MONTESSORI DE SAN ILDEFONSO, INC.

Quijano St., San Juan, San Ildefonso, Bulacan

Contact No. 0931-044-2955 Email Add: mdsi.2002@gmail.comSchool ID No. 400920
Government Recognition Nos.: Preschool, E. 103, s.2002; Grade School, E. 091, s.2003; JHS, E.003, s.2004; SHSP, 810, s. 2016

COPING STRATEGIES OF GRADE 11 STUDENTS OF MONTESSORI DE SAN

ILDEFONSO SCHOOL YEAR 2020-2021 ON POOR ACADEMIC
PERFORMANCE

Submitted by:
MEMBERS
11- Fidelity
STEM

Submitted to:
Ms. Joselle B. Magbanua
Subject Teacher, Practical Research 1

A research study submitted to the faculty of the Senior High School Department,
Montessori de San Ildefonso, Inc., San Juan, San Ildefonso, Bulacan, Philippines in
partial fulfillment of the requirements for Applied subject, Practical Research 1,
2nd Semester, S.Y. 2020-2021.

APRIL 2021
 ABSTRACT

Students may encounter academic stressors like difficulties in

understanding the lessons due to poor cognitive ability or teaching inadequacies. Failure

to cope properly with poor academic performance may lead to the student continuing to

achieve failing marks and develop disinterest in studying. Due to that, the Grade 11

STEM Researchers conducted a study to assess the coping strategies of students and

categorize them as either positive or negative coping strategies. The researchers utilized a

qualitative research design, specifically case study. It was carried out among (10) Grade

11 students of which are (5) male sand (5) females. Each of the respondents was given a

15-item questionnaire. The results showed that the students use more positive coping

strategies than negative coping strategies to deal with poor academic performance. There

was no disparity between the coping strategies used by the male and female members of

the population.

ii
 ACKNOWLEDGEMENTS

The researchers of the paper, “ Coping Strategies of Grade 11 Students of

Montessori De San Ildefonso School Year 2020-2021 on Poor Academic

Performance”, are wholeheartedly grateful to all the people who helped and participated

towards the completion of this paper.

 The researchers wish to show appreciation to their teacher in Practical Research 1,

Ms. for giving us an opportunity to conduct a researcher of our choice and

interest. It was a great honor to be under her guidance during the duration of the

research and the researchers have learned a lot of technical knowledge about

conducting researches. Thank you for your patience in answering our endless

questions, correcting our grammatical errors, and giving your insight to the

research.

 The researchers would also thank their parents, who were always there to show

support, care, and love during the whole duration of the research. We are grateful

to them for providing us with the laptops, cellphones, and internet connection that

were vital for the completion of the research. Thank you for your sacrifices in

educating us and preparing us for the future.

 The researchers are forever indebted to the respondents, who took their time in

answering our questionnaire, during the time where they are also busy with their

own school-related matters. Thank you for the trust and honesty you have showed

us.

 Most of all, the researcher are always in awe and indebted to God, the Almighty.

No research would have ever to come to fruition without His sacrifices. Thank

you for bestowing us life, wisdom, strength, and patience.

iii
 Table of Contents

Title Page………………………………………………………………………………..i

Title Page………………………………………………………………………………… i

Abstract………………………………………………………………………………...... ii

Acknowledgement………………………….……………………...……………………. iii

Table of Contents…........................................................................................................... iv

List of Tables……………………………………………………………….……......... vi

List of Figures................................................................................................................ vii

CHAPTER I: INTRODUCTION

Background of the Study………….…………………….………………….……………. 1

Statement of the Problem……………………………….……………………...………… 3

Research Hypotheses ……………………………………………………….…………… 3

Significance of the Study………………...…………….………………………………… 4

Scope and Limitation …………………………………….……………………………… 5

Theoretical Framework ……………….………………….……………………………… 6

Conceptual Framework ………………….……………….……………………………… 7

Definition of Terms………………………………………………………………………. 7

CHAPTER II: REVIEW OF RELATED LITERATURE

Review of Related Literature…………………………………………………………… 8

CHAPTER III: RESEARCH METHODOLOGY

Methodology …………………………………………………………………………… 11

Research Design …………………………………………………...…………………… 11

Samples/Sampling Procedure……………………………..………..……………………11

Data Gathering Procedure ………………...……………………………………………. 12

Data Analysis ……………………………………………………...…………………… 13

Research Locale …………………………………………………..……………………. 13

iv
Confidentiality Procedure ……………………………………………………………… 14

CHAPTER IV: RESULTS AND DISCUSSION

Results and Discussion ……………………………………………………………….... 15

CHAPTER V: SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary…………………………………………………………………………………49

Conclusion ………………………………………………………….…...........................50

Recommendation ……………………………………………………………………..... 50

Appendices……………………………………………………………………………… 52

References………………………………………………………………………….…… 55

Curriculum Vitae ………………………………………………………………………..56

v
 LIST OF TABLES

 Table 1: Proximity Matrix for the Respondent’s Socio-Demographic Profile

 Table 2: Proximity Matrix of the Coping Strategies of the Grade 11 Students of

Montessori De San Ildefonso School Year 2020-2021

 Table 3: Proximity Matrix of the Comparison Between the Emotion-Based

Coping Strategies of the Male and Female Grade 11 Students of Montessori De

San Ildefonso School Year 2020-2021

 Table 4: Proximity Matrix of the Adaptability of Coping Strategies of the Grade

11 Students of Montessori De San Ildefonso School Year 2020-2021

 Table 5: Proximity Matrix of the Effectiveness of Coping Strategies of the Grade

11 Students of Montessori De San Ildefonso School Year 2020-2021

vi
 LIST OF FIGURES

 Figure 1: The Conceptual Framework Between the Relationship of Coping

Strategies of Students on Poor Academic Performance with their Academic

Performance and Levels of Stress

 Figure 2: Montessori De San Ildefonso

 Figure 3: Map of Research Locale

vii
 CHAPTER I

INTRODUCTION OF THE STUDY

INTRODUCTION

In a student’s journey to academic success, he or she can be

subjected to a wide variety of stressful situations. One of those

aforementioned stressful situations is attaining a failing grade, marking

poor academic performance. Stress is an inevitable part of learning. The

two sides of stress is that one, it may subject students to strive harder and

do better, and two, and it may put an inexplicable amount of pressure on

students negatively affecting their physical and mental well-being. What

powers on a student’s resiliency to continue on with her conquest for

learning is the ability to cope with stress.

To deal with the onslaught of academic stress, students throughout

the years have developed or acquired at least one coping strategy to deal

with the stress. Specifically, this research would be dealing on the various

Coping Strategies of Grade 11 Students of Montessori de San Ildefonso

School Year 2020-2021 on Poor Academic Performance. In relation to this

study, the researchers would be addressing the questions, “What form of

coping strategies are the students engaging in?”, “How did the students

acquire these coping strategies?”, and “How effective are these coping

strategies in reducing the stress levels of the students with poor academic

performance?”

1
BACKGROUND OF THE STUDY

Students may encounter academic stressors like difficulties in

understanding the lessons due to poor cognitive ability or teaching

inadequacies. Some students lack the motivation and ambition required for

the higher ordered thinking skills that schools have adapted as part of their

new system. Various factors such as the student’s medical condition,

socio-cultural status, and environment may also lead to academic stress.

Ultimately all these academic stress leads to poor academic performance

that may leave an exorbitant amount of stress on a student. A student that

has had or is still having failing marks may have low self-esteem.

According to a study of (Tang, Byrne, & Qin, 2018), if a student is not

able to cope properly and adapt with the demand; it can result in anxiety,

depression, social dysfunction and even suicidal intention.

A recent study of (Freire et al., 2020) entitled, Coping Strategies

and Self-Efficacy in University Students: A Person-Centered Approach

has emphasized the importance of coping strategies in preventing

academic stress. Another earlier study of (Yikealo & Tareke 2018)

centered on college students, concluded that students were found to use

more positive stress coping strategies than the negative ones. This study of

of (Yikealo & Tareke, 2018) brought up a new issue------whether the

coping strategies being used by students are on the positive or negative

side of the spectrum.

2
 STATEMENT OF THE PROBLEM

Failure to cope properly with poor academic performance may lead

to the student continuing to achieve failing marks and develop disinterest

in studying. The study aims to assess the common coping strategies of

Grade 11 students of Montessori De San Ildefonso School Year 2020-2021

on Poor Academic Performance and whether these are positive or negative

coping mechanisms.

