DOMINICAN COLLEGE OF STA.

ROSA

THE LEADING FACTORS CONTRIBUTING TO

THE DEVELOPMENT OF ACADEMIC PRESSURES: A QUALITATIVE
STUDY ON THE PERSPECTIVES OF SELECTED SCIENCE,
TECHNOLOGY, ENGINEERING, AND MATHEMATICS
SENIOR HIGH SCHOOL STUDENTS

A Research Presented to

Senior High School Faculty

Dominican College of Sta. Rosa

In Partial Fulfillment of the Requirements in

Practical Research 1

By:

Algire, Arrhianne Railla P.

Dela Cruz, J-lard Adriel G.

Manibo, Jayson Andrew B.

Pandey, Preeti Ambika H.

Pioquinto, Amber Brkln

Santos, Seth Q.

2024
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Introduction

In the world of academia, where striving for excellence meets high expectations, Steve

Jobs' words resonate deeply: "The only way to do great work is to love what you do." Students

are driven by steadfast determination, relentless effort, and unwavering dedication in pursuit of

academic excellence. Their journey for academic achievement does not come lightly; it is

accompanied by an array of challenges and pressures that they must face on a daily basis.

Academic pressure encompasses the stress students experience due to an overwhelming

workload, extended study sessions, and the expectations for achieving high grades.

Unfortunately, the negative impact of academic pressure extends beyond the academic realm,

influencing students' social, physical, cognitive, and physiological well-being. It heightens the

risk of students developing various disorders including anxiety, depression, sleep deprivation,

and insomnia. The widespread pressure and stress in academics add to the difficulties for young

people in education. It is crucial to reduce and manage these challenges so that students can

perform well both academically and socially in the education system.

According to M. B. Abisado, “Academic pressure in the Philippines has been found to

have a significant impact on the mental health of students. The intense pressure to succeed in

school education, coupled with the increasing competitiveness of society, has led to negative

effects such as depression, anxiety, behavioral problems, and even youth suicide.
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The confluence of cultural emphasis on academic achievement, familial expectations, and the

increasingly competitive nature of society fosters an environment where students feel an

overwhelming burden to excel academically.” This pressure reaches every part of their lives,

from school performance to personal identity and future prospects. As students strive to meet

these standards, many grapple with feelings of inadequacy, stress, and burnout, which can

significantly impair their mental and emotional resilience. Moreover, the stigma surrounding

mental health issues in the Philippines often compounds the problem, discouraging students from

seeking the support and resources they desperately need. As a result, many suffer in silence,

containing their distress and perpetuating a cycle of silent suffering.

According to “Scispace”, academic pressures on STEM (Science, Technology,

Engineering, and Mathematics) students are significant and multifaceted. These pressures stem

from the demanding coursework, rigorous standards, and high expectations inherent in STEM

disciplines. Students in STEM fields often face intense competition, challenging problem-solving

tasks, and the need to maintain high grades. Additionally, the fast-paced nature of technological

advancements and scientific discoveries adds to the pressure for STEM students to stay updated

and excel in their studies. The combination of these factors can lead to stress, anxiety, and

burnout among STEM students, highlighting the importance of understanding and addressing

academic pressures within these disciplines.

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Dominican students, much like other students, navigate through the complexities of

academic pressure and its profound impact on their well-being and academic performance. This

study aims to identify the leading factors that contribute to academic pressure, to be able to come

up with strategies that will help students throughout their academic journey where academic

pressure can not always be avoided.

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Statement of the Problem

The study, “The Leading Factors Contributing to the Development of Academic

Pressures: A Qualitative Study on the Perspectives of Selected STEM Students at Dominican

College of Sta. Rosa, A. Y. 2023-2024”, aims to determine the leading factors contributing to

the development of academic pressure of STEM students at Dominican College of Sta. Rosa A.

