Original Final Thesis 111 1

Jesus the Greatest Name Christian College, Inc.
30-32 Narra St.Ph.6 Pleasant Hills Subdivision City of San Jose Del Monte, Bulacan
Contact Details :( 044) – 3079-197/email:jgnccollege@gmail.com
JUNIOR HIGH SCHOOL DEPARTMENT
“THE IMPACT OF ACADEMIC PRESSURE TOWARDS EDUCATIONAL

ACTIVITIES AMONG GRADE 9 AND GRADE 10 STUDENTS” S.Y. 2022-2023
A THESIS PRESENTED TO THE FACULTY OF
JESUS THE GREATEST NAME CHRISTIAN COLLEGE
PHASE VI, HILLS, SUB, CITY OF SAN JOSE DEL MONTE BULACAN
IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE HIGH SCHOOL PROGRAM
Junior High School
PREPARED BY:
Atendido, Daniel A.
Beltran, Zildjan L.
Cadobla, Faith Lois J.
Dulay, Aicka Rose C.
Fajardo, Lara Jean M.
Faminiano, Nicholai B.
Florentino, Rheyan Miel D.
Lee, Aya Crizavhel D.
Mendoza, Elijah Jeane T.
Palomo, Patricia Anne B.
Pangilinan, Leanne Jade B.
May 2023
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APPROVAL SHEET
This thesis entitled “THE IMPACT OF ACADEMIC PRESSURE
TOWARDS EDUCATIONAL ACTIVITIES AMONG GRADE 9 AND GRADE 10
STUDENTS” prepared and presented by prepared and submitted by Aya
Crizavhel Lee, Leanne Jade Pangilinan , Faith Lois Cadobla , Patricia Anne
Palomo , Daniel Atendido , Rheyan Miel Florentino, Zildjan Beltran , Aicka Rose
Dulay, Lara Jean Fajardo, Nicholai Faminiano, and Elijah Jeanne Mendoza in
partial fulfilment of the requirements for the Junior High School Program has
been examined and is recommended for the acceptance and approval to Oral
Examination.
ALBERTO L. REAS _______________________
Adviser Date
PANEL OF EXAMINERS
Approved by the Committee of Oral Examiners with a grade of _____________
ESTRELLA. CAMPOSANO ALBERTO L. REAS
School Principal Member
JAYBE C. GALLAMOZA ARIES R. DOMINGO
Member Member
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ABSTRACT
This study is all about The Impact of Academic Pressure towards
Educational Activities among Grade 9 and Grade 10 Students. It aims to examine
the effects of academic pressure on students' engagement in educational
activities. The study focuses on Grade 9 and Grade 10 students during the
academic year 2022-2023. Academic pressure can have both positive and
negative effects on students. On the positive side, academic pressure can drive
students to work harder, set goals, and strive for excellence. It can foster a sense
of discipline and time management skills, teaching students to prioritize their
tasks and meet deadlines. Additionally, academic pressure can push students
out of their comfort zones, encouraging them to explore new subjects and
expand their knowledge. On the negative side, excessive academic pressure can
lead to stress, anxiety, and burnout. It may create a competitive environment that
prioritizes grades over true learning and personal growth. Students may feel
overwhelmed by high expectations and struggle with self-esteem issues if they
don't meet those expectations. Moreover, the intense focus on academic
performance can hinder students from engaging in other aspects of their lives,
such as extracurricular activities, hobbies, or social interactions, leading to a lack
of overall balance and well-being. It's essential to strike a balance between
academic rigor and the well-being of students, ensuring that they have the
necessary support and resources to thrive academically and personally. This
research study included a total of sixty-six (66) participants, with thirty-three (33)
students from Grade 9 and an equal number of thirty-three (33) students from
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Grade 10 at Jesus the Greatest Name Christian College. Every participant will
receive a series of questionnaires based
on our topic which include the demographic profile of the respondents, the impact
of academic issues on students, and on how it affects their time and studies.
Based on the findings, the rank 1 strategy chosen most frequently to cope with
academic
stress is hanging out with someone. This strategy has gained popularity due to
several reasons. First, socializing with others provides a much-needed break
from the academic environment, allowing students to relax and unwind. Engaging
in conversations and activities with friends or family members helps to alleviate
stress and shift the focus away from academic pressures. While The top-ranked
academic issue among students is time management. Time management plays a
crucial role in academic success as it directly impacts a student's ability to meet
deadlines, maintain a balanced workload, and achieve desired academic goals.
The study aims to explore the consequences of academic pressure on different
aspects of educational activities, such as academic performance, mental well-
being, engagement in extracurricular activities, social interactions, and overall
learning experiences. It seeks to uncover both the positive and negative impacts
of academic pressure on students' educational journeys. By conducting this
research, we hope to provide valuable insights into the effects of academic
pressure and shed light on the potential areas that may require attention or
improvement within the educational system. The findings of our study can
contribute to the development of strategies and interventions that help alleviate
excessive academic pressure while maintaining a conducive learning

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environment. Overall, the purpose of our study is to contribute to the
understanding of how academic pressure influences educational activities and to
identify ways to promote a balanced and healthy educational experience for
students.
DEDICATION
We are deeply grateful for the countless sacrifices that have led to the
completion of this work. We would like to express our sincerest thanks to Grade
9 and Grade 10 students, who generously took the time to complete our research
questionnaire and provide valuable feedback. Your involvement has been crucial
to the success of our thesis, and your comments and recommendations will
undoubtedly contribute to the improvement of our research procedures.
Additionally, we extend our heartfelt appreciation to Mrs. Estrella Camposano, Sir
Jaybe Gallamoza, and Sir Alberto Reas for their invaluable assistance
throughout this thesis project.
Moreover, we would like to dedicate this letter to our thesis adviser, Sir
Alberto L. Reas, who played an instrumental role in guiding us through the
challenging thesis defense. Your understanding, expertise, and unwavering
commitment have been invaluable, shaping the direction and enhancing the
quality of this thesis. Your insightful suggestions, constructive challenges, and
invaluable feedback have motivated us to surpass our limits and strive for
excellence. Under your guidance, our research skills have flourished, and our
understanding of the subject matter has deepened.
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We would also like to express our gratitude to my exceptional groupmates,
whose dedication and hard work have significantly contributed to the success of
our project. The synergy we established through effective teamwork has greatly
enhanced the outcome of our research efforts. Special recognition goes to our
remarkable leader for her remarkable patience and guidance throughout the
entire process. Lastly, we want to acknowledge and thank God, whose divine
guidance has been instrumental in navigating us through this challenging
journey. We will continue to place our trust in God and rely on His guidance until
our very last breath. Thank you for accompanying us throughout this
transformative experience.
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TABLE OF CONTENTS
Page
TITLE PAGE..................................................................................... i
APPROVAL SHEET.......................................................................... ii
ABSTRACT....................................................................................... iii
DEDICATION.................................................................................... iv
TABLE OF CONTENTS.................................................................... v
CHAPTER
I. THE PROBLEM
INTRODUCTION........................................................ 1
STATEMENT OF THE PROBLEM........................... 3
ASSUMPTION........................................................... 4
SCOPE AND DELIMITATION OF THE STUDY…. 6
SIGNIFICANCE OF THE STUDY............................ 7
DEFINITION OF TERMS......................................... 9
II. REVIEW OF RELATED LITERATURE AND STUDIES
LOCAL LITERATURE.......................................... 10
FOREIGN LITERATURE..................................... 13
7
CONCEPTUAL FRAMEWORK............................... 16
PARADIGM OF THE STUDY................................... 18
III. METHODS OF RESEARCH
RESEARCH DESIGN................................................ 18
RESPONDENTS…………........................................ 19
SAMPLING TECHNIQUE……................................ 19
INSTRUMENT USED................................................ 20
CONSTRUCTION OF THE INSTRUMENT............. 21
VALIDATION OF THE INSTRUMENT.................... 21
ADMINISTRATION AND RETRIEVAL OF THE
INSTRUMENT............................................................ 21
STATISTICAL TREATMENT OF DATA.................. 22
IV. PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA..................................
DEMOGRAPHIC PROFILE OF RESPONDENTS…... 24
HAVE YOU EVER FELT OVERWHELMED AND
STRESSED ………… 27
DO YOU FIND IT CHALLENGING TO BALANCE
ACADEMIC WORK ……… 28
DO YOU FEEL YOU HAVE ENOUGH TIME FOR
ACTIVITIES …………………………… 29
DO YOU FEEL THAT YOUR ACADEMIC