The study would be addressing the following questions:

1. What are the reasons why students attained poor academic performance?

2. Which coping strategy is the most commonly used by students?

3. Do students stick to just one coping mechanism or combinations of

different coping strategies?

4. Is there a disparity on the coping strategies used by female students as

compared to male students? Do female students lean to using emotion-

based coping strategies?

5. Are these coping strategies flexible and can be adapted by other students?

6. How effective are these coping strategies in alleviating the stress that

comes with poor academic performance?

RESEARCH HYPHOTHESIS

The Grade 11 Students of Montessori De San Ildefonso School Year

2020-2021 use more positive coping strategies than negative coping strategies.

3
SIGNIFICANCE OF THE STUDY

The study must be conducted to determine if any of the Grade 11 students of

Montessori De San Ildefonso are engaging in negative coping strategies with regards to

their poor academic performance. The study would be beneficial to students, teachers,

parents, to the school administrators, researchers, and individuals interested in reading the

study as it can provide suggestions on better coping strategies students should engage

whilst minimizing the effects of stress on students.

The study will also benefit students who would have personal awareness on the

various coping strategies they are engaging in. They would be able to assess whether

their coping strategies are healthy and continue to use them or this research may convince

them to take the initiative to stop engaging in unhealthy coping strategies.

The study will also benefit the teachers who would gain awareness on what

students engage in, when given failing grades that may affect their learning capabilities.

It may help them develop or enhance their teaching techniques to accommodate the

struggling students and provide guidance to these students.

The study will also benefit the parents who have the central role of providing

emotional support to students. They would have awareness on how their children deal

with poor academic performances and how it taxes their mental health. Awareness on this

subject enables parents to support the positive coping strategies and dissuade the negative

coping strategies of their children.

The study will also benefit the school administrators who would have

awareness on students who have negative coping strategies and provide an intervention

by giving students psychological counseling and support and also make the school a

place more conductive for learning

The study will also benefit the researchers who would have research topics

similar to this study as this paper could serve as a reference for other researchers. Future

researchers could further develop this study more.

4
SCOPE AND LIMITATIONS OF THE STUDY

The study aims to assess the coping strategies of students and categorize them

as either positive or negative coping strategies. The study would help students with

negative coping mechanisms to adapt healthy alternative strategies and also support and

enhance the coping mechanisms of students with positive strategies. The study considers

the students’ name (optional), gender, age, grade level and academic performance.

The study is limited to the perceptions of the Grade 11 Students of Montessori De

San Ildefonso School Year School Year 2020-2021 and does in no way reflect the

opinions of other students of the Philippines as a whole. The perceptions of these students

can be affected and influenced by the questions prepared by the researchers. The Data

gathering procedure was conducted through the use of electronic questionnaires. A total

of (10) respondents from the target population of Grade 11 students were selected using a

non-probability sampling method, purposive sampling. The data gathering procedure

begun on March 29, 2021 and ended on April, 3, 2021. The study started and will end

within the confinements of Montessori De San Ildefonso, located in Quijano Street, San

Juan, San Ildefonso, Bulacan.

5
THEORETICAL FRAMEWORK

Based on a book written by Melanie J. Zimmer-Gembeck and Ellen A. Skinner

(2016) entitled, “The Development of Coping: Implications for Psychopathology and

Resilience”, there are two broad types of coping strategies: approach (also called active)

strategies and evasive (or disengagement) strategies. Approach strategies for coping

involve cognitive and behavioral mechanisms aimed at making primary response to the

stressor. Either by directly approaching the stressor (primary control) or dealing with the

negative emotions associated with it (secondary control). This category of coping

includes strategies such as planning, taking specific action, seeking support (instrumental

and emotional), positive reappraisal of the situation, or acceptance. Evasive strategies are

those which involve cognitive and behavioral mechanisms used for avoiding the stressful

situation. This category includes coping strategies such as self- harming distractions,

denial, and wishful thinking. According to (Zimmer-Gembeck & Skinner, 2016) benefits

provided by the coping strategies are maximized if the individual chooses approach

coping strategies. In contrast, people who choose evasive coping strategies are less

flexible and are adhering maladaptive behavior, which does not solve the specific

demands of the situation. This suggests that some coping strategies are more efficient

than others. It also means that although evasive coping strategies help alleviate stress,

deeming it as a coping strategy, it does not solve the root of the problem.

6
CONCEPTUAL FRAMEWORK

Figure 1: The Conceptual Framework Between the Relationship of Coping Strategies of

Students on Poor Academic Performance with their Academic Performance and Levels of

Stress

DEFINITION OF TERMS

 Coping Strategies - are adaptive psychological patterns individuals engage in to

solve internal and external problems.

 Poor academic performance - a learning situation where an individual fails to

attain the standard evaluation for a given academic measure (exams, assessments,

or grade levels.)

 Maladaptive Behavior - behavior that interferes with an individual’s daily life

and stops them from adapting to difficult situations.

7
 CHAPTER 2

REVIEW OF RELATED LITERATURE

In the recent years, a lot of individuals have already done researches

regarding coping strategies of students mostly encompassing college students, not much

on Senior High School Students. Such studies are the study conducted by (Yikealo &

Tareke 2018) and (Baaelis, 2018). There has also been not a lot of studies focusing on the

relation of gender and coping strategies. Another study of by (Baaleis & Ali, 2018)

focused in female respondents has provided a lot of insight in this research.

Stress Coping Strategies among College Students: A Case in the College of

Education, Eritrea Institute of Technology

On 2018, Dawit Yikealo and Werede Tareke conducted a research entitled

“Stress Coping Strategies among College Students: A Case in the College of Education,

Eritrea Institute of Technology”. The research design was a descriptive study in order to

give an in-depth assessment about the coping strategies used by the students with regards

to stress. The study developed their own Coping Strategies Scale with 15 items on 123

participants selected through a random mode of sampling. The study concluded that

students use more positive coping strategies than negative coping strategies and there is

no related relation between gender and coping strategies. The study however, focused on

the coping strategies on stress in general. The researchers aim to specify the cause of this

“stress” on this research innately focusing on “academic stress”, and more specifically

the stress generated by poor academic performance.

8
Causes of Poor Academic Performance among Omani Students

A study of Manizheh Alami (2016), entitled “Causes of Poor Academic

Performance among Omani Students”, categorized the reasons for poor academic

performance of students in four macro groups: student-related problems, teacher-related

problems, family- related factors and some other factors loosely made up of reasons such

as marriage, health problem, toxic friendships and transportation problem. The target

population for the study where students who enrolled for post foundation program and

took English Technical Writing II (ENTW 1200) course in second semester, academic

year 2014-2015. The study was conducted by tasking the respondents to write a five-

paragraph essay about the topic “Causes of poor academic performance”. The study

concluded that student-related problems are of the highest impact on poor academic

performance and teacher-related problems have the lowest impact.

The researchers of the study of have found results similar to that of (Alami,

2016). The primary causes for poor academic performance amongst Grade 11 students of

Montessori De San Ildefonso are loosely all student-related problems such as not

studying hard enough, losing focus during class, and having difficulties understanding the

lesson. The researchers also relate the study to the paper in a way that there is a need for

the researchers to find the reasons for poor academic performance before investigating

the coping strategies in relation to poor academic performance, and even before

suggesting solutions to the problem.

9
Impact of Usage of Different Coping Strategies on Academic Performance of

Female Students in College of Medicine, Al-Ahsa

A study done by (Baaleis & Ali, 2018) on “Impact of Usage of Different

Coping Strategies on Academic Performance of Female Students in College of Medicine,

Al-Ahsa”, focused on which coping strategies females would choose to adapt. The study

was a cross-sectional study that was carried out among female students in the college of

medicine in King Feisal University in the academic year 2017-2018. Data had been

collected through an electronic and paper survey. The result showed that positive

reappraisal was the most used coping strategies of students, especially emotion-based

coping strategies, while confrontive coping was the least to used coping strategy.

The researchers of the study have found opposite results to the study of (Baaleis

et al., 2018). While the female members of the study did use emotion-based coping

strategies, there was no recorded data that they preferred this over confrontive coping

strategies or primary control. The female respondents have used both the combination of

confrontive and emotion-based approach.

10
 CHAPTER III

METHODOLOGY

To give the study more substantial evidence and depth, the researchers of the

study, “Coping Strategies of Grade 11 Students of Montessori de San Ildefonso School

Year 2020-2021 on Poor Academic Performance”, proposed questions in line with the

objectives of the study for the respondents of the target population. To make the research

more extensive and productive, the researchers would be addressing both the reasons for

poor academic performance and the coping strategies for poor academic performance to

provide better insight on the solutions. The researchers used the internet as the primary

source for the subject matter due to the inaccessibility of libraries and other sources for

bodies of knowledge.

