Impact of Academic Pressure Among Students at CATMAN Inc

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COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.
Impact of Academic Pressure Among Students at the Colleges

of Advance Technology and Management of
the Phils. (CATMAN) Inc.
A Research Submitted to
SENIOR HIGH SCHOOL DEPARTMENT
In Partial Fulfillment of the Requirements in

Research
Bumagat, Jemaica P.
Mateo, Catherine M.
Sumbad, Mae Kyla C.
Tinio, Timothy John M.
Tolentino, Trisha G.
Mr. Joshua M. Antalan

Research Adviser
June 19, 2023

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APPROVAL SHEET
This Research entitled “Impact of Academic Pressure Among Students at the

Colleges of Advance Technology and Management of the Phils. (CATMAN) Inc.”
was prepared and submitted by Catherine M. Mateo, Trisha G. Tolentino, Jemaica P.
Bumagat, Mae Kyla C. Sumbad, and Timothy John M. Tinio in partial fulfillment of
the requirements for the subject Research has been examined and recommended for
acceptance and approval for Final Examination/Defense.
JOSHUA M. ANTALAN, LPT

Adviser
THESIS COMMITTEE AND PANEL OF EXAMINERS
ALORA G. CORPUZ, Ed.D

Chairman
LETICIA C. SAN GABRIEL, Ph.D GERALDINE A. AQUINO, RL

Member Member
Accepted and approved for the final defense and partial fulfillment of the requirements
for the Senior High School Department.
Approved by:

School Director
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ACKNOWLEDGEMENT
The researchers would want to express their sincere thanks to everyone who
contributed to this study. The researchers would not have made it this far without their
active guidance, continuous support, collaboration, and encouragement. In the absence of
the help and support of so many individuals, whose names may not all be listed, this
study would not have been able to be completed. The researchers wholeheartedly thank
and appreciate their efforts. However, the group would like to convey their sincere
gratitude and obligation of gratitude, especially to the following:
To Dr. Alora G. Corpuz, School Director of Colleges of Advance Technology and
Management of the Philippines Inc., for her courtesy and authorization to conduct this
study and for her essential counseling to finish this study.
To Mr. Joshua M. Antalan, the Research Adviser, for providing his expertise,
guidance, and support in order to finish this study. He gave the researchers excellent
instruction on how to create each of these chapters, and how to carry out this study,
leading the researchers, till the research is finished.
To the Panelists, Dr. Alora G. Corpuz, Dr. Leticia C. San Gabriel and Ma'am
Geraldine A. Aquino who provide beneficial time and consultation in order to achieve
this pledge.
To the Students of Colleges of Advance Technology and Management of the
Phils. (CATMAN) Inc., who helped and supported the researchers when they needed
advice and collaboration.

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To the parents, brothers and sisters, and friends who at all times there to be in the
service as the embolden and motivation of the researchers in defeated troublesome
situations including their pleading besides righteous and monetary support for the
fulfillment of this study.
Above all, to our God, for the relief, guidance, and giver firmness to the
researchers to be adequate to attain this study.
The Researchers
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DEDICATION
This study entitled " The Impact of Academic Pressure on Students of Colleges of
Advance Technology and Management of the Phils. (CATMAN) Inc. is heartily
dedicated to the parents of the researchers who provided continuous support and
encouragement during the study. They were the ones that provided the resources required
to do this study. It additionally gave gratitude to the educators who enabled this research
by assisting the researcher in finishing the study. To the research adviser, Mr. Joshua M.
Antalan for inspiring and giving the researchers encouragement and guidance and, to the
panel of evaluators: Dr. Alora G. Corpuz, Dr. Leticia San Gabriel, and Ma'am Geraldine
Aquino for their subsistence and guidance in conducting this research.
As well, this study is also dedicated to the students who helped answer the
questionnaire, this study is also dedicated to the school that allows a good time and
chance for the respondents to cultivate, intensify, and assess inherent expertise and
knowledge in doing this study. We give praise to and dedicate this entire study to our
Almighty God, who has given us the determination, knowledge, wisdom, and protection,
and will complete this research.
This intelligible work is truthfully and chastely dedicated to all of you.
The Researcher
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TABLE OF CONTENTS
Title Page
Title Page………………………………………………………………..…….…….…..i
Approval sheet………………………………………………………………….…….....ii
Acknowledgement…………………………………………………………..…………..iii
Dedication……………………………………………………………….…….………...v
Table of Contents…………………………………………………………………….….vi
List of Tables ………….…………………………………………………………….….viii
List of Figures …………………………………………………………………………..ix
Chapter 1. THE PROBLEM AND ITS SETTING
Background of the Study……………………………………………………….....1
Statement of the Problem………………………………………………..……......4
Conceptual Framework…………………………………………………...............5
Scope and Delimitation of the Study.………………………………....……… …6
Significance of the Study………………………………………...……………….7
Definition of Terms………………………….……………..…………………......8
Chapter 2. REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature…………………...…………………………………10
Academic Pressure………………………….……………………………………..10
Impact of Academic Pressure…………………………………………………...…12
Pressure Indicator……………………..…………………………………………...14
Perceive Action to reduce the Impact of Academic Pressure……………....….…..15
Synthesis of the Reviewed Literature and Study…………………….………….…16
Chapter 3. RESEARCH METHODOLOGY
Methodology…………………………………………………………...………….18
Research Design……………………………………………………...……………18
Population and Sample Size…………………………...…………………………..18
Sampling Techniques………………………………………..…………………….19
Description of the Respondents……………………………..……………………..19
Research Instrument………………………………………………..……………...20
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Data Gathering Procedure………………………………………………..….…….21

Statistical Treatment of Data…………………………..……………………..……21
Chapter 4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Demographic Profile of the Respondents………...…………..…….……………..24
Academic Pressure Indicators Experienced by Students……………..…….......…27
Impact of Academic Pressure among Students….……...…………..…...…..…….28
Perceived Action to Reduce the Impact of Academic Pressure
among Students…………………………………………………….....….29
Chapter 5. SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATIONS
Summary of Findings …………………...…………………………………........31
Conclusion………………………………………….…………..……….…….....32
Recommendation……………………………………………….……..….……...33
BIBLIOGRAPHY……………...…………………………………….………………....34
Appendices
A. Approval Letter………………………………………………………………..37
B. Letter to Questionnaire Validator ……………………. ………………………38
C. Questionnaire Checklist……………………………………………………….39
D. Summary of the Result ………………………………………………………..42
Curriculum Vitae………………………………………………………………..……...45
Documentation……….………………………………………………………..………..51
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LIST OF TABLES
Tables Title Page

1 Distribution of Respondents………………………………..…………...19
2 Demographic Profile of the Respondents………………...……………..26
3 Academic Pressure Indicators Experienced by Students……………..…27
4 Impact of Academic Pressure among Students………………..…….….28
5 Perceived Action to Reduce the Impact of Academic Pressure
among Students………………….……...……………..…....…..29
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LIST OF FIGURES
Figure Title Page

