experienced

difficulties in their social interactions with others, which affected their social relations with

other individuals like co-learners, teachers, school administrators, and school staffs.

Significant relationship between Academic pressure and social relations among

grade 12 learners

Table 4.1
Correlation between Excessive Assignment and Social Relations of the
Respondents
N=32

Excessive Assignment Social Relations

Pearson Correlation .144

Sig. ( 2-tailed) .430
Sum of Squares and Cross-products 1.561
Covariance 0.50
N 32

Table 4.1 indicates the relationship between excessive assignment and the

respondent's social relationships. The two-tailed significance was found to be.430, which

is greater than the 0.05 P-value (Level of Significance), indicating that the researchers

25
did not reject the null hypothesis.Thus, excessive assignment does not affect the social

relations of the respondents.

On the contrary, Campbell-Phillips, Halder, & Hasib (2020) stated that several

stressors, such as too many assignments, result in poor relationships with other students

or lecturers. However, in this study, it was revealed that excessive assignment does not

affect and has no correlation to the social relations of the respondents, meaning that

even the students who faced excessive assignment can still have social interactions with

other individuals.

Table 4.2
Correlation between Short-time Deadline and the Social Relations of the
Respondents
N=32

Short-time Deadline Social Relations

Pearson Correlation -.092

Sig. ( 2-tailed) .615
Sum of Squares and Cross-products -1.006
Covariance -.032
N 32

Table 4.2 indicates the association between the short-time deadline and the

social relations of the respondent. It was revealed that the significance (2-tailed) is

0.615, which is above the 0.05 P-value (Level of Significance), therefore the researchers

failed to reject the null hypothesis. Thus, short-term deadlines have no significant

relationship and do not affect the social relations of the respondents.

On the contrary, according to a study conducted by Pascoe et al. (2020),

students facing academic stressors such as short-time deadlines can reduce motivation,

hinder academic achievement, increase drop-out rates, and lead to poor social relations

with other individuals. Hence, in this study, it was revealed that short deadlines have no

correlation and don't affect the social relations of the respondents. Thus, even if students

26
have short deadlines for their activities, they can still manage to have social interaction

with other individuals.

Table 4.3
Correlation between Self-Expectation and the Social Relations of the
Respondents
N=32

Self-Expectation Social Relations

Pearson Correlation .099

Sig. ( 2-tailed) .591
Sum of Squares and Cross-products 1.203
Covariance .039
N 32

Table 4.3 indicates the relationship between excessive assignment and the

social relations of the respondents. It was revealed that the significance (2-tailed) is

0.591, which is above the 0.05 P-value (Level of Significance), therefore the researchers

failed to reject the null hypothesis. Thus, self-expectations have no correlation and do

not affect the social relations of the respondents.

On the contrary, according to Oduwaiye et al. (2017), students worry about how

they perform; the extent of pressure and anxiety they feel in the process of pursuing their

academic career creates a level of stress that they carry, which in turn will affect their

academic performances and also their social relationships. However, the result of the

study indicates that self-expectations don't affect the social relations of the respondents.

Table 4.4
Correlation between Peer Competition and the Social Relations of the
Respondents
N=32

Peer Competition Social Relations

Pearson Correlation .242

Sig. ( 2-tailed) .182
Sum of Squares and Cross-products 2.872
Covariance 0.93

27
N 32

Table 4.4 indicates the relationship between peer competition and social

relations among the respondents. It was revealed that the significance (2-tailed) is 0.182,

which is above the 0.05 P-value (Level of Significance), therefore the researchers failed

to reject the null hypothesis. Thus, peer competition does not affect the social

relationships of the respondents.

According to Chang et al. (2020), cooperation is valued over competition in all

aspects of social relationships in school. meaning that family, friends, and relatives can

effectively help students cope with difficult situations, reduce mental stress, and prevent

mental health problems, thereby maintaining their mental health development. Hence,

the result of the study indicates that peer competition doesn't affect learners' social

relations; they value cooperation with other learners rather than competition.

Table 4.5
Correlation between Financial Problem and the Social Relations of the
Respondents
N=32

Financial Problem Social Relations

Pearson Correlation .236

Sig. ( 2-tailed) .193
Sum of Squares and Cross-products 1.932
Covariance .062
N 32

Table 4.5 Indicates the relationship between the respondents' financial problems

and their social relationships.It was revealed that the significance (2-tailed) is 0.193,

which is above the 0.05 P-value (Level of Significance), therefore the null hypothesis is

accepted. Thus, financial problems do not affect the social relations of the respondents.

28
 On the contrary, according to Matanguihan et al. (2015), financial and personal

stress interferes with other activities and is known to be the most stressful factor for

students. However, this study revealed that financial problems have no significant

relationship with the social relations of the respondents. Thus, the respondents can still

have social interactions and better social relations with other individuals even if they

experience financial problems.