RESEARCH DESIGN

In order to satisfy the objectives of the study, which is an in depth study of

the coping strategies of students on poor academic performance, the researchers chose a

qualitative research design. A qualitative research design offers a complete analysis of

the subject matter without being limited to the respondent’s answer rather to the

interpretation of their answers. Specifically, the research design would be a case study

that would investigate a few cases in considerable depth (Gomm, Hammersley, & Foster,

2000). By using a case study design the researchers would be able to identify the

boundary between the phenomenon (coping strategies on poor academic performance)

and the context on how the students obtained and developed these strategies (Yin, 1994).

SAMPLING PROCEDURE

Due to the low response rate of respondents during the quarantine, the

researchers opted for non-probability sampling techniques. The population is a complete

collection of people, objects, or numerical values that the researchers wish to draw a

sample from. The population for this study is the entire Grade 11 Senior High School

Students of Montessori De San Ildefonso. A total of 10 respondents would be drawn from

11
this population. To provide a fair comparison between the coping strategies employed by

the female and male members of the population, an equal number of both sexes would be

used for the study (5 male respondents, 5 female respondents). The researchers chose

purposive non-probability sampling that relies on the judgment of the researchers. In

purposive sampling, the researchers would choose members of the population that suit

their needs or respondents that have specific characteristics required for the study. The

research, “Coping Strategies of Grade 11 Students of Montessori de San Ildefonso School

Year 2020-2021 on Poor Academic Performance”, is limited to participants who had or is

still having poor academic performance in any academic measure such as seat works,

activities, quizzes, exams, or grades that is why purposive sampling is employed.

DATA GATHERING INSTRUMENT

Primary data would be obtained through a (15) item set questionnaire

prepared by the researchers. The purpose of the self-made questionnaire is to determine

the coping strategies of the students, how they obtained these strategies, and assess

whether these strategies are positive or negative. The questionnaire would be also

addressing the objectives of the research. The respondents were given freedom to answer

the questionnaire in the language they are comfortable with and the researchers would be

upholding the responsibility of translating their answers to the English language. Answers

of the respondents were jotted down and from their descriptions the researchers would be

interpreting which coping strategies they belong to approach or evasive coping strategies.

Any significant emotion-based strategy would be noted down and a comparison between

female and male usage of emotion-based strategy would be clearly described in the

conclusion. Secondary data would come from the internet in the form of published

researches, articles, journal, theories, and books. The data obtained from secondary

sources would be used as the framework for the research and a basis of comparison for

the primary data.

12
DATA ANALYSIS

According to (Miles & Huberman, 1986), a matrix makes it possible for “the

crossing of two or more main dimensions to see how they interact” in qualitative

research. The research design is qualitative that would focus on the relation of coping

strategies and students that is why using data matrix as the tool for analysis is fitting.

Data matrices allow for a systematic and manageable presentation of data. In this paper

the data matrix would be providing a descriptive depiction of existing coping strategies of

students. Two types of data matrix would be used in the study, profile matrices and

proximity matrices. Profile matrices would contain the socio-demographic information of

the respondents, while the proximity matrices would contain the inferred answers of the

respondents. The Data Matrix would contain the cases, themes, coded source materials,

and associated views. The gathered data was considered and evaluated thoroughly to

come up with conclusions.

RESEARCH LOCALE

Figure 2: Montessori De San Ildefonso

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 Figure 3: Map of Research Locale

To maintain the integrity of the research, the study started and ended within the

premises of Montessori De San Ildefonso, Quijano Street, San Juan, San Ildefonso,

Bulacan. The context of the topic was generated within the school; the chosen sample

was students from the school.

CONFIDENTIALITY PROCEDURE

The researchers of this paper solemnly swear to protect the intellectual rights

of the participants of the research. The personal information of the respondents such as

their name, age, and gender, would remain anonymous. The opinions, insight, feelings,

and statements of the respondents would be only used for the purpose of this research.

14
 CHAPTER IV

RESULTS AND DISCUSSION

All the corresponding answers from the distributed questionnaires of the

targeted sample of 10 respondents from the Grade 11 students of Montessori De San

Ildefonso were transcribed into the paper. Any forms of grammatical error found in the

answers of the respondents were corrected without compromising the central idea of their

answers and ideologies. All the answers of the respondents who chose to answer in a

language other than the medium of this paper were accurately translated into the English

language.

CODED SOURCE MATERIAL

Respondent #1

Question #1: What do you think is the reason why you attained failing marks on a quiz,

an exam, or grade?

Answer: I have a short attention span, hence the reason I get distracted easily especially

when I'm reviewing for an upcoming quiz or exam.

Question #2: What specific actions do you take after attaining failing marks on a quiz, an

exam, or grade?

Answer: I comfort myself by saying "It is fine", "Try harder next time", or "You did your

best".

Question #3: How effective do you think the specific actions that you took in alleviating

your stress from poor academic performance?

Answer: I think it is highly effective because it makes me forget that I got that specific

score.

Question #4: Do you make a conscious effort to remove yourself from the reason you

attained a failing grade? Please elaborate.

15
Answer: Yes. For example, whenever I got a failing grade on my quizzes or exams, I

make sure I study harder and put a lot of effort so that it won't happen again.

Question #5: Do you distract yourself when you attained a failing grade? Please

elaborate.

Answer: Yes. Whenever I failed an exam or a quiz, I resort on talking to my friends or

watching movies or TV series to distract myself.

Question #6: Was there an instance that your attempt to distract yourself resulted in still

lowering your grades? How?

Answer: Yes. As I have mentioned on the previous question, I resort on watching movies

or TV series but that action sometimes results on fully distracting me, making me lose

focus whenever I study.

Question #7: Do you engage in maladaptive behavior such as cigarette smoking, alcohol

drinking, or drug abuse to cope with the stress of poor academic performance? If yes,

please elaborate.

Answer: No.

Question #8: Does failing motivate you to strive harder? Why?

Answer: Yes, simply because I don't want to disappoint myself again.

Question #9: Does failing make you develop disinterest in studying? Why?

Answer: Sometimes, because there are times that I put in a lot of effort to not get a low

score or a failing mark but instead of getting my desired score I still end up having a low

mark, making me lose my motivation to strive harder and study.

Question #10: What emotions do you feel after attaining a failing grade?

Answer: I feel miserable and sad.

Question #11: How do you deal with these emotions?

16
Answer: I distract myself by watching.

Question #12: Have you tried seeking support from others to deal with the situation?

Please elaborate.

Answer: There is a time where I cannot handle the situation hence I talked to my parents.

Question #13: How did you acquire these habits and when did you start using them to

deal with poor academic performance?

Answer: I can't really tell, maybe it started when I'm desperate to distract myself from the

low mark that I got for the first time.

Question #14: What specific action have you not taken yet to deal with poor academic

performance?

Answer: Substance abuse, alcohol drinking, and smoking.

Question #15: Would you try engaging in these specific actions in the near future or

stick to your old habits? Why?

Answer: No, I would rather stick to my old habits because these specific actions will just

harm me.

Respondent #2

Question #1: What do you think is the reason why you attained failing marks on a quiz,

an exam, or grade?

Answer: I don't usually study hard during class and I always come up with the word

"bahala na".

Translation: I don’t usually study hard during class and I always come up with the word

“what happens, happens”.

Question #2: What specific actions do you take after attaining failing marks on a quiz, an

exam, or grade?

17
Answer: Honestly, I always tell my parents that I’m not the only one who has a failing

grade; even my intelligent classmates got failing grades too.

Question #3: How effective do you think the specific actions that you took in alleviating

your stress from poor academic performance?

Answer: It gives me peace of mind and it makes me realize to study harder.

Question #4: Do you make a conscious effort to remove yourself from the reason you

attained a failing grade? Please elaborate.

Answer: Minsan pag talagang kailangan na magseryoso, tumatanggi nako sa daldalan at

nagrereview nako kahit papano tsaka papatulong din sa mga kaklaseng matatalino.

Translation: Sometimes when I need to take the situation seriously, I refuse to be part of

my classmates’ chatter and I try to review at some extent. I also seek help from my smart

classmates.

Question #5: Do you distract yourself when you attained a failing grade? Please

elaborate.

Answer: Pag nagkakabagsak ako kadalasan nag mml nalang ako para di mastress at sa

susunod na quiz o exam bumabawi nako.

