HINDRANCE OR SUCCESS?

A QUALITATIVE RESEARH OF SENIOR HIGH

SCHOOL STUDENT
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The impact of hindrances on academic success is profound among high school

students, as it tests their resilience, determination, and ambition. As they journey

through Grade 11, a pivotal phase marked by increased responsibility and

independence, these challenges serve as crucial benchmarks. This stage is defined by

the pursuit of academic milestones and the preparation for future endeavors.

Among the hurdles Grade 11 students face, poor study habits, ineffective time

management, and disorganization are prominent. It is evident that many students tend

to procrastinate, resulting in last-minute cramming and rushed assignments. This not

only perpetuates a cycle of academic stress but also undermines effective task

prioritization. Consequently, exhaustion, stress, and compromised academic

performance become common outcomes. Additionally, a lack of motivation and waning

interest in academic subjects poses a formidable challenge. Students often struggle to

ascertain the real-world relevance of their lessons, leading to disengagement and a

subsequent decline in academic performance. Recognizing the importance of bridging

theoretical concepts with practical applications, and seeking guidance from educators

and peers, becomes crucial in addressing this issue.

Academic achievement is the most significant outcome of the results of formal

education (Moore, 2019), and it is important in achieving higher education goals (Zhou

& Mustappha, 2022),

 The undeniable influence of socioeconomic background on academic

performance warrants attention. Studies conducted by Olufemioladebinu, Adediran, and

Oyediran (2018) highlight the role of parental income and social status in shaping

students' academic achievements. The research of Asri et al. (2017) expands on this,

exploring the dual impact of socioeconomic status on students' academic journeys –

from creating a stimulating learning environment to presenting financial challenges.

Furthermore, Widener (2017) examines the relationship between financial stress and

academic outcomes, shedding light on the health-related and part-time work

implications. Perman's journalistic insights (2019) corroborate these findings,

emphasizing the unique struggles faced by underprivileged students juggling part-time

jobs and academics.

Despite the hurdles posed by financial constraints, motivated students find ways

to transform challenges into catalysts for success. This echoes the observations of Asri

et al. (2017) who point out that highly motivated students can leverage financial

difficulties as motivation to excel academically.

In this study, we aim to delve into the multifaceted factors that significantly

influence the academic performance of Grade 11 students at Kawas National High

School during the academic year 2022-2023. By analyzing the interplay of

socioeconomic background, motivational factors, and time management skills, we hope

to gain deeper insights into the complexities of student achievement and thereby

contribute to the enhancement of educational strategies and support systems.

Statement of the problem

 This study aims to identify the primary hindrances that significantly affect the

academic performance of Grade 11 students at Kawas National High School during the

academic year 2022-2023. The research seeks to answer the following questions:

1. What is the financial status of Grade 11 students in terms of: 1.1 Family monthly

income 1.2 Parents' occupation

2. What are the experiences and stories of senior high school students belonging to

lower socioeconomic levels?

3. What is the level of academic performance among Senior High School students?

Significance of the study

This research holds paramount importance as it seeks to illuminate the profound

impact of hindrances on students, offering a comprehensive understanding of their

effects and their intricate relationship with students' mental well-being. The significance

of this study encompasses the following key stakeholders:

Teachers. This study offers substantial benefits to educators by enhancing their

pedagogical techniques and teaching strategies. By recognizing and addressing the

academic challenges and stressors faced by students, teachers can proactively devise

solutions to mitigate academic failures and foster a more supportive learning

environment.

Parents. Parents will derive valuable insights from this research, enabling them

to appreciate the significance of education. While financial constraints may pose

obstacles, understanding the pivotal role of education in overcoming adversity can

reshape their perspective. This awareness can empower parents to support and
motivate their children, despite challenges, thereby fostering an environment conducive

to academic success.

Students. The study's impact on students is particularly significant, as it

encourages self-examination and resilience in the face of challenges. By understanding

that hindrances are not insurmountable barriers, students can alter their beliefs and

attitudes, viewing challenges as essential components of the journey to success.