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QUALIFICATIONS ARE INFERIOR …… 30
DO YOU PRIORITIZE ACADEMIC ACTIVITIES
IN YOUR DAILY ROUTINE…………................ 31
DOES ACADEMIC PRESSURE VARY BASED ON THE
SUBJECT…………………. 32
DO YOU THINK ACADEMIC PRESSURE IS
NECESSARY TO ACHIEVE ACADEMIC
ACHIEVEMENTS……... 33
HAVE YOU EVER SOUGHT HELP OR SUPPORT FOR
ACADEMIC STRESS…………………............... 34
DO YOU FEEL THAT ACADEMIC PRESSURE
HAS A POSITIVE OR NEGATIVE IMPACT............. 35
HAVE YOU EVER FELT LIKE CHEATING OR
PLAGIARIZING…….. 36
HOW MANY HOURS A DAY DO YOU SPEND
STUDYING....................... 37
ARE THERE ANY STRATEGIES YOU USE TO
COPE WITH ACADEMIC STRESS....................... 39
WHAT ARE SOME ACADEMIC ISSUES YOU
DEAL WITH ....................... 41
WHAT CAN BE DONE TO REDUCE ACADEMIC
STRESS ....................... 44
V. SUMMARY, FINDINGS, CONCLUSIONS AND

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RECOMMENDATIONS.............................................
SUMMARY OF FINDINGS………………..……… 49
CONCLUSIONS…………………………………… 52
RECOMMENDATIONS…………………....……… 54
REFERENCES................................................................................... 56
APPENDICES.................................................................................... 58
CURRICULUM VITAE.................................................................... 61
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter provides general explanations of what the researcher will
discuss in this research. The introductory part contains several subheadings
such as background of study, research problem, objective of study, significance
of study, scope and limitation of study, and definition of key terms.
INTRODUCTION
Academic pressure is a common experience for students at all levels of
education. From elementary school to college and beyond, the pressure to
succeed academically can be intense and can have a significant impact on
students' mental health and well-being. This pressure is often exacerbated by the
increasing emphasis on academic achievement in modern society, where
success is often equated with academic excellence.
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One of the main sources of academic pressure is the expectation to excel
in academic activities. This pressure can come from parents, teachers, peers, or
even from students themselves, who may have high personal standards and
expectations. Academic activities can include anything from completing
homework assignments to participating in extracurricular activities, to studying for
exams. The pressure to excel in these activities can be especially intense for
students who are
aiming for top grades or who are competing for scholarships or other academic
awards.
While some level of academic pressure can be motivating and can push
students to achieve their full potential, excessive pressure can have negative
consequences. Students may experience stress, anxiety, and burnout, which can
lead to a range of physical and mental health problems. Additionally, academic
pressure can lead to a narrow focus on grades and test scores at the expense of
broader learning goals, such as creativity, critical thinking, and problem-solving
skills. As such, it is important for educators, parents, and students themselves to
be aware of the impact of academic pressure and to work together to create a
healthy academic environment that supports student well-being and success. It is
our primary importance to identify the reason of academic stress and its effects
on Grade 9 and Grade 10 students.
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“Times of stress are also times that are signals for growth, and if we use
adversity properly, we can grow through adversity”
STATEMENT OF THE PROBLEM
The purpose of this study is to determine “THE IMPACT OF
ACADEMIC PRESSURE ON THE ACADEMIC ACTIVITIES OFGRADE 9
AND GRADE 10 STUDENTS.” This study seeks to provide answers
to the following questions:
What are the Demographic Profile of the respondents in terms of: Gender,
Age, and Grade Level?
How do students perceive the impact of academic pressure on their
overall well-being and mental health?
What are the factors that influence whether students prioritize academic
activities in their daily routines?
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What are the academic issues students face in their studies?
What are the potential drawbacks and benefits of academic pressure in
achieving academic success?
What are some effective coping strategies that students employ to
manage and reduce academic stress?
ASSUMPTION
This study was conducted under the following assumptions:
1. The study focuses on investigating the influence of academic pressure on
the academic activities of students in Grade 9 and Grade 10. These
grades typically correspond to the ages of 14-16 years old.
2. The term "academic pressure" refers to the various demands and
expectations placed on students, including high academic standards,
heavy workloads, competition, and the need to perform well academically.
3. The study might examine how academic pressure affects different aspects
of students' academic activities, such as their study habits, time
management skills, engagement in class, extracurricular involvement, and
overall academic performance.
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4. The research might explore the psychological and emotional effects of
academic pressure, such as stress, anxiety, and burnout, which can
potentially impact students' motivation, well-being, and mental health.
5. It is possible that the study investigates the factors contributing to
academic pressure among Grade 9 and Grade 10 students. These factors
could include parental expectations, school policies, societal pressures,
college or career aspirations, and the fear of failure.
6. The research may examine potential consequences of academic pressure
on students' long-term educational trajectories, including their likelihood of
pursuing higher education, career choices, and future academic
achievements.
7. The study might propose strategies or interventions to mitigate the
negative impact of academic pressure on Grade 9 and Grade 10 students.
These strategies could include providing support systems, teaching stress
management techniques, fostering a positive learning environment, and
promoting a balanced approach to education.
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SCOPE AND DELIMITATION OF THE STUDY
The scope of this study focuses on the “IMPACT OF
ACADEMICPRESSURE ON THE ACADEMIC ACTIVITIES OF GRADE 9 AND
GRADE 10 STUDENTS.” It aims to examine how academic pressure influences
various aspects of their academic lives, including their study habits, test
performance, participation in extracurricular activities, and overall well-being. The
study will specifically target students in these two grade levels, as they are
transitioning from junior high school to senior high school and face increasing
academic demands and expectations. The research will consider both internal
and external sources of pressure, such as parental expectations, peer
competition, and the educational system’s emphasis on grades and
achievements. However, this study will not delve into the impact of academic
pressure on other grade levels or the long-term effects beyond the immediate
academic activities of these specific students.
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SIGNIFICANCE OF THE STUDY
The study's main focus is on the academic pressure that can seriously
harm students' educational activities. However, other students could find
inspiration in the academic pressure and use it as a drive to excel in their studies
and other educational endeavors. The researcher's goal is to raise public
awareness of the factors that can lead to academic pressure on students when
taking part in educational activities.
To the Students
This study will be a guide for the students to understand how academic
pressure and stress impact students' participation in educational activities and to
discover possible solutions that can assist students in managing academic
pressure in order to retain their academic achievement and general well-being.
This study can offer insightful information to teachers, parents, and students
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themselves to help them create practical plans for assisting students in managing
academic pressure while preserving their academic achievement and general
mental health.
To the Teachers
Through this research, Teachers will have knowledge of the students'
conditions thanks to this study. The ability to take action and deal with issues that
can affect students' ability to learn will be maintained by the teachers.
To the Parents and Guardians of the Students
Parents and guardians will have a general understanding of the effects of
academic pressure, including any negative impacts that their child might
be unknowingly using. Parents will then be equipped with the knowledge to help
their child avoid the negative effects of educational neglect and to provide them
the support and understanding they need when they are going through difficult
times.
To the Future Researchers
Future researchers that are interested in comparable subjects and issues
can utilize the material obtained in this study as a reference. The researchers put
a lot of time and effort into this study, and we want to share the results with other
researchers so they can use them to solve their own challenges with reference to
their subject.
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DEFINITION OF TERMS
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.
Academic Performance- is the measurement of student achievement
across various academic subjects.
Extracurricular Activities- a range of activities organized outside of the
regular school day, curriculum or course intended to meet learners’
interests.
Educational Activities- the activities of educating or instructing; activities that
impart knowledge or skill.
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Stress - can be defined as a state of worry or mental tension caused by
a difficult situation.
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher provides a comprehensive review of the
existing literature related to the topic. This includes scholarly articles, books, and
other relevant sources that investigate the effects of academic pressure on
students' academic performance and overall well-being. The use of APA format
in this research provides a standardized format for citing sources and
acknowledging the work of others. This helps to avoid plagiarism and gives credit
where it is due.
LOCAL LITERATURE
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According to Quing et al. (2021), The experience of stress is an
inevitable part of navigating the various stages of life, particularly for adolescents
who undergo both physical and psychological changes. During this phase,
important decisions must be made, such as choosing academic courses that will
shape their future careers. The pressure to excel academically, which comes
from their families, teachers, and society, can be overwhelming and often leads
to distress among adolescents. Therefore, it is crucial to study potential
protective factors and develop effective intervention techniques. Two extensively
researched factors associated with academic success are internal locus of
control and grit. However, there has been limited research investigating the
relationship between these factors and academic stress, particularly among
Filipino adolescents. This study aimed to examine how internal locus of control
and grit contribute to the
management of academic stress. The study involved 165 senior high school
students from Southern Luzon State University-Main Campus. The results
indicated a negative correlation between both grit and internal locus of control
and academic stress. Additionally, the study found a positive association
between grit and an internal locus of control, although one factor did not predict
the other.
According to Charlz et al. (2022), The purpose of the study was to
examine how peer pressure influences the formation of habits among
academically accomplished senior high school students at Nazareth School of
National University. The researchers utilized a descriptive quantitative research

