A Study of Academic Stress and Academic Performance

A Thesis Proposal Presented To

Serapion C. Basalo Memorial Colleges, Inc.

Kiblawan, Davao del Sur

In Partial Fulfillment of the Requirements for the

FSSE 201 Research in Social Studies

By

Relyn C. Oraiz

February 2024
 Table of Contents

Chapter 1 - Introduction

Background of the Study ………………………………………………………… 4

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

Statement of the Problem …………………………………………………………6

Significance of the Study …………………………………………………………7

Scope and Delimitation …………………………………………………………7

Definition of Terms …………………………………………………………8

Chapter 2 - Review of Related Literature…………………………………………………8

Chapter 3 – Methods

Research Design …………………………………………………………12

Respondents …………………………………………………………12

Sampling Procedures …………………………………………………………13

Research Instrument …………………………………………………………13

Measures …………………………………………………………13

Procedures …………………………………………………………13

Data Analysis …………………………………………………………14

Ethical Considerations …………………………………………………………14

References …………………………………………………………………………………15
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

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,

focusing on strategies for stress management in higher education.

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

management for extracurricular activities from education.

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

definite stressor (Kolko, 1980).

If a teacher is friendly then the student has less stress while- talking to them related to their

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

Independent Variable Dependent Variable

Class Requirements Academic performance

Demographic Profile

a. Gender

b. Academic Performance

Statement of the Problem

This study seeks to determine the effects of modular distance learning on the academic

performance of senior high school students.

1. What is the level of academic pressure experienced by students in higher education?

2. How does academic pressure impact student well-being?

3. What are the effective strategies for stress management in higher education?

4. Is there a significant relationship between academic pressure and student well-being?

5. How does the demographic profile of students influence their perception of academic

pressure and stress management strategies?

Significance of the Study

This study will be beneficial to the following individuals and organizations.

School Administration. School administrators play crucial roles in shaping students' academic

experiences. Understanding the impact of academic pressure can guide the provision of

appropriate support and resources to help students navigate challenges effectively.

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

health and well-being among secondary learners.

Future Researchers. This study may consider conducting longitudinal studies to examine how

the relationship between academic pressure and academic performance evolves over time.

Scope and Limitation of the Study

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

demonstrated by a student in their academic endeavors.

Academic Stress: Academic stress refers to the pressure, tension, or anxiety experienced by

students in response to the demands and expectations of their academic environment. It

encompasses various stressors related to academic tasks, such as exams, assignments,

deadlines, competition, workload, and perceived academic success or failure. Academic stress

can manifest as physical, emotional, and psychological symptoms and may impact students'

well-being and academic performance.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents various studies, concepts, propositions, and findings from related

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

review of relevant literature that contributes to the understanding of this topic.

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

higher-level needs such as belongingness, esteem, and self-actualization can be addressed.

This theory provides insight into the motivational factors that may influence students'

responses to academic stressors.

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

mitigating academic stress.

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

support student well-being.

Regehr, Glancy, and Pitts (2013) conducted a review and meta-analysis of interventions to

reduce stress in university students. They identified various interventions, including

cognitive-behavioral therapy, mindfulness-based stress reduction, and relaxation techniques,

that demonstrated effectiveness in reducing stress and improving psychological well-being

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

students, highlighting the importance of addressing mental health concerns in higher

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

promoting student well-being and academic success in educational contexts.

 CHAPTER III

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

inclusion criteria encompass students currently enrolled in senior secondary education

programs, regardless of academic performance or specific educational tracks to get a good

mix of experiences.

Sampling Procedures

Recruitment: Participants were recruited from secondary schools through collaboration with

school administrators and teachers.

Informed Consent: Participants and their parents/guardians were provided with information

about the study and asked to provide informed consent for participation.

Survey Administration: Surveys were administered to participants during designated class

periods or study sessions.

Interviews: Participants selected for interviews were scheduled at mutually convenient times

and locations, ensuring privacy and comfort.

Data Collection: Data from surveys and interviews were collected and recorded for analysis.
Research Instrument

Quantitative Surveys: Participants are administered standardized questionnaires to assess

various dimensions of academic pressure, including workload, expectations, time

management, and stress levels. Participants could answer by picking from different choices,

like "a little bit," "a lot," or "not at all."

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

affected their grades.

Measures

The measures used in this study include:

Academic Pressure: Assessed through survey items measuring workload, expectations,

competition, and stress levels.

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

students feel and how they're doing in school.

Qualitative data from interviews were analyzed to see if we find any common themes or ideas

related to the research questions.

Ethical Considerations

Ethical considerations included obtaining informed consent from participants and ensuring

confidentiality and anonymity of responses. Moreover, making sure that no potential harm or

discomfort to participants throughout the study.

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

enquiry. PLoS One, 9(12), e115193.

Regehr, C., Glancy, D., & Pitts, A. (2013). Interventions to reduce stress in university

students: A review and meta-analysis. Journal of Affective Disorders, 148(1), 1-11.

Stallman, H. M. (2010). Psychological distress in university students: A comparison with

general population data. Australian Psychologist, 45(4), 249-257.