Future Researchers. This study lays a foundational framework for future

researchers to build upon. As the torchbearers of subsequent investigations, they will

inherit a valuable resource that sheds light on the complexities of student experiences.

Armed with these insights, future researchers can effectively devise strategies to

navigate and alleviate challenges in the pursuit of academic excellence.

Scope and Delimitation

This study is centered on investigating specific dimensions of the academic

landscape within the confines of Kawas National High School, located in Kawas, Alabel,

Sarangani Province. The study primarily examines the family monthly income and

parents' occupation of Grade 11 students enrolled at the school during the academic

year 2022-2023. Furthermore, this study employs a qualitative approach, with

professional participants who are graduates of Kawas National High School forming the

participant pool. However, the scope is bounded by geographical and temporal

limitations, encompassing solely the aforementioned school and academic year.

Additionally, while the study recognizes the significance of other potential influences on

academic performance, such as teaching methodologies and peer interactions, these

aspects are not within its primary focus.

Definition of Term

The following terms are further defined both operationally or conceptually:

Hindrance

Conceptual Definition - "Hindrance" signifies the state of being obstructed,

impeded, or slowed down; it encompasses physical, mental, or social barriers that

impede progress, success, or the completion of tasks. These barriers can take the form

of obstacles that hinder actions, thoughts, or societal processes, making them

challenging to accomplish. (Webster Dictionary)

Operational Definition - In the context of this study, "hindrance" pertains

specifically to obstacles encountered by senior high school students during their 11th

year of schooling, which adversely affect their academic performance, personal growth,

or overall achievement in their educational pursuits.

Success

Conceptual Definition - "Success" encompasses the attainment and realization of

specific goals and objectives. It signifies achieving envisioned aspirations and pre-

planned targets. Additionally, success can denote a particular social standing achieved

by individuals who have prospered, potentially gaining recognition for favorable

outcomes. (Adu-Wusu, 2016)

Operational Definition - For the purposes of this study, "success" pertains to the

achievements and accomplishments of Senior High School students. It encapsulates

their ability to choose and pursue desired goals, reflecting their interests, diligence, and

dedication to their academic pursuits and future aspirations.

Senior High School Students

Conceptual Definition - "Senior High School Students" refers to individuals who

are in the latter stages of their high school education, typically in the 11th year of

schooling. This phase is characterized by a higher level of academic rigor, increased

responsibilities, and the preparation for post-secondary education or other future

endeavors.

Operational Definition - In the context of this study, "senior high school students"

specifically denotes individuals enrolled at Kawas National High School during the

academic year 2022-2023, in the Grade 11 level. These students are experiencing a

pivotal phase marked by heightened academic expectations and personal development

as they progress towards the culmination of their high school journey.

 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter present the review of related literature. It involves the systematic

identification, including the interpretation of published research studies, articles, books

related to a particular research topic and also the theoretic framework of the study.

Financial problems are commonly faced by everyone, especially for those who come

from underprivileged or low-income families. According to Asri, Abu Bakar, Laili and

Saad (2017), stated that although students do not have a commitment on paying

monthly debt instalments like other households, however, their status as students

requires them to pay their education fees, rents and other essentials, by which they

received the financial from loans, scholarships or their families. In addition, students

who come from underprivileged or low-income families might affect their academic

performance.

Although much literature studies factors related to academic performance, it mainly

focuses on external factors such as financial issues or problems (Norazlan et al., 2020),

the influence of friends and family, and school or institutional factors (Zhou &

Mustappha, 2022). Besides, students' learning ability and efforts in studying (Bakar et

al., 2023) and time management (Mulugeta & Pandian, 2022) have also been found to
contribute to the success of academic performance. However, students’ soft-skills-

related determinants and academic performance need further investigation (Casali et

al., 2023; Obilor, 2019) because technical skills are insufficient to succeed in academic

performance and industry (Patacsil & Tablatin, 2017).

