PR2 Stem 12 Franklin Group 14

BALAYAN SENIOR HIGH SCHOOL
Caloocan, Balayan Batangas

Science, Technology, Engineering and Mathematics
STUDENTS ACADEMIC PRESSURE IN RELATION TO THE

ACCOMPLISHMENT OF SCHOOLWORKS: QUANTITATIVE STUDY
OF STEM STUDENTS IN BALAYAN SENIOR HIGH SCHOOL
GROUP 14
Bautista, Justine M.
Bautro, Almira Faye S.
2023
CHAPTER I
BACKGROUND OF THE STUDY
INTRODUCTION
At a very early age, children are encouraged to continuously think ahead and
academically prepare themselves for subsequent academic milestones. This
cyclical pattern of continuously anticipating the next step in academia can be
quite damaging. Academic pressure is defined as “an experience in which a
student is burdened by the demands of time and energy to achieve specific
academic goals. The stress can come from a variety of potential sources and
have a myriad of impacts on students both emotionally and academically.” For
example, it is highly common for young people to experience self-imposed
academic pressure. A young person can feel academic pressure from outside
sources (e.g., the increasingly competitive nature of being accepted into a
university, parents, wanting to fit in with peers, etc.). There are teenagers who
experience mild academic pressure and are positively motivated by it, but the
reverse is also true. Part of a young person’s maturation process through
adolescence is learning how to balance the demands of life, and academic
pressure can be hindering one's growth and development.
In the Philippines, academic pressure is commonly experienced by college
students. There are many stressors within academic life such as academic
demands and achievements from parents, a personal inclination for academic
self-actualization, amount of assignments, conflict with a classmate and final
writing assignments (thesis), and so on. Earning high grades is a source of
stress that affects them to succeed in making good impressions on their
parents, classmates and significant other people. Failures become pressures
that come from intrapersonal, interpersonal, academic and environmental
stressors. Since not all students have the ability to cope with the above-
mentioned stressors, consequently they experience academic stress. Austria-
Cruz, (2019).
Academic pressure is defined as the body's response to academic-related
demands that exceed adaptive capabilities of students. It is estimated that
10–30% of students experience some degree of academic pressure during
their academic career.
REPUBLIC ACT No. 11036, An Act Establishing a National Mental Health

Policy for the Purpose of Enhancing the Delivery of Integrated Mental Health
Services, Promoting and Protecting the Rights of Persons Utilizing
Psychosocial Health Services, Appropriating Funds Therefor and Other
Purposes
In Balayan Senior High School the effects of accomplishing overload school
work in students can lead them to a mental breakdown. This is a prevalent
issue because they burn out and stress and it generates pressure. The
common ages that most who are dealing are 16-18 yrs old because they
encountered different problems especially when they're graduating students.
This study focuses on the students of Balayan Senior High School.
Throughout their academic careers, a number of students experience
academic challenges, which can include factors that affect the students.
STATEMENT OF THE PROBLEM

The objective of the study is to determine the significance relationship
between the academic pressure experienced and its effect on the
accomplishment of the schoolworks. Specifically, this study aims to answer
the following question:
1. What are the academic pressures experienced by the respondents?

2. How does the academic pressure affect the accomplishment of the
schoolworks?
3. Is there any significant relationship between the academic pressure
experienced and its effect on the accomplishment of the schoolworks?
CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
The academic
pressure The significant
experienced by relationship between
the respondents. the academic
The academic pressure
pressure affects experienced and its
the effect to the
accomplishment accomplishment of
of the the schoolworks.
schoolworks.
Figure 1: Research Paradigm of the study
HYPOTHESIS
There is no significant relationship between the academic pressure
experienced and its effect on the accomplishment of the schoolworks.
SIGNIFICANCE OF THE STUDY