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design to investigate the impact of peer pressure on the habit-forming behavior of
these students. They discovered that academically competent senior high
students at Nazareth School of National University experienced both positive and
negative effects of peer pressure on their academic performance. Nevertheless,
the majority of students used peer pressure to their advantage, motivating
themselves to excel in various aspects of their education, resulting in higher
grades and fulfilling their learning potential.
According to Temarlo et al. (2020), Stress arises when an individual's
ability to handle internal and external pressures is overwhelmed. This can lead to
negative effects on academic performance and behavior, particularly during
critical years. The purpose of this study was to investigate the impact of stress on
the academic performance of students at Bestlink College of the Philippines
during the
2019-2020 academic year. The results revealed that stress had an influence on
attendance, written exams, and performance tasks. Academic stress specifically
refers to the pressure related to academic responsibilities, such as exam
preparation, completing assignments and projects, understanding new concepts,
and adapting to new social settings. While academic factors primarily contribute
to academic stress, other factors like environmental, social, and personal aspects
can indirectly have negative effects on students' academic careers.
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According to Tan et al. (2021), Studying presents numerous challenges
for adolescents. The stress and difficulties associated can have an impact on
students' mental health, which in turn affects their academic performance. This
research paper focuses on a needs assessment project that investigated how
students perceive their university experiences and their own mental well-being.
The analysis of the data followed Kirsh et al.'s (2016) socioecological approach,
which considers the interconnected influences of self, social, and environmental
factors on student mental health. The results support previous studies that
emphasize the importance of academic institutions examining and modifying their
learning culture to explicitly address the role of mental health in student learning
and overall well-being.
According to Conway (2019), There is an impact of connectedness and
academic buoyancy on the academic stress experienced by college students.
The participants in the study consisted of 186 undergraduate students from a
university
in the Philippines. Academic buoyancy significantly predicted academic stress
indicating the usefulness of both internal and external resources for coping with
stress. The implications of these findings are discussed in relation to educational
outcomes, such as learning and motivation, as well as in the field of counseling
psychology.
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FOREIGN LITERATURE
According to Abdolahi et al. (2020), Academic stress is a commonly
reported affective state by high school students that can be accompanied by
unwanted and unhelpful short and long-term implications including a low sense of
school belonging. Understanding how academic stress may be alleviated or
managed by students is an essential consideration for all schools concerned with
student well-being. This study aimed to examine the relationship between

24
academic stress and sense of school belonging, as well as the mediation effect
of academic hardiness. Four hundred and five high school students from six
schools in Tehran (Iran) were recruited in the study. The findings elucidate the
underlying mechanism in how low school belonging may lead to academic stress
in high school students. Creating a culture of school belonging and teaching and
supporting skills related to academic hardiness should be key considerations for
all schools seeking to reduce academic stress experienced by their students.
According to Sibnath et al. (2015), Academic stress exhibited a positive
correlation with parental pressure and psychiatric problems, while examination-
related anxiety was also positively associated with psychiatric issues. The level
of parental pressure varied significantly depending on factors such as the
parents' education level, the mother's occupation, the number of private tutors,
and the students' academic performance. Notably, students whose fathers had a
lower education level (non-graduates) were more likely to perceive pressure to
excel
academically. The study highlights the seriousness of academic stress, affecting
nearly two-thirds of high school students in Kolkata.
According to Putwain (2007), In spite of a longstanding interest in North
American and Western European literature, researchers in the UK have recently
started focusing on the issue of academic stress The terms 'stress,' 'anxiety,'
25
and 'worry' are used interchangeably in the literature, suggesting they refer to the
same thing, and the concepts of 'examination stress' and 'academic stress' are
not clearly defined. Consequently, it is unclear what exactly the literature is
referring to. Considering the concept of academic pressure, which is often
ignored, may provide advantages to researchers due to its well-defined scope
and reference point.
According to Jiang et al. (2007), Academic pressure has a positive
influence on adolescents' deviant behavior. The mediation model reveals that
parent-child conflict and self-control directly mediate the relationship between
academic pressure and behavioral problems in teenagers. Furthermore, parent-
child conflict, self-control, and subjective well-being collectively play a significant
mediating role between academic pressure and adolescents' problematic
behavior. To mitigate the risk of such issues, it is essential to enhance
individuals' self-control abilities, foster positive character traits in adolescents,
cultivate a harmonious family environment, minimize parent-child conflict, and
promote the
subjective well-being of teenagers. The researchers collected data from the fifth
wave of the China Family Panel Studies conducted between 2017 and 2018.
According to Dutta and Dewri (2022), Stress is a significant problem
among students, with notable consequences on their academic performance and

26
well-being. It is crucial to grasp the extent of stress among students in order to
identify effective solutions for their physical and mental health. This issue is of
interest across various fields. In this research, the focus is on examining how
stress affects the academic success of students in the higher secondary level in
Guwahati, the largest city in northeastern India. The findings reveal a high level
of stress among these students, leading to severe health problems and poor
academic performance primarily caused by academic pressure.
According to Deb et al. (2014), While all students experienced high
levels of academic stress, those with lower grades reported higher stress levels
compared to those with higher grades. Additionally, students involved in extra-
curricular activities were more likely to report exam anxiety compared to those
who were not involved in such activities. These findings highlight the elevated
levels of academic stress and exam anxiety among private high school students
in India. Consequently, there is a necessity to develop effective interventions to
assist these students in better managing their stress and anxiety.
CONCEPTUAL FRAMEWORK
The IPO (Input-Output Process) conceptual framework is a model used in
various fields, such as economics, systems theory, and management, to analyze
the relationships between inputs, outputs, and processes within a system. It
helps understand how inputs are transformed into outputs through different
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processes and provides a structured framework for studying and improving
systems.
INPUT PROCESS OUTPUT