1 Conceptual Framework……………………………...………..………6
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Chapter l
THE PROBLEM AND ITS SETTING
Background of the Study
Presently, every student suffers from the impact of academic pressure due to the
different indicators that affect their educational achievements.
Students’ anxiety levels significantly increase as a result of increased academic
pressure, according to experts in student health. Over time, schools undergo constant
change, which makes pupils feel more strain. Unfortunately, excessive amounts of
pressure are quite bad for kids’ health. A few pressure-related ailments include phobias
and panic disorders. Feelings of panic, fear, and worry, as well as shortness of breath,
heart palpitations, dizziness, and insomnia, are a few signs of these diseases. All of these
symptoms cause students to face various challenges that could be avoided by lessening
the amount of academic pressure.
However, young people’s well-being and health, as well as their academic
performance, have been shown to be severely impacted by academic pressure and stress
brought on by the demanding workload, extensive study time, and high expectations. For
young people, the stress and strain of academics have only made things more
challenging. To guarantee that young people are able to achieve their best, academically
and socially, it is essential to limit and regulate the amount of academic pressure and
stress.
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Kapur (2018), stated the education is considered as an imperator for not only the
progress of individuals, but also for the development of community and nation. In order
to bring about improvements in all aspects, such as utilizing modern and innovative
techniques and methods, individuals need to generate awareness and enhance their
educational skills. In secondary schools, there are numerous factors within the school and
outside school that influence the academic performance of the students. Awareness and
improved skills are needed to influence students’ academic performance, whether inside
or outside school. Education, as a matter of fact, personal development but also develops
the community and the country.
Reddy, Menon, and Anjanathattil (2018) in their study concluded that streamwise
difference in stress does exist in students. It is important that to deal with stress at the
personal, social, and institutional levels. Remedies such as feedback, yoga, life skills
training, mindfulness, meditation, and psychotherapy have been found to be useful to
deal with stress. Professionals must identify the main reasons for stress in order to
develop tailor-made strategies to deal with it. The integrated well-being of the students is
important not only for the individual but for the institute as well. There are various
reasons why everyone experiences stress, but the biggest one is that we place so much
emphasis on education, along with the pressure that comes from having multiple
deadlines for activities at once. There are numerous tasks that might occur
simultaneously every day. With the use of education, we will be able to identify the
primary cause of this so that we can determine what can be done to stop it.
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Hence, Subramani and Kadhiravan (2017) revealed that the link between
academic stress and mental health among students correlated and that students are
cramped with the academic structure. Parents and schools pressurize the student’s way
too much for the higher grades which disheartens the students. Added to that, is not
enough support from the parents and school in terms of guidance. The expectations of
parents on their children, who commonly feel a lack of parental support at school or lack
of motivation, are good examples of why students commonly experience academic stress,
according to two researchers who spoke about the relationship that moderates the mental
health of students and academic stress. They endorsed that academic stress is related to
mental health.
Furthermore, due to the different internal and external demands placed on
students, pressure has become a component of academic life. Teenagers are particularly
prone to the issues brought on by academic pressure since they are going through both
personal and social transitions. In order to develop appropriate and effective intervention
techniques, it is crucial to comprehend the causes and effects of academic pressure. Over
the past few years, there has been an increase in academic pressure. Exams, assignments,
and so many other activities must all be completed by students. In addition to the design,
teachers and parents put a lot of pressure on the students to do well in school. Academic
achievements may be impacted by rising academic pressure, which also spreads
psychological and physical issues like anxiety, continuous worry, and stress.
Therefore, the researchers want to know the specific impact of academic pressure
on students because it is no longer kept secret from them. In particular, the researchers
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pursue students, for whom it is inevitable or expected to have a lot of work and activity,
so there is a high likelihood that every student will be under pressure and that this
pressure may have an impact on their learning. The researchers decided to study pressure
in this to spread awareness that it is a problem that students l is facing today, and to
explore what can be done to prevent it from affecting academic performance.
Statement of the Problem
Generally, this study identified the impact of academic pressure among students at
the Colleges of Advance Technology and Management of the Phils. (CATMAN) Inc.
Specifically, it sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1Age;
1.2Sex;
1.3Civil Status;
1.4Grade Level; and
1.5Strand?
2. What are the academic pressure indicators experienced by students?
3. What is the impact of academic pressure among students?
4. What are the perceived actions to reduce the impact of academic pressure among
the respondents?
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Conceptual Framework
A conceptual framework is an analytical tool with several variations and contexts.
It is used to make conceptual distinctions and organize ideas. It provides an outline of
how you plan to conduct the research for the thesis, but it goes further than that by also
positioning the work within the larger field of research. It helps to guide researchers to
analyze the thesis. The researcher used IPO method to illustrate the conceptual
framework, it provides a structured approach for identifying goals and objectives of a
system as outputs and how those outputs might be measured to evaluate choices in
process methods. The input consists of the Socio-Demographic profile of the respondents
and also involves the Pressure Indicators and Academic Pressure are stipulated here. The
process involves the questionnaires used which is the Survey, the data gathering
procedures, and the statistical treatment of data. It also includes the tabulation, analysis,
and interpretation of data. The output refers to the action taken after interpreting the
results of the study it states the general output or outcomes of the study and Perceived
action to reduce the impact of Academic Pressure among Students at CATMAN Inc.
INPUT PROCESS OUTPUT
A. Socio-Demographic Questionnaire Perceived action to reduce

profile of the respondents academic pressure among
Survey students at the CATMAN
B. Pressure Indicators Inc.
Statistical Treatment
C. Impact of Academic
Pressure Data Analysis
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Figure 1. Conceptual Framework of the Study
Scope and Delimitation of the Study
This study focused on the impact of academic pressure among students at
CATMAN, Inc. The researchers selected a total of one hundred (100) out of four hundred
thirty-four (434) students to participate in the survey for this study. All of the selected
participants claimed that they had experienced academic pressure.
It is only limited to the students at Colleges of Advanced Technology and
Management of the Philippines (CATMAN) Inc. in St. Saranay District, Guimba, Nueva
Ecija, for the school year 2022-2023.
Significance of the Study
This study was intended to find out the impact of academic pressure among
students at CATMAN Inc. The following are the persons/personnel who will benefit from
this research:
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The result of the study will teach students how to avoid further academic
pressure, how to lessen, anxiety, and how to manage family, school, and personal time. In
particular, this study is helpful for students to understand how academic pressure impacts
senior high school students;
Also, the findings of this study will benefit the teachers in reflecting on the
typical issues that students may encounter. Additionally, the research may cause the
teacher to develop strategies custom-made for students in order to lessen academic
pressure.
Moreover, this study will be helpful to the parents to understand what their child
is going through. They may help to provide emotional support and guidance to their
children to decrease the level of academic pressure. Understanding their children can help
prevent problems from arising. Establishing good relationship with their children will
motivate children to do their best in academic endeavors.
Furthermore, this study will be helpful to the school administrators to be aware
of the challenges and difficulties each student is dealing with, and they can take steps to
entirely relieve and lessen each student’s stress in order to prevent pressure from
negatively affecting their academic performance;
This study will give researchers a better understanding on the impact of
academic pressure and how to manage and deal with it. From the data gathered,
researchers are bound to be provided with a wider perspective of the topic at hand.
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Lastly, the findings of this study will also help future researchers, for them to
utilize it as a foundation for doing similar studies in the future, allowing them to identify
flaws or gaps to improve the study. This will provide them insights on recommending
other strategies to cope with academic pressure.
Definition of Terms
To fully understand this study, the following terms are defined operationally;
Academic Pressure. It refers to the respondents’ academic stress due to work overload,
long periods of studying, high-grade expectations, and other factors that affect
respondents.
Age. It is the indicator of the respondent's number in year of existence.
CATMAN Inc. Refers to the Colleges of Advance Technology and Management of the
Philippines, Inc., the institution where the study was conducted.
Civil Status. It refers to the distinct options that describe a respondent's relationship with
a significant other.
Grade Level. It refers to the level of the educational program studied by a respondent.
Perceived Action. Refers to what actions of students should take to solve, cope and
overcome the factors that affect students.
Pressure Indicator. It refers to the various points which trigger the respondents to
experience academic-related pressures.
Sex. It refers to a person's self-representation of respondents as male or female.