The research aims to know the significance relationship between the
academic pressure experienced and its effect on the accomplishment of the
schoolworks. This study will beneficial to the following:
The Students. The beneficiary of this study is the students, especially

the respondents from grade 12 STEM of Balayan Senior High School. The
result of the study will provide information regarding the relation of academic
pressure in accomplishing schoolworks.
The Teachers. The teachers also benefit because they will know if
they have students that are experiencing academic pressure. Because of this,
they can understand and evaluate the situations of their students. The study
helps the teachers of the respondents because they'll get informed or aware
about academic pressure in accomplishing schoolworks.
The School. The school will also benefit from knowing whether they
have students who experience academic pressure. As a result, they are able
to comprehend and assess the circumstances of their students. The study
benefits the school since they will learn more about their pupils' pressure or
become more aware of it.
The Parents. The study helps the parents of the respondents because
they'll get informed or aware about students' academic pressure. The result of
the study will provide information regarding the effect of academic pressure
on their child's schoolwork.
The Researchers. This study can help them to make necessary

interventions in order for them to easily know the effects of academic pressure
on the schoolwork of the students. Also all the questions forming in their
minds can also be answered and it will make their research more relevant for
its intended audience.
The Future Researchers. This will help them enrich their study and
provide a reliable source of reference materials in case other students should
decide to do related studies. This can serve as their baseline data reference.
SCOPE AND DELIMITATION

The study will cover the effect of anxiety to student's schoolwork. The
primary subject of this research will comprise of the grade 12 STEM students
enrolled in school year 2023-2024. The respondents will be grade 12 students
who are in the STEM strand of Balayan Senior High School of the city of
Balayan in the division of Balayan, Batangas.
This research is delimited only to the selected students of grade 12

STEM who will be the respondents of this study, in order to achieve the result
and objective of the study. The quantitative method of research through
surveys and questionnaires will be used in this study. The researchers used
the simple random sampling technique as a method to collect the data
needed for the study.
CHAPTER II
REVIEW OF RELATED STUDIES
RESEARCH LITERATURE
The related research literature and studies about students' academic pressure
were gathered in order to comprehend the problem statement more fully. In
order to help the researchers better comprehend the research studies on the
academic pressure experience of the students and the effects on the
accomplishments of schoolwork of the students.
This study by Jiang et.al (2022), This study focuses on the negative impact of
academic pressure on teenagers' problem behavior. It suggests that
academic pressure contributes to adolescents' deviant behavior. The study
uses data from 2,465 teenagers aged 10-15 and finds that parent-child
conflict and self-control mediate the relationship between academic pressure
and behavioral problems. Additionally, it emphasizes the importance of
promoting self-control, cultivating character strengths, fostering a harmonious
family environment, reducing parent-child conflict, and enhancing teenagers'
subjective well-being to mitigate these issues.
This study by Thattil et.al (2018), The passage discusses how academic
stress is prevalent among students, especially adolescents, due to various
internal and external expectations. It emphasizes the need to identify the
sources and impact of this stress and mentions the use of a quantitative
research design, Academic Stress Scale, and different dimensions of stress
sources, including personal inadequacy, fear of failure, interpersonal
difficulties with teachers, teacher-pupil relationships, and inadequate study
facilities. The goal is to understand these stress sources to develop effective
counseling and intervention strategies to help students manage and reduce
stress.
This study by Jamison et.al (2022), Academic pressure may come from family
expectations, the ambitious goals students set for themselves, or the
demands placed on them by society at large. Coaches and school
administrators may also push students to succeed. Whatever the source of
academic pressure, the results can be detrimental to well-being on multiple
levels. When young adults feel they must prioritize academic achievement
over everything else including physical health, positive relationships with
peers and family, creative self-expression, and downtime to recharge they pay
a high mental health toll. Academic pressure can lead to depression, anxiety
disorders, or high-functioning anxiety.
This study by Zhang et al. (2021) conducted a meta-analysis of 105 studies to