 What are the  Survey through  To know the
Demographic questionnaire impact of
Profile of the academic
respondents in  Gathering the pressure on
terms of: Gender, data students
Age, and Grade
Level?  To learn the
 Examining the
coping
 Have you felt gathered data
mechanism of the
overwhelmed or
students
stressed due to
28 regarding
academic
academic
pressure?
pressure
 Do you find it
 To understand
challenging to
how academic
balance your
pressure affects
RESEARCH PARADIGM
The research paradigm employed in this study involves conducting a
survey-based research approach to investigate the impact of academic pressure
on students. The researchers aim to gather data on the demographic profile of
the respondents, including gender, age, and grade level, as well as their
experiences with academic pressure and its effects on their academic
performance.
The process begins with the administration of a questionnaire to collect
data from the participants. The questionnaire covers various aspects related to
academic pressure, such as feeling overwhelmed or stressed due to academic
pressure, challenges in balancing academic work and extracurricular activities,
academic issues faced by students, coping strategies used to deal with academic
stress, and perceptions of the positive or negative impact of academic pressure
on academic performance.
Once the data has been collected, the researchers proceed to examine
and analyze the gathered information. The analysis will involve identifying
patterns, trends, and correlations within the data to achieve the study's
objectives.
The main objectives of this research paradigm include understanding the
impact of academic pressure on students, exploring the coping mechanisms
employed by students to manage academic stress, comprehending how
academic pressure influences educational activities, and gaining insights into the
academic issues encountered by students.
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By employing this research paradigm, the study aims to contribute to the
existing knowledge on the relationship between academic pressure and student
well-being, as well as to provide valuable insights and recommendations.
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CHAPTER III
METHODS OF REASEARCH
This study centers around the methods employed by the researchers to
carry out their investigation. It encompasses various aspects such as the
research design, respondents, used instruments, data collection procedures,
statistical analysis of data, and other relevant elements pertaining to the research
process.
RESEARCH DESIGN
The method used in this research is the Descriptive method to provide an
accurate and detailed depiction of the phenomenon under study. The
researchers selected this method because it seemed to be the most efficient and
suitable approach for accomplishing the study's goal of identifying the Impact of
Academic Pressure towards Educational Activities among Grade 9 and Grade 10
students at Jesus the Greatest Name Christian College, S.Y. 2022-2023.
Descriptive method refers to a methodological approach aimed at
providing a detailed and comprehensive analysis of a particular phenomenon or
topic. It involves systematically observing, documenting, and analyzing various
aspects of the subject matter to present an accurate and objective account. The
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primary objective of descriptive research is to answer questions about the "what,"
"who," "where," and "how" of a particular research area, shedding light on its
characteristics, patterns, and relationships. Through the use of surveys,
interviews, observations, or existing data, descriptive research seeks to present
an unbiased and factual account of the subject, enabling researchers to gain
valuable insights and establish a foundation for further investigation or decision-
making.
RESPONDENTS
The participants in the study were selected from Jesus the Greatest Name
Christian College's high school students for the academic year 2022-2023,
specifically targeting Grade 9 and Grade 10 students. The researcher opted for a
sample size of sixty-six (66) students, comprising thirty (30) boys and thirty-six
(36) girls. Among the boys, sixteen (16) were from Grade 9 Matthew and
fourteen (14) from Grade 10 Luke. Similarly, among the girls, seventeen (17)
were from Grade 9 Matthew and nineteen (19) from Grade 10 Luke.
SAMPLING TECHNIQUE
In this research, we explore the utilization of sampling techniques to
investigate and analyze the Impact of Academic Pressure towards Educational
Activities among Grade 9 and Grade 10 Students. By employing appropriate
32
sampling methods, we aim to overcome potential limitations posed by resource
constraints, time limitations, and the impracticality of studying the entire
population
of interest. By focusing on a carefully selected sample, we can obtain valuable
insights and generalize our findings to the broader population.
The sampling technique used in this is the Random Sampling Technique.
Random sampling is a statistical technique used to select a subset of individuals
or elements from a larger population in an entirely random and unbiased manner.
It involves selecting individuals from the population without any predetermined
pattern or preference, ensuring that each member of the population has an equal
chance of being included in the sample. In random sampling, every individual in
the population has a known and nonzero probability of being selected. This
method helps minimize bias and increase the generalizability of the results
obtained from the sample to the entire population. Random sampling is
commonly used in various fields such as research, surveys, experiments, and
data analysis.
“A common way to implement simple random sampling is through the use
of random number generators. Researchers assign a unique number to each
individual in the population and then use a random number generator to select
the desired number of individuals for the sample. One advantage of simple
random sampling is that it allows researchers to generalize the findings from the
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sample to the larger population. However, one limitation is that it may not be
representative of the population if there is a high degree of variability in the
population,” Kothari, C. R. (2004).
INSTRUMENT USED
The researcher will use the following instrument in order to gather the
required data:
Survey through Questionnaire
A type of research instrument that contains a series of questions and other
prompts that are used to collect data from the respondents. The questionnaire
includes the demographic profile of the respondents, as well as effects,
challenges, and solutions. A survey is the process of collecting, analyzing and
interpreting data
from many individuals. It aims to determine insights about a group of people.
Questionnaire surveys are a technique for gathering statistical information about
the attributes, attitudes, or actions of a population by a structed set of questions
Documentary Analysis
34
Documentary analysis in qualitative research involves analyzing written or
recorded materials, such as documents, texts, images, and audiovisual
materials, to uncover meaning and insight into it
CONSTRUCTION OF THE INSTRUMENT
The researchers developed the study concept by examining relevant
citations that applied to this research. The researchers created a survey
questionnaire and submitted it to their advisors for review and approval while
also considering any suggestions and ideas to provide.
VALIDATION OF THE INSTRUMENT
The researchers confirmed the instrument’s validity through the
administration of the survey by Grade 9 and Grade 10, whose responses were
used for validation purposes. After conducting validation, the researchers will
modify the questionnaire based on the findings to ensure that the instrument
used yields effective and accurate results.
ADMINISTRATION AND RETRIEVAL OF INSTRUMENT
Before the survey has been made, a formal request letter was sent to the
school administration office, seeking approval to gather data through a survey
35
involving Grade 9 and Grade 10 students from Jesus the Greatest Name
Christian College, S.Y. 2022-2023. These specific students have been selected
as participants for this research. After the school administration office approved,
a survey was conducted, and the researchers gave an assurance to the students
that the survey outcomes would remain completely confidential and solely utilized
for the study's objectives.
STATISTICAL TREATMENT OF DATA
Statistical treatment of data encompasses a range of techniques and
methods to ensure that the data is organized, summarized, and evaluated in a
meaningful way. This involves checking for missing values, outliers, and
inconsistencies, and making appropriate adjustments or exclusions if necessary.
Once the data is cleaned, researchers apply various statistical techniques to
summarize and describe the data. By applying appropriate statistical tests,
researchers can determine if the observed findings are statistically significant or
occurred by chance.
Statistical treatment of data provides a systematic approach to analyze
research data, ensuring that the findings are reliable, valid, and generalizable. It
helps us uncover meaningful insights, make informed decisions, and contribute
to the advancement of knowledge in their respective fields.
36
Each statement has five responses. In this study, the responses were
classified under the degree of frequency with the weights 5,4,3,2, and 1.
Where
1. Percentage
This tool uses the formula below
% = F/N x 100
Where:
F = the number of the response under a particular category
N = total number of subjects/respondents
% = the percentage
2. Frequency
Frequency distribution is an organized tabulation/graphical
representation of the number of individuals in each category on the scale of
measurement. It allows the researcher to have a glance at the entire data
conveniently and it’s tabular representation of a survey data set used to organize
and summarize the data.
37
3. Ranking
Ranking is a question response format used when a researcher
is interested in establishing some type of priority among a set of objects, whether
they be policies, attributes, organizations, individuals, or some other topic or
property of interest
38
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter provides an overview of the essential components involved in
analyzing data, presenting it effectively, and interpreting the results. The
researchers analyze data, present it effectively, and interpret the results to derive
meaningful insights and draw conclusions from their research. The information is
displayed in table form.
1. Demographic Profile of the Respondents
The data gathered from survey questionnaires, which included details
such as age, gender, grade, and section of the participants, was compiled and
displayed in the form of a table.
39
GENDER
48.5%
Male 51.5%
Female
Profile of the respondents in terms of Gender
Out of the total sixty-six (66) participants, there was a mix of male and
female representatives. Specifically, there were thirty-four (34) female
respondents and thirty-two (32) male respondents. In terms of the overall
composition, the majority of the respondents were female, accounting for fifty-
one
point five percent (51.5%), while the male respondents made up the minority with
forty-eight point five percent (48.5%).
40
AGE
51.5 16.7%
%
14
14 16 17 15
15 30.3
1.5% %
17 16
Profile of the respondents in terms of Age
Among the sixty-six (66) participants surveyed, thirty-four (34)
individuals, accounting for fifty-one point five percent (51.5%) of the total, are
fifteen (15) years old. There are twenty (20) respondents, comprising thirty point
three percent (30.3%) of the group, who are sixteen (16) years old. Additionally,
eleven (11) individuals, making up sixteen point seven percent (16.7%) of the
participants, are
fourteen (14) years old. Only one (1) person, representing a mere one point five
percent (1.5%), is seventeen (17) years old.
41
GRADE LEVEL
50% 50%
Grade 9 Grade 10
Profile of the respondents in terms of Grade and Section
Among the group of sixty-six (66) participants, there are an equal
number of individuals from Grade 9 and Grade 10, with each grade accounting
for fifty percent (50%) of the total population. Specifically, thirty-three (33)
respondents belong to Grade 9, while another thirty-three (33) belong to Grade
10.
2. Have you felt overwhelmed or stressed due to academic pressure?
42
YES NO
90
80
70
60
50
40 81.8%
30
20
10
0
18.2%
Based on the responses received, eighty-one point eight percent (81.8%)
of the students indicated that they have felt overwhelmed or stressed due to
academic stress. The significant majority of the respondents have experienced
feelings of overwhelm or stress related to academic pressure. On the other hand,
eighteen point two percent (18.2%) of the participants responded with "No,"
indicating that they have not experienced overwhelming or stressful emotions
due to academic stress.
43
3. Do you find it challenging to balance your academic work and
extracurricular activities due to academic pressure?
YES NO
60
50
40
30
56.1%
20
43.9%
10
Based on the survey responses, it can be concluded that a majority of the
students’ fifty-six point one percent (56.1%) find it challenging to balance their
academic work and extracurricular activities due to academic pressure however
forty-three point nine percent (43.9%) of students who responded may have
found alternative ways to handle the academic workload and maintain a balance
with their extracurricular commitments
44
4. Do you feel you have enough time to engage in activities inside of
school, such as quizzes, brainstorming, presentations, roleplay,
discussions and group learning?
YES NO
70
60
50
40
30 60.6%
20
39.4%
10
Sixty point six percent (60.6%) participants feel that they have enough time to
engage in activities inside of school, they think that the school's schedule or
workload allows students to balance their academic responsibilities with
extracurricular activities. In contrast, thirty-nine point four percent (39.4%) of the
participants feel they have sufficient time for activities inside of school, they think
that the school's schedule or workload may be overwhelming for many students,
leaving them with limited time for other activities.
45
5. Do you feel that your academic qualifications are inferior to other
peers, resulting in anxiety and inferiority?
YES NO
52
51
50
49
51.5%
48
47
48.5%
46
Based on the responses, it can be observed that a majority of the
participants, just about fifty-one point five percent (51.5%), answered to feeling
that their academic qualifications are inferior to other peers, resulting in anxiety
and inferiority. This shows that most students experience self-doubt and a sense
of inadequacy in comparison to their peers. Still, around forty-eight point five
percent (48.5%) of respondents suggested that they do not perceive their
academic qualifications as inferior to their peers, and thus do not experience the
accompanying feelings of anxiety and inferiority.
46
6. Do you prioritize academic activities in your daily routine?
YES NO
60
50
40
30
54.5%
20
45.5%
10
Fifty-four point five percent (54.5%) of the students allocate a significant
portion of their time and focus to activities related to their education, such as
studying, attending classes, completing assignments, or engaging in academic
discussions. At the same time, forty-five point five percent (45.5%) of the
students allocate their time and attention to other aspects of life, such as work,
personal commitments, hobbies, or socializing, and may not devote as much
time or importance to academic pursuits.
47
7. Does academic pressure vary based on the subject you’re taking?
YES NO
80
70
60
50
40
66.7%
30
20
10 33.3%
According to our survey, sixty-six point seven percent (66.7%) of the
students agreed that academic pressure varies based on the subject they are
taking, while thirty-three point three percent (33.3%) disagreed with this
statement. Majority of the students perceive differences in academic pressure
depending on the subject they are studying.
48
8. Do you think academic pressure is necessary to achieve academic
achievement?
YES NO
70
60
50
40
63.6%
30
20
36.4%
10
Sixty-three point six percent (63.6%) believed that a certain level of
pressure, such as deadlines, expectations, or challenges, can motivate students
to work harder, stay focused, and excel academically yet thirty-six point four
percent (36.4%) believed that a supportive and nurturing environment, along with
a focus on holistic development, can lead to academic achievement without
excessive pressure or stress.
49
9. Have you ever sought help or support for academic stress?
YES NO
51.5
51
50.5
50
49.5
51.1%
49
48.5
48 48.5%
47.5
The survey found that fifty-one point one percent (51.1%) of respondents
proposed that seeking assistance is relatively common among the surveyed
students. The remaining forty-eight point five percent (48.5%) who answered
proposed that a significant portion of the students has not sought assistance for
academic stress, indicating potential barriers or reluctance to seek help.
50
10. Do you feel that academic pressure has a positive or negative
impact on your academic performance?
POSITIVE NEGATIVE NO IMPACT BOTH POSI-