Additionally, the relationship between financial problems and academic

performance among public university students in Malaysia is best described based on

financial assistance received late, lack of financial resources, insufficient

loan/scholarships and lack of financial management. From the findings, some students

depend solely on education loans or scholarships. Some students depend on their

family income, whereas some have to work to self-finance their education and daily

necessities. Having a lack of financial resources leads to financial problems, thus

affecting students academic performance. Daud et al. (2018) stated that some students

do not have other financial resources because they do not want to burden themselves

by owing others and be in debt.

With the lack of financial resources to overcome financial problems, some

students have to reduce their study hours to opt for alternative financial resources by

working part-time for long hours or having multiple jobs which could eventually impact

their academic performance. Besides, some students are unable to differentiate their

wants and needs. Sani (2019) mentioned that some students can get ad-hoc weekly or

monthly allowance from their parents. This helps the students to manage their

financials, thus them having low financial problems. However, for those students who

came from underprivileged families, they have to depend solely on education loans that

they had applied and minimise their expenses which to some, they even had to cut their
meals for them to keep some extra money. Students who came from underprivileged

families whose parents could not afford to give any allowance could struggle to pay for

their necessities such as rents, food and academic materials. Thus this took a toll on

their health such as food insecurity and financial stress, hence eventually leads to poor

academic performance.

In addition,, Widener (2017) further added that financial problems lead to health

problems such as anxiety which then lead to negative behaviours such as addiction to

alcohol or uncontrolled shopping, hence making the students lose their focus on their

academics. When students face financial problems to cope with the high cost of living,

they are more exposed and vulnerable health problems. Therefore, here comes the

issue of whether students who have financial problems can handle the stress of

managing their daily lives and finance.

According to Kötter et al. (2017), stress also negatively affects academic

performance and could also become a vicious circle of continually increasing stress and

decreasing performance. Thus,motivation is the willingness of a person to do specific

tasks. Bruinsma in 2004 (as cited by Kori et al., 2016) stated that higher motivation

results inhigher academic performance. A study conducted by Ranasinghe et al. (2017)

on academic stress and emotional intelligence on academic performance revealed that

academic stress is negatively correlated with emotional intelligence and academic

performance.

Further, Alshebami and Aldhyani (2022) study revealed that self-control played

a negative role in the association between financial literacy and consumption of savings.

Additionally, Agabalinda and Isoh (2020) found that social learning moderates the
relationship between financial literacy and financial service usage. Therefore, the

current study is among the first to investigate the moderating effect of parental SES on

the relationship between parental financial teaching and financial literacy. The

investigation of this relationship holds significance due to the potential existence of a

moderating effect. If such an effect is confirmed, it would necessitate increased efforts

to prioritise parental socioeconomic status (SES) and enhance parental financial

education. This, in turn, would contribute to the promotion of higher levels of financial

literacy among young adults. Financial literacy is important for the empowerment of

individuals to take better and more appropriate financial decisions that ensure effective

financial management (Arceo-Gomez & Villagomez, 2017).

On the other side, a study conducted on student-athletes found that as perceived

stress increased, students’ motivation for sports participation declined(Holden et al.,

2019). In addition, factors related to testing stress, such as performance grading and

test criteria, were also found to influence students’ autonomous motivation toward

PE(Krijgsman et al., 2017; Haerens et al., 2019)

Research has shown that several factors aff ecting equitable allocation and

distribution offinancial aid for underserved students drive the college access gap ever

wider. For instance, nearly all states have reduced fi nancial support for higher

education due to the Great Recession in the mid-aughts. Most states have not yet

recovered from the severe cuts across the country, and it is unclear that many will ever

"restore" general higher education spending to pre-recession levels. Additional factors

have worsened the situation, including recently proposed federal budget cuts and

growing fi scalstrain on state and municipal governments (Malatras, 2018).

 Moreover, Malatras, 2018 stated that It is crucial that states fund initiatives that

lower the overall cost of higher education. For instance, in New York, the state has

spent $8 million to reduce the cost of books for students, develop a community school

program for community colleges to provide wraparound services for at-risk students,

and spend money on food pantries to off er additional support. These initiatives must

run concurrently with any program off ering free tuition. Thus, the potential equity issue

can be further addressed by increasing funding for opportunity programs for

underserved minoritized students. To remedy decades of insuffi cient and inequitable

funding, institutional leaders must allocate institutional aid toward meeting the total cost

of attendance and eliminating the unmet need based on students' income and wealth

instead of awarding aid based on non-need factors like GPA, standardized test scores,

or high school ranking.