Translation: When I get failing marks I often play Mobile Legends so I don’t get stressed

and I try to do better on my next quiz or exam.

Question #6: Was there an instance that your attempt to distract yourself resulted in still

lowering your grades? How?

Answer: Yes, syempre pag nag mml ade syempre di na gaano makakapag review kaya

ayon bagsak ulit.

Translation: Yes, because when I play Mobile Legends I don’t get to review too much

that is why I fail again.

18
Question #7: Do you engage in maladaptive behavior such as cigarette smoking, alcohol

drinking, or drug abuse to cope with the stress of poor academic performance? If yes,

please elaborate.

Answer: Hinding hindi, mag mml nalang ako kesa mag bisyo.

Translation: Absolutely not, I would rather play Mobile Legends than engage in vices.

Question #8: Does failing motivate you to strive harder? Why?

Answer: Syempre, kahit naman minsan nakakatamad talaga kailangan mo din

magseryoso sa pag aaral dahil di naman maliit na pera lang ginagastos sa school kaya

maganda din na naibabalik natin sa kanila yung ginagawa nila para satin.

Translation: Of course, even though it makes you feel lazy you need to be serious when it

comes to your studies because the money spent on schooling is not cheap and it’s good to

be able to give back what they do for us.

Question #9: Does failing make you develop disinterest in studying? Why?

Answer: Minsan, kase parang kahit pano gawin kong review bumabagsak padin lalo sa

math.

Translation: Sometimes, because it feels like no matter how much I study I still fail,

especially in Math.

Question #10: What emotions do you feel after attaining a failing grade?

Answer: Medyo malungkot na parang sanay na makita yung ganun kumbaga expected na

lalo sa math.

Translation: I feel slightly sad that I’m used to seeing low grades, like I already expected

it to happen especially in Math.

Question #11: How do you deal with these emotions?

Answer: Playing ml, talking to my cousins.

19
Translation: Playing Mobile Legends, talking to my cousins.

Question #12: Have you tried seeking support from others to deal with the situation?

Please elaborate.

Answer: Minsan sinasabi ko sa mga kaklase ko "boy reviewhin mo nga ako".

Translation: I sometimes tell my classmates, “Can you help me review?”

Question #13: How did you acquire these habits and when did you start using them to

deal with poor academic performance?

Answer: Nakikita ko lang sa iba na nagtatanungan sila and mukang effective kaya

sinubukan ko, gr7 ata ginagawa konayon.

Translation: I saw it from others where they ask each other questions when reviewing and

it looked effective so I tried it, I started doing it since I was in Grade 7.

Question #14: What specific action have you not taken yet to deal with poor academic

performance?

Answer: Yung matagalang review as in tutok diko ginagawa yun kase nakakalimutan ko

din kaya nagrereview ako 30 mins before exam.

Translation: Studying for long periods of time, as in giving my sole attention to

reviewing, which I don’t do because I end up forgetting the information, so I review 30

minutes before the exam.

Question #15: Would you try engaging in these specific actions in the near future or

stick to your old habits? Why?

Answer: Dimo din masasabi eh depende siguro sa sitwasyon kase may mga oras na sipag

na sipag tayo meron ding oras na wala tayong interes sa kahit ano kaya depende lang

muna ang sagot ko.

20
Translation: You can’t really tell it depends on the situation because there are times that

we feel motivated and there are also times where we have no interest in anything that is

why I would answer it depends.

Respondent #3

Question #1: What do you think is the reason why you attained failing marks on a quiz,

an exam, or grade?

Answer: Not focusing while studying.

Question #2: What specific actions do you take after attaining failing marks on a quiz, an

exam, or grade?

Answer: Review and study harder.

Question #3: How effective do you think the specific actions that you took in alleviating

your stress from poor academic performance?

Answer: It is effective because if I give more time in studying, my grades will increase.

Question #4: Do you make a conscious effort to remove yourself from the reason you

attained a failing grade? Please elaborate.

Answer: I choose to stop playing online games and wasting my time on social media to

have better grades.

Question #5: Do you distract yourself when you attained a failing grade? Please

elaborate.

Answer: No, I choose to make it as a motivation to study harder.

Question #6: Was there an instance that your attempt to distract yourself resulted in still

lowering your grades? How?

Answer: Yes, when I really want to play online games, the results are not good.

21
Question #7: Do you engage in maladaptive behavior such as cigarette smoking, alcohol

drinking, or drug abuse to cope with the stress of poor academic performance? If yes,

please elaborate.

Answer: No, I don't have these bad habits.

Question #8: Does failing motivate you to strive harder? Why?

Answer: Yes, because if I fail, I always make it a motivation to encourage myself to

study harder.

Question #9: Does failing make you develop disinterest in studying? Why?

Answer: Sometimes, when I know that I gave it my best but it’s not enough

Question #10: What emotions do you feel after attaining a failing grade?

Answer: Sad and disappointed.

Question #11: How do you deal with these emotions?

Answer: I turn my attention to something else so I don’t think about falling.

Question #12: Have you tried seeking support from others to deal with the situation?

Please elaborate.

Answer: Yes, to my friends, family and relatives that I know will support me.

Question #13: How did you acquire these habits and when did you start using them to

deal with poor academic performance?

Answer: I have been influenced by some of my friends, only during this new kind of

learning.

Question #14: What specific action have you not taken yet to deal with poor academic

performance?

Answer: I think I already did all the actions/things that will make my grades increase.

22
Question #15: Would you try engaging in these specific actions in the near future or

stick to your old habits? Why?

Answer: I will choose new habits because it will help me in the near future to be one of

the successful people

Respondent #4

Question #1: What do you think is the reason why you attained failing marks on a quiz,

an exam, or grade?

Answer: I failed some of my subjects because of playing games too much.

Question #2: What specific actions do you take after attaining failing marks on a quiz,

an exam, or grade?

Answer: I make sure to study hard in order to pass the future examinations or quiz.

Question #3: How effective do you think the specific actions that you took in

alleviating your stress from poor academic performance?

Answer: I started to get good grades so I know that it's effective

Question #4: Do you make a conscious effort to remove yourself from the reason you

attained a failing grade? Please elaborate.

Answer: Yes, I stopped myself in playing too much games and I started focusing on

my studies.

Question #5: Do you distract yourself when you attained a failing grade? Please

elaborate.

Answer: I distract myself by going out with friends in order to cope up with my failing

grades.

Question #6: Was there an instance that your attempt to distract yourself resulted in

still lowering your grades? How?

23
Answer: Yes, when I failed my exam I got addicted in playing games and it results in

even more failing grades

Question #7: Do you engage in maladaptive behavior such as cigarette smoking,

alcohol drinking, or drug abuse to cope with the stress of poor academic performance?

If yes, please elaborate.

Answer: No.

Question #8: Does failing motivate you to strive harder? Why?

Answer: Yes, I want to make my grades higher so I motivate myself.

Question #9: Does failing make you develop disinterest in studying? Why?

Answer: No, because studying is important in our life to have a successful future.

Question #10: What emotions do you feel after attaining a failing grade?

Answer: Sad.

Question #11: How do you deal with these emotions?

Answer: I go out with friends.

Question #12: Have you tried seeking support from others to deal with the situation?

Please elaborate.

Answer: No, I want to succeed with myself.

Question #13: How did you acquire these habits and when did you start using them to

deal with poor academic performance?

Answer: It's my natural way of dealing with it since I'm a kid

Question #14: What specific action have you not taken yet to deal with poor academic

performance?

Answer: Studying really hard.

24
Question #15: Would you try engaging in these specific actions in the near future or

stick to your old habits? Why?

Answer: I'll stick with it because I find it effective.

Respondent #5

Question #1: What do you think is the reason why you attained failing marks on a quiz,

an exam, or grade?

Answer: I failed to review my notes before the quiz or exam.

Question #2: What specific actions do you take after attaining failing marks on a quiz, an

exam, or grade?

Answer: I'll do better next time.

Question #3: How effective do you think the specific actions that you took in alleviating

your stress from poor academic performance?

Answer: It is effective because it helps me a lot.

Question #4: Do you make a conscious effort to remove yourself from the reason you

attained a failing grade? Please elaborate.

Answer: Yes, I do. I make sure that I would review my notes thoroughly.

Question #5: Do you distract yourself when you attained a failing grade? Please

elaborate.

Answer: Yes, my friends distract me and it's the kind of distraction that makes me happy.

Question #6: Was there an instance that your attempt to distract yourself resulted in still

lowering your grades? How?

Answer: No, there wasn’t.

