THE IMPACT OF ACADEMIC PRESSURE ON GRADE 12 STUDENT’S

SCHOLASTIC ACHIEVEMENT AT CORE GATEWAY COLLEGE INC.

CORDERO, CASSANDRA MAE A.

MENORO, SANDRA B.
SANTOS, MEIAN M.
DURAN, PHOL JUZTIN O.
ELICARTE, JOHN ERWIN D.
SEVELLENA, VLADIMIR ROI D.
TUALLA, PATRICK JOHN C.

PATRICIA MAE L. CONSTANTINO

Teacher, Research Project
 THE IMPACT OF ACADEMIC PRESSURE ON GRADE 12 STUDENT’S
SCHOLASTIC ACHIEVEMENT AT CORE GATEWAY COLLEGE INC.

CORDERO, CASSANDRA MAE A.

MENORO, SANDRA B.
SANTOS, MEIAN M.
DURAN, PHOL JUZTIN O.
ELICARTE, JOHN ERWIN D.
SEVELLENA, VLADIMIR ROI D.
TUALLA, PATRICK JOHN C.

A Quantitative Research Submitted to the Faculty of General Academic Strand,

Core Gateway College-Senior High School, Maharlika Highway corner Cardenas St.,
Nueva Ecija, Philippines in Partial Fulfillment of the Requirements for the Subject in
Research Project

JUNE 2023

ii
 This study entitled “THE IMPACT OF ACEDEMIC PRESSURE ON
GRADE 12 STUDENT’S SCHOLASTIC ACHIEVEMENT AT CORE GATEWAY
COLLEGE INC.” prepared and submitted by Cassandra Mae A. Cordero, Sandra B.
Menoro, Meian M. Santos, Vladimir Roi D. Sevellena, Patrick John C. Tualla, John
Erwin D. Elicarte and Phol Juztin O. Duran in partial fulfillment of the requirements
for the subject Research Project, is hereby recommended for acceptance.

SHENLY ANNE V. MENDOZA JAQUELYN S. MAMARIL

Panelist Panelist

________________________ ________________________
Date Date

JOHN CHESTER L. JINTALAN PATRICIA MAE L. CONSTANTINO

Panelist Research Adviser and Panelist

________________________ ________________________
Date Date

Accepted in partial fulfillment of the requirements for the subject: RESEARCH

PROJECT.

ANGELITA D. BABASORO, MAEd.

School Principal and O.I.C. President

________________________
Date

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 BIOGRAPHICAL SKETCH

CASSANDRA MAE ASTUDILLO CORDERO is currently a Grade 12-GAS

student at Core Gateway College, Inc. She was born on May 25, 2005, at Cabanatuan
City, Nueva Ecija. She finished elementary at St. John's Academy, and junior high school
at Core Gateway College Inc. She is a soft-hearted person but at the same time, she is so
competitive. Her dream is to become a successful civil engineer or policewoman
someday. She believes that "God has perfect timing and all the things in the world
happens for a reason". She is a student leader that loves dancing, writing stories and
playing volleyball. She likes to learn and discover new things about life in different
aspects. She also likes K-pop, and she enjoys listening to music because it amazes her
how artists convey messages through writing a song. Furthermore, her only happiness is
to make her parents proud. And that is why she dreams of becoming a successful
individual in the future, and be someone that can help and inspire other people.

SANDRA BUNAG MENORO is currently a Grade 12-GAS student at Core

Gateway College, Inc. She was born on August 19, 2005, at San Jose City, Nueva Ecija.
She finished elementary at Ciraco Esteban Elementary School, Junior High School at San
Jose Christian Colleges and Excellence. She is a soft-hearted person and a cat lover. Her
dream is to be a successful manager at a five-star hotel or a successful model. She
believes that “God has perfect timing, It always seems impossible until it's done.”

MEIAN MARZAN SANTOS is currently a Grade 12-GAS student at Core

Gateway College Inc. She was born on April 26, 2005 at San Jose City, Nueva Ecija. She
finished her elementary at Manicla Elementary school and Junior High School at Kita-
Kita High School Extension. She enjoys singing and playing volleyball which helps her
to gain confidence. Her dream is to be as a successful teacher someday. She also believes
that "The only way can predict the future is to build it."

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 PHOL JUZTIN ONIA DURAN is currently a Grade 12-GAS student at Core
Gateway College Inc. He was born October 7, 2004. He finished Elementary and Junior
High School at Core Gateway College Inc. He is also a pet lover and he enjoys playing
basketball, driving a car and he enjoy collecting caps, toy cars and shoes. His dreams is to
become a successful businessman someday and he believes that "Failure is the stepping
stone to success".

