Professional Documents
Culture Documents
By
Relyn C. Oraiz
February 2024
Table of Contents
Chapter 1 - Introduction
Chapter 3 – Methods
Respondents …………………………………………………………12
Procedures …………………………………………………………13
References …………………………………………………………………………………15
CHAPTER I
Introduction
The increasing academic pressure in higher education has become a significant concern in
recent years. With the growing competition and the need for academic excellence, students
are often subjected to high levels of stress, which can impact their overall well-being. This
study aims to explore the relationship between academic pressure and student well-being,
Academic stress is the anxiety and stress that comes from schooling and education. There is a
lot of pressure that comes along with pursuing their education. Students report experiencing
academic stress at predictable times each semester with the greatest sources of academic
stress resulting from taking and studying for exams, grade competition, and the large amount
of content to master in a small amount of time(Abouserie, 1994). There are lot of stress
related to studies, homework, tests, reading, tuition and other academic competitions student
faces a lot of stress due to imbalance of academic and social performance and time
Academic stress is especially high in the students who are unable to maintain balance
between their academic, family, and friend, social and academic activities in life. Stress is
very common as they are more worried about their carrier. Student stress level also depends a
lot on attitude of teachers towards them. Fear of academic failure related to these tasks is a
academics. Whereas teachers who are not very friendly then students doesn’t feel that
comfortable due to fear which generally arises due to stress. This phenomenon has created
certain dependable situations among students. In such situation a student depends more on
tuition rather than school teachers. If the tuition- teacher is not able to understand the problem
of the student than it leads to stress level so high that the student slowly starts to lose interest
in studies.
The stress level among students varies when work is given as challenges or threat. The
pressure to perform well in the examination or test and time allocated makes academic
environment very stressful. Erkutlu & Chafra (2006) explained that if the work is given as the
challenge then the stress level lowers due to the competition among the students to achieve
the target provided if the work is given in small amount and if the completion of work is not
required in an allocated time. Whereas if the work is given and student are threatened to
complete the work in a limited time then the stress level in students is found to be very high
and only few student are able to complete the given task.
The stress levels of student vary according to behavior of teachers and according to the
school environment. The stress level of students studying in schools which promote or give
importance to co-curricular activities such as sports, dance, music, swimming art is low as
compared to student studying in school which don’t promote these co-curricular activities
instead they promote co-curricular activity related to education such as debate, quiz, speech
etc and general feeling among such school are that sports is rubbish and are less focused and
promoted
Conceptual Framework
Demographic Profile
a. Gender
b. Academic Performance
This study seeks to determine the effects of modular distance learning on the academic
3. What are the effective strategies for stress management in higher education?
5. How does the demographic profile of students influence their perception of academic
School Administration. School administrators play crucial roles in shaping students' academic
experiences. Understanding the impact of academic pressure can guide the provision of
Students. The results of this study helps examine how academic pressure affects students,
educators and policymakers can develop strategies to alleviate stressors and promote mental
Future Researchers. This study may consider conducting longitudinal studies to examine how
the relationship between academic pressure and academic performance evolves over time.
The study merely focuses secondary learners from diverse backgrounds and grade levels. The
study examines the relationship between academic pressure and academic performance,
considering factors such as workload, expectations, stress levels, and various indicators of
academic achievement.
Definition of Terms
For the purpose of clarification, the important terms used will be defined operationally.
Academic Performance: Academic performance refers to how well a student is doing in
their studies, typically measured by factors such as grades, test scores, class participation, and
overall academic achievements. It reflects the level of knowledge, skills, and understanding
Academic Stress: Academic stress refers to the pressure, tension, or anxiety experienced by
deadlines, competition, workload, and perceived academic success or failure. Academic stress
can manifest as physical, emotional, and psychological symptoms and may impact students'
CHAPTER II
researches and other resources pertaining to the relation of Academic Stress and Academic
Performance.
Understanding the relationship between academic stress and coping strategies among students
has been a subject of extensive research in psychology and education. This section presents a
Lazarus and Folkman (1984) introduced the stress and coping theory, which posits that
individuals' responses to stress are influenced by their cognitive appraisal of the stressor and
their coping strategies. According to this theory, individuals evaluate stressors based on their
perceived threat or harm and employ various coping mechanisms to manage stress.
Maslow (1943) proposed a theory of human motivation that emphasizes the hierarchical
nature of human needs, with basic physiological and safety needs requiring fulfillment before
This theory provides insight into the motivational factors that may influence students'
Suldo, Shaunessy, and Hardesty (2008) investigated the relationships among stress, coping,
and mental health in high-achieving high school students. Their findings suggested that
effective coping strategies, such as problem-solving and seeking social support, were
associated with better mental health outcomes among students facing academic stress.
Misra and McKean (2000) examined college students' academic stress and its relation to
anxiety, time management, and leisure satisfaction. They found that high levels of academic
stress were negatively correlated with leisure satisfaction and positively correlated with
anxiety, highlighting the importance of effective time management and leisure activities in
Deasy et al. (2014) conducted a mixed-method inquiry into psychological distress and coping
among higher education students. Their study revealed the complexity of students'
experiences with stress and coping, emphasizing the need for multifaceted interventions to
Regehr, Glancy, and Pitts (2013) conducted a review and meta-analysis of interventions to
among students.
Stallman (2010) compared psychological distress levels in university students with general
population data. The study found higher levels of psychological distress among university
education settings.
Overall, the literature reviewed underscores the significance of understanding the interplay
between academic stress, coping strategies, and mental health outcomes among students. This
body of research informs the development of interventions and support services aimed at
METHODOLOGY
The research uses quantitative and qualitative methods to look at how academic pressure
affects academic performance. It does this by asking questions in a survey and interviews
that's done just once, to see how things are related during a specific time.
Respondents
The participants in this study consist of senior secondary school students in Kiblawan. The
mix of experiences.
Sampling Procedures
Recruitment: Participants were recruited from secondary schools through collaboration with
Informed Consent: Participants and their parents/guardians were provided with information
about the study and asked to provide informed consent for participation.
Interviews: Participants selected for interviews were scheduled at mutually convenient times
Data Collection: Data from surveys and interviews were collected and recorded for analysis.
Research Instrument
management, and stress levels. Participants could answer by picking from different choices,
Qualitative Interviews: Some participants are selected for in-depth interviews to explore their
experiences. Participants were asked about their experiences with school stress and how it
Measures
Academic Performance: Evaluated using objective measures such as GPA and test scores.
Data Analysis
Quantitative data from surveys were analyzed to see if there's a connection between how
Qualitative data from interviews were analyzed to see if we find any common themes or ideas
Ethical considerations included obtaining informed consent from participants and ensuring
confidentiality and anonymity of responses. Moreover, making sure that no potential harm or
REFERENCES
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing
Company.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370.
Suldo, S., Shaunessy, E., & Hardesty, R. (2008). Relationships among stress, coping, and
mental health in high-achieving high school students. Psychology in the Schools, 45(4),
273-290.
Misra, R., & McKean, M. (2000). College students' academic stress and its relation to their
anxiety, time management, and leisure satisfaction. American Journal of Health Studies,
16(1), 41.
Deasy, C., Coughlan, B., Pironom, J., Jourdan, D., & Mannix-McNamara, P. (2014).
Psychological distress and coping amongst higher education students: A mixed method
Regehr, C., Glancy, D., & Pitts, A. (2013). Interventions to reduce stress in university