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Students. It refers to a person officially enrolled in a school, especially CATMAN, Inc.
students.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a selection of literature and studies relevant to the current
study about the impact of academic pressure among students at CATMAN Inc.
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The school system places a lot of pressure on young people to meet or exceed
academic standards in an effort to make a positive impact on pupils and help them
achieve high academic outcomes. Ironically, though, this unwittingly has a negative
impact on students’ academic performance because it may strain their well-being, which
could lead to poor academic performance and even academic stress. Academic pressure is
the stress caused by a heavy workload, extended study sessions, and high-grade
expectations. There is a lot of work to be done and students are spending a lot of time
studying for assignments and tests, this is when academic pressure is most evident in
young people. For students, this is an extremely challenging and stressful time because of
the increased expectation that their parents, professors, and society place on them to
perform well. While academic pressure is meant to encourage students to attend class, it
actually burdens students with high expectations for their academic performance.
Academic Pressure
According to Rosima, Banez, Estolas, Salac, Sanoria, Sanusi, and Suarez, (2020),
in their study academic pressure is the mental weight carried by students, which is a
direct result of factors such as excess schoolwork, peer influence, parental pressure, and
societal expectations.
As Ramli, Alavi, Mehrinezhad, and Ahmadi, (2018), concluded in their study that
academic pressure and self-regulation among university students in Malaysia: The
mediator role of mindfulness. Academic stress is the most common emotional or mental
state that students experience during their studies. Stress is a result of a wide range of
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issues, including test and exam burden, a demanding course, a different educational
system, and thinking about future plans upon graduation.
Furthermore, Saqib, and Rehman, (2018), in their study stated that pressure is a
main source of problems being faced by the students during their academic carrier when
they are struggling to get the academic achievements for their future life. Academic
pressure is one of the factors that cause failure among the students. Stress is the response
of mental and action through hormonal signaling, the perception of danger sets off an
automatic response system, known as the fight or flight response. Commonly stress refers
to two things, the psychological perception of pressure.
In the study of Gunnar (2017), the anxiety and tension associated with education
and schooling serve as the explanation for academic pressure. The goal of a degree and
one's education frequently involves a lot of compressions. Tests, labs, reading
assignments, and quizzes are all part of studying. The pressure to complete all the work,
balance the schedule, and find time for extracurricular activities is present. School pupils
who are frequently living away from home for the first-time experience academic stress
particularly severely. Its research demonstrates that teachers want on-time delivery of
assignments. Students may underestimate how long it will take to finish reading and
writing assignments and print off copies of their work.
Impact of Academic Pressure
According to Hatoum (2021), academic pressure negatively affects the students’
social, physical, cognitive, and physiological health and increases the chances of students
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developing disorders such as anxiety, depression, sleep deprivation, and insomnia.
Approximately 47% of Australian students experience academic stress.
Academic pressure on students has only been increasing which has contributed to
the enhanced suicide rate among young people. The majority of students have normalized
excessive academic stress, decreasing the severity of it which has left young people to
endure it throughout their schooling. Since it has been so normalized, young people do
not recognize it to be an issue that should be managed. If academic stress is not managed
properly, students may be subjected to academic burnout where they suffer emotional and
physical exhaustion. A variety of strategies should be accessible to students to manage
and overcome their academic stress and pressure.
Zhang and Zheng (2017), in their study Chinese university students are
overburdened with high academic pressure due to the increased competition students will
encounter in the labor market and academic excellence as in Asian culture, a social
standard. They are vulnerable to long-term pressure exposure because of this, which
could harm their mental health. Because of this, academic pressure in particular may
result in bad feelings without warning appropriate and prompt coping. They draw the
conclusion that, given the rising levels of mental health difficulties among Chinese
college students, it was crucial to comprehend the relationship between academic
pressure and engagement in daily recreational activities have an impact on emotional
health.
Additionally, pressure has an impact on the output or productivity of students.
When students are under pressure because of academics they tend not to give their all
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when completing schoolwork, and as a result, it shows in the results they accomplish,
which are evident in their grades. Pressure causes students to work less diligently and in a
less than professional manner, not adhering to the instructions provided for the
assignments in question. They don’t adequately study for tests. Long-term, it can even
have an impact on their future plans. Students’ ability to take initiative is also impacted
by pressure. Most students, when under academic pressure, lose the capacity to come up
with creative solutions to difficulties or concerns, therefore when some of the difficulties
that students encounter might actually be rather simple to resolve because they are too
exhausted to decline or can’t think of anything and pressure makes them confused and
also causes them to forget things. When under pressure, everyone becomes a six or a
seven with simple problems. It is common for students to misunderstand what is expected
of them in their educational life, and unsure about what to do. However, due to the fact
that their minds are so weak, many of them also forget what they have learned or been
taught easily and are weighed down by the problems that are causing them worry.
Various factors have an impact on long-term stress on students resulting in subpar
academic performance.
Aguilar’s (2021) study revealed how peer influences served as an influencing
factor for academic dishonesty, specifically in the form of academic servicing. The
pressure brought about by their overwhelming academic workloads was also recounted as
another reason for committing academic dishonesty.
Pressure Indicator
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According to Compa, Gemao, Paja, Villaabrille, Yambot, and Ablen, (2020),
students may feel stressed because of their inability to address such concerns. Students all
respond to a stressor in different ways, and not all students will find the same situation to
being stressed. However, several common situations tend to pressure anyone out. In the
educational field, the common sources of pressure that may lead to fear and anxiety
among students are high expectations of parents, teachers, or even friends; academic
pressure; competition among classmates; physical setup, limited opportunities; and
ambitions.
Ma, Siu, and Tse (2018) defined high parental expectations as a “double-edged
sword”. They revealed that on the one hand, High parental expectations increase the
academic performance of adolescents but on the other hand, they also increase
depression. Furthermore, the assumption that increased parental expectations “cause”
higher achievement in students should be taken into consideration.
According to Aihie, and Ohanaka, (2019), stress is an unavoidable phenomenon
in students’ lives. In the academic setting, stress can arise from both academic and non-
academic factors. These include socio-cultural and psychological attributes. Sources of
stress in the academic setting may include difficulty with coping with a new environment,
nature of as well as the workload of course of study, relationship with other students,
parental and teachers’ expectations of students as well as own expectation of academic
performance. Pressure can have either a positive or negative effect on a student’s
academic performance depending on the severity. Minimal levels of pressure can result in
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positive outcomes such as motivation and improved task performance while severe stress
can result in anxiety, depression, and social dysfunctions.
According to Suhaimi and Hussin, (2017), academic overload pertains to
students’ feeling of being dazed by their academic requirements while pursuing a degree
at a higher education institution. Academically overloaded students might feel that there
is inadequate time to effectively and sufficiently manage all academic tasks such as tests,
exams, research assignments, essays, and oral presentations. Students’ perceptions of the
demands of academic tasks and the discernment of their ability to succeed in completing
the tasks influence the amount of effort they put into academic work, and an insufficient
amount of effort may lead to academic failure. In fact, difficulties with managing
academic workload have been shown to have a negative impact on academic adjustment
to university and academic performance.
Perceived Action to Reduce the Impact of Academic Pressure
Academic stress and pressure hinder young people’s capabilities in education
hence there needs to be a variety of strategies accessible to young people so they can
manage and overcome academic stress and pressure.
The origins of measuring academic performance in the United States. Education
advocates Horace Mann and Samuel Gridley Howe used a standardized test to evaluate
student progress in Boston. Kansas school administrator Frederick J. Kelly advanced the
idea of standardized testing with the Kansas Silent Reading Test. This multiple-choice
test was used to decrease grading time and standardize student evaluations. IBM
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employee Reynold B. Johnson developed a grading machine that could grade test sheets
by picking up the electrical current created by pencil marks. Henry Chauncey developed
the Scholastic Assessment Test (SAT) to evaluate scholarship candidates at Harvard
University and University of Iowa Professor E.F. Lindquist created the first version of the
American College Test (ACT).
According to the books of Mayo Clinic (2022), meditation can give you a sense of
calm, peace, and balance that can benefit both your emotional well-being and your
overall health. You can also use it to relax and cope with stress by refocusing your
attention on something calming. Meditation can help you learn to stay centered and keep
inner peace. According to a recent Anxiety & Depression and Association of America
(ADAA) online poll, some 14 percent of people make use of regular exercise to cope
with stress. Others reported talking to friends or family (18 percent); sleeping (17
percent); watching movies or TV (14 percent), as well as eating (14 percent) and listening
to music (13 percent).
Thatcher (2020), which states that having a strong family, friends, and healthy
relationships, individuals are more likely to seek out constructive ways to deal with
pressure rather than destructive ones, such trusting in friends and family.
Synthesis of the Reviewed Literature and Study
According to the related literature, academic pressure is the burden that students
mentally carry as a result of things like too much schooling, peer pressure, parental
pressure, and societal expectations. Pressure is a main source of problems faced by