JOHN ERWIN DABU ELICARTE is currently a Grade 12-GAS student at Core

Gateway College Inc. He finished elementary at Sto. Niño 3rd Elementary School and
Junior High School at ALS. He loves to stand-up as the older brother of his classmates,
he is so selfless and understanding. A pure-hearted man having only one dream and that
is to become happy. His motto in life is “Time is gold".

VLADIMIR ROI DOMINGO SEVELLENA is currently a Grade 12-GAS student

at Core Gateway College Inc. He was born on October 05, 2005 at San Jose City, Nueva
Ecija. He finished elementary at Tondod Elementary School. He is soft-hearted but with
anger issues person. His dream is to become a successful Seaman someday. He also
believes that "God has a perfect timing in everything".

PATRICK JOHN CODERIAS TUALLA is currently a Grade 12-GAS student at

Core Gateway College Inc. He was born on October 1, 2004 at San Jose City, Nueva
Ecija. He finished elementary at St. John's Academy and Junior High School at Core
Gateway College Inc. He is a kind-hearted person and an introvert. His dream is to
graduate this school year. He also believes in God.

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 JUNE 2023
ACKNOWLEDGEMENT

With the generous support and assistance of many people, this research becomes a
reality. The researchers want to express their heartfelt gratitude to each and every one of
them.

First and foremost, the researchers want to thank our almighty God for the
wisdom, strength, peace of mind, and good health that He has given them in order to
complete this research.

The researchers would also want to thank their family, whom they value the most,
for being their inspirations in every attempt and for making them strong despite their
flaws and inadequacies, to whom they dedicated their work.

To their friends, for their encouragement and enthusiasm.

To their research adviser, Ma'am Patricia Mae L. Constantino, for her advice,
patience, unwavering support, and encouragement to complete this study. Her positive
and constructive criticisms were also helpful in the development of this study, which the
researchers appreciate.

The researchers would also want to thank the panelists, Ma'am Shenly Anne V.
Mendoza, Ma’am Jaquelyn S. Mamaril and Sir John Chester L. Jintalan, who gave their
insightful comments about this study. Regardless of the challenges and problems
encountered in completing this research, everyone who is responsible for it will be
eternally thankful.

The Researchers

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 TABLE OF CONTENTS
PAGE
LIST OF TABLES ix

LIST OF FIGURES x

LIST OF APPENDICES xi

ABSTRACT xii

INTRODUCTION
1
Background of the study 2
Statement of the problem
3
Objectives of the study
Hypothesis of the study 4
Significance of the study 4
Scope and delimitation 5
Theoretical framework 6
Conceptual framework 8
Operational Definition of terms 9
REVIEW OF RELATED LITERATURE

Local Literature and Studies 11

Foreign Literature and Studies 13

METHODOLOGY
15
Research Design
16
Locale of the Study
Population and Sampling 17
Research Instrument 17
Data Gathering Procedure 18
Methods of Analysis 19

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 TABLE OF CONTENTS
PAGE
RESULTS AND DISCUSSIONS

Socio-Demographic Characteristics of Respondents 20

Age 21
Sex 21
Strand
The Summary of the Causes of Academic Pressure on Grade 12
Students 22
The Summary of How Grade 12 Student's Academic Pressure
Affects Their Scholastic Achievement 23
The Summary of The Advantages and Disadvantages of Academic
Pressure on Grade 12 Student's 25
The Summary of The Techniques for Dealing with These
Academic Pressures 27

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary 20
Conclusions 32
Recommendations 35

APPENDICES 36
LITERATURE CITED 40
DOCUMENTATION 43

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ix
 LIST OF TABLES

TABLE PAGE
1 Socio-Demographic Characteristics of the 20
Respondents

2 Summary of the Causes of Academic Pressure on

Grade 12 Students 22

3 Summary of How Grade 12 Student's Academic

Pressure Affects Their Scholastic Achievement 24
4 Summary of The Advantages
and Disadvantages of Academic Pressure on Grade 12
Student's 26