25
Question #7: Do you engage in maladaptive behavior such as cigarette smoking, alcohol

drinking, or drug abuse to cope with the stress of poor academic performance? If yes,

please elaborate.

Answer: No, I didn't.

Question #8: Does failing motivate you to strive harder? Why?

Answer: Yes as always. Because in every failure, you can learn a lesson from it and you

will do good and motivate you to do better.

Question #9: Does failing make you develop disinterest in studying? Why?

Answer: No, it doesn’t.

Question #10: What emotions do you feel after attaining a failing grade?

Answer: Sad and disappointed.

Question #11: How do you deal with these emotions?

Answer: It makes me feel anxious.

Question #12: Have you tried seeking support from others to deal with the situation?

Please elaborate.

Answer: Yes I have, with my friends. They help me a lot.

Question #13: How did you acquire these habits and when did you start using them to

deal with poor academic performance?

Answer: My friends motivate me so I can do better next time.

Question #14: What specific action have you not taken yet to deal with poor academic

performance?

Answer: I did not engage with any maladaptive behavior.

26
Question #15: Would you try engaging in these specific actions in the near future or

stick to your old habits? Why?

Answer: No, I will not because it will make me feel bad even more.

Respondent #6

Question #1: What do you think is the reason why you attained failing marks on a quiz,

an exam, or grade?

Answer: I think the main reason why I attained failing marks is because of being

unprepared for the quizzes and sometimes I don't understand the lessons.

Question #2: What specific actions do you take after attaining failing marks on a quiz, an

exam, or grade?

Answer: When I attained failing marks, I usually eat my comfort foods and divert my

negative thoughts through watching and doing some physical activities.

Question #3: How effective do you think the specific actions that you took in alleviating

your stress from poor academic performance?

Answer: It removes my negative thoughts and also terminates my worries about the low

grades I got.

Question #4: Do you make a conscious effort to remove yourself from the reason you

attained a failing grade? Please elaborate.

Answer: Yes, as it affects my thoughts negatively.

Question #5: Do you distract yourself when you attained a failing grade? Please

elaborate.

Answer: I distract myself whenever I attained failing marks to relieve my negative

thoughts.

27
Question #6: Was there an instance that your attempt to distract yourself resulted in still

lowering your grades? How?

Answer: No, because I exerted my effort by reviewing well so that I would not attain

failing marks again and I would not feel any stress again.

Question #7: Do you engage in maladaptive behavior such as cigarette smoking, alcohol

drinking, or drug abuse to cope with the stress of poor academic performance? If yes,

please elaborate.

Answer: No.

Question #8: Does failing motivate you to strive harder? Why?

Answer: Yes, because it will affect my final grade and I am scared that I will get a low

final grade in my card.

Question #9: Does failing make you develop disinterest in studying? Why?

Answer: Sometimes I lose interest in studying because of those hard quizzes and exams

especially in my Math subject.

Question #10: What emotions do you feel after attaining a failing grade?

Answer: I feel down and sometimes I feel stressed.

Question #11: How do you deal with these emotions?

Answer: I deal with those emotions by eating my comfort foods, watching movies, and

by doing some physical activities.

Question #12: Have you tried seeking support from others to deal with the situation?

Please elaborate.

Answer: Sometimes I seek other's support but sometimes not because I think I am

disturbing them.

28
Question #13: How did you acquire these habits and when did you start using them to

deal with poor academic performance?

Answer: I started those habits when I am in Junior High School since I often get low

grades in my Math subject in those times. And as well as when the online class started,

and I have more time to relieve those negative thoughts caused by low grades, I started

doing some physical activities.

Question #14: What specific action have you not taken yet to deal with poor academic

performance?

Answer: For me, I don't think I have taken any other action to deal with poor academic

performance except from eating my comfort foods, watching movies, and doing some

physical activities.

Question #15: Would you try engaging in these specific actions in the near future or

stick to your old habits? Why?

Answer: I think I would stick to my old habits as it is effective for me.

Respondent #7

Question #1: What do you think is the reason why you attained failing marks on a quiz,

an exam, or grade?

Answer: Because I didn't study hard enough for me to pass and I sometimes tell myself,

"bahala na", before an examination or quiz.

Translation: Because I didn’t study hard enough for me to pass and I sometimes tell

myself, “Whatever happens, happens”, before an examination or quiz.

Question #2: What specific actions do you take after attaining failing marks on a quiz, an

exam, or grade?

Answer: I chat with my friends and I always end up eating my comfort foods and reading

to keep my mind at ease.

29
Question #3: How effective do you think the specific actions that you took in alleviating

your stress from poor academic performance?

Answer: It calms my mind and that is when I push myself to do better and avoid the

things in which resulted for me to fail.

Question #4: Do you make a conscious effort to remove yourself from the reason you

attained a failing grade? Please elaborate.

Answer: Yes. I start to organize my time for what should I prioritize more and improve

my skills in regards to studying as well as adopting a positive mental attitude.

Question #5: Do you distract yourself when you attained a failing grade? Please

elaborate.

Answer: Sometimes. If I feel very bad about it, I tend to watch some movies and eat

some of my comfort foods or engage in chitchat with my friends.

Question #6: Was there an instance that your attempt to distract yourself resulted in still

lowering your grades? How?

Answer: There was none.

Question #7: Do you engage in maladaptive behavior such as cigarette smoking, alcohol

drinking, or drug abuse to cope with the stress of poor academic performance? If yes,

please elaborate.

Answer: No.

Question #8: Does failing motivate you to strive harder? Why?

Answer: Yes. Whenever I fail, it just makes me to strive harder and have a better

outcome for the next examination, quiz, or even for activities.

Question #9: Does failing make you develop disinterest in studying? Why?

Answer: No. Instead of being disinterested in studying, it pushes me more to study better.

30
Question #10: What emotions do you feel after attaining a failing grade?

Answer: Sad, frustration, and disappointment.

Question #11: How do you deal with these emotions?

Answer: I always end up eating ice cream and read some novels to distract myself.

Question #12: Have you tried seeking support from others to deal with the situation?

Please elaborate.

Answer: No. I deal it with myself and I prefer doing it on my own ways of how I am

supposed to deal with it.

Question #13: How did you acquire these habits and when did you start using them to

deal with poor academic performance?

Answer: It started when I failed because I fell ill when I was in grade two which resulted

for me to develop those habits.

Question #14: What specific action have you not taken yet to deal with poor academic

performance?

Answer: Being tutored.

Question #15: Would you try engaging in these specific actions in the near future or

stick to your old habits? Why?

Answer: I might if I can't handle it myself anymore and if ever I am really struggling

about a specific subject and always end up failing.

Respondent #8

Question #1: What do you think is the reason why you attained failing marks on a quiz,

an exam, or grade?

Answer: Maybe because of my lack of knowledge in that particular subject.

31
Question #2: What specific actions do you take after attaining failing marks on a quiz, an

exam, or grade?

Answer: Nililibang ko na lang sarili ko para makalimutan ang kalungkutan at mas lalo

ako namomotivate na galingan pa sa susunod.

Translation: I entertain myself to forget the sadness and to motivate myself to do better

next time.

Question #3: How effective do you think the specific actions that you took in alleviating

your stress from poor academic performance?

Answer: Nakakalimutan ko yung mga bagay na nagiging dahilan ng pagkalungkot ko.

Translation: I forget the things that made me sad.

Question #4: Do you make a conscious effort to remove yourself from the reason you

attained a failing grade? Please elaborate.

Answer: Yes, like mas pinagbuti ko pa ang pag-aaral para hindi na ako muling bumagsak.

Translation: Yes, I study harder so I don’t fail again.

Question #5: Do you distract yourself when you attained a failing grade? Please

elaborate.

Answer: Yes, ginagawa ko yung makapagpasaya sakin para kahit papaano ay makaiwas

sa kalungkutan.

Translation: Yes, I do the things that make me happy so that I can avoid being sad.

Question #6: Was there an instance that your attempt to distract yourself resulted in still

lowering your grades? How?

Answer: Yes, like sa sobrang saya ko sa bagay na ginawa ko para umiwas sa kalungkutan

ay hindi ko napansin na mas lalo ko napabayaan ang aking pag-aaral.

32
Translation: Yes, because I am so entertained by doing things that will distract me from

sadness I do not notice that I neglected my studies.

Question #7: Do you engage in maladaptive behavior such as cigarette smoking, alcohol

drinking, or drug abuse to cope with the stress of poor academic performance? If yes,

please elaborate.

Answer: No.

Question #8: Does failing motivate you to strive harder? Why?

Answer: Yes, kasi para makabawi sa mga naibagsak kong subject.