60 TIVE AND
NEGATIVE
50
40
30
48.5%
20
10 31.8%
15.2%
4.5%
0
Majority of students forty-eight point five percent (48.5%) concluded that
engaging in academic activities such as studying, attending classes, and
completing assignments contributed positively to their overall academic
performance. On the other hand, a moderate percentage of students’ thirty-one
point eight percent (31.8%) perceived the academic activities challenging or
overwhelming, leading to a negative effect on their academic performance.
Additionally, a minority of students’ fifteen point two percent (15.2%) mentioned
that they don't perceive any impact from academic activities on their academic
performance, suggesting that their academic achievements are not significantly
influenced by their engagement in academic activities. A smaller percentage of
four point five percent (4.5%) feel that academic pressure has both positive and
negative impacts on their academic performance.

51
11. Have you ever felt like cheating or plagiarizing was the only way
to meet the academic expectations placed on you?
YES NO
70
60
50
40
30
20 42.4%
57.6%
10
Forty-two point four percent (42.4%) of students who answered have
encountered situations where they thought of cheating or plagiarism as the sole
means to meet academic expectations. Conversely, fifty-seven point six percent
(57.6%) who answered suggested that a substantial number of students have not
felt the need to resort to cheating or plagiarism to meet academic demands.
52
12. On average, how many hours a day do you spend studying
during school hours?
Time Frequency Percentage Ranking
2 hours 20 30.3% I
3 hours 18 27.3% II
4 hours 10 15.2% III
5 hours 6 9.1% IV
6 hours 5 7.6% V
1 hour 4 6.1% VI
None 3 4.5% VII
The following is a descriptive result showing the average number of hours
spent studying during school hours, based on the responses of the respondents:
2 hours: The majority of respondents, comprising thirty point three
percent (30.3%) of the total, reported spending an average of two
(2) hours studying during school hours. This response ranked first
in terms of frequency.
3 hours: The second most common response was studying for an
average of three (3) hours during school hours, reported by twenty-
seven point three percent (27.3%) of the respondents. This option
ranked second in frequency.
53
4 hours: Fifteen point two percent (15.2%) of the respondents
stated that they spend around four (4) hours studying during school
hours. This response ranked third in terms of frequency.
5 hours: A smaller portion of the respondents, accounting for nine
point one percent (9.1%), reported spending approximately five (5)
hours studying during school hours. This option ranked fourth in
frequency.
6 hours: Seven point six percent (7.6%) of the respondents
mentioned studying for an average of six (6) hours during school
hours. This response ranked fifth in terms of frequency.
1 hour: Six point one percent (6.1%) of the respondents reported
spending just one (1) hour studying during school hours. This
option ranked sixth in frequency.
None: A minority of the respondents, constituting four point five
percent (4.5%) of the total, stated that they do not spend any time
studying during school hours. This response ranked seventh and
last in terms of frequency.
54
13. Are there any strategies you use to cope with academic stress?
Strategies Frequency Percentage Ranking
Hanging out with 20 30.3% I
someone
Online games 10 15.2% II
Sports 9 13.6% III
Watching Movies 7 10.6 IV
Reading Books 6 9.1% V
Music 5 7.6 VI
Sleep 5 7.6 VII
Eating 4 6.1% VIII
The respondents and their respective strategies are mentioned:
Hanging out with someone: was the most popular strategy, with
twenty (20) out of sixty-six (66) students thirty point three percent
(30.3%) choosing this option as their preferred way to cope with
academic stress. This strategy ranked first in the table. Students
who selected this option found solace in spending time with friends
or family, engaging in social activities, and seeking emotional
support.
55
Online games: were chosen by ten (10) students fifteen point two
percent (15.2%), ranking second in the table. These students found
relaxation and distraction from academic stress by immersing
themselves in various online games, whether through multiplayer
experiences or solo adventures.
Sports: were selected by nine (9) students thirteen point six
percent (13.6%), ranking third in the table. Engaging in physical
activities such as exercising, playing a sport, or going for a run
allowed these students to channel their stress into a healthy outlet,
benefiting both their physical and mental well-being.
Watching movies: was the choice of seven (7) students ten point
six percent (10.6%), ranking fourth in the table. These students
sought relief by indulging in cinematic experiences, finding
entertainment and escapism through movies that helped them
temporarily disconnect from their academic pressures.
Reading books: was selected by six (6) students nine point one
percent (9.1%), ranking fifth in the table. These students found
solace and relaxation in the world of literature, allowing their minds
to wander and escape from the stressors of academia through the
power of storytelling.
56
Music and Sleep: tied with five (5) students seven point six
percent each (7.6%), ranking sixth and seventh, respectively, in the
table. Some students turned to music, either by listening to their
favorite songs or playing musical instruments, as a way to unwind
and find
emotional release. Others found respite in getting sufficient sleep,
recognizing its importance in recharging their bodies and minds for
academic challenges.
Lastly, four (4) students six point one percent (6.1%) mentioned
Eating as their coping strategy, ranking eighth in the table. These
students sought comfort in food, finding temporary relief from stress
through indulgence in their favorite snacks or meals.
57
14. What are some academic issues you deal with as a student?
Academic Issue Frequency Percentage Ranking
Time Management 26 39.4% I
Failure 16 24.2% II
Too many activities 7 10.6% III
Deadline 6 9.1% IV
Academic Pressure 5 7.6% V
Slow Learner 4 6.1% VI
Procrastination 2 3% VII
The survey collected responses from a total of sixty-six (66) students, who
provided insights into various challenges they encounter in their academic
journey.
The most prevalent academic issue reported by the respondents is Time
Management, with twenty-six (26) students thirty-nine point four percent
(39.4%) indicating that they struggle with effectively managing their time.
This issue ranks first in terms of frequency, suggesting that a significant
58
portion of students face challenges in organizing their schedules and
allocating time for studying, assignments, and other activities.
The second most commonly cited academic issue is Failure, with sixteen
(16) students twenty-four point two percent (24.2%) acknowledging this
challenge. This finding highlights the difficulties some students experience
in achieving the desired academic outcomes, such as low grades or not
meeting their own expectations.
Too many activities emerged as the third most mentioned academic
issue, with seven (7) students ten point six percent (10.6%) reporting that
they struggle with managing their workload due to involvement in
numerous extracurricular or non-academic activities. This finding suggests
that balancing academic responsibilities with other commitments can be a
significant challenge for some students.
Deadline-related challenges were identified by six (6) students nine point
one percent (9.1%) as a prominent academic issue. This indicates that
some students find it difficult to meet assignment or project deadlines,
potentially due to poor time management or an overwhelming workload.
Academic Pressure was reported as a concern by five (5) students
seven point six percent (7.6%). This indicates that a subset of
respondents feel a significant amount of stress or pressure related to their
59
academic performance, expectations from others, or a competitive
environment.
A smaller number of respondents four (4) students, six point one percent
(6.1%) identified themselves as Slow Learners, implying that they face
challenges in comprehending and grasping academic concepts at the
same pace as their peers. This finding highlights the need for additional
support and tailored teaching methods to cater to the diverse learning
needs of students.
Procrastination emerged as a less frequently mentioned issue, with only
two (2) students three percent (3%) reporting struggling with delaying or
postponing their academic tasks. While this issue had the lowest
frequency in the survey, it still warrants attention, as procrastination can
negatively impact a student's academic performance and overall
productivity.
60
15. What can be done to reduce academic stress among students?
Frequency Percentage Ranking
Rest 15 22.7% I
Fewer Activities 13 19.7% II
Proper time 11 16.7% III
management
Socialize 10 15.2% IV
Engage Outdoor 9 13.6% V
Activities
Reduce social 8 12.1% VI
media and games
61
Based on the responses of the students surveyed, the following results
provide insights into potential strategies to reduce academic stress among
students:
Rest: A total of fifteen (15) students, constituting twenty-three
percent (23%) of the participants, suggested resting as a potential
solution. This implies that these students believe taking breaks and
allowing themselves time to relax and rejuvenate can help alleviate
academic stress.
Fewer Activities: Another popular suggestion, indicated by thirteen
(13) students twenty percent (20%), was to reduce the number of
extracurricular activities. These students likely feel that having
fewer
commitments outside of academics would allow them to focus more
on their studies and consequently reduce stress levels.
Proper time management: was recommended by eleven (11)
students seventeen percent (17%) as a means to combat academic
stress. These students recognize the importance of effectively
organizing their schedules, prioritizing tasks, and utilizing their time
efficiently to minimize stress caused by academic demands.
62
Socialize: was mentioned by ten (10) students fifteen percent (15%)
as a strategy to reduce stress. This suggests that these students
believe engaging in social interactions and maintaining a healthy
social life can provide emotional support and help alleviate
academic pressure.
Engaging in outdoor activities was proposed by nine (9) students
fourteen percent (14%) as a way to reduce academic stress. These
students likely advocate for spending time in nature, participating in
sports, or pursuing outdoor hobbies as a means of relaxation and
diversion from academic pressures.
Reduce social media and games: A slightly smaller percentage of
eight (8) students twelve percent (12%) recommended reducing
social media usage and limiting game time to mitigate academic
stress. These students may feel that excessive screen time and
distractions from social media and games can impede their focus
and contribute to increased stress levels.
63
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
The summary of findings reveals significant patterns and outcomes
derived from the comprehensive analysis conducted in this thesis. These findings
contribute to a deeper understanding of the research problem and provide a
foundation for the conclusions and recommendations outlined in this study.
STATEMENT OF THE PROBLEM
64
What are the Demographic Profile of the respondents in terms of: Gender,
Age, and Grade Level?
How do students perceive the impact of academic pressure on their overall
well-being and mental health?
What are the factors that influence whether students prioritize academic
activities in their daily routines?
What are the academic issues students face in their studies?
What are the potential drawbacks and benefits of academic pressure in
achieving academic success?
What are some effective coping strategies that students employ to manage
and reduce academic stress?
65
SUMMARY OF FINDINGS
The summary of findings serves as a concise overview of the key
discoveries and results obtained during this research process. It provides the
researchers with a snapshot of the main conclusions drawn from the study,
enabling them to grasp the significance and implications of the research at a
glance.
The Demographic Profile of the Respondents
The demographic profile of the respondents consisted of sixty-six
participants (66) , with a relatively equal distribution of male and female

