Level of Stress and Academic Performance

among Grade 12 students in Llorente National

High School

Members:

Anos, Rochelle Ann

Caliba, Maristel

Sabusab, Persella
 CHAPTER I

INTRODUCTION

Background of the Study

The levels of stress among students have emerged as a pressing concern, especially

when it comes to their academic performance. With numerous stressors such as heavy

workloads, intense competition, and personal issues, students' mental and emotional well-

being is significantly jeopardized, ultimately impacting their ability to excel academically.

Stress is a feeling or emotional or physical tension.It come from any event or thought

that makes you feel frustrated,angry, or nervous.Stress is your body reaction to a challenge or

demand.In short burst, stress can be positive such as when it helps you avoid danger or meet

a deadline.

Stress has become a prevalent issue among students, particularly in relation to academic

performance. The pressure to succeed academically, combined with various stressors such as

workload, competition, and personal problems, can significantly impact students' mental and

emotional well-being, ultimately affecting their academic performance.Llego et al.(2015)

conducted a correlational study that explored the relationship of stress level on nursing

student's academic performance. The results revealed that the respondents have a moderate

level of stress, and the primary source of their academic works was also the primary source of

their stress. The researchers concluded that as the respondents stress level increases,their

academic performance decreases.

Academic Performance sleeping shorter amounts of time has show increase factors such

as anxiety and stress, which have been associated.

Several studies have investigated the correlation between stress and academic

performance. Sohail (2013) conducted a study on first-year medical students and found that a
higher level of stress was associated with poor academic performance. Bharti (2013) also

concluded in their study that higher levels of institutional stress were linked to lower

academic performance.A study by El Ansari and colleagues (2010) found that higher levels

of stress were associated with lower academic performance among university students.The

research conducted by Hatcher et al. (2018) showed a significant negative correlation

between students' perceived stress levels and their academic performance. A meta-analysis

conducted by Clark et al. (2014) revealed a moderate negative correlation between stress and

academic performance across various educational levels.

Furthermore, Porwal and Kumar (2014) emphasized that stress originating from school-

related factors such as excessive homework, tests, and academic competitions contributes to

anxiety and depression among students. Traumatic incidents and personal problems can

further exacerbate stress levels, leading to hurdles in students' ability to actively participate

and engage in school activities, discussions, ultimately impacting their academic

performance.

Considering the significant level of stress on academic performance, it is essential to

gain a deeper understanding of how stress affects students. To achieve this, the proposed

research aims to conduct a survey and administer questionnaires to gather insights and

perspectives from respondents. By doing so, the study aims to provide valuable insights into

the relationship between stress and academic performance, leading to potential interventions,

and support mechanisms that can help students manage stress effectively.

Studying the stress level and academic performance among Grade 12 students in

Llorente National High School can provide valuable insights into the educational system and

the well being of students in a specific school.By understanding the study, we can better
understand the unique challenges and factors that may contribute to stress and academic

performances among grade 12 students.

Statement of the Problem

The main objective of this study measure the level of stress and academic performance

among Grade 12 students in Llorente National High School

More specifically, it aims to answer the following questions:

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

1.1.Sex

2.2.Family Income

3.3.Age

2.What is the level of stress among Grade 12 students in Llorente National High School?

3.What is the academic performance of Grade 12 students in Llorente National High School?

4.Is there a significant relationship between the level of stress and the academic performance

of Grade 12 students?

Scope and Delimitation

This study focuses on senior high school students from Llorente National High School. The

participants will be selected from Grade 12 students. The study will primarily gather through

a survey questionnaire designed to assess the level of stress and academic performance

among Grade 12 students in Llorente National High School during the school year 2023-

2024.
Significance of the study

This study is to measure the level stress and academic performance among Grade 12

students in Llorente National High School.

The results of this study will provide knowledge and benefits for the following:

Students:Would be realize that over fatigue, can cause stress even some academic

performance,but this study will lead them to change or to choose an appropriate option they

does.

Teachers:Will help the parents to have knowledge that their children are mostly experiences a

stress and academic performances.

Parents:This study can help parents identify signs of stress in their children, enabling them to

offer strategies to manage stree effectively.

Administration: This study can help administrators to foster open communication channels,

where students feel comfortable discussing their their concerns and seeking help when

needed.

Future Researchers.This study may help the future research that are interested in this study

because it will serve as their background about their research.

Definition of terms

To facilitate the understanding of this study the following terms were defined;
Stress:can affect people of all ages, gender and circumstances and can lead to both physical

and psychological health issues. Stress in any uncomfortable "emotional experience

accompanied by predictable biochemical, psychological and behavior changes.

Academic Performance:refers to an individual's ability to successfully complete educational

task including bur not limited exams ,assignments, and coursework within specific

educational setting.

Mental: relating to the mind or mental health.

Anxiety:a feeling of worry, fear,or unease, often about events that have not yet occurred.

Depression: a mood disorder characterized by persistent sadness, lack of interest or pleasure

in activities, and feelings of hopelessness or worthlessness. Jeopardized:to put something or

someone in danger or at risk.

Conceptual Framework

Figure 1:The significance difference of the level of stress and academic performance in terms

of demographic profile.
 This conceptual Framework shows the significance difference of the level of stress

and academic performance in demographic profile.

Theoretical Framework

This study is anchored on the theory of Lazarus proposed of stress that focuses on the

cognitive appraisal and coping processes involved in stress experiences. According to

Lazarus(1999),stress is not solely determined by external events, but rather by the

individual's subjective evaluation of those events and their ability to cope with them

effectively.

In the present study, the theoretical principle of Lazarus' stress measurement theory is

highly relevant. The study aims to address measurement and research issues related to stress,

and Lazarus' theory provides a framework for understanding the cognitive processes involved

in stress appraisal and coping. By considering Lazarus' theory, the study can develop a

theory-driven approach to measuring stress and gain insights into the subjective experiences

of individuals in stressful situations.

References

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Applied Psychology, 39(2),230-235.

Clark, C., Thomas, D., & Reilly, J. (2014). A systematic review of the evidence on the

impact of faculty development activities on teaching effectiveness and student outcomes.

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El Ansari, W., Stock, C., & Mills, C. (2010). Is the health and wellbeing of university

students associated with their academic performance? Cross-sectional findings from the

United Kingdom. International Journal of Environmental Research and Public Health, 7(2),

509-527.

Hatcher, S., Prus, J., & Tackett, W. (2018). Predictors of stress and coping strategies of US

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Lazarus, R. S. (1999). Stress and emotion: A new synthesis. Springer Publishing Company.

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