5 Summary of The Techniques for Dealing with these

Academic Pressures 28

x
 LIST OF FIGURES
FIGURES PAGE
1 Conceptual Framework of the Study 8

2 Map Showing the Location of the Study 1 16

3 Map Showing the Location of the Study 2 16

xi
 LIST OF APPENDICES
APPENDIX PAGE
1 Letter for Survey 36

2 Survey Questionnaire 37

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 ABSTRACT

CORDERO, CASSANDRA MAE ASTUDILLO; MENORO, SANDRA BUNAG;

SANTOS, MEIAN MARZAN; SEVELLENA, VLADIMIR ROI DOMINGO; TUALLA
PATRICK JOHN CODERIAS; ELICARTE, JOHN ERWIN DABU; DURAN, PHOL
JUZTIN ONIA. Core Gateway College, Inc., San Jose City, Nueva Ecija, Philippines June
2023, THE IMPACT OF ACADEMIC PRESSURE ON GRADE 12 STUDENT’S
SCHOLASTIC ACHIEVEMENT AT CORE GATEWAY COLLEGE INC.
Adviser: PATRICIA MAE L. CONSTANTINO

The study explored the impact of academic pressure on grade 12 student’s scholastic
achievement at core gateway College inc. during the second semester of academic year 2022-
2023. Simple random sampling, a probability sampling design, was used to choose 50 males and
females from the Grade 12. The researchers chose Grade 12 student’s who were (a) student from
Core Gateway College Inc., (b) at San Jose City, Nueva Ecija, (c) and possibly expriencing
academic pressure. Descriptive-research design was used in the study. In collecting primary data,
the standardized survey questionnaire through Google Forms was used as the instrument. Data
were tabulated, analyzed, and interpreted according to the objectives of the study, and with the
use of descriptive statistics. Frequency count and percentage were used to describe the socio-
demographic characteristics of the respondents, the causes of academic pressure on grade 12
students, how grade 12 student's academic pressure affects their scholastic achievement, the
advantages and disadvantages of academic pressure on grade 12 students, and the techniques for
dealing with these academic pressures. The overall mean was used to determine The Impact of
Academic Pressure on Grade 12 Student Scholastic Achievement at Core Gateway College Inc.

Most of the respondents belonged to the age group of 16-18. They were equally
distributed in terms of their sex. Finally, those who were students in HUMSS (Humanities and
Social Sciences) strand made up most of them.

When it comes to the summary for the causes of academic pressure on grade 12 students
they encountered regarding five statements was high. Among the five statements, "My parents
placed me under academic stress." had the highest mean that was described as high. It was

xiii
followed by "School-works sends me under academic pressure." that was described as high. The
next was "Comparing myself to others is capable of putting me under academic pressure.", that
was described as high as well. And "Lack of support placed me under academic stress." that was
described as moderately high. The statement "My teachers are capable of setting me under
academic stress." had the lowest mean that was described as moderately high.
The summary of how grade 12 students' academic pressure affects their scholastic
achievement, they encountered regarding five statements was moderately high. Among the five
statements, "Academic pressure motivates me to regulate my self-control." had the highest mean
that was described as high. It was followed by "Academic pressure helps encourage me to study
harder." that was described as high as well. The next was "Academic pressure lessens my self-
esteem.", that was described as moderately high. And "Academic pressure leads me to have a
poor academic performance." that was described as moderately high as well. The statement
"Academic pressure makes me think to stop studying." had the lowest mean that was described
as moderately high.

The summary of the advantages and disadvantages of academic pressure on grade 12

students, they encountered regarding five statements was moderately high. Among the five
statements, "Academic pressure motivates me to improve my self-actualization." had the highest
mean that was described as high. It was followed by "Academic stress makes me irritable or
easily annoyed." that was described as high as well. The next was Academic pressure helps me
to believe in myself more.", that was described as high. Followed by "Academic pressure helps
me to be more motivated as a student." that was described as moderately high. And "Academic
stress causes me to have mental health issues." that was described as high. The statement
"Academic pressure makes me afraid to study." had the lowest mean that was described as
moderately high as well.

The summary of the techniques for dealing with these academic pressures, they
encountered regarding five statements was high. Among the five statements, "Sleeping helps me
lessen the academic pressure." had the highest mean that was described as high. It was followed
by "Having a positive mind lessens academic stress." that was described as high as well. The
next was "Watching TV, Reading books, and using smartphones help me deal with academic
stress.", that was described as high. Followed by "Bonding with my family helps me lessen

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academic stress." that was described as high as well. And "Socializing helps me deal with
academic stress." that was described as high. The statement "Asking for guidance can help me
deal with academic pressure." had the lowest mean that was described as high as well.

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