A PHENOMINOLOGICAL STUDY OF STUDENTS UNDER ACADEMIC STRESS IN

GRADE 11 STUDENTS

A Senior High School Research

Presented to the Faculty of Cateel Vocational High School
Senior High Student
Cateel, Davao Oriental

In Partial Fulfillment of the Requirements

In Practical Research 1(Qualitative research)
1st Semester, S.Y. 2023-2024

NADEL DURAY
SOLCIN CABALTERA
KIM JAY FUENTES
JOHN KENNETH CAÑON
JUSTINE KYLE VILLAPAÑA
JOHN CARL TOMBON
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OCTOBER 2023
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ABSTRACT

This study aimed to explore the lived experiences of the student under academic

stress in Grade 11 students. This study utilized a qualitative approach. The data

collection process included the utilization of a recorded in-depth interview, and for the

data analysis, a thematic analysis was performed. The researcher of this study

interviewed five (5) participants who were all student under academic stress. Results

showed that the experiences of the student under academic stress include: affected

relationships with families, affected their emotionally, and experienced lack of sleep. In

addition, the coping mechanisms with the problem experiencing academic stress, are

involved in recreational activities, asked for assistance from their parent and friends,

and relied on themselves and avoided people. Furthermore, their insights are to avoid

being academically stress. This study emphasizes lived experience of the students

under academic stress. Consequently, future researchers and students under academic

stress may find this study of great help.

Keywords: Students experiencing academic stress

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ACKNOWLEDGEMENT

Research has been a meaningful part of our educational journey. It did not only

give us ideas and knowledge, but also it taught us principle on how to be persistent,

respectful towards others and especially on applying camaraderie to surpass every

challenge; not only in this subject but also in real life.

This venture would not been possible without the assistance of other people. We

hope that this part may serve as a way to extend our deepest and warmest gratitude

within our hearts.

To our Almighty Father, who is always there at our side, who gives us

knowledge and strength to face every challenge in our life.

To the members of the faculty, especially to our beloved research adviser, Ms.

Rose Eleanor L. Sagang, for giving us advices and corrections with the grammatical

errors in this subject. Furthermore, for sharing her knowledge and experience in order

for us to gain better understanding of this subject.

To Mr. Rustom Bation, for letting us to use his printer and offering other free

services.

To our research respondents, for their voluntary participation as the primary

source of data analyzed in thus study, lastly

To our families and friends, who give us their full support financially,

emotionally, and morally: both in calm and rigid times.

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TABLE OF CONTENTS

PAGE
Title Page i
Abstract ii
Acknowledgement iii
Table of Contents iv
List of Tables v
List of Figures vi

CHAPTER 1 INTRODUCTION
Rationale 1
Research Question 2
Theoretical Lens 3
Significance of the Study 3
Scope and Delimitations 4
Definition of Terms 4

CHAPTER 2 REVIEW OF RELATED LITERATURE

EFFECTS OF STRESS 6
Experience Depression 8
EPERIENCE OF ANXIETY 10
DIFFICULT OF SLEEP 12
Coping with Stress 13
Ways to mitigate Stress 14
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CHAPTER 3 METHODOLOGY
Research Design 16
Research locale and duration 17
Research Participants 19
Research Instrument 19
Data Collection Method 20
Data Analysis 21
Role of the Researcher 22
Trustworthiness and Authenticity 23
Ethical Consideration 24

CHAPTER 4 RESULTS
Profile of participants 26
The lived experiences of students 27
under academic stress
The coping mechanism with 31
the problem experiencing academic stress

CHAPTER 5 DISCUSSION
What are the lived experiences of 35
student under academic stress
Students coping with the problem 36
experiencing academic stress
Implication for practices 38
Implication for Future Researchers 38
Concluding Remark 39
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REFERENCES
A-Z 40

APPENDICES
A In depth Interview Guide 44
B Letter of Permission 47
C Archival Log 48
D Transcript 49

CURRICULUM VIRAE 78
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List of Tables

Table Page

1 Profile of the participants 27

2 Major Themes and Core Ideas of Student 38

Under Academic Stress in Grade 11 Students.