Financial attitude is important in demonstrating desirable financial behaviour which

leads to effective management of personal finances. Financial attitude influences financial

management behaviour (Ameliawati & Setiyani, 2018). Furthermore, according to Xu and Yao

(2022), decision-making plays a crucial role in determining the amount of money that is saved,

the allocation of an individual's financial resources, the selection of investment products, the

level of risk undertaken, and ultimately, the potential return that can be attained. These

actions, in turn, directly lead to differences in individuals’ wealth. Individuals’ financial decisions

are influenced by various settings, conditions, and changes over time. Financial decision

arrangements may vary by the types of financial decisions, e.g., small vs. large purchases, bill

payment, savings, investing, and financial planning (Kim, Gutter, & Spangler, 2017). Financial

decisions nowadays are more complex for young adults than in the past, and they have
considerable consequences for young adults’ life pathways, well-being, and wealth (Sirsch,

Zupančič, Poredoš, Levec, & Friedlmeier, 2020)

According to Mohamadou (2017), stated that children coming from low SES suffers

from violence, hostility and child abuse. Additionally, much evidence shows that students who

often face difficulties in handling the issues of their lives and don’t have the ability to control

over their environmental factors they raised from lower-SES (Hittner, Rim, & Haase, 2018).

Research studies examined that the educational level of parents determines the SES of the

family and whether it could be low or high. Therefore, a study revealed that financial status of

parents, their level of education and mother’s occupation perform an influential part in the

development of social and emotional skills among children (Mohamed & Toran, 2018)

Additionally, many studies identified that the SES of parents has a substantial influence on

the social and emotional development of children. Children raised from low SES families have

poor social and emotion capabilities as compared to those children who are from a better SES.

Such types of children have behavioural issues like unacceptable behaviour and emotional

disturbance. Socioeconomic circumstances also influence the personality of offspring

(Neubourg, Borghans, Coppens, & Jansen, 2018)

Hence, SES plays an essential role in the lifelong functioning of individuals, including

progress, well-being, and physical and mental stability. SES is hypothesised as a combination of

educational, financial and professional influences (Mohamadou, 2017). Therefore, many studies

have been conducted in this area but only limited studies examined the impacts of multiple

aspects of SES comprising parents education level, family income and occupation of parents.
(Hosokawa & Katsura, 2017). Therefore, this study investigated the impact of the SES of families

on the development of emotion regulation skill among students.

On the basis of different investigations, it was concluded that socioeconomic

circumstances, specifically low level income and education of parents, promotes behavioural

problems among their children (Hosokawa & Katsura, 2018).

Another study examined that parental level of education and financial status of family

were associated with the family practices and mental health functioning (i.e., social

competence and behavioural problems) of children in different ways (Hosokawa & Katsura,

2017). It was also investigated by the researcher that low and high SES of family depended

upon the qualification level of parents because the parents who had high level of education,

had a high income and a more respectable kind of occupation (Mohamed, Satari, Yasin, &

Toran, 2020).

Additionally, in Pakistan latest poverty rate estimated by World Bank (WB)

survey that it has increased from 4.40 percent to 5.40 percent in year 2020, it indicate

people those are suffering from poverty are more than two million. (World Bank, 2020).

Families living in poverty earn less than 45,000 (Ehsaas Graduate Program 2019).

These are people who don't get all the comforts of a normal lifestyle. To meet their

required expenses, they have to struggle hard even some times they have to engage

themselves in part time job also.