66
representatives. Out of the total, there were thirty-four (34) female
respondents and thirty-two (32) male respondents, making up fifty-two
percent (52%) and forty-eight percent (48%) of the group, respectively. In
terms of age, the majority of participants, accounting for fifty-two percent
(52%), were fifteen (15) years old, followed by thirty percent (30%) who
were sixteen (16) years old, seventeen percent (17%) who were fourteen
(14) years old, and only one percent (1%) who were seventeen (17) years
old. Grade-wise, there was an equal number of participants from Grade 9
and Grade 10, with each grade comprising fifty percent (50%) of the total
population, resulting in thirty-three respondents from each grade.
In summary, the findings from the survey indicate that a significant
majority of students have felt overwhelmed or stressed due to academic
pressure. Additionally, majority of students find it challenging to balance
their academic work and extracurricular activities, although some have
found alternative ways to manage their workload. While a majority of
participants feel they have enough time to engage in activities inside of
school, a considerable portion feels that the school's schedule or workload
may be overwhelming. Furthermore, majority of students feel that their
academic qualifications are inferior to their peers, resulting in anxiety and
feelings of inferiority.
In terms of prioritizing academic activities, slightly more than half of
the students allocate a significant portion of their time to academic

67
pursuits, while the rest prioritize other aspects of life. The survey also
reveals that academic pressure varies based on the subject being studied,
according to the majority of respondents.
Opinions are divided on whether academic pressure is necessary
to achieve academic success. A significant percentage of students believe
that some level of pressure can be motivating, while others believe that a
supportive and nurturing environment can lead to success without
excessive stress. When it comes to seeking help for academic stress,
roughly half of the respondents suggest that seeking assistance is
relatively common among students, while the other half indicates that
many students may be hesitant to seek help.
In terms of the impact of academic pressure on academic
performance, opinions vary. While a majority of students feel that
academic activities have a positive impact on their performance, a
significant portion perceives them as challenging or overwhelming, leading
to a negative effect. Some students feel no impact, while a smaller
percentage believe that academic pressure has both positive and negative
impacts.
A notable finding is that a significant proportion of students have felt
the need to resort to cheating or plagiarism to meet academic
expectations, while others have not felt the need for such actions. The
survey also provides insights into the average number of hours spent
68
studying during school hours, with the majority of students reporting
studying for 2-3 hours.
When it comes to coping with academic stress, various strategies
are employed by students. Hanging out with someone, online games,
sports, watching movies, and reading books are among the most common
coping mechanisms. Additionally, time management, failure, and too many
activities are identified as prevalent academic issues faced by students,
while suggestions to reduce academic stress include resting, reducing
activities, proper time management, socializing, engaging in outdoor
activities, and reducing social media and game usage.
CONCLUSIONS
Based on the findings, the following conclusions were drawn:
1. The impact of academic pressure on educational activities among grade 9 and
grade 10 students is a complex issue that requires careful consideration.
Through this research, we have explored the various aspects of academic
pressure and its effects on students' engagement in educational activities.
2. It is evident that academic pressure can significantly influence students'

69
educational activities. The pressure to perform well academically, whether from
parents, teachers, or peers, can lead to increased stress levels and reduced
motivation. As a result, students may find it challenging to participate fully in
educational activities such as class discussions, group projects, and
extracurricular pursuits. This hindrance to engagement can have long-term
consequences for their overall academic success and personal development.
3. The researchers have observed that academic pressure can negatively impact
students' mental health and well-being. The relentless pursuit of academic
excellence can create an environment of high expectations and constant
comparison, contributing to feelings of anxiety, depression, and burnout. These
mental health challenges can further hinder students' willingness to engage in
educational activities, as they may prioritize their well-being over academic
pursuits. It is crucial for educators, parents, and policymakers to recognize and
address the emotional toll that academic pressure can have on students.
4. It is important to acknowledge that not all students respond to academic
pressure in the same way. While some may thrive under high expectations and
perform well academically, others may struggle to cope with the pressure,
leading to disengagement from educational activities. It is essential for
educational institutions to create a supportive and inclusive learning environment
that caters to the diverse needs and abilities of students, ensuring that no one is
left behind due to academic pressure.
5. Academic pressure can have several positive impacts on individuals. While it

70
is often viewed negatively, academic pressure can motivate students to perform
at their best and achieve their full potential. The pressure to succeed
academically can push students to set higher goals, develop discipline, and
acquire valuable skills that are crucial for their personal and professional growth.
Academic pressure encourages students to strive for excellence. When faced
with high expectations, students are motivated to work harder, study more
diligently, and put in extra effort to meet or exceed academic standards. This
drive for success can result in improved academic performance, as students are
pushed to challenge themselves and reach new levels of achievement.
6. In conclusion, the impact of academic pressure on educational activities
among grade 9 and grade 10 students is a multifaceted issue. It has been
established that academic pressure can hinder students' engagement, negatively
affect their mental health, and manifest differently in various individuals.
Therefore, it is crucial for stakeholders in education to address this issue by
promoting a balanced
approach that prioritizes student well-being while maintaining academic
standards. By doing so, we can create a nurturing environment that supports
students' holistic growth and encourages active participation in educational
activities.
71
RECOMMEDATIONS
Based on the aforementioned findings, the following suggestions are now
being presented:
1.. It is important for students to understand the root causes of their stress
and to take steps to address them.
72
2. Don't hesitate to reach out for support when academic pressure
becomes overwhelming. Talk to teachers, professors, or academic
advisors about any challenges you are facing. They can provide guidance,
resources, or alternative approaches to help you cope with the pressure.
3. In order to support students in managing their time effectively, it is
crucial to educate them on various techniques. This includes teaching
them how to create schedules, set priorities, and break tasks into smaller,
more manageable chunks. Additionally, encouraging students to establish
a healthy work-life balance is essential by emphasizing the importance of
allocating time for both academic activities and extracurricular pursuits. It
is also vital to teach students the significance of self-care and stress
reduction. This involves highlighting the value of taking regular breaks,
engaging in exercise, and ensuring they get adequate sleep to maintain
their well-being and overall productivity.
4. Encourage students to maintain a balanced lifestyle by allocating time
for both academic pursuits and other activities like hobbies, exercise, and
socializing. This can help reduce the feeling of being overwhelmed and
enhance overall well-being.
5. Develop healthy coping mechanisms to manage stress effectively.
Techniques such as deep breathing exercises, mindfulness, or engaging
73
in hobbies can help reduce anxiety and maintain a balanced mindset
amidst academic pressure.
6. Remember that academic success is important, but it does not define
your worth as an individual. Maintain a balanced perspective by valuing
personal growth, relationships, and other aspects of your life alongside
your educational achievements.
7.. This study can serve as a valuable resource for future researchers
seeking to understand the effects of academic pressure on educational
pursuits.
REFERENCES
Local Literature:
Quing, K. A., & Baudin, J. S. (2021). The Roles of Internal Locus of Control and
Grit in Managing the Academic Stress of Senior High School Students in
Southern Luzon State University. Journal of Education, Management and
Development Studies, 1(1), 1–9.
https://journals.cspc.edu.ph/index.php/jemds/article/view/4
Flores, Katherine & Dalay, Margaux Nicole & Te, Chanel & Absin, Charls &
Chohan, Sujjal & Dimalanta, & Carys, M & Figueroa, Angelo & Javillo,
Renzie & Lubo, Emmanuel. (2022). A Quantitative Study on the Effects of Peer
74
Pressure on the Habit-Forming Behavior of Academically Competent Senior High