3 Major Themes and Core Ideas of Participants 33

Coping with the Problem Experiencing Academic Stress

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List of Figures

Table Page

1 The geographical location of the study, 18

Cateel Davao Oriental highlighting

Cateel Vocation High School

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CHAPTER 1

INTRODUCTION

RATIONALE

Stress has become part of students’ academic life due to the various internal

and external expectations placed upon their shoulders specially the Grade 11 students.

Academic stress and its impact on mental health is a well-research topic. Research

shows that academic stress leads to well-being and an increased likelihood of

developing anxiety or depression. Additionally, students who have academic stress tend

to do poorly in school (Bass 2020).

Students who under academic stress has been studied in Chile where it was

pointed that 95.6% of the students stated that their cause of stress is that evaluation

carried out by the teacher. In America, according to the American students, the one

greatest health obstacle to students’ academic performance was academic stress. Of

the 97,357 students who participated in the survey, 32% reported that academic stress

had resulted in an incomplete, dropped course or a lower grade. Most commonly

reported stressors in the academic environment are related to oral presentations,

academic overload, lack of time to meet commitments and taking examinations

(Alsulami 2018).

Most of the students in the Philippines are in their late adolescences, in which

they experience a unique duster or stressors such as exams, term paper, organization

activities and deadlines that may have a substantial contribution to their ability to cope

up with the demands of a high life (Dussellier, Dy, Garrett 2015). Academic stress is
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commonly experienced by students. There are many stressors within academic life such

as academic demands and achievements from parents, a personal inclination for

academic self-actualization, amount of assignments, conflict with a classmate and final

writing assignments, and so on. Earning high grades is a source of stress that affects

them to succeed in making good impressions to their parents, classmates and

significant other people. Failures become pressures that come from intrapersonal,

interpersonal, academic and environmental stressors. Since not all students have the

ability to cope with the above-mentioned stressors, consequently they experience

academic stress (Auztria-Cruz, 2019).

According to some students in ADDU, thecauses of their stress is the difficulty of

the subject matter, financial instability, difficultystudy environment, teacher factor and

personal issues. With that, the school done someactions to help those students. Such

as encouraging them to join learning enhancement assistance programs in which they’ll

have extra classes after school hours to tackle thelesson that they might have a hard

time with because they are distracted and stressed (Cuerpo 2020).

There are lots of research that can help Grade 11 students prevent their stress

specially in academic stress. Though there are many studies that focuses on student

under stress especially the Grade 11 students experiencing academic stress but there

is no study in local setting yet this of an issue must be conducted.

RESEARCH QUESTIONS

1. What are the lived experiences of the students experiencing academic stress?
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2. How the students cope with the problem experiencing academic stress?

THEORITICAL LENS

The theory adopted was the Academic Stress Theory by Campbell-Phillips,

Hasib (2022), which states that personal inadequacy, fear of failure, interpersonal

difficulties with teachers, teacher -student relationships, and inadequate study facilities

were concerns of academic stess. Personal inadequacy describes a student's academic

and behavioral problems from low ability, negative self-concept, anxiety, maladjustment,

or environmental influences such as peer group, classroom conditions, curricular

inadequacies, relationships with the teacher, home support, and more on (Al-Methen &

Wilkinson,1992).

Fear of failure has been defined as the tendency to anticipate embarrassment

under circumstances of failure (Conroy, Willow & Metzler, 2002). Irrespective of the

cause of the fear, students tend to desire to protect their self esteem should their

performance not reach expectations, and the long-term effect of this type of fear is for

the individual to experience diminished intrinsic motivation and feelings of uneasiness

(Crocker, Luhtanen, Cooper, & Bouvrette,2003; Zuckerman & Tsai, 2005).

SIGNIFICANCE OF THE STUDY

Students. The study’s findings will help the students manage their stress. And
maintain the balance of their brain so they will be aware that they must control their
mental health problem.