It is very difficult to choose a career for students to guide them in their professional

life. Students when they are entering in high school, they were thinking about their

careers. They have to full fill their parent’s wishes, and it make difficult for them to

choose a career. Arif, Iqbal & Khalil (2019) make study to explore factors that contribute
to their career choice at the university level and the extent to which some personal and

academic support their corresponds to career choices. For this case study University of

Management and Technology (UMT) was selected. A sample sonsisting of 300 students

from UMT's three schools and eight campuses was selected randomly. Questionnaire

consisting of 30 questions was prepared for data collection tool for the research. SPSS

was used for rum EFA, regression and data analysis. The data was analyzed to

understand the level of satisfaction of the students regarding their career choices. Peer

influence and social interaction were found to be more important factors than family in

their career choices. Self-confidence and academically support are common factors, but

financial factor is also stong factor towards deciding a profession or career. It also

explores the challenges students

Stress and Academic Performance

Academic performance is affected by several factors, whether internal or external

(Bello & Gumarao, 2016). Stress is one of the factors that affect the academic

performance of students. A study conducted by Crego et al. (2016) stated that

academic stress might compromise students' performance. Additionally, one study

conducted by Kötter et al. (2017) mentioned that increased stress leads to decreasing

performance, increasing stress. With this, stress is revealed to have a significant

relationship with academic performance.

 Moreover, Crego et al. (2016) also stated that academic stress negatively affects

students' performance. Their study aimed to analyze how other variables such as

coping strategies and examrelated self-efficacy could be related to academic stress and

performance for undergraduate dental students in Madrid, Spain. The study's findings

revealed that rational coping strategies such as problem-solving, positive reappraisal,

and seeking social support were negatively associated with perceived stress. In

contrast, emotional coping strategies such as venting negative emotions and negative

auto-focus were positively associated with academic stress. Also, rational and

emotional coping strategies were positively and negatively associated with students'

exam-related self-efficacy and are partially mediated by the students' perceived stress.

The study also found out that a higher level of stress during the examination period was

associated with more unsatisfactory average grades and is partially mediated by the

students' exam-related self-efficacy. The study then concluded that through adequate

coping strategies, stress might be reduced for dental students and, through their effect

on exam-related self-efficacy appraisals, may also contribute to improved academic

performance.

Furthermore, study by Bello et. al (2016) determine the students' stress level and

coping mechanisms and their relationship to academic performance. The results of the

study showed that there is no significant relationship between stress and academic

performance. However, there is a significant negative relationship between avoidant

coping strategies and academic performance. The more avoidant coping strategy is

used, the lower the academic performance of the respondents.

 A study was also conducted in Lübeck, Germany, by Kötter et al. (2017), it

stated that stress and low academic performance could become part of a vicious circle.

Thus, the study was conducted tounderstand and examine the relationship between

stress and performance during medical education. The questionnaire used was the

Perceived Medical Stress Instrument (PMSS), measured at two different time points (at

the end of freshman yearand the end of sophomore year). The findings revealed that

PMSS scores from 2 and 14 months before the first medical examination were

significant predictors for medical students' grades. It was also revealed that age and

gender predict academic performance, making older female students a potential risk

group to experience the vicious circle of stress and pooracademic performance.

Alyami et al. (2017) conducted a study in which they investigated the relationship

between selfesteem, academicself-efficacy, and perceived stress to academic

performance. It was found out that 71% of the respondents were highly stressed. Most

of the respondents also preferred a multimodal learning style. The study also concluded

a low yet significant correlation between academic performance and academic self-

efficacy. However, the study also found that academic performance does not correlate

with perceived stress levels.

The relationship between emotional intelligence, perceived stress, and academic

performance and associated factors was explored in a study by Ranasinghe et al.

(2017). The study results showed that higher emotional intelligence was associated with

better academic performance among final year students. Higher emotional intelligence

was also associated with a high level of self-satisfaction.Meanwhile, self-perceived

stress was low in those with high emotional intelligence. The study also recommended
that enhancing emotional intelligence may help reducing stress levels and improve

academic performance.

Gupta, Singh & Kumar (2017) conducted a study that explored the relationship

between emotional intelligence, perceived stress, and academic performance. It

warevealed in the findings that neither the perceived stress nor emotional intelligence

was related to academic stress. However, perceived stress was significantly predicted

by emotional intelligence. The researchers concluded that medical students with higher

emotional intelligence exhibited lower stress, while both have no significant academic

performance relationship.