Y. 2023 - 2024.

Specifically, it also also seeks to answer the following:

1. What are the leading factors contributing to the development of academic pressures?

1.1. Psychological

1.2. Household

1.3. School

1.4. Peer

2. What action plan can be proposed to cope with academic pressures?

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Objectives

This study aims to do the following:

● To identify the leading factors contributing to academic pressures experienced by selected

Senior High School STEM (Science, Technology, Engineering, and Mathematics)

students.

● To assess the role of various psychological, household, school, peer, and internet related

factors in contributing to academic pressures.

● To explore the specific challenges and stressors encountered by selected Senior High

School STEM (Science, Technology, Engineering, and Mathematics) students on their

academic journey.

● To examine the impact of academic pressures on the mental health and well-being of

selected Senior High School STEM (Science, Technology, Engineering, and

Mathematics) students.

● To provide action plans and recommendations for educators, administrators, and the

students themselves, to enhance the academic environment and support mechanisms for

STEM students at Dominican College of Sta. Rosa.

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Literature Review

According to (Pacific Teen Treatment, November 2023), academic pressure is defined

as “an experience in which a student is burdened by the demands of time and energy to achieve

specific academic goals.” This simply means that academic pressure is derived from the desire to

achieve academic success or perfection. Previous studies have shown that academic pressure and

stress contributes to many emotional and mental issues such as depression and anxiety.

Academic pressure is influenced by various factors. Internal factors include self-efficacy,

hardiness, mindset, peer competition, character, changes in life atmosphere, difficulty managing

life, low achievement motivation, low self-regulated learning, dependence on gadgets,

self-adjustment, and physical factors. (Ziye Ma, “Influence Of Academic Pressure on

Academic Performance,” May 2023)

Family stress has been found to have a negative impact on a child's academic

performance. Research shows that academic and familial stress can lead to depression among

students, which in turn negatively affects their academic performance and learning outcomes

(Y. Cheng, J. Cherian, N. U. N. Khan, and K. Kumari, “Family and Academic Stress

and Their Impact on Students' Depression Level and Academic Performance,” June 2022)

“We found the higher the teacher's pressure expectations are in a lesson, the harder

students worked in subsequent lessons. But our research also found that students reported
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enjoying these lessons less – and felt less confident in that particular subject.” (J. Adestanji,

“The Conversation”, August 2019)

“Peer-related factors that contribute to the development of academic pressures include

peer pressure, peer interaction, and peer comparison. Peer pressure can lead to a fear of peer

responses and affective dissonance, which can discourage academic striving.” (Top Peer

Pressure and Academic Achievement within a Domain Controlled Field, Ebrahim

Khodadady, Mohammad Zabetipour, 2020)

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Research Limitation

This study focuses on the academic pressures of the selected Senior High School Science,

Technology, Engineering, and Mathematics Students enrolled at Dominican College of Sta. Rosa.

The research investigates the various factors contributing to the development of academic

pressure including psychological, household, school, and peer related factors. The study includes

the discussion of the effects of academic pressures on students' mental health, well-being, and

academic performance. The study presents action plans and strategies to address the identified

academic pressures and enhance the well-being and academic performance of the Senior High

School STEM Students enrolled at Dominican College of Sta. Rosa. The data collection method

will be in the form of interviews.

This research specifically targets Senior High School STEM Students from Grade 11 to

Grade 12 and does not extend to other levels. This study is limited to the students enrolled at the

Dominican College of Sta. Rosa, and may not represent the students of any other institution.
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References:

1. Pacific Teen Treatment, (November 2023)

2. Ziye Ma, “Influence of Academic Pressure on Academic Performance,” (May 2023)

3. Y. Deng, J. Cherian, N. U. N. Khan, and K. Kumari, “Family and Academic Stress and

Their Impact on Students,” (June 2022)

4. J. Adestanji, “The Conversation,” (August 2019)

5. E. Khodadady, and M. Zabetipour, “Top Peer Pressure and Academic Achievement

within a Domain Controlled Field,” (2020)