Parents. In this study parents will be aware why are their children are

experiencing stress in school and to let them know the stressor of their children in

schools
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Teachers. In this study teachers will help the students managing their stress

especially the students experiencing academic stress.

SCOPE AND DELIMITATION

The research design for this study is qualitative phenomenological study. The

Students Experiencing Academic Stress and study used purposive sampling technique.

There will be 300 participants from Grade 11 Students in Cateel Vocational High

School. This will be conducted from School Year 2022-2023.

DEFINITION OF TERMS

Academic Stress - Academic stress is defined as a student's psychological state

resulting from continuous social and self-imposed pressure in a school environment that

depletes the student's psychological reserves

Stress - Stress is how we react when we feel under pressure or threatened. It

usually happens when we are in a situation that we don't feel we can manage or control.

When we experience stress, it can be as: An individual, for example when you have lots

of responsibilities that you are struggling to manage.

Depression - Depression is a mood disorder that causes a persistent feeling of

sadness and loss of interest. Also called major depressive disorder or clinical

depression, it affects how you feel, think, and behave and can lead to a variety of

emotional and physical problems. You may have trouble doing normal day-to-day

activities, and sometimes you may feel as if life isn't worth living.
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Anxiety - Anxiety is a feeling of fear, dread, and uneasiness. It might cause you

to sweat, feel restless and tense, and have a rapid heartbeat. It can be a normal

reaction to stress.
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CHAPTER 2

REVIEW OF RELATED LITERATURE

EFFECTS OF STRESS

Bernstein et al. (2008) characterize the wellsprings of worry as each condition

or occasion that undermines to disturb individuals' day by day working and makes them

make modifications. These wellsprings of stress are classified "Stressors."

Stressors are requests made by the inward or outside condition that annoyed

parity, along these lines influencing physical and mental prosperity and expecting

activity to reestablish harmony. Be that as it may, they vary from the level of

seriousness and term of pressure; what is upsetting for an individual may not be a

stressor for another.

For instance, missing a few addresses might be distressing for the principal

year college understudies, however, may not be upsetting for another understudy

contingent upon his or her level of desires. Taking his last test of the year or sitting in

surge hour traffic isn't equal to being assaulted by a furious Lion, where high excitement

could encourage battling or feeling. Calamitous occasions, real life changes, and every

day bothers are viewed as significant classes of stressors that make requests to which

individuals must modify.

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According to Mental Health Awareness (2018) that there are numerous

things that can prompt stress. The demise of a friend or family member,

separate/division, losing an occupation and surprising cash issues and many more. In

any case, not all life occasions are negative and even positive life changes, like moving

to a greater house, picking up an occupation advancement or going on vacation can be

a source of stress. Some of the predetermined stresses are emotional, behavioral, and

physical stressor. Emotional stressor is when you are focused on you may encounter a

wide range of emotions, including tension, dread, outrage, pity, or disappointment.

These sentiments can at times feed on one another and produce physical

manifestations, exacerbating you feel even. For a few people, unpleasant life occasions

can add to side effects of depression. Behavioral stress when you behave differently

than your usual ways. Just like being frequently hesitant or unbendable, unable to rest

properly; You might be fractious or weepy. Some turn to smoking, devouring more

liquor, or taking medications. Stress can make you feel angrier or more forceful than

typical. Stress may likewise influence the way we cooperate with our nearby family and

companions. And physical is when a few people begin to encounter cerebral pains,

queasiness, and acid reflux. You may inhale more rapidly, sweat more, have

palpitations, or experience the ill effects of different a throbbing painfulness.

It is also stated by Dina Indelicato (2018) that emotional stress is certainly

not a clearly labelled phenomenon It's a wide scope of issues and can go the whole

distance, from having a couple down days to an increasingly incessant condition. Note,

that in case you're having a few down days you didn’t need to promptly pull on the bell

or go see your doctor. Although we may endeavor to be constantly happy, that is not
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quite we're built We can't generally be glad, and we will have down periods and minutes

where we struggle. In the meantime, in case you're feeling you've been anxious for

quite a while now without truly feeling you've possessed the capacity to get your head

above water, at that point it may be a great opportunity to make a move.