A similar study conducted by Isik et al. (2018) examined if the study strategy was a

mediator between the type of motivation and academic performance. The study also

examined whether these relations are different for students from different ethnic groups.

The study hypothesized that higher autonomous motivation positively correlates with

academic performance through deep and achieving study strategy while having a

negative association through surface study strategy. The results showed that

autonomous motivation is positively associated with GPA by achieving ethnic minority

students' strategy.

Datu (2017) examined peace of mind (PoM) to academic motivation and

academic achievement. In the study's findings, peace of mind was positively associated

with academic achievement, autonomous motivation, and controlled motivation. It also

has a negative relation to motivation. The autonomous motivation was positively

associated with academic achievement. The bias-corrected bootstrap analysis results

showed that peace of mind had an indirect influence on academic achievement through

the mediating effects of autonomous motivation.

Fereidooni-moghadam et al. (2017) conducted a study to assess the relationship

between achievement motivation and academic performance. The results of the study

showed that there is a significant correlation between academic performance and

achievement motivation. It was also revealed that there is a significant negative

correlation between achievement motivation, age, and educational terms.

With the presence of the pandemic, students arehaving academic struggles that

lead to dropping out ofschool and just looking for a living to help theirfamilies have

money for their basic needs. Accordingto the study conducted by Desire 2 Learn (D2L),

ascited in the article published in Business World(2021), more than half of Filipino

students are considering taking a break from school until thecoronavirus outbreak is

over, mainly because it isdifficult to use computers for distance learning. A part of their

findings showed that Internet access (78%),trouble concentration and lack of motivation

to learn(66%), finding a quiet and comfortable area to study (58%), juggling learning

with other duties (47%), andproblems with mental health and wellness (43%) were the

students' top concerns with remote learning. Wit the findings, D2L advised that to

improve remote learning, teachers should receive training on conducting online classes

more successfully, including adapting the delivery of lessons based on the medium,

maximizing the use of available digital tools, and establishing an appropriate student

workload, among other things. In Japan, it is the same effect on students.

According to the Ministry of Education, which Kakuchi (2021) referenced, 12,322

students claimed they would leave college for the following reasons: lack of money,
difficulty adjusting to life as an online student, and loss of interest in learning. According

to 74% of respondents in other research by the Association of Colleges and

Universities, reported by Hess (2021), budgetary constraints are the most severe

difficulty their school faces. Another study's results revealed that 79% of respondents

expressed concern about being able to pay their financial obligations because of the

pandemic. The studies mentioned above revealed that the pandemic affects students

because many did not continue their studies due to financial struggles.Together with

academic difficulties, students frequently deal with financial problems that are

detrimental to their well-being.

Financial problem is an inability to manage expenses well and having a poor

financial plan, high debt, low income, difficulties in managing cash flows, and poor

financial literacy (Falahati & Paim, 2012; Sabri & Zakaria., 2015)

According to Moore et al. (2021), financial stress may be a barrier to academic

success because it prevents students from purchasing textbooks, causes them to

prioritize jobs over coursework, and prevents them from furthering their career goals. In

the local setting, financial problems that yield financial stress affect many students.

Financial stress is not improbable among Filipino students, and government figures

indicate that a sizable fraction of the school-age population suffers from it (Bernardo &

Resurreccion,2018)

A separate study cited in Philippine Star on June 3, 2022, revealed that the

authors found evidencethat students with an income bracket higher than the lowest

group "may suffice to lessen" depressive feelings (Madarang, 2022). In addition, the

authors argued that the students' economic standing compared to their peers affects
their feelings of depression.Furthermore, considering the mentioned results from

various studies, the researchers of this study decided topursue a study related to

students' struggles with money and how they face it.

The student’s high socio-economic status was one of the most significant

education The socio-economic status was positively sign of students’ academic

performance in language and mathematics subjects. There is positive relationship

between socio-economic factor and the students’ achievement in language and

mathematical subjects of the students (Zhang et., al, 2020).