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students during their academic careers when they are struggling to get the academic
achievements they need for their future lives. It is also one of the factors that cause
failure among the students.
Moreover, the related literature under the category of the Impact of academic
pressure increases the chance that students may suffer problems including anxiety,
depression, sleep deprivation, and insomnia, as well as other conditions negatively
affecting their social, physical, cognitive, and physiological health. When students are
under academic pressure, they commonly do not give their all into their schoolwork, and
their impacts show in their grades.
Therefore, Academic Pressure Indicators: high expectations from parents,
teachers, or even friends, as well as pressure to perform academically, peer pressure, the
physical environment, lack of opportunities, and goals, are all pressures that can cause
fear and anxiety in children. Mild levels of pressure can boost motivation and task
performance; however, high levels of stress can lead to social dysfunctions, including
anxiety and depression.
In the related literature under the category of “perceived action,” there must be a
range of solutions available to young people so they can manage and overcome academic
stress and anxiety since it limits young people’s academic ability.

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Chapter 3
RESEARCH METHODOLOGY
This chapter presents the methods, procedures, and sources of data. The
presentation sequence begins with the research design, followed by the population of the
study, samples and sampling techniques, research instruments, data gathering procedure,
and statistical treatment of data for a better understanding of the research study that will
be conducted by the researchers.
Research Design
The researchers utilized the descriptive method. Descriptive research involves
describing, analyzing, and interpreting conditions as they exist. It is concerned with how
the researchers approach addressing the research questions by understanding the
appropriate data to collect, the sources of the data, the purpose of the data, and the
rationale of the specific research design decision. It will be a great help for the
researchers and the students to determine the impact of academic pressure.
Population and Sample Size
The population of the study was four hundred thirty-four (434) students in
Colleges of Advance Technology and Management of the Philippines. (CATMAN) Inc.
for the school year 2022-2023. However, there were only one hundred (100) respondents
because the three hundred thirty-four (334) students will not be able to answer the
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questionnaire due to the following reasons: a) they are on modular distance learning
(MDL); b) their unwillingness to answer; and c) they have personal reasons. Thus, one
hundred (100) respondents represented the sample size of Colleges of Advance
Technology and Management of the Philippines. (CATMAN) Inc.
Number of Respondents
Grade 11- Rutherford 7
Grade 11- Galilei 9
Grade 12- Newton 7
Grade 12- Pascal 7
College 1st year BSE 7
College 1st year BSOA 12
College 2nd year BSE 10
College 2nd year BSOA 11
College 3rd year BSE 5
College 3rd year BSOA 11
College 4th year BSE 5
College 4th year BSOA 9
Total 100
Table 1. Distributions of Respondents
Sampling Techniques
Random sampling was used based on the size of the school which provides an
equal opportunity for all respondents to be selected. Random selection was made for
student participants because they had the same experience with academic pressure.
Description of the Respondents
The respondents of this study were the students at the Colleges of Advance
Technology and Management of the Philippines Inc. They would be characterized using
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simple demographic details including their age, gender, civil status, grade level and
strand (Humanities and Social Science, General Academic Strand, Technical-Vocational-
Livelihood Home Economic & Information Communication and Technology,
Accountancy Business, and Management), (Bachelor of Science in Office Administration
(BSOA) and Bachelor of Science in Entrepreneurship (BSE). They were the ones who
had enough knowledge to answer the problems posed in this study. They answered the
questionnaire that the researchers gave to them which supplies the information that need.
Moreover, they were the ones whom researchers need because students at CATMAN
encounter this common problem. The researchers need 100 students to become the
respondents in this study.
Research Instrument
The researchers used a questionnaire checklist to elicit information for the study.
Closed-ended questions of this type were included in the questionnaire’s structure in
order to get answers from the respondents. A questionnaire is a set of questions with a
specific aim that is intended to be administered by a target population of people within a
specific time frame.
The instrument to gather data, devised by the researcher structured Questionnaire-
Checklist research instrument has three sections: SECTION A for the Socio-
Demographic Profile of the students in terms of Age, Gender, Civil Status, Grade Level,
and Strand; SECTION B. a) Pressure Indicators experiencing by CATMAN; b) for the
Impact of Academic Pressure on the students; and the SECTION C for the Perceived
action to reduce the impact of Academic Pressure among students.

21
Data Gathering Procedure
Before the conduct of the study, the researcher asked permission from the adviser
of each section of the respondents to conduct the study. After getting the approval on the
conduct of the study, the researcher personally administered the survey questionnaire
which included the personal information of the respondent’s engagement in the impact of
academic pressure.
In addition, the data gathering procedure was undertaken on May 19, 2023.
Before the research instrument was given to the respondents, the researchers explained
the purpose of the study, and each respondent was given an assurance of confidentiality,
privacy, and anonymity. They have the option of refusing to participate in the survey.
The instruments were distributed to the respondents who were given enough time to
answer all the items. All the completed questionnaires were collected personally by the
researcher. The responses of the respondents will be organized and analyzed using
appropriate statistical tools.
Statistical Treatment of Data
This statistical treatment of data represented the following scales with the
corresponding numerical equivalents. The items in the questionnaire were carefully
tallied and categorized by using the table together with the information derived from the
research questionnaire and survey. The frequency counts and percentages were used to
analyze the demographic profile of the respondents while the weighted mean was utilized
22
on the part of the determining the impact of academic pressure on the Students, Pressure
Indicators, and the Perceived action to reduce the impact of Academic Pressure among
Students.
This study used descriptive statistics like Strongly Agree, Agree, Slightly Agree,
Disagree, and Strongly Disagree. The Strongly Agree refers to 5, Agree is 4, Slightly
Agree is 3, Disagree is 2, Strongly Disagree is 1. For getting the solution we use the
formula of weighted mean, and percentage.
To determine the profile of the respondents and their ranks/positions, this
percentage formula was used.
f
%= x 100
n
Where: f= frequencies of the sample
n= total number of respondents
The formula for mean and weighted mean:
Σx
X=
n
X=the mean
Xw= Ʃ(𝑓1𝑊1+𝑓2𝑊2+𝑓3𝑤3+𝑓4𝑊4+𝑓5𝑊5)
n
Xw= the weighted mean
23
Five-Point Likert Scale
Scale Weight Range of Mean Value Interpretation