School students at Nazareth School of National University.
https://www.researchgate.net/publication/
364274877_A_Quantitative_Study_on_the_Effects_of_Peer_Pressure_on_t
he_Habit-
Forming_Behavior_of_Academically_Competent_Senior_High_School_stu
dents_at_Nazareth_School_of_National_University
Temario, J. ., Casis, R. A. ., & Barza, J. (2020). Effects of Stress on Academic

Performances of Selected Grade 12 General Academic Strand Students in
Bestlink College of the Philippines. Ascendens Asia Singapore – Bestlink
College of the Philippines Journal of Multidisciplinary Research, 2(1)
Effects of Stress on Academic Performances of Selected Grade 12 General

Academic Strand Students in Bestlink College of the Philippines |
Ascendens Asia Singapore – Bestlink College of the Philippines Journal of
Multidisciplinary Research (aaresearchindex.com)
Tan, Jeryl Shawn & Yatco, Maria Carmina & Carrera, Pamela & Salvador,
Divine & Bautista, Violeta. (2021). A needs assessment study on the
experiences and adjustments of students in a Philippine university: Implications
for university mental health. 54. 43-81. 10.31710/pjp/0054.03.
361388236_A_needs_assessment_study_on_the_experiences_and_adjust
ments_of_students_in_a_Philippine_university_Implications_for_university
_mental_health
Conway, Gail & Marquez, Voltaire. (2019). SCHOOL CONNECTEDNESS AND

ACADEMIC BUOYANCY: INSIGHTS INTO FILIPINO COLLEGE STUDENTS'
EXPERIENCE OF ACADEMIC STRESS. 70-85.
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hardiness as a mediator for the relationship between school belonging and
academic stress (Vol. 57).
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Sibnath Deb, Esben Strodl, Jiandong Sun (2015), Academic Stress, Parental
Pressure, Anxiety and Mental Health among Indian High School
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Students, International Journal of Psychology and Behavioral Sciences, Vol. 5

No. 1, 2015, pp. 26-34.
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some methodological considerations, British Educational Research
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Jiang MM, Gao K, Wu ZY, Guo PP (2022). The influence of academic pressure
on adolescents' problem behavior: Chain mediating effects of self-control, parent-
child conflict, and subjective well-being.
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D. Dutta and D. J. Dewri (April 2022) “Stress and its Impact on Academic
Achievement Among the Higher Secondary Students of Guwahati,
Assam”, IJRAMT, vol. 3, no. 4, pp. 105–108
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full/html
APPENDIX A
Request Letter
76
May 9, 2023
ESTRELLA REAS CAMPOSANO

School Principal
Dear Ma’am,
We, the Junior High School of Grade 10, would like to ask for an approval from
your good office to allow us to conduct our research entitled “IMPACT OF
ACADEMIC PRESSURE TOWARDS EDUCATIONAL ACTIVITIES AMONG
GRADE 9 AND GRADE 10 STUDENTS” Our survey questionnaire is being
reviewed by our thesis adviser, Mr. Alberto L, Reas. Your approval to conduct
this study will be greatly appreciated. Hoping for your most and kind
consideration.
Thank you very much for the help you may extend to us.
Respectfully yours,
Aya Crizavhel Lee

G2 – Group Leader
Approved and Signed by :
ESTRELLA REAS CAMPOSANO

School Principal
APPENDIX B
SURVEY QUESTIONNAIRES
Name: Place of Birth:

77
Date of Birth: Class Adviser:
Age: Sex:
Parents:
Address:
Impact of Academic Pressure Towards Educational Activities among

Grade 9 and Grade 10 Students
1.) Have you felt overwhelmed or stressed due to academic pressure?

Yes No
2.) Are you pressured because of your activity’s deadline? If yes, why?
Yes No _________________________________________________
3.) Will you be able to maintain your stable time management because of the
activities? Why or why not?
Yes No _________________________________________________
4.) Do you find it challenging to balance your academic work and extracurricular
activities due to academic pressure? Why or why not?
Yes No _________________________________________________
5.) Do you often sacrifice your sleep or time to cope with academic pressure
during your academic year?
Yes No
6.) What are some academic issues you deal with as a student?
________________________________________________________________
__________________________________________________________
7.) On average, how many hours a day do you spend studying during school
hours?
________________________________________________________________
__________________________________________________________
8.) Do you feel like your grades define your self-worth or identity in junior high
school? Why or why not?
Yes No _________________________________________________
9.) Have you ever felt like cheating or plagiarizing was the only way to meet the
academic expectations placed on you?
Yes No
10.) Have you ever sought help or support for academic stress? If yes, how?
Yes No _________________________________________________
78
11.) Are there any strategies you use to cope with academic stress, such as
exercise, meditation, or talking to a friend or family? If yes, what are they?
Yes No _________________________________________________
12.) Have you ever skipped class or missed an assignment because of academic
stress? If so, please provide details.
Yes No _________________________________________________
13.) What do you think can be done to reduce academic stress among students?
________________________________________________________________
__________________________________________________________
14.) Do you think academic pressure is necessary to achieve academic success?
Yes No
15.) Does academic pressure vary based on the subject you’re taking?
Yes No
16.) Do you feel that academic pressure has a positive or negative impact on
your academic performance?
Positive Negative No Impact
17.) Do you prioritize academic activities in your daily routine?
Yes No
18.) Do you feel you have enough time to engage in activities inside of school,
such as quizzes, brainstorming, presentations, roleplay, discussions and group
learning? Why or why not?
Yes No _________________________________________________
19.) Do you feel that your academic qualifications are inferior to other peers,
resulting in anxiety and inferiority?
Yes No
20,) If you didn’t finish your homework, what’s most likely the reason?
CURRICULUM VITAE
FAITH LOIS JIMENEZ CADOBLA
San Jose del Monte, Bulacan
Cell Number: 09058165019
e-mail address: jimenezfaithlois@gmail.com
79
PERSONAL INFORMATION
NICKNAME: Faith
BIRTHDAY: June 25, 2007
BIRTHPLACE: Gumaoc
AGE: 15
NATIONALITY: Filipino
RELIGION: Catholic
CIVIL STATUS: Single
MOTHER’S NAME: Aireen J. Cadobla
FATHER’S NAME: Albert B. Cadobla
FAVORITE QUOTE: “Get busy living or get busy dying.”
EDUCATIONAL ATTAINMENT
ELEMENTARY:
Graceville Elementary School
TUNGKONG MANGGA ELEMENTARY SCHOOL

SECONDARY:
Siena College of San Jose
CURRICULUM VITAE
LARA JEAN MOLINA FAJARDO
e-mail address: lalafajardo196@gmail.com
80
NICKNAME: Lala
BIRTHDAY: January 6, 2007
BIRTHPLACE: North Caloocan
AGE: 16
RELIGION: Catholic
MOTHER’S NAME: Lourdes M. Fajardo
FATHER’S NAME: Joel V. Fajardo
FAVORITE QUOTE: The beautiful thing about learning is that no one can take it away from you
ELEMENTARY:
Jesus the Greatest Name Christian College
San Jose del Monte,Bulacan
SECONDARY:
CURRICULUM VITAE
LEANNE JADE BARRION PANGILINAN
Dela Costa Home 3, Block 21 Lot 1 Phase 1,
blue district Brgy. Graceville CSJDM, Bulacan
81
e-mail address: LJPangilinan1210@gmail.com
NICKNAME: Lj/Leanne
BIRTHDAY: October 20, 2007
BIRTHPLACE: Novaliches
AGE: 15
RELIGION: Catholic
MOTHER’S NAME: Marilyn B. Pangilinan
FATHER’S NAME: Regalado B. Pangilinan
FAVORITE QUOTE: “Huwag mo habulin, hindi ka tao, higad ka, gapangin mo.”
ELEMENTARY:
Tungkong Mangga Elementary School
SECONDARY:
CURRICULUM VITAE
ELIJAH JEANE TAJANLAGIT MENDOZA
e-mail address: mendozaelijahjeane@gmail.com