The earlier studies on this subject have found that the socio-economic factor plays

an important role in the higher secondary students’ academic performance. The socio-

economic background of private-school students significantly impacted their academic

performance in language, maths, and science subjects (Suna et al., al., 2020).

The socio-economic factors play a potential role on their children’s education, marital

stability, health and nutrition value. This factor is frequently measured on the basis of

the educational level, the employment status and the income of the family which

determine an individual’s or a group’s social standing. The socio-economic factor is “the

social standing or class of an individual or a group”. This definition is given by the

American Psychological Association (APA-2018). “The socio-economic status frequently

functions as a latent variable for the academic performance of secondary education”

(Bofah and Hannula, 2017).

In addition, students from East-Asian countries, suchas China, tend to spend more

time taking classes anddoing homework and perceive more academic stress

thanstudents from Western countries do (Ye et al., 2019). Especially in Asian

countries,the most important barriers to PE participation come from a prioritized

emphasis on academic achievement of principalsubjects, like mathematics and

literature (Zhu et al., 2017). However, the level of perceived academic stress is

determined not only by the number of academic stressors but also by how students

interpret these stressors (Chua et al., 2018).

Furthermore, the sources of academic stress can be originatedfrom the heavy burden of

homework, negative attitudes toward learning, such as loss of interest and difficulties in

learning, etc (e.g., Wunsch et al., 2017). As the burden of academic material varies

within a semester, the academic stressmay also change over time correspondingly

(Xiang et al.,2019). In previous studies, academic stress is associated withnegative

psychological consequences such as unpleasant emotional states, depression,

tearfulness, even self-harm, and suicidal feelings in some cases (e.g., Lotz and

Sparfeldt, 2017).

According to Sang et al, 2018 students’ responses to stress differ by their abilities

and beliefs. Therefore, if students view academic challenges as opportunities and exert

effort to meet the challenges, the academic stress may result in a positive impact.

Additionally, aademic stress was found to negatively predict academic

motivation, while high autonomous academic motivation led to a decrease in academic

stress (Rubach and Bonanati, 2021).

As suggested by Ryan and Deci (2017), students’ motivation in certain situations

can be generalized to wider school experience. For instance, intrinsic motivation

experienced in garden work could improve students’ motivation and experience in

regular classroomcourses. Since PE has been considered to be an effective method to

reduce academic stress (Ki et al.,2019), the autonomous motivation toward PE, as a

predictor of participation, may also serve as an important factor to relieve academic

stress

On the other side, a study conducted on student-athletes found that as perceived

stress increased, students’ motivation for sports participation declined(Holden et al.,

2019). In addition, factors related to testing stress, such as performance grading and

test criteria, were also found to influence students’ autonomous motivation toward

PE(Krijgsman et al., 2017).

Student’s Academic Achievement

A student’s academic achievement is the extent to which the student or an

educational institution has achieved short or long-term educational goals (Park &

Robinson, 2021). A student’s academic achievement is important for both the student

and the educational institution as it reflects the quality that is present in terms of the

progress that has been made over the years (Oyewobi et al., 2020). A student’s

academic achievement is also associated with the continuous efforts made in

significantly improving the education level and academic research. In this study, a

student’s academic achievement is defined as the overall measurement of the student's

abilities, knowledge, and skills in terms of academic achievement which is emphasised

by the subject or course of study (Ede & Igbokwe, 2018).

Communication and Social Skills

 Social skills are the ability of the person to interact and build relationships with

others in society, allowing the individual to gain networking within a similar social circle

(Urquía-Grande & Estébanez, 2020). Social skills among students are important as

most tasks that are associated with academic achievement require a certain level of

social skills to complete them, such as group and teamwork (Camacho-Minuche et al.,

2021). Wickramanayake (2022) also stated that groups, teams, and social circles that

are related to one another are formed by the similar interest of the users.

Social skills are essential for academic performance as research, knowledge, and

information are shared between academics, allowing higher quality work to be

produced. Social skills are also relevant skills as businesses and people are usually

aligned to the objectives, leading to the achievement of shared goals in the workplace.