According to Maxliving (2018) Some stress goes away, it may even make

you more grounded or stronger. Some also sticks around long after its welcome. It can

undermine your well-being and satisfaction. Stress comes in various "flavors," including

traumatic, physical, and the most widely recognized, emotional stress. Its effects are

more like sorrow and depression. With its persistence, you may lose or put on weight.

You may see rest changes. You possibly feel distracted and struggle with constant

mood swings. Obviously, these emotions and changes can sabotage your life and your

satisfaction. Different indications of Emotional stress incorporate uneasiness, having

memory slips, feeling exhausted and worn out, staying away from loved ones, not being

in the state of mind, and mood swings. Everybody feels those things occasionally,

however when you continually feel worn out, on edge, or need to segregate yourself

from others, those can be signs that it has overwhelmed your life. Furthermore, that is

nothing to trifle with.

It is stated by Erin Olivo Ph.D. (2014) that there are Stress fueled by fear

and stress fueled by anger and a lot more significantly increasing unique stressors. Our

stress and the related issues, came from feelings that are being disregarded, denied,

misjudged, smothered, or just inadequately dealt with. Troubling feelings, when they

aren't dealt with beneficially, are at the base of the majority of your most basic
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Experience Depression

Depression may negatively impact peer or family relationship. Moderate to

severe depression can affect the scholastic performance of adolescents. (Naushad,

Farooqui, Verma 2014). The term depression describes a wide range of emotional lows,

from mere sadness to a pathological suicidal. This is a common mental problem

encountered in day-to-day stress filled life. Usually, a person who is sad or feeling

unhappy should return to normal emotional stability within a reasonable period of time.

There are times when this state of sadness or unhappiness may continue to such a

degree and for such a length of time that it far outweighs the significance of the

precipitating factor. Depression can be dangerous to one’s health significantly if it lasts

for a long time and has a moderate or extreme severity. It can make the affected person

suffer much and perform poorly at work, school, and the family. Being depressed can

lead to suicide in the worst-case scenario (Lesser 2021).

Depression is described as a common and serious mood disorder that results in

persistent feelings of sadness and hopelessness, as well as a loss of interest in

activities that one once enjoyed. Additional symptoms of depression include weight

changes, difficulty sleeping, loss of energy, difficulty thinking or concentrating, feelings

of worthlessness or excessive guilt, and suicidality (American Psychiatric Association

[APA], 2013).This problem has a significant impact on an individual’s ability to perform

life activities. While the ability to participate in the lives of friends and family has been

widely explored in the context of quality of life, much less research has been done that

investigates the impact of depression on the ability to perform the life activities related to
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work performance, and none have yet been published on the impact of depression on

the ability of students to perform the work required for academic achievement.

The best treatments for High school students with depression are usually a

combination of antidepressant medications and talk therapies such as cognitive

behavioral therapy and interpersonal psychotherapy. Depressed students are also more

likely to benefit from exercise, eating a healthy diet, and getting enough rest than many

other groups ( Kerr 2017). High school is a stressful environment for most young

people, therefore it’s especially important for parents, friends, faculty, and counselors to

get involved if they suspect a student is suffering from depression.

EPERIENCE OF ANXIETY

Persons having the indications of anxiety always anticipate for disaster and

cannot stop worrying regarding their health, family, coeducation or children etc. the

state of feeling dread is very unsubstantial in people having the disease of anxiety and

at last it overcomes the thinking power of the person and interfere in his everyday life

(Zaman, Atif, Habib 2010). Anxiety, in turn, is said to impede performance, causing

students to fall behind in class and to postpone initiating remedial action.