investigate the relationship between academic pressure and student
achievement. The study found that academic pressure has a significant
negative effect on student achievement, with a pooled correlation coefficient
of -0.25. The study also found that the negative effect of academic pressure is
stronger for students in higher grades and for students who are already
underperforming.
This study by Wang and Eccles (2013) conducted a longitudinal study of
1,116 middle school students to investigate the impact of academic pressure
on student motivation and engagement. The study found that academic
pressure has a negative impact on student motivation and engagement, both
directly and indirectly through its effect on student anxiety. The study also
found that the negative impact of academic pressure is stronger for students
who are already struggling academically.
This study by Lee and Choi (2018) conducted a cross-sectional study of 1,083
high school students to investigate the relationship between academic
pressure and student mental health. The study found that academic pressure
has a significant negative impact on student mental health, including
symptoms of depression, anxiety, and stress. The study also found that the
negative impact of academic pressure is stronger for students who are
already experiencing mental health problems.
This study by Malarvili and Saroja (2018), The study discusses the
widespread concerns about academic-related stress among higher education
students, particularly Generation Y and Z (18-25 years old) in Malaysia. It
identifies common academic stressors, such as family pressures, scholarship
requirements, financial burdens, competition, and course-related stress.
These stressors can lead to physical and psychological issues like lack of
energy, loss of appetite, headaches, sleep problems, and gastrointestinal
problems. The study found that 88% of respondents identified studies as the
main cause of their stress, with 78% reporting moderate stress levels.
Additionally, 36% had a BMI in the overweight/obese category, and 54%
experienced sleeping disorders. The study aims to provide insights into
academic stress among these generations to guide policy-makers and
university/college management in addressing these issues.
This study by Deb et.al (2015), examines academic stress and mental health
in Indian high school students, focusing on factors associated with academic
stress. They surveyed 190 students from grades 11 and 12 in Kolkata, India.
Key findings: 63.5% reported academic stress, and 66% felt pressure from
parents for better academic performance. Parental pressure varied based on
parents' education and other factors. 32.6% showed symptoms of psychiatric

issues, and 81.6% reported exam-related anxiety. Academic stress was linked
to parental pressure and psychiatric problems, and exam-related anxiety was
related to psychiatric issues. The study highlights the significant issue of
academic stress among senior high school students and suggests potential
methods to address it.
SYNTHESIS
The research current study has stated the academic pressure of the students.
The researchers' conclusions regarding this study helps them to know the
significant relationship between the academic pressure experienced and its
effect on the accomplishment of the schoolworks. Furthermore, they are able
to verify some of the potential causes of the participants' academic pressure.
Jiang et al. (2022) and Thattil et al. (2018) both emphasize the negative
effects of academic pressure, with Jiang et al. focusing on its impact on
deviant behavior and Thattil et al. on academic stress and its sources. Jiang
et al.'s study employs data from a large sample of teenagers, while Thattil et
al. takes a quantitative research approach using the Academic Stress Scale.
While Jiang et al. highlights the importance of promoting self-control and
harmonious family environments, Thattil et al. concentrates on understanding
stress sources to develop effective interventions.
On the other hand, Jamison et al. (2022) and Zhang et al. (2021) delve into
the impact of academic pressure on student achievement. Jamison et al.
highlight how academic pressure can lead to detrimental consequences, such
as mental health issues, when students prioritize academic success above all
else. In contrast, Zhang et al.'s meta-analysis emphasizes the significant
negative effect of academic pressure on student achievement, with stronger
repercussions for higher-grade students and those already struggling
academically. Wang and Eccles (2013) and Lee and Choi (2018) focus on the
relationship between academic pressure and student motivation and mental
health. Both studies find that academic pressure negatively affects motivation
and mental health, with Lee and Choi specifically addressing symptoms of
depression, anxiety, and stress. Wang and Eccles' study highlights the
stronger impact of academic pressure on students already facing academic
challenges, while Lee and Choi's study underscores its heightened impact on
those with pre-existing mental health issues.
Lastly, Malarvili and Saroja (2018) and Deb et al. (2015) focus on academic
stress among higher education students in Malaysia and Indian high school
students, respectively. While Malarvili and Saroja identify common stressors
and their physical and psychological consequences, Deb et al. delves into the
association between academic stress, parental pressure, psychiatric
problems, and exam-related anxiety. Both studies underline the importance of
addressing academic stress and suggest potential strategies to mitigate its
effects. In summary, these studies collectively provide a comprehensive view
of academic pressure's various aspects and its implications on student well-
being and achievement.
DEFINITION OF TERMS
In order to help the readers identify and comprehend specific terminologies
that are used in this study, this section of the study offers two types of
definitions, including conceptual and operational definitions for terms that are
unfamiliar to the readers and are frequently mentioned in the study.
Accomplishments. Something that has been achieved successfully.( Oxford
Dictionary, 2023). In the researchers present study, Accomplishments refers
to the extent to which a student, teacher or institution has attained their short
or long-term educational goals
Anxiety. An emotion characterized by feelings of tension, worried thoughts,
and physical changes like increased blood pressure. People with anxiety
disorders usually have recurring intrusive thoughts or concerns. They may
avoid certain situations out of worry. They may also have physical symptoms
such as sweating, trembling, dizziness, or a rapid heartbeat. (Encyclopedia of
Psychology and APA Dictionary of Psychology,2023). In the researchers
present study, Anxiety refers to the feelings of worry, tension, or dread that
are associated with academic settings or tasks. This could be exams,
assignments, subjects (math, reading, or science), social pressures related to
schoolwork (parents, peers), or merely feeling uneasy about studying or
working in groups in class. Anxiety disorders can make it hard for students to
get schoolwork done or study
.
Depression. A common and serious medical illness that negatively affects
how you feel, the way you think and how you act. (American Psychiatric
Association, 2023). In the researchers present study, Depression can impact
the working memory, which makes it challenging to retain new information
and recall previously learned information.
Pressure. A continuous physical force exerted on or against an object by