Several past studies also confirmed that social and life skills contributed positively to

academic performance (Carlo & Quispe, 2022; Sánchez-Hernando et al., 2021)

Communication skills are the capability of the individual to establish an

understanding with another person for better knowledge development or learning

capabilities (Alawamleh et al., 2022). Communication skills also allow an individual to

identify and communicate the related information with a proper channel that facilitates

the communication process. It is important to note that the development of social media

globally has impacted communication skills as it allows an individual to gain access to

the communication tools which enable the communication process to take placeeasily

(Mehta & Jha, 2021).

According to, Creo et al. (2020) stated that communication skills establish the

proper tone and emotions among individuals so that communication can take place
effectively. Communication skills allow students to obtain better knowledge to support

their academic achievement due to the number of quality interactions conducted with

parties of interest via different channels.

Ahmad et al. (2021) determined that communication skills have been one of the

soft skills developed at the university level as a tool to assist students in gaining

confidence in presenting their findings, information, or ideas. Communication skills have

been regarded as skills that develop individuals' capability to represent their personality

when they proceed with their career life. The better the communication skills that a

student has developed, the higher the academic performance is because of the abilities

the student has to present ideas accurately and reliably based on the subject matter.

This is aligned with numerous past studies which ascertain the relationship between

communication skills and academic and teaching performance (Arikwandu & Samuel,

2021; Jasim & Khalifa, 2020; Munohsamy & Muniandy, 2023), .

 Chapter 3

METHODOLOGY

This chapter elucidates the research methodology employed to conduct the

study, encompassing the research design, study population, validation and reliability of

research instruments, and appropriate data collection procedures.

Research Design

To address the identified issue and accomplish the research objectives, a

qualitative research methodology is adopted. As noted by Tenny et al. (2022),

qualitative research delves into real-world problems, providing deeper insights. Unlike

quantitative research, which gathers numerical data or introduces treatments, qualitative

research generates hypotheses and explores phenomena in-depth.

Participant Selection

The study's participants comprise professionals and accomplished students who

graduated from Kawas National High School's Senior High Department in the year

2023-2024. This diverse group consists of ten (10) participants from various strands

within the senior high school department.

Research Instrument

The primary data collection instrument utilized is a survey guide questionnaire.

The questionnaire is designed to address the research problem by investigating both

the positive and negative impacts of hindrance and success. Comprising five (5)

questions, the survey guide questionnaire aims to comprehensively capture participants'

insights. The distribution of the questionnaire to the selected participants facilitates the

collection of valuable data.

Data Collection Procedures

The gathered data will be systematically organized and tabulated based on the

responses collected from ten (10) copies of the distributed survey guide questionnaires.

Upon successful completion and return of these questionnaires, the participants'

answers will be meticulously recorded and maintained in accordance with mutual

agreement between the researcher and participants.

Ethical Considerations in Conducting Qualitative Research

Ethical considerations play a paramount role in the design and execution of

qualitative research studies. Ensuring the rights, well-being, and confidentiality of

participants is of utmost importance. As researchers delve into personal experiences

and viewpoints, several ethical principles guide the process.

Firstly, informed consent stands as a cornerstone. Prior to participation,

participants should receive clear and comprehensive information about the study's

purpose, procedures, potential risks, and benefits. Participants must voluntarily agree to

take part, and they have the right to withdraw at any point without consequences.

Furthermore, maintaining confidentiality and anonymity is crucial. Researchers

must assure participants that their responses and personal details will be kept

confidential, with data being reported in aggregate form to prevent identification. This

fosters a sense of security, encouraging candid and honest responses.

Respecting participants' autonomy and cultural sensitivity is vital. Researchers must be

attentive to diverse cultural norms, beliefs, and sensitivities, avoiding any actions that
could cause discomfort or offense. Additionally, participants' views should be presented

accurately, reflecting their true perspectives without distortion.

Lastly, ethical considerations extend beyond the study itself. Researchers are

responsible for debriefing participants after the study, clarifying any uncertainties and

addressing potential emotional impacts. Ethical guidelines mandate that findings should

be disseminated honestly, without manipulation or selective reporting.

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