The degree of anxiety depends, in part, on the characteristics of the evaluation

itself. While we often consider exams as highly stressful situations for students, several

studies show that students perceive open-ended assessments such as term papers and

oral presentations as equally or even more stressful (Deasy, 2014, Pitt, Tapia, & Gray,

2017).
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Many students face anxiety when they think they cannot achieve their academic

or non-academic purposes; however, sometimes anxiety can encourage students to

think more critically about how to achieve their goals. Students cope with anxiety in

different ways, but some may struggle (Alkandari, 2020). Students with anxiety disorder

display a passive attitude in their studies such as lack of interest in learning, poor

performance in exams, and on assignments (Sinnadurai, 2010). Huberty (2009)

reported that anxiety affect students' behavior, cognition and physiology. For example,

for students with anxiety, high-risk testing can be very difficult. Anxious students may

also suffer from depression. He recommends that teachers and parents work together

to help students learn to handle with anxiety. Language is one of study anxiety sources,

therefore language have an effect on students’ academic performance.

According to Worde, half of students examined reported experiencing debilitating

levels of language anxiety (Ying, 2008). Some of the physical symptoms of anxiety are

excessive tension, unusual sweating, muscle tension and restlessness. In

supplementary to these symptoms the people with anxiety disorder may have some

other dread such as panic disorder, phobias, depression etc. moreover several factors

are considered that causes the anxiety among the people, but genetics, brain chemistry

and stressed environment are considered more prevalent.

Students studying at higher education institutions face many challenges.

Students who attempt to overcome these challenges may alter their behaviors. This

may negatively affect their psychological state and cause them to feel anxiety. Anxiety

is most prominent among college students. Many students face anxiety when they think

they cannot achieve their academic or non-academic purposes; however, sometimes

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anxiety can encourage students to think more critically about how to achieve their goals.

Students cope with anxiety in different ways, but some may struggle. This probably

causes many symptoms that affect their mental health. Therefore, they should alleviate

the anxiety to keep their mental health and persist in the institution.

DIFFICULT OF SLEEP

It was observed that poor sleep quality, reduced total sleep time and excessive

daytime sleepiness negatively affected academic performance, behavior, and social

competence in adolescents (Ming, Koransky, Wagner 2011). In addition, it is equally

unclear whether early school start times directly contribute to sleep insufficiency. Sleep

is an integrated part of human health and life and is crucial for learning, performance,

and physical and mental health It was observed that poor sleep quality, reduced total

sleep time and excessive daytime sleepiness negatively affected academic

performance, behavior, and social competence (Ming et al. 2011).

The consequences of sleep deprivation and daytime sleepiness are especially

problematic to Senior High students and can result in lower grade point averages,

increased risk of academic failure, compromised learning, impaired mood, and

increased risk of motor vehicle accidents (Hershner, Chervin 2014).

Studies have suggested that insufficient sleep, increased frequency of short-term

sleep, and going to sleep late and getting up early affect the learning capacity,
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academic performance, and neurobehavioral functions (Jalali, Khazaei, Paveh, Hayrani,

Menati 2020). Without enough rest, teens are more likely to suffer from the cognitive,

behavioral, and physical effects of sleep deprivation that are detrimental to school

performance. In addition, because they often feel most alert later in the afternoon or

evening, many teens struggle with classes and exams early during the school day (Suni

2022).

Academic achievement may also be dragged down by missing school. Sleeping

problems have been tied to increased absenteeism20 or tardiness in school. Behavioral

factors may contribute to missed school time, and poor sleep is tied to physical

problems21 like lethargy, headaches, and pain that may contribute to absences due to

illness (Suni 2022). Beyond the effects of sleep on memory consolidation, lack of sleep

has been linked to poor attention and cognition. Wellcontrolled sleep deprivation studies

have shown that lack of sleep not only increases fatigue and sleepiness but also

worsens cognitive performance (Okano, Kaczmarzyk, Dave, Gabrieli and Grossman

2019).

COPING WITH STRESS

Stress does not influence all individuals similarly, but rather stress can prompt

sickness and negative encounters. Adapting to pressure is in this way an imperative

factor, it influences whether and how individuals scan for therapeutic consideration and

social help and how they trust the exhortation of the experts (Passer and Smith 2007).