Translation: Yes, so I can make up for my failed subjects.

Question: Does failing make you develop disinterest in studying? Why?

Answer: Yes, minsan pero ako yung tao na mas gustong bumawi kasi kapag sumuko ka

talunan ka.

Translation: Yes, sometimes but I am the type of person that would rather make up for

things I’ve done because if I give up it means I am a loser.

Question #10: What emotions do you feel after attaining a failing grade?

Answer: Sadness and Disappointment.

Question #11: How do you deal with these emotions?

Answer: Naglilibang ako para kahit papaano mabawasan ang lungkot.

Translation: I entertain myself to cope up with the sadness.

Question #12: Have you tried seeking support from others to deal with the situation?

Please elaborate.

Answer: Yes, lalo na sa family and friends pero mas madalas ako mag-open sa friends.

33
Translation: Yes, especially with my family and friends but I open-up more oftenly to my

friends.

Question #13: How did you acquire these habits and when did you start using them to

deal with poor academic performance?

Answer: Ginagamit ko lang ang mga habit na ito sa mga pagkakataon na nahihirapan na

talaga ako at di ko na alam ang gagawin

Translation: I only use these habits in instances that I find difficult and I don’t know what

to do.

Question #14: What specific action have you not taken yet to deal with poor academic

performance?

Answer: Para sa akin di ko pa nagagawa is yung magcheat o maglabas ng answer sheet sa

sinasagutan ko.

Translation: For me, I still haven’t tried to cheat or use an answer key for things I am

answering.

Question #15: Would you try engaging in these specific actions in the near future or

stick to your old habits? Why?

Answer: Siguro hindi ako magstick sa nakasanayan ko kasi gusto ko rin mag-improve for

the better version of me.

Translation: Maybe I won’t stick to my old habits because I want to improve for the

better version of myself.

Respondent #9

Questions #1: What do you think is the reason why you attained failing marks on a quiz,

an exam, or grade?

34
Answer: Sa aking palagay ang dahilan ng pagkakaroon ko ng mababang marka sa aking

mga aktibidad at pagsusulit ay dulot ng akong kakulangan sa pag-aaral ng aking mga

aralin. Isa pang dahilan nito ay dahil ako ay tinatamad sa kadahilanang naiiisip kong

gumamit nalang ng cellphone sa halip na mag-aral ako. Hindi ko alam kung bakit pero sa

tuwing oras na ng pagbabalik tanaw sa aking aralin prang kinakausap ako ng aking

cellphone at sinasabing wag na ako mag-aral sa halip ay mag-browse nalng ako sa sosyal

media at magbasa ng mga istorya sa wattpad.

Translation: In my own opinion, the reason why I attained failing marks on my activities

and exams is because I am lacking the knowledge regarding my lessons. Another reason

is because I am lazy and all I can think of is using my cellphone instead of studying. I do

not why but whenever I am about to review my lessons, it feels like my cellphone is

talking to me and dissuading me from studying and convincing me to just browse on

social media and read stories on Wattpad.

Question #2: What specific actions do you take after attaining failing marks on a quiz, an

exam, or grade?

Answer: Base sa aking personal na napagdaanan ang mga aksyong aking ginagawa at

kinakausap ko ang aking sarili at sinasabing sa susunod ay babawi ako, sinasabi ko din na

tumino na tayo dahil para rin ito sa atin.

Translation: Based on my personal experience the actions I take are talking to myself and

saying that I would do better next time, I also tell myself that I should do it properly this

time because it is also for myself.

Question #3: How effective do you think the specific actions that you took in alleviating

your stress from poor academic performance?

Answer: Sa aking palagay ito naman ay mabisa ngunit hindi lang dahil sa mga paraang

ito kaya ako ay nakakapasa kinakailangan kasi na maging masipag ka din at maging

matiyaga upang ikaw ay makapasa.

35
Translation: In my own opinion, it is effective but it is not the only method for me to pass

because I also need to be diligent and resilient to pass.

Question #4: Do you make a conscious effort to remove yourself from the reason you

attained a failing grade? Please elaborate.

Answer: Oo, sa pamamagitan ng pag-aaral ng aking aralin isang linggo bago ang pag

susulit. Meron din na panahong kapag ako ay tamad na tamad ako’y magpupuyat tuwing

gabi dahil doon ko lang nararamdaman ang sipag kaya minsan paggising sa umaga

pakiramdam ko ay mapeperfect ko ang aking pagsusulit.

Translation: Yes, by studying a week before the exams. There are also instances when I

am too lazy, I would stay up all night because it is the only time I feel motivated to study

and sometimes when I wake up in the morning I feel that I can score perfectly on my

exams.

Question #5: Do you distract yourself when you attained a failing grade? Please

elaborate.

Answer: Oo, minsan dahil kahit na ba ikaw din ang dahilan kaya ka may mababang

marka ay masakit dahil maiisip mo ang sasabihin ng iyong magulang. Nililibang ko

nalang ang aking sarili sa pag babasa ng mga libro.

Translation: Yes, sometimes even though you have self-awareness that you are the reason

for your poor academic performance, you can’t help but think of what your will parents

say. I just try to entertain myself through reading books.

Question #6: Was there an instance that your attempt to distract yourself resulted in still

lowering your grades? How?

Answer: Oo, dahil siguro kulang pa din talaga ako sa sipag at madalas akong makatulog

kapag nag-aaral kaya kahit nageffort naman ako ay hindi pa din talaga sapat.

36
Translation: Yes, maybe because I am really lacking the motivation and I often sleep

through studying that is why even though I exert effort it is still not enough.

Question #7: Do you engage in maladaptive behavior such as cigarette smoking, alcohol

drinking, or drug abuse to cope with the stress of poor academic performance? If yes,

please elaborate.

Answer: No, I know my limits.

Question #8: Does failing motivate you to strive harder? Why?

Answer: Yes, dahil gusto kong makitang proud sa akin ang aking magulang at gusto ko

din kasi na mabigyan sila ng magandang buhay na ako naman ang nagtatrabaho. Gusto

kong mabayaran ang paghihirap na ginawa nila upang mabigyan ako ng magandang

buhay.

Translation: Yes, because I want to see my parents become proud of me and I also want

to be able to provide them with a good life through my work. I want to repay their

hardships they have endured just to give me this life I am experiencing now.

Question #9: Does failing make you develop disinterest in studying? Why?

Answer: Sometimes, dahil minsan nakakalungkot at parang maiisip mo na ayaw mo na

susuko na ako, bat ba kasi nag-aaral pa.

Translation: Sometimes, because it is saddening sometimes and you would just think that

you don’t want to do it anymore, you give up, why am I even studying?

Question #10: What emotions do you feel after attaining a failing grade?

Answer: When I attained failing grade I normally feel sadness, like I am going to cry.

Question #11: How do you deal with these emotions?

Answer: Personally I think it’s very ironic, because I think I deserve it I am the one who

is lazy and was not thinking about the consequences if I don’t study.

37
Question #12: Have you tried seeking support from others to deal with the situation?

Please elaborate.

Answer: No, I am more on keeping things by myself I feel more confident and at peace

that way.

Question #13: How did you acquire these habits and when did you start using them to

deal with poor academic performance?

Answer: Probably when I am in high school, because I don’t think much about it when I

am in elementary but when I got into high school I think a lot about my grades.

Question #14: What specific action have you not taken yet to deal with poor academic

performance?

Answer: I think being too friendly with the teacher just to have a better grade (sipsip) and

also being in a relationship with a teacher, kinda weird but it happens in real life. I also

never study all day to the point of not sleeping.

Translation: I think being too friendly with the teacher just to have a better grade

(teacher’s pet) and also being in a relationship with a teacher, which is kind of weird but

it happens in real life. I also never study to the point of not sleeping.

Question #15: Would you try engaging in these specific actions in the near future or

stick to your old habits? Why?

Answer: I’m going to stick to my old habits because these specific actions are feel very

weird to me and makes me uncomfortable. My old strategy is very effective, so I see no

reasons to change it.

Respondent #10

Question #1: What do you think is the reason why you attained failing marks on a quiz,

an exam, or grade?

Answer: Because i did not study enough.

38
Question #2: What specific actions do you take after attaining failing marks on a quiz, an

exam, or grade?

Answer: Study more.

Question #3: How effective do you think the specific actions that you took in alleviating

your stress from poor academic performance?

Answer: Effective because it is entertaining.

Question #4: Do you make a conscious effort to remove yourself from the reason you

attained a failing grade? Please elaborate.