5 4.21-5.00 Strongly Agree
4 3.41-4.20 Agree
3 2.61-3.40 Slightly Agree
2 1.81-2.60 Disagree
1 1.00-1.80 Strongly Disagree
24
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
In this chapter, the statistical results of the study are divided into two (4) parts
and each has a corresponding table for every topic /matter at focus. The first part
discusses the profile of the students at Colleges of Advance Technology and Management
of the Philippines (CATMAN) Inc. The second part consists of the academic pressure
indicators by students. The third part consists of the impact of academic pressure among
students. The fourth part consists of the perceived action to reduce academic pressure
among students. There would also be a corresponding discussion regarding each data
presented.
1. Demographic Profile of the Respondents
1.1 Age of the Respondents. Table 2 shows the distribution of the respondents
according to age. It illustrates that 62 percent of the respondents, or 62 students were 17
to 20 years old, and the lowest percentage was between 36-40 years old, with 1
respondent, or 1 percent.
25
1.2 Gender of the Respondents. Based on the table, 62 percent of the respondents
were female with 62 respondents and only 38 percent of them were male, or 38
respondents.
1.3. Civil Status of the Respondents. Most of the respondents were single,
composing 94 respondents or 94 percent while one respondent is widowed or 1 percent.
1.4 Grade/’Year Level of the Respondents. The table tackles that the majority of
the respondents according to grade/year level were 2nd-year college with 21 percent while
the least percentage of respondents were in Grade 12 and 4th - year college with 14
percent.
1.5 Strand/Course of the Respondents. In terms of strand and course, the majority
of the respondents were from Bachelor of Science in Office Administration (BSOA) with
42 percent while the least percentage of respondents were Technical Vocational
Livelihood - Information and Communications Technology (TVL-ICT) and
Accountancy, Business and Management (ABM) with 3 percent.

26
Table 2
FREQUENCY PERCENTAGE
Age of the Respondents
17-20 62 62
21-25 33 33
26-30 4 4
31-35 0 0
36-40 1 1
TOTAL 100 100
Gender of the Respondents
Male 38 38
Female 62 62
TOTAL 100 100
Civil Status of the Respondents
Single 94 94
Married 5 5
Widowed 1 1
TOTAL 100 100
Grade/Year Level of the Respondents
Grade 11 16 16
Grade 12 14 14
st
1 year College 19 19
2nd year College 21 21
3rd year College 16 16
4th year College 14 14
27
TOTAL 100 100

Strand/Course of the Respondents
TVL ICT 3 3
TVL HE 4 4
HUMSS 16 16
GAS 4 4
ABM 3 3
BSOA 42 42
BSE 28 28
TOTAL 100 100
Demographic Profile of the Respondents
Table 3
Academic Pressure Indicators Experienced by Students
ACADEMIC PRESSURE WEIGHTED VERBAL
INDICATORS MEAN INTERPRETATION
1. High expectations of my parents. 3.66 AGREE
2. Lack of concentration during 3.45 AGREE
study hours.
3.Lack of self-confidence with my 3.47 AGREE
academic scores.
4.Getting good enough grades. 3.83 AGREE
5.Handling academic workload. 3.63 AGREE
6.Meeting deadlines for academic 3.61 AGREE
assessment.
7.It is hard for me to relax at home. 3.35 SLIGHTLY AGREE
8.Competition among classmates. 2.76 SLIGHTLY AGREE
9.I feel extremely sensitive and 3.12 SLIGHTLY AGREE
irritable.
10.I feel anxious or frightened about 3.32 SLIGHTLY AGREE
problems I can't really describe.
Total Weighted Mean 3.42 AGREE
Legends: 4.21-5.00 - Strongly Agree; 3.41-4.20 – Agree;
2.61-3.40 - Slightly Agree; 1.81-2.60 – Disagree; 1.00-1.80 - Strongly Disagree
28
2. Academic Pressure Indicators Experienced by Students
Table 3 shows that getting good enough grades got the highest weighted mean
which was 3.88 under the category of academic pressure indicators with the verbal
interpretation “Agree” and 2.76, the lowest weighted mean under the category of
academic pressure indicators was the competition among classmates. The result of this
study seems to confirm the findings of a study by Saqib and Rehman, (2018), in their
study stated that pressure is a main source of problems faced by students during their
academic carrier when they are struggling to get the academic achievements for their
future life. This indicates that academic pressure indicators are significantly experienced
by the students.
Table 4
Impact of Academic Pressure among Students
IMPACT OF ACADEMIC PRESSURE WEIGHTE VERBAL
D MEAN INTERPRE
TATION
1.Pressure may cause restlessness to the students. 4.04 AGREE

2.Pressure may cause high-functioning anxiety to the 4.00 AGREE
students.
3.Pressure may cause poor management skills to the 3.80 SLIGHTLY
students AGREE
4.Pressure may cause feeling worried and anxious all 3.87 AGREE
the time to the students
5.Pressure may cause cheating to the students 3.28 SLIGHTLY
AGREE
6.Pressure may cause students to work less diligently. 3.49 AGREE
7.Pressure may cause them to not adequately study for 3.49 AGREE
tests.
29
8.Pressure may cause them to lose their capacity to 3.66 AGREE

come up with creative solutions to difficulties.
9.Pressure may cause their minds to become weak and 3.57 AGREE
forget what they have learned easily.
10.Pressure can contribute to the increased suicide rate 3.67 AGREE
among young people.
3. Impact of Academic Pressure among Students
Table 4 shows that pressure may cause restlessness to the students got a weighted
mean of 4.04 under the category of the impact of academic pressure among students with
the verbal interpretation Agree. Statement 5, “Pressure may cause cheating to the
students.” got the lowest weighted mean of 3.28 under the impact of academic pressure
with a verbal interpretation of Slightly Agree. According to Suhaimi and Hussin (2017),
academic overload pertains to students’ feeling of being dazed by their academic
requirements while pursuing a degree at a higher education institution. Academically
overloaded students might feel that there is inadequate time to effectively and sufficiently
manage all academic tasks such as tests, exams, research assignments, essays, and oral
presentations. The result indicates that having an academic workload causes students
restless and has an impact on students.
Table 5
Perceived Action to Reduce the Impact of Academic Pressure among
Students
Perceived Action WEIGHTED VERBAL
MEAN INTERPRETATION
30
1.Relax and Learn mindfulness through sensory 4.00 AGREE

experiences.
2.Set time limits for breaks. 4.03 AGREE
3.Relax before bedtime and get plenty of sleep. 4.02 AGREE
4.Take responsibility for mistakes. 3.89 AGREE
5.Refocusing your attention on something 3.84 AGREE
calming.
6.Practicing abdominal breathing. 3.69 AGREE
7.Choosing the right people to talk to about 4.07 AGREE
personal matters.
8.Getting plenty of physical activities, such as 3.96 AGREE
exercising regularly.
9. Spending time with families and friends to 4.13 AGREE
bond
10.Stay centered and keep inner peace. 4.05 AGREE
4. Perceived Action to Reduce the Impact of Academic Pressure Among Students
Table 5 shows that the most action to reduce the impact of academic pressure was
spending time with families and friends to bond which got a 4.13 weighted mean with a
verbal interpretation “Agree” while statement 6, “Practicing abdominal breathing.” got
the lowest weighted mean of 3.69. The result of this study seems to confirm the findings
of a study by Thatcher (2020), which states that having a strong family, friends, and
healthy relationships, individuals are more likely to seek out constructive ways to deal
with pressure rather than destructive ones, such trusting in friends and family. This
develops the practice of discussing issues in order to reduce pressure and come up with
workable solutions. The result indicates that the perceived actions significantly reduce the
impact of academic pressure on students.