It is expressed by Labon, C. (2018), that looking for help is an indication of

solidarity, not a shortcoming. Also, recollect that treatment is successful. Individuals

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who get proper consideration can recoup from psychological instability and enslavement

and lead full, compensating lives. Beside treatments, recovery and other therapeutic

treatment, a straightforward discussion and comprehension from the public towards

individuals who have psychological well-being issues could contribute significantly to

break this shame. Yet at the same time, spreading mindfulness isn't sufficient. The time

we, more than any other individual, battle the living evil presences inside ourselves. We

are the one in charge of keeping and following our psychological security solid, and the

general population around us will just fill in as our emotionally supportive network amid

this fight. Although the administration should in any case apply much exertion on

bolstering the public the data and the administrations, they require so as to win the

battle against dysfunctional behaviors. This is our opportunity to assist individuals with

their passionate necessities and make the general population happy with talking about

the touchy issue. This plainly uncovers how we should be open and mindful of

discussing these issues and why we ought not mess with it. It is a major issue looked by

Filipinos and an issue that must be given much significance. This is a battle not just for

individuals who are determined to have such illnesses yet additionally to individuals who

will enable them to traverse it.

As per Grandea (2006) utilized an elucidating research approach in concentrate

the pressure and way of dealing with stress of school first year recruits of Southville

International School and Colleges. It included 201 understudy respondents. The

understudy respondents experienced high seen pressure. The distinguished principal

stressors were scholastics. The understudy respondents utilized positive pressure

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method for dealing with stress. The apparent pressure and ways of dealing with stress

of the understudy respondents were autonomous of their profile.

WAYS TO MITIGATE STRESS

Get Enough Sleep. Getting both quality sleep and enough sleep offers a variety

of health benefits, including reducing stress and improving your mood. What's more,

students who sleep well are less likely to get sick, have better memory recall, and enjoy

a clearer mind.

Eat Well. Try to eat nutritious meals and avoid eating on the run so you can

avoid indigestion. You may also look for foods that are known to combat stress and

boost your mood.

Exercise Regularly. In addition to keeping your body healthy, regular exercise

releases endorphins and improves your overall cognitive abilities. Exercise can even

help you fall asleep, thereby reducing stress. Keep in mind that exercise doesn't need to

be strenuous — yoga, short walks, and stretching can all lead to immense mental health

benefits and help relieve tension.

Don't Rely on Stimulants. Drinking coffee and energy drinks to fuel your late-

night study sessions will inevitably lead to a crash later on. These stimulants boost

cortisol levels in the body, increasing the physical effects of stress.

Set Realistic Expectations. Consistently having too much on your plate can

lead to a lot of stress. Try to manage your workload by setting realistic expectations and

picking a class schedule that gives you plenty of time to study and relax.Communication
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with professors is key — if you're swamped with work, you might be able to get an

extension on an assignment by simply asking and explaining your situation.

Avoid Procrastinating. Procrastination might feel good in the moment, but it

often leads to stress. By managing your time wisely, you can avoid spending all night

catching up on coursework. Additionally, habitual procrastination may be a sign of

ADHD or anxiety.

Identify a Stress Outlet. Stress can never be completely avoided; however,

finding a healthy way to reduce stress can go a long way toward keeping it from

overwhelming you. Common stress outlets include exercise, spending time with friends

and family, and getting massages.

CHAPTER 3

RESEARCH METHODOLOGY

RESEARCH DESIGN

The major methodological framework study that will be used is a qualitative

phenomenology research design. This will be used to have an in-dept analysis and

understanding of the lived experiences of the grade 11 students under academic stress.