something in contact with it. (Oxford Dictionary, 2023). In the researchers
present study, Pressure refers to the tension, discomfort, and other emotions
caused by the pressure from school, family, and society in the learning
process.
Procrastination. The act of delaying or postponing a task or set of tasks.
(James Clear, 2023). In the researchers present study, Procrastination is a
phenomenon where students unnecessarily postpone academic assignments,
like studying for a test or working on a school project. This is a common
problem, which can lead to issues like worse academic outcomes and
increased stress.
Schoolwork. Work assigned students by their teachers in school.(Oxford
Dictionary,2023). In the researchers present study, Schoolwork is the work
that a child does at school or is given at school to do at home.
Stress. A state of worry or mental tension caused by a difficult situation.
Stress is a natural human response that prompts us to address challenges
and threats in our lives. (World Health Organization (WHO), 2023). In the
researchers present study, Stress is defined as a student's psychological
state resulting from continuous social and self-imposed pressure in a school
environment that depletes the student's psychological reserves.
CHAPTER III
RESEARCH METHODOLOGY AND PROCEDURES
RESEARCH DESIGN
RESPONDENTS OF THE STUDY

DATA GATHERING INSTRUMENT
DATA GATHERING PROCEDURE
SCORING OF RESPONSES
STATISTICAL TREATMENT OF DATA
CHAPTER IV
PRESENTATION ANALYSIS AND INTERPRETATION OF DATA
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
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BALAYAN SENIOR HIGH SCHOOL

Caloocan, Balayan Batangas

STUDENTS ACADEMIC PRESSURE IN RELATION TO THE

REPUBLIC ACT No. 11036, An Act Establishing a National Mental Health

STATEMENT OF THE PROBLEM

1. What are the academic pressures experienced by the respondents?

INPUT PROCESS OUTPUT

Figure 1: Research Paradigm of the study

SIGNIFICANCE OF THE STUDY

The Students. The beneficiary of this study is the students, especially

The Researchers. This study can help them to make necessary

SCOPE AND DELIMITATION

This research is delimited only to the selected students of grade 12

This study by Zhang et al. (2021) conducted a meta-analysis of 105 studies to

parents' education and other factors. 32.6% showed symptoms of psychiatric

Pressure. A continuous physical force exerted on or against an object by

RESPONDENTS OF THE STUDY

DATA GATHERING INSTRUMENT

DATA GATHERING PROCEDURE

STATISTICAL TREATMENT OF DATA

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