Answer: Yes, because if I fail my parent will be mad and feel disappointed at me.

Question #5: Do you distract yourself when you attained a failing grade? Please

elaborate.

Answer: Yes to relieve my anxiety and stress.

Question #6: Was there an instance that your attempt to distract yourself resulted in still

lowering your grades? How?

Answer: There was. When I was in Grade 9 I got addicted to games.

Question #7: Do you engage in maladaptive behavior such as cigarette smoking, alcohol

drinking, or drug abuse to cope with the stress of poor academic performance? If yes,

please elaborate.

Answer: No.

Question #8: Does failing motivate you to strive harder? Why?

Answer: Yes, because it is for me.

Question #9: Does failing make you develop disinterest in studying? Why?

Answer: No, it is my mistake so i blame myself for it.

39
Question #10: What emotions do you feel after attaining a failing grade?

Answer: Anxious and sad.

Question #11: How do you deal with these emotions?

Answer: Sleep.

Question #12: Have you tried seeking support from others to deal with the situation?

Please elaborate.

Answer: No. Because it is my personal problem and I have to deal with it myself.

Question #13: How did you acquire these habits and when did you start using them to

deal with poor academic performance?

Answer: I acquired this when my adviser in Grade 9 told my parent.

Question #14: What specific action have you not taken yet to deal with poor academic

performance?

Answer: Seeking help from another person.

Question #15: Would you try engaging in these specific actions in the near future or

stick to your old habits? Why?

Answer: I would try it if someone will help me.

CASES AGE SEX GRADE LEVEL

Respondent #1 16 Female Grade 11
Respondent #2 17 Male Grade 11
Respondent #3 17 Male Grade 11
Respondent #4 16 Male Grade 11
Respondent #5 17 Female Grade 11
Respondent #6 17 Female Grade 11
Respondent #7 17 Female Grade 11
Respondent #8 17 Male Grade 11
Respondent #9 16 Female Grade 11
Respondent #10 17 Male Grade 11
Table1: Proximity Matrix for the Respondent’s Socio-Demographic Profile

40
 There was a total of (10) respondents for the research, “Coping Strategies of

Grade 11 Students of Montessori De San Ildefonso School Year 2020-2021 on Poor

Academic Performance”. Of the respondents (7) are 17 years old and (3) are 16 years old.

(5) respondents are female and (5) respondents are male. To follow the chosen

demographic for this research all respondents are Grade 11 students.

CASES REASONS FOR POOR ACADEMIC

PERFORMANCE

Respondent #1  External Distractions

Respondent #2  Not Studying Enough

 External Distractions
 Playing Games

Respondent #3  Losing Focus

 Playing Games

Respondent #4  Playing Games

Respondent #5  Not Studying Enough

Respondent #6  Not Studying Enough

Respondent #7  Not Studying Enough

Respondent #8  Not Studying Enough

Respondent #9  Not Studying Enough

 External Distractions
 Losing Focus

Respondent #10  Not Studying Enough

Table 1: Proximity Matrix of the Reasons for Poor Academic Performance of the Grade

11 Students of Montessori De San Ildefonso School Year 2020-2021

41
 COPING STRATEGIES FOR POOR ACADEMIC

PERFORMANCE

CASES APPROACH STRATEGIES DISENGAGEMENT

STRATEGIES

Respondent #1  Self-Motivation  Watching Movies

 Studying Harder and TV Series

 Seeking Emotional Support  Harboring Negative

Thoughts

Respondent #2  Seeking Emotional Support  Denying the

 Asking for Guidance in Situation

Studying  Playing Games

 Self-Motivation  Harboring Negative

 Studying Harder Thoughts

Respondent #3  Studying Harder  Playing Games

 Self-Motivation  Harboring Negative

 Seeking Emotional Support Thoughts

Respondent #4  Studying Harder  Playing Games

 Seeking Emotional Support

 Self-Motivation

Respondent #5  Self-Motivation

 Study Harder

 Seeking Emotional Support

Respondent #6  Watching Movies and TV  Harboring Negative

Series Thoughts

 Eating

 Engaging in Physical

Activities

42
  Self-Motivation

 Study Harder

 Seeking Emotional Support

Respondent #7  Seeking Emotional Support

 Eating

 Self-Motivation

 Study Harder

 Reading

 Watching Movies and TV

Series

Respondent #8  Study Harder  Entertainment

 Self-Motivation  Harboring Negative

 Seeking Emotional Support Thoughts

Respondent #9  Self-Motivation  Reading

 Studying Harder  Harboring Negative

Thoughts

Respondent #10  Studying Harder  Playing Games

 Self-Motivation

 Sleeping

Table 2: Proximity Matrix of the Coping Strategies of the Grade 11 Students of

Montessori De San Ildefonso School Year 2020-2021

43
FEMALE CASES EMOTION-BASED MALE CASES EMOTION-
COPING BASED COPING
STRATEGIES STRATEGIES
Respondent #1  Seeking Respondent #2  Seeking

Emotional Emotional

Support Support

 Self-Motivation  Self-

Motivation

Respondent #5  Seeking Respondent #3  Seeking

Emotional
Support Emotional
 Self-Motivation
Support

 Self-

Motivation

Respondent #6  Seeking Respondent #4  Self-

Emotional Motivation
Support  Seeking
 Self-Motivation Emotional
Support

Respondent #7  Self-Motivation Respondent #8  Self-

 Seeking Motivation

Emotional  Seeking
Emotional
Support

Respondent #9  Self-Motivation Respondent #10  Self-

Motivation

Table 3: Proximity Matrix of the Comparison Between the Emotion-Based Coping

Strategies of the Male and Female Grade 11 Students of Montessori De San Ildefonso

School Year 2020-2021

44
 CASES ADAPTABILITY OF COPING
STRATEGIES

Respondent #1 Not Willing to Adapt New Coping

Strategies

Respondent #2 Dependent on the Situation

Respondent #3 Willing to Adapt New Coping Strategies

Respondent #4 Not Willing to Adapt New Coping

Strategies

Respondent #5 Not Willing to Adapt New Coping

Strategies

Respondent #6 Not Willing to Adapt New Coping

Strategies

Respondent #7 Willing to Adapt New Coping Strategies

Respondent #8 Willing to Adapt New Coping Strategies

Respondent #9 Not Willing to Adapt New Coping

Strategies

Respondent #10 Willing to Adapt New Coping Strategies

Table 4: Proximity Matrix of the Adaptability of Coping Strategies of the Grade 11

Students of Montessori De San Ildefonso School Year 2020-2021

CASES EFFECTIVENESS OF COPING

STRATEGIES

Respondent #1 Effective

Respondent #2 Effective

Respondent #3 Effective

Respondent #4 Effective

Respondent #5 Effective

45
 Respondent #6 Effective

Respondent #7 Effective

Respondent #8 Effective

Respondent #9 Effective

Respondent #10 Effective

Table 5: Proximity Matrix of the Effectiveness of Coping Strategies of the Grade 11

Students of Montessori De San Ildefonso School Year 2020-2021

Reasons For Poor Academic Performance

As presented in Table 1, the most common reason for poor academic

performance amongst respondents is not studying enough. Answers have varied from not

reviewing before academic measures such as quizzes or exam to not understanding the

lesson itself in subject areas such as Mathematics. Reasons for poor academic

performance was also caused by innate problems such as losing focus or having short

attention spans to external distractions such as using gadgets and social media.

Coping Strategies on Poor Academic Performance

The coping strategies used by students were segregated into two groups,

approach and evasive strategies. Approach strategies involve direct contact with the

stressor or dealing with the emotions caused by them (Zimmer-Gembeck & Skinner,

2016). The most common strategy students engage in are studying harder and acts of self-

motivation of which are both approach coping strategies. These are positive coping

strategies that directly try to eliminate or manage the stressor, which is poor academic

performance. Studying harder is primary control which directly solves the problem itself

or students making conscious effort not to have poor academic performance. Other forms

of primary control are seeking instrumental support that was mentioned in the form of

asking for guidance in studying, which also aims to solve the problem. Acts of self-

46
motivation is secondary control that would deal with the emotions left by poor academic

performance such as sadness and disappointment, as provided by the respondents.

Positive distractions such as watching movies and TV series, reading, eating, sleeping,

and engaging in physical activities are also considered secondary control which aims to

lessen the negative emotions generated by poor academic performance. Seeking

emotional support like hanging out or talking to friends, cousins, or family members is

also secondary control. Referencing Table 2, students engage in combinations of coping

strategies. Amongst the strategies engaged in by the students are negative coping

strategies or evasive coping strategies. Evasive strategies aim to avoid direct

confrontation with stressful situations (Zimmer-Gembeck & Skinner, 2016). These

strategies however end up harming the person engaging in these strategies in the process.