31
Chapter 5
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter discusses the summary of findings, and conclusions of the study.
Recommendations are also given by the researchers.
Summary of Findings
Based on the conducted study on the profile of the students at the Colleges of
Advance Technology and Management of the Philippines (CATMAN) Inc., in terms of
age, gender, civil status, grade level, and strand/course, the researchers found out the
following:
32
According to the respondents' socio-demographic profile, the majority of them
are between the ages of 17 and 20. The findings indicate that most of the respondents
were female. Regarding civil status, the majority of respondents were single. In terms of
grade level, the majority of the respondents were second-year college students while the
least percentage of respondents were in grade twelve and fourth-year college. As to
strand/course, the majority of the respondents were from Bachelor of Science in Office
Administration (BSOA).
In response to a study on academic pressure among students such as academic
pressure indicators, the impact of academic pressure, and perceived action. The
researchers found out the following: The majority of survey respondents agree that
getting a good enough grade matters in terms of the academic pressure indicator. Based
on the study, the weighted mean for the indicators of academic pressure is 3.42, which
was interpreted as evidence that respondents agree. The respondents stated that students'
restlessness was the most prevalent problem they encountered as a result of academic
pressure. The weighted mean of the study on the impact of academic pressure, which was
conducted is 3.69, which was taken as Agree. The most effective way to reduce the
impact of academic pressure, according to the respondents, is to spend time bonding with
family and friends. The weighted mean under the perceived action to reduce the impact
of academic pressure is 3.97, which was taken and indicates that respondents agreed.
Conclusion
33
The study findings concluded that students in Colleges of Advance Technology
and Management of the Phil Inc. (CATMAN) experience various extent of academic
pressure which affect their academic performance in school and especially affect their
health.
1. Most respondents were in their late teens who were female. In terms of civil
status, most of the respondents were single and were in second-year college and
taking up Bachelor of Science in Office Administration (BSOA).
2. Further findings from the study indicates that most respondents agree that getting
enough good grades is the main indicator of academic pressure among students.
3. Respondents agree that academic pressure cause restlessness to students.
4. It is inferred that respondents spend time with families and friends, indicating
their perceived actions to reduce the impact of academic pressure.
Recommendations
Based on the findings, and conclusions drawn, the following recommendations
are given:
1. The teacher should allow for social connectivity within the classroom and
allow students to have flexible due dates on assignments. This will give adequate rest for
the students. Recognize the student’s effort by either giving them a grade for their effort
or providing extra points. This encourages students to take risks and persevere.
34
2. The school administration should provide downtime for students to recharge,
provide awareness of the challenges and difficulties each student is dealing with, and give
them a break or free days to provide students making bonding and spending time with
their friends and families.
3. The parents should learn to listen to them and focus on their emotions.
Encouraging open communication will make it easy for the students to talk about their
fears, struggles, and shortcomings that they experience in school. This way, parents will
know what is going on in their academic life and make time to bond. It helps students feel
positive emotions that offset pressure.
4. The students should take a rest and spend time with family or friends to bond,
those with strong family healthy relationships tend to seek out healthier coping
mechanisms for academic pressure, having supportive relationships with family is a
strong protective factor against mental illnesses and helps to increase the mental well-
being of students.
BIBLIOGRAPHY
Aguilar, M. G. (2021). Academic Dishonesty in the Philippines: The Case of 21st

Century Learners and Teachers. International Journal of Management,
Technology, and Social Sciences, 6(1), 306-313.
https://doi.org/10.5281/Zenodo.5091613
Aihie, O. N., &Ohanaka, B. I. (2019). Perceived academic stress among
undergraduate students in a Nigerian University. Journal of Educational
and Social Research, 9(2), 56-56.
35
Clabaugh, A., Duque, J. F., & Fields, L. J. (2021), Academic stress and emotional
well-being in United States college students following onset of the COVID
19- pandemic. Frontiers in Psychology, 12, 628787.
Compa, N., Gemao, N. I., Paja, M., Villaabrille, M. T., Yambot, R. B., &Ablen,
A. (2020). Causes and Effects of Stress on Grade 12 Students in Best link
College of the Philippines, SY 2019–2020. Ascendens Asia Singapore–
Best link College of the Philippines Journal of Multidisciplinary Research,
2(1).
Gunnar, M. (2018) Impact of Stress on Students Academic Performance at
Secondary School Level at District Vehari.
Hamazi Ramli, M.A. (2018) Academic Stress and Self-Regulation among
University Students in Malaysia: Mediator Role of Mindfulness.
Hatoum, E. (2021). Student Voice: Academic Pressure on Young People in
Education.
Ma, Ying & Siu, Angela &Tse, Vincent. (2018). The Role of High Parental
Expectations in Adolescents’ Academic Performance and Depression in
Hong Kong. Journal of Family Issues.
Mayo, C. (2022). Meditation: A simple, fast way to reduce stress.
Kapur, R. (2018). Factors Influencing the Students’ Academic Performance in
Secondary Schools in India.
Reddy K. J, Menon K. R, Thattil A. Academic Stress and its Sources Among
University Students. Biomed Pharmacol J 2018;11(1).
Rosima, B. E. (2020). ACHIEVING DESPITE THE ODDS: SHAPING THE
SCUFFLES OF SENIOR HIGH SCHOOL ACHIEVERS OF PHILIPPINE
SCHOOL DOHA. IJRP.
Saqib, M., & Rehman, K. U. (2018). Impact of stress on students’ academic
performance at secondary school level at District Vehari. International
Journal of Learning and Development, 8(1), 84-93.
Subramani, C. and Kadhiravan, S. (2017). Academic Stress and Mental Health
among High School Students, Indian Journal of Applied Research, 7(5).
36
Suhaimi, F., & Hussin, N. (2017). The Influence of Information Overload on

Students’ Academic Performance. International Journal of Academic
Research in Business and Social Sciences, Human Resource Management
Academic Research Society, International Journal of Academic Research
in Business and Social Sciences, 7(8), 761-766.
Thatcher, T. (2020). Health Benefits of Spending Time with Family and Friends.
Zhang, J., & Zheng, Y. (2017). How do academic stress and leisure activities
influence college students' emotional well-being? A daily diary
investigation. Journal of adolescence, 60, 114-118.
https://doi.org/10.1016/j.adolescence.2017.08.003
37
APPENDICES
Appendix A: Approval Letter

May 19, 2023

School Director
Colleges of Advance Technology and Management
of the Philippines (CATMAN) Inc.
38
Dear Madam:
Good day!
As part of the requirements in our Research, the undersigned is writing a study entitled
“Academic Pressure Among Students at the Colleges of Advance Technology and
Management of the Philippines (CATMAN) Inc.”. We have chosen your students to be
our respondents for this study.
The findings of this study will not only be a great help to the researchers but also in the
more effective and efficient operation of the school system as well. In this regard, may
we request to conduct a survey by distributing questionnaires to your students in your
approved time and schedule.
Thank you and God bless!
Respectfully yours,
CATHERINE M. MATEO
Group Leader
Noted by:
JOSHUA M. ANTALAN, LPT