82
PERSONAL INFORMATION_
NICKNAME: Ej
BIRTHPLACE: Caloocan
AGE: 15
RELIGION: Christian
MOTHER’S NAME: Eleane Grace Tajanlangit
FATHER’S NAME: John Robert Mendoza
FAVORITE QUOTE: “Puwede naman mag patawad pero gaganti muna ako.”
ELEMENTARY:
Graceville Elementary School
SECONDARY:
San Jose del Monte ,Bulacan
CURRICULUM VITAE
AICKA ROSE CAUNCA DULAY
Blk 11 Lot 16 Almeda St. Phase 1-A Pleasant hills
Subd. Brgy. San Manuel CSJDM, Bulacan
Cell Number: +639937586761
83
e-mail address: aickadulay2020@gmail.com
NICKNAME: Aicka
BIRTHPLACE: Quezon City
AGE: 16
RELIGION: Catholic
MOTHER’S NAME: Jennifer C. Dulay
FATHER’S NAME: Rico Roberto C. Dulay
FAVORITE QUOTE: “Underestimating somebody is better than expecting more and getting
nothing in return.”
ELEMENTARY:
St. John Mission School
Rizal Province
Wesleyan Academy
Pasig City
Sunhaven Academy
SECONDARY:
CURRICULUM VITAE
NICHOLAI BESA FAMINIANO
10-40 Malaya St. Sapang Alat Road, Caloocan City
e-mail address: Nicholaermeo@gmail.com

84
NICKNAME: Nic/Nics
BIRTHDAY: August 3, 2007
BIRTHPLACE: Caloocan
AGE: 15
RELIGION: Catholic
MOTHER’S NAME: Airene Besa
FATHER’S NAME: Amador Faminiano Jr.
FAVORITE QUOTE: “Kapag hindi mo kaya, ipagawa mo sa iba.”
ELEMENTARY:
KC Joy Excellent Christian Academy
Caloocan City
SECONDARY:
CURRICULUM VITAE
RHEYIAN MIEL DE GUZMAN FLORENTINO
BLK 13 LOT 20 Mahogany St. Phase 6 Pleasant
Hills Subd. Brgy. San Manuel CSJDM, Bulacan
85
e-mail address: rheyianmielflorentino@gmail.com
NICKNAME: Miel
BIRTHDAY: September 16, 2006
BIRTHPLACE: Manila
AGE: 16
RELIGION: Catholic
MOTHER’S NAME: Clarrisse D. Florentino
FATHER’S NAME: Rey Mark V. Florentino
FAVORITE QUOTE: “You will face many defeats in life, but never let yourself be defeated.”
ELEMENTARY:
Legarda Elementary School of Sampaloc Manila
Sampaloc Manila
San Jose Academy of Bulacan
SECONDARY:
CURRICULUM VITAE
PATRICIA ANNE BORLAGDAN PALOMO
e-mail address: patriciapalomo732@gmail.com
86
NICKNAME: Anne/Pat
BIRTHDAY: February 23, 2008
BIRTHPLACE: Manila
AGE: 16
RELIGION: Catholic
MOTHER’S NAME: Susan B. Palomo
FATHER’S NAME: Paterno L. Palomo
FAVORITE QUOTE: “Do unto others as you would have them do unto you.”
ELEMENTARY:
Community Learners Academy of San Jose
SECONDARY:
Siena College of San Jose
CURRICULUM VITAE
DANIEL ACUL ATENDIDO
Barracks Caloocan City
e-mail address: atendidodaniel038@gmail.com
87
NICKNAME: Niel
BIRTHDAY: August 27, 2006
BIRTHPLACE: Caloocan City
AGE: 16
RELIGION: Born Again
MOTHER’S NAME: Ashley A. Atendido
FATHER’S NAME: Filip C. Atendido
FAVORITE QUOTE: “When you have a chance to make a choice, make one that you know you
won’t regret.”
ELEMENTARY:
Marcelo H Del Pilar Elementary School
Caloocan
SECONDARY:
CURRICULUM VITAE
AYA CRIZAVHEL DUMAGUIT LEE
Blk 41 Lot 7 Dist. 8 Dela Costa 4 Brgy. Graceville
City of San Jose del Monte, Bulacan
88
e-mail address: felthart13@gmail.com
NICKNAME: Aya
BIRTHDAY: November 12, 2006
BIRTHPLACE: Manila
AGE: 16
RELIGION: Catholic
MOTHER’S NAME: Velfe D. Lee
FATHER’S NAME: Christopher D. Lee
FAVORITE QUOTE: “Live for today and let tomorrow come later.”
ELEMENTARY:
San Jose Academy of Bulacan (SJAB)
Sunhaven Academy
SECONDARY:
CURRICULUM VITAE
ZILDJIAN LAZO BELTRAN
1069 Narra St. Farmview Subd. Tungko Mangga
89
e-mail address: Zildjianbeltran01@gmail.com
NICKNAME: Jian
BIRTHDAY: March 24, 2007
BIRTHPLACE: Manila
AGE: 16
RELIGION: Catholic
MOTHER’S NAME: Sharon L. Beltran
FATHER’S NAME: Joel L. Beltran
FAVORITE QUOTE: “When you grasp a present, you have taken the best step for your future.”
ELEMENTARY:
SECONDARY:
90

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Jesus the Greatest Name Christian College, Inc.

“THE IMPACT OF ACADEMIC PRESSURE TOWARDS EDUCATIONAL

A THESIS PRESENTED TO THE FACULTY OF

JESUS THE GREATEST NAME CHRISTIAN COLLEGE

OF THE REQUIREMENTS FOR THE HIGH SCHOOL PROGRAM

Junior High School

Cadobla, Faith Lois J.

Dulay, Aicka Rose C.

Fajardo, Lara Jean M.

Florentino, Rheyan Miel D.

Lee, Aya Crizavhel D.

Mendoza, Elijah Jeane T.

Palomo, Patricia Anne B.

Pangilinan, Leanne Jade B.

This thesis entitled “THE IMPACT OF ACADEMIC PRESSURE

TOWARDS EDUCATIONAL ACTIVITIES AMONG GRADE 9 AND GRADE 10

STUDENTS” prepared and presented by prepared and submitted by Aya

ALBERTO L. REAS _______________________

Approved by the Committee of Oral Examiners with a grade of _____________

ESTRELLA. CAMPOSANO ALBERTO L. REAS

School Principal Member

JAYBE C. GALLAMOZA ARIES R. DOMINGO

This study is all about The Impact of Academic Pressure towards

Educational Activities among Grade 9 and Grade 10 Students. It aims to examine

the effects of academic pressure on students' engagement in educational

of discipline and time management skills, teaching students to prioritize their

overwhelmed by high expectations and struggle with self-esteem issues if they

don't meet those expectations. Moreover, the intense focus on academic

such as extracurricular activities, hobbies, or social interactions, leading to a lack

of overall balance and well-being. It's essential to strike a balance between

necessary support and resources to thrive academically and personally. This

receive a series of questionnaires based

several reasons. First, socializing with others provides a much-needed break

in conversations and activities with friends or family members helps to alleviate

academic issue among students is time management. Time management plays a

crucial role in academic success as it directly impacts a student's ability to meet

deadlines, maintain a balanced workload, and achieve desired academic goals.

The study aims to explore the consequences of academic pressure on different

aspects of educational activities, such as academic performance, mental well-

being, engagement in extracurricular activities, social interactions, and overall

of academic pressure on students' educational journeys. By conducting this

research, we hope to provide valuable insights into the effects of academic

contribute to the development of strategies and interventions that help alleviate

excessive academic pressure while maintaining a conducive learning

environment. Overall, the purpose of our study is to contribute to the

understanding of how academic pressure influences educational activities and to

identify ways to promote a balanced and healthy educational experience for

undoubtedly contribute to the improvement of our research procedures.

Additionally, we extend our heartfelt appreciation to Mrs. Estrella Camposano, Sir

throughout this thesis project.

Alberto L. Reas, who played an instrumental role in guiding us through the

challenging thesis defense. Your understanding, expertise, and unwavering

quality of this thesis. Your insightful suggestions, constructive challenges, and

understanding of the subject matter has deepened.

We would also like to express our gratitude to my exceptional groupmates,

guidance has been instrumental in navigating us through this challenging

STATEMENT OF THE PROBLEM........................... 3

SCOPE AND DELIMITATION OF THE STUDY…. 6

SIGNIFICANCE OF THE STUDY............................ 7

II. REVIEW OF RELATED LITERATURE AND STUDIES

PARADIGM OF THE STUDY................................... 18

III. METHODS OF RESEARCH