Evasive strategies students engage in are harboring negative thoughts such as not wanting

to study anymore to cope with poor academic performance. They also engage in self-

harming distractions such as playing games, watching movies and TV series. Researchers

identified self-harming distractions from positive distractions using question number six,

“Was there an instance that your attempt to distract yourself resulted in still lowering

your grades? How?”, if the respondents answered that the distractions ended up harming

them, they were considered as evasive coping strategies.

Comparison Between the Emotion-Based Coping Strategies on Poor Academic

Performance of Male and Female Students

Both male and female students engage in emotion-based strategies such as acts

of self-motivation that involves encouraging and uplifting one’s spirit and seeking

emotional support from friends and family. The most common coping strategy employed

by the female members of the population was studying harder and acts of self-motivation.

Acts of self-motivation are emotion-based strategies (secondary control) and studying

harder is a confrontive strategy (primary control).

Adaptability of Coping Strategies on Poor Academic Performance

47
 The adaptability of coping strategies was entirely dependent on the

willingness of the respondents to engage in them. Majority of the respondents lean on

being not willingly adaptive to coping strategies they have yet to try to engaging in. Some

answers were dependent on their answers on question number fourteen, “What specific

action have you not taken yet to deal with poor academic performance?” and focused on

specific coping strategies rather than the idea of trying new coping strategies in general.

Students who have rejected trying new coping strategies have included reasons of

unwillingness to divert from the coping strategies they are used to. People tend to resist

changes that may require divergence from their ordinary routines of thinking and

handling of situations (Oreg, 2003). Ages was also a factor, as participants have ages

from 16-17. It is found out that age correlates negatively with resistance to change, the

younger the participant, the more resistance to change (Saksvik & Hetland, 2009).

Another factor for the resistance of students to adapt to new coping strategies is the

effectiveness of their existing coping strategies. On the other hand, majority of the

students who are willing to adapt to new coping strategies have been found out to be

engaging in at least one evasive coping strategy. This shows that students have self-

awareness on negative coping strategies they are engaging in and wish to change for the

better.

Effectiveness of Coping Strategies on Poor Academic Performance

Students have been found out to be engaging in not just one but in

combinations of different coping strategies. Individuals who engage in varieties of coping

strategies have higher perceived self-efficiency (Hobfoll et al., 2018). All the respondents

have answered that the coping strategies they are engaging in are all effective with proofs

ranging from it is effective because it keeps them entertained, it lessens negative

emotions, and they start to gain good grades. High perception of effectiveness also

increases an individual’s resistance to adapt new coping strategies.

48
 CHAPTER V

SUMMARY, CONCLUSION, RECOMMENDATION

SUMMARY

This paper aims to know the various coping strategies students engage in to

deal with poor academic performance and assess whether they are positive or negative

coping strategies. In chapter one, the researchers introduced the problem, the objective of

the research, and its importance to the society. Chapter two focused on the various

literary works that are closely related to the study and will provide support to the paper’s

arguments. Chapter three introduced the methodologies the paper would employ to gather

data. The paper chose a qualitative research design, opting for a case study. The

population of the study were the Grade 11 students of Montessori De San Ildefonso and

the sample composed of (10) members of the population chosen through a non-

probability sampling technique, purposive sampling. For the data gathering procedure a

questionnaire was distributed to the sample. Chapter four called for the encoding of the

answers of the respondents. Data were organized through respective data matrices that

allowed of for systematic presentation of data. Answers were interpreted and conclusions

were inferred with aims to answer the proposed objectives in the statement of the

problem.

49
CONCLUSION

The research proved that the Grade 11 students of Montessori De San Ildefonso

use more positive coping strategies than negative coping strategies to deal with poor

academic performance. The most used coping strategy were both positive coping

strategies, acts of self-motivation and studying harder. Students use a multitude of coping

strategies to deal with the problem, which shows high level of functionality. There were

no recorded discrepancies between the coping strategies employed by the male and

female members of the population. Both sexes employ emotion-based coping strategies

and the female members of the population did not lean to using emotion based strategies

more than confrontive coping strategies. The most common reason for poor academic

performance was student related problems such as not studying enough, not focusing

during class discussions, and not understanding the lessons. Students have showed a

higher level of reluctance to try new coping strategies. All the coping strategies students

have employed were proven to be effective in alleviating the stress generated by poor

academic performance.

RECOMMENDATION

In light with the conclusion and the findings of this research, the researchers present the

following recommendations:

1. Students engaging in negative coping strategies in the form of self-harming

distractions should work on reducing the time they spend on these coping

strategies to alleviate the negative effects of this coping strategies and transform

them to positive coping strategies.

2. Parents should provide the primary emotional support to students. Some students

have mentioned not being willing to seek emotional support from others and part

of that reasoning may also stem from their relation with their parents. Parents of

the students should be the first ones to support the positive coping strategies and

regulate the negative coping strategies of their children.

50
3. Teachers who have students that are struggling with poor academic performance

or handling subject areas that students find difficult than other subjects, should

consider changing their teaching methods to accommodate the struggling

students. Some students have mentioned losing focus during discussions and part

of that stems from the appeal of the lesson to a student’s interest. Teaching

modalities should be easy to understand and must spark the interests of students.

4. School administrators should provide psychological counseling to students who

have developed disinterest in school and are engaging in negative coping

strategies.

5. Future researchers should look for new angles to this research that have not been

disclosed by this paper. They can also change the key parts of the research. The

paper is susceptible to bias because of opting for non-probability sampling, future

researchers could try to use probability sampling techniques instead. Consider

changing the model used for identifying the coping strategies used in the research

from (Zimmer-Gembeck & Skinner, 2016) theory to another theory. Researchers

can also try to prove the relation of age to the willingness of the respondents to

adapt to change by changing the population to a younger or an older population.

Future researchers could also change the design to a quantitative design and

compare and contrast results.

51
 APPENDICES

CONSENT LETTER

Dear participants,

The researchers of Group 6 (11-Fidelity) are greeting you a pleasant day! As

part of our partial completion for our subject Practical Research 1 we are sincerely asking

for your cooperation. If you chose to participate, you would be answering a fifteen-item

questionnaire with questions in line with our research entitled, “Coping Strategies of

Grade 11 Students of Montessori de San Ildefonso School Year 2020-2021 on Poor

Academic Performance”. Participants have freedom in answering in the language they are

comfortable with. The participants chosen by the researchers also have the rights to

refuse to answer or withdraw from any given moment of the data gathering procedure.

The researchers would want to stress that answering this questionnaire is voluntary. The

researcher would be guaranteeing that any personal information that the participants

provided would remain confidential.

If the participants have any other concerns regarding the questionnaire feel free to contact

the members of the Group 6 (11-Fidelity).

Sincerely yours,

Calderon, Lizeth Irish A.

Cruz, Nathan Ron C.

Estarez, Rodz Lawrence P.

Joaquin, Marife V.

Lorenzo, Maria Greciel Margareth C.

52
 Magno, John Gabriel V.

Velasquez, Ma.Angelica T.

QUESTIONNAIRE

SOCIO-DEMOGRAPHIC PROFILE

1. Name (optional)

2. Gender

3. Grade Level

4. Age

LIST OF QUESTIONS

1. What do you think is the reason why you attained failing marks on a quiz, an

exam, or grade?

2. What specific actions do you take after attaining failing marks on a quiz, an exam,

or grade?

3. How effective do you think the specific actions that you took in alleviating your

stress from poor academic performance?

4. Do you make a conscious effort to remove yourself from the reason you attained a

failing grade? Please elaborate.

5. Do you distract yourself when you attained a failing grade? Please elaborate.

6. Was there an instance that your attempt to distract yourself resulted in still

lowering your grades? How?

7. Do you engage in maladaptive behavior such as cigarette smoking, alcohol

drinking, or drug abuse to cope with the stress of poor academic performance? If

yes, please elaborate.

8. Does failing motivate you to strive harder? Why?

9. Does failing make you develop disinterest in studying? Why?

10. What emotions do you feel after attaining a failing grade?

11. How do you deal with these emotions?

53
12. Have you tried seeking support from others to deal with the situation? Please

elaborate.

13. How did you acquire these habits and when did you start using them to deal with

poor academic performance?

14. What specific action have you not taken yet to deal with poor academic

performance?

15. Would you try engaging in these specific actions in the near future or stick to your

old habits? Why?

54
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