Research Adviser
Appendix B: Letter to Questionnaire Validator
May 19, 2023
GERALDINE A. AQUINO, RL
39
School Librarian/Research Critic

Colleges of Advance Technology and Management
of the Phils. (CATMAN) Inc.
Dear Ma’am Aquino:
Greetings of abundance and calmness!
We, the Grade 12 students from General Academic Strand, are recently taking up
Research Study. As part of the requirement of the subject, our group will conduct a study
labeled “Academic Pressure among Senior High School Students at Colleges of Advance
Technology and Management of the Phils. (CATMAN) Inc.
Concerning thence, we are humbly asking for you to authorize our questionnaire.
We should be grateful to have your response at your time of convenience. Thank You!
Sincerely yours,
CATHERINE M. MATEO
Group Leader (Grade 12 - Newton)
Appendix C: Questionnaire Checklist
Academic Pressure among Students at the Colleges of Advance Technology and

Management of the Philippines (CATMAN) Inc.
To the Respondents:
40
This survey is purely confidential, we are the Grade12 students from General Academic Strand
purposely designed to determine the chosen study entitled " Academic Pressure Among Students
at Colleges of Advance Technology and Management of the Philippines (CATMAN) Inc. and it’s
purposely designed to determine the impact of academic pressure among senior high school
students at Colleges of Advance Technology and Management of the Phils. (CATMAN) Inc.
Respondents are encouraged to provide as accurate information as possible. Responses provided

will be reviewed for the purpose of this research only and the identity of respondents will also be
kept confidential.
Thank You for your time and cooperation!
The Researchers
Name (Optional)____________________________________________
I. Demographic Profile of Respondents.
Direction: Please indicate with a mark (✓).
Age Gender Civil Status Grade Level Strand/Course
17-20 [ ] Male [ ] Single [ ] Grade 11 [ ] TVL ICT [ ]

21-25 [ ] Female [ ] Married [ ] Grade 12 [ ] TVL HE [ ]
26-30 [ ] Widowed [ ] 1st year College [ ] HUMSS [ ]
31-35 [ ] 2nd year College [ ] GAS [ ]
36-40 [ ] 3rd year College [ ] ABM [ ]
41-45 [ ] 4th year College [ ] BSOA [ ]
BSE [ ]
II. Academic Pressure Indicators

Direction: Please rate how strongly you agree or disagree with each the following
statements by placing a check (✓) in the appropriate box.
Rating Scale.
5 - STRONGLY AGREE- The pressure highly affects my academics.
4 - AGREE- The pressure affects my academics.
3 - SLIGHTLY AGREE- The pressure slightly affects my academics.
2 - DISAGREE- The pressure does not affect my academics.
1 - STRONGLY DISAGREE- The pressure never affects my academics.
Statement 5 4 3 2 1
41
1. High expectations of my parents.

2. Lack of concentration during study hours.
3. Lack of self-confidence with my academic scores.
4. Getting good enough grades.
5. Handling academic workload.
6. Meeting deadlines for academic assessment.
7. It is hard for me to relax at home.
8. Competition among classmates.
9. I feel extremely sensitive and irritable.
10. I feel anxious or frightened about problems I can't
really describe.
III. Impact of Academic Pressure among Students

Direction: Put a check (✓) on the box in each number giving the scale 1-5.
Rating Scale.
5 - STRONGLY AGREE – The pressure will greatly impact the student.
4 - AGREE- The pressure impacts the student.
3 - SLIGHTLY AGREE- The pressure slightly impacts the student.
2 - DISAGREE- The pressure does not impact the student.
1 - STRONGLY DISAGREE – The pressure never impacts the students.
Statement 5 4 3 2 1
1. Pressure may cause restlessness to the students.
2. Pressure may cause high-functioning anxiety to the
students.
3. Pressure may cause poor management skills to the
students.
4. Pressure may cause feeling worried and anxious all
the time to the students
5. Pressure may cause cheating to the students.
6. Pressure may cause students to work less
diligently.
7. Pressure may cause them to not adequately study
for tests.
8. Pressure may cause them to lose their capacity to
come up with creative solutions to difficulties.
9. Pressure may cause their minds to become weak
and forget what they have learned easily.
10. Pressure can contribute to the increased suicide
rate among young people.
IV. The Perceived Action to reduce the Impact of Academic Pressure among Students.
42
Direction: Please rate how strongly you agree or disagree with each of the following
statements by placing a check (✓) in the appropriate box.
Rating Scale.
5 - STRONGLY AGREE- The action will greatly reduce the impact of academic
pressure.
4 - AGREE- The action reduce the impact of academic pressure.
3 - SLIGHTLY AGREE- The action will slightly reduce the impact of academic
pressure.
2 - DISAGREE- The action does not reduce the impact of academic pressure.
1- STRONGLY DISAGREE- They will never reduce the impact of academic pressure.
Statement 5 4 3 2 1
1. Relax and Learn mindfulness through sensory
experiences.
2. Set time limits for breaks.
3. Relax before bedtime and get plenty of sleep.
4. Take responsibility for mistakes.
5. Refocusing your attention on something calming.
6. Practicing abdominal breathing.
7. Choosing the right people to talk to about personal
matters.
8. Getting plenty of physical activities, such as
9. Spending time with families and friends to bond.
10. Stay centered and keep inner peace.
Noted by: JOSHUA M. ANTALAN, LPT

Research Adviser
Approved by: GERALDINE A. AQUINO, RL

Research Critic/ School Librarian
Appendix D: Summary of the Result
Academic Pressure Indicators Experienced by Students

43
Strongly Agree
Slightly Agree
WEIGHTEDMEAN
Disagree
Disagree
Strongly
Agree
VERBAL
Academic Pressure INTERPRETAT
Indicators ION
FREQUENCY
5 4 3 2 1
1. High expectations of my 24 37 26 7 6 3.66 AGREE

parents.
2. Lack of concentration 10 41 39 4 6 3.45 AGREE
during study hours.
3.Lack of self-confidence 10 44 34 7 5 3.47 AGREE
with my academic scores.
4.Getting good enough 18 50 30 1 1 3.83 AGREE
grades.
5.Handling academic 21 36 32 7 4 3.63 AGREE
workload.
6.Meeting deadlines for 20 39 28 8 5 3.61 AGREE
academic assessment.
7.It is hard for me to relax 18 29 32 12 9 3.35 SLIGHTLY
at home. AGREE
8.Competition among 8 21 31 19 21 2.76 SLIGHTLY
classmates. AGREE
9.I feel extremely sensitive 11 26 38 14 11 3.12 SLIGHTLY
and irritable. AGREE
10.I feel anxious or 11 33 39 11 6 3.32 SLIGHTLY
frightened about problems AGREE
I can't really describe.
General Weighted Mean 3.42 AGREE
Impact of Academic Pressure among Students