The study also found that academic pressure has no effect on the social

relationships of grade 12 students at Mapandan National High School. Contrary to the

study conducted by Anoushka Thakkar (2018), there are a variety of unwanted effects

that a young person can develop from academic pressure. Immense academic pressure

can cause a young person to struggle with obsession with grades, social isolation, and

other issues. Hence, in this study, it was revealed that academic pressure has no

significant relationship with social relations.

29
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

The study was conducted to determine whether academic pressure has a

significant relationship to the social relations of Grade 12 learners in Mapandan National

High School.

Findings revealed that out of 32 or 100% of the total respondents, 3.1 % of them

were 16 years old, 78.1% of them aged 17 years old, and 18.8% of them were 18 years

old. It was found that 37.5% of the respondents were male, and 62.5% were females.

Regarding the respondent’s strand, it shows that 34.4% were from STEM, 25.0% were

from ABM, and 40.6% of them were from HUMSS. Furthermore, it implied that the

majority of the respondents are from the HUMSS strand, most of them are females and

were aged 17 years old.

The level of academic pressure on the students was further discussed in the

study. It shows that excessive assignments have a grand mean of 3.35, short-time

deadlines have a grand mean of 2.83, peer competition has a grand mean of 2.97, and

financial problems have a 2.77 grand mean, these have a Descriptive Equivalent of

Undecided, it shows the respondents are undecided whether they experiencing such

factors. However, data shows that self-expectation has a grand mean of 3.46 and has a

30
descriptive equivalent of Agree, which means that the respondents agree that they

experience academic pressure in terms of their self-expectation.

The degree of social relations of the students shows that the respondents are

tense when they say something embarrassing when talking with others gaining the

highest weighted mean score of 4.27 and having a descriptive equivalent of extremely

characteristic. Moreover, respondents having difficulty making eye-to-eye contact with

others gained the lowest weighted mean score of 2.27 and has a descriptive equivalent

of slight characteristics. Additionally, The degree of social relations has a grand mean of

2.96 and has a descriptive equivalent of moderate characteristics, which further implied

that the majority of the students have moderate characteristics of the statements

provided by the researcher.

Academic pressure factors such as Excessive Assignments, Short-Time

deadlines, Self-Expectation, Peer pressure, and Financial Problems have a low

correlation to Social Relations. It was revealed that all of the computed Significance (2-

tailed) is above the 0.05 P-value (Level of Significance), therefore the null hypothesis is

accepted. Therefore, it was revealed that there is no significant relationship between

academic pressure and social relations of Grade 12 learners in Mapandan National High

School.

Conclusions

Based on the results and findings, the researchers formulated several

conclusions regarding the correlation between academic pressure and social relations of

Grade 12 Learners of Mapandan National High School-Senior High School. The

researchers' conclusions are discussed below.

31
 The respondents mostly are from the age group of 17, female in sex, in grade 12,

and from the HUMSS strand.

Most of the students' answers have a descriptive equivalent of "undecided" about

the level of academic pressure. It was revealed that Excessive Assignments, Short-time

Deadlines, Peer Competition, and Financial Problem, have a descriptive equivalent of

"undecided", however, Self-expectation gains a descriptive equivalent of "Agree". Thus,

the respondents are undecided about the overall questions that were provided and this

means that the question needs improvement.

The learners, generally, have a moderate characteristic based on the degree of

social relations with a grand mean of 2.96, this shows that the learners' social relations

lie between the 2.60 - 3.39 Moderate characteristics or true of me. It was revealed that

academic pressure is nothing to do with social relations.

Academic pressure factors have a low correlation to Social Relations. It was

revealed that all of the computed Significance (2- tailed) is above the 0.05 P-value

(Level of Significance), therefore it revealed that there is no significant relationship

between academic pressure and social relations of Grade 12 learners in Mapandan

National High School

In conclusion, the result revealed that academic pressure has no significant

relationship and not correlated to the social relations of the respondents. Thus, the null

hypothesis is accepted.

Recommendation

Based on the findings and results of the study, the following recommendations were

drawn

32
1. The students should learn to better understand if they experience such

academic pressure since most of their response is undecided, additionally,

they should also manage their self-expectation so they won't experience further

academic pressure. Also, they should learn how to improve their social relations

with others considering they have moderate characteristics based on the results

and data of the research.

2. The administrator might take some necessary actions on how they can

improve the student's social relations, by providing some activities that will help

them to interact more with other individuals.

3. Parents and their children should have a sincere one-on-one conversation.

Most learners, as implied in the study, are undecided about whether they

experience academic pressure, through this, learners can better assess

themselves with the help of their parents. Thus, this can also help the student

to ask for guidance from their parents on how they can improve their social

relations in school.

4. In the conduct of the study, it was proven that academic pressure and social

relations have no significant relationship with each other. Future researchers may

try other variables to correlate with academic pressure or social relations, to

determine which of those highly affect the students in Mapandan National High

School.

33
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