44
Strongly Agree
Slightly Agree
WEIGHTEDMEAN
Disagree
Disagree
Strongly
Agree
VERBAL
Impact of Academic Pressure INTERPR
ETATION
FREQUENCY
5 4 3 2 1
1.Pressure may cause restlessness 34 42 20 2 2 4.04 AGREE

to the students.
2.Pressure may cause high- 31 44 20 4 1 4 AGREE
functioning anxiety to the students.
3.Pressure may cause poor 21 45 28 5 1 3.8 SLIGHTLY

management skills to the students AGREE
4.Pressure may cause feeling 28 38 28 5 1 3.87 AGREE

worried and anxious all the time to
the students
5.Pressure may cause cheating to 16 27 37 9 11 3.28 SLIGHTLY
the students AGREE
6.Pressure may cause students to 14 38 35 9 4 3.49 AGREE
work less diligently.
7.Pressure may cause them to not 14 40 33 7 6 3.49 AGREE
adequately study for tests.
8.Pressure may cause them to lose 19 41 30 7 3 3.66 AGREE
their capacity to come up with
creative solutions to difficulties.
9.Pressure may cause their minds 21 42 29 4 4 3.57 AGREE
to become weak and forget what
they have learned easily.
10.Pressure can contribute to the 26 35 28 2 9 3.67 AGREE
increased suicide rate among
young people.
Perceived Action to Reduce the Impact of Academic Pressure Among

Students
45
Strongly Agree
Slightly Agree
WEIGHTEDMEAN
Disagree
Disagree
Strongly
Agree
VERBAL
Perceived Action INTERPRET
ATION
FREQUENCY
5 4 3 2 1
1.Relax and Learn 28 48 22 0 2 4 AGREE

mindfulness through
sensory experiences.
2.Set time limits for 38 32 27 1 2 4.03 AGREE
breaks.
3.Relax before bedtime 38 34 22 4 2 4.02 AGREE
and get plenty of sleep.
4.Take responsibility for 25 45 25 4 1 3.89 AGREE
mistakes.
5.Refocusing your 28 36 30 4 2 3.84 AGREE
attention on something
calming.
6.Practicing abdominal 19 39 35 6 1 3.69 AGREE
breathing.
7.Choosing the right 44 27 24 2 3 4.07 AGREE
people to talk to about
personal matters.
8.Getting plenty of 35 36 21 6 2 3.96 AGREE
physical activities, such as
9. Spending time with 43 36 15 3 3 4.13 AGREE
families and friends to
bond
10.Stay centered and keep 39 34 22 3 2 4.05 AGREE
inner peace.
46
CURRICULUM
VITAE
Mateo, Catherine M.
Maturanoc, Guimba Nueva Ecija
catherinemateo59@gmail.com
47
PERSONAL INFORMATION
Date of Birth: November 22, 2005
Place of Birth: Gloria, Oriental Mindoro
Sex: Female
Age: 17
Civil Status: Single
Nationality: Filipino
EDUCATIONAL BACKGROUND
Senior High School: Colleges of Advance Technology and Management of the

Philippines (CATMAN) Inc.
2021-2023
Junior High School: Bartolome Sangalang National High School
2017-2021
Elementary: Maturanoc Elementary School
2011- 2017
AWARDS AND ACHIEVEMENTS (if applicable)
Elementary: Achiever
Athlete of the Year
Secondary: Consistent with Honor
Athlete of the Year
Tertiary: With Honors (Grade 11)
SKILLS
 Teamwork/Collaboration
 Time Management
 Communication Skill
Mae Kyla Sumbad

Sta Ana Guimba Nueva Ecija
maekylasumbad943@gmail.com
48
Date of Birth: March 10 2005
Place of Birth: San Andres Guimba Nueva Ecija
Sex: Female
Age: 18
Senior High School: Colleges of Advance Technology and Management of the Phils.
Inc.
Elementary: Sta Ana Guimba Nueva Ecija
SKILLS
 Hardworking
 Editing
 Creative
Trisha G. Tolentino
Brgy. Sta. Lucia, Guimba, Nueva, Ecija
ttolentino587@gmail.com
49
Date of Birth: December 27, 2004

Place of Birth: Victoria Tarlac
Sex: Female
Age:18
Tertiary: Colleges of Advance Technology and Management of the Phils. Inc.
(CATMAN)
Secondary: Bartolome Sangalang National High School
Elementary: Guimba East Central School
AWARDS AND ACHIEVEMENTS (if applicable)

 Academic Achievement
TRAINING AND SEMINARS (if applicable)
 PNB Seminar
 Pre- Employment Seminar
SKILLS
 Communication Skills
 Good listener
 Adaptability
Timothy John M. Tinio

San Roque West
Timothyjohn85@gmail.com
50
Date of Birth: June 1

Place of Birth: San Mateo Isabela
Sex: Male
Age: 18
Senior High School: Colleges of Advance Technology and Management of The Phils.
(CATMAN) Inc.
Elementary: San Roque West Elementary
SKILLS
 Good communicator
 Decision making
 Active listening
Jemaica Bumagat
Sta Lucia Guimba Nueva Ecija
jemaicabumagat@gmail.com
Date of Birth: July 20, 2005

Place of Birth: Pacac Guimba Nueva Ecija
Sex: Female
51
Age: 17
Senior High School: Colleges of Advance Technology and Management of the Phils
(CATMAN) Inc.
Elementary: Guimba East Central School
SKILLS
 Good listening
Documentation
52

Impact of Academic Pressure Among Students at CATMAN Inc

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COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

Impact of Academic Pressure Among Students at the Colleges

SENIOR HIGH SCHOOL DEPARTMENT

In Partial Fulfillment of the Requirements in

Mr. Joshua M. Antalan

June 19, 2023

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

This Research entitled “Impact of Academic Pressure Among Students at the

JOSHUA M. ANTALAN, LPT

THESIS COMMITTEE AND PANEL OF EXAMINERS

ALORA G. CORPUZ, Ed.D

LETICIA C. SAN GABRIEL, Ph.D GERALDINE A. AQUINO, RL

ALORA G. CORPUZ, Ed.D

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

active guidance, continuous support, collaboration, and encouragement. In the absence of

gratitude and obligation of gratitude, especially to the following:

To Dr. Alora G. Corpuz, School Director of Colleges of Advance Technology and

study and for her essential counseling to finish this study.

leading the researchers, till the research is finished.

To the Students of Colleges of Advance Technology and Management of the

advice and collaboration.

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

service as the embolden and motivation of the researchers in defeated troublesome

fulfillment of this study.

researchers to be adequate to attain this study.

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

Advance Technology and Management of the Phils. (CATMAN) Inc. is heartily

Aquino for their subsistence and guidance in conducting this research.

and will complete this research.

This intelligible work is truthfully and chastely dedicated to all of you.

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

Data Gathering Procedure………………………………………………..….…….21

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

Tables Title Page

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

Figure Title Page

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

Background of the Study

different indicators that affect their educational achievements.

Students’ anxiety levels significantly increase as a result of increased academic

the amount of academic pressure.

However, young people’s well-being and health, as well as their academic

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

the community and the country.

training, mindfulness, meditation, and psychotherapy have been found to be useful to

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

Furthermore, due to the different internal and external demands placed on

achievements may be impacted by rising academic pressure, which also spreads

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

explore what can be done to prevent it from affecting academic performance.

Statement of the Problem

Specifically, it sought to answer the following questions:

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

1.4Grade Level; and

2. What are the academic pressure indicators experienced by students?

3. What is the impact of academic pressure among students?

COLLEGES OF ADVANCE TECHNOLOGY AND MANAGEMENT OF THE PHILS. (CATMAN) INC.

A conceptual framework is an analytical tool with several variations and contexts.

It is used to make conceptual distinctions and organize ideas. It provides an outline of

framework, it provides a structured approach for identifying goals and objectives of a

INPUT PROCESS OUTPUT