Qualitative research involves collecting and analyzing non-numerical data (e.g., text,

video, or audio) to understand concepts, opinions, or experiences. It can be used to

gather in-depth insights into a problem or generate new ideas for research (Bhandari

2022).
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Phenomenological research is a qualitative research approach that seeks to

understand and describe the universal essence of a phenomenon. The approach

investigates the everyday experiences of human beings while suspending the

researchers’ preconceived assumptions about the phenomenon. In other words,

phenomenological research studies lived experiences to gain deeper insights into how

people understand those experiences (Ho & Limpaecher 2022).

To reach source of data we must use triangulation to enhance validity, to create

a more in-depth picture of a research problem, and to interrogate different ways of

understanding a research problem (Nightingale 2020).

Triangulation is typically associated with research methods and designs.

However, there are several other variations on the term. Triangulation may be the use

of multiple theories, data sources, methods, or investigators within the study of a single

phenomenon (Heale & Forbes 2005).

RESEARCH LOCALE AND DURATION

Shown in figure 2 the geographical location of the study, Cateel Vocational High

School that will be conducted in Cateel Poblacion, Davao Oriental, Region XI,

Philippines. The Philippines is an archipelago that consist of 7,107 islands, with a total

land area of 300,000 square kilometers. The island is divided into three groups: Luzon,

Visayas, Mindanao. Mindanao is the second largest and is located at the southern most

major island in the Philippines. One of the provinces of Mindanao is Davao Oriental, it is
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a province located in the Davao Region in Mindanao. Its capital is Mati and borders

Compostela Valley to the west and Agusan del Sur and Surigao del Sur to the north.

Davao Oriental is the easternmost province of the country with Pusan Point as

the easternmost location. The Philippines Sea, a part of the Pacific Ocean is on the

South by the Municipality of Baganga and on the west by the Municipality of

Compostela. Cateel is the land-rich and fertile valley with rolling hills, beaches, swamps,

vast plains. Also, Cateel is divided into two school districts, the Cateel District 1 and

Cateel District 2. Furthermore, the data will be gathered from September 2022 to

January 2023 at the Cateel Vocational High School

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Figure 1: The geographical location of the study, Cateel Davao Oriental highlighting

Cateel Vocation High School

RESEARCH PARTICIPANTS

This study will use the purposive sampling technique in identifying the research

participants. Purposive sampling refers to a group of non-probability sampling

techniques in which units are selected because they have characteristics that you need

in your sample. In other words, units are selected “on purpose” in purposive sampling

(Nikolopoulou 2022).

To be part of this study the students must be a grade 11 students that studied in

Cateel Vocational High School. Age must be 16 to 17 years old, further both genders
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boy and girl are aloud. Lastly is that student who pass in our test questionnaire that test

if that student is academically stressed or not.

Morse (2005) stated that while some experts in qualitative research avoid the

topic of ‘‘how many interviews are enough, ’there is indeed variability in what is

suggested as a minimum. An extremely large number of articles, book chapters, and

books recommend guidance and suggest anywhere from 5 to 50 participants is

adequate. For this reason, the number of participants that will be used is (5) for the in-

depth interview (IDI) and (5) participants in the focus group discussion (FGD).

RESEARCH INSTRUMENT

The research instrument that will be used for in-depth interview (IDI) and focus

group discussion (FGD) is mobile phone for getting the data of the participants by

recording their voice and will be transcribed into English that will be used in our

phenomenological studies.

According to Morse (2005) having a 5 to 50 participants is adequate. In this

research the study will have (5) participants in in-depth interview (IDI) and (5)

participants in focus group discussion (FGD).

According to Cherrington (2022) interview validity refers to whether interview

questions map to specific competencies listed on the Competency Assessment

Worksheet. To ensure maximum validity, there needs to be a one-to-one

correspondence between interview questions asked and underlying competency.

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To ensure interviewer reliability, all interviewers need to use interview questions

that are designed this way. It is only when this mapping has been documented and

used by all interviewers for a particular candidate can it be said that the interview data

for that candidate is reliable and valid, or consistent with the competencies deemed

essential for the job.

DATA COLLECTION METHOD

In conducting this study, the following steps will be followed. First, the

participants for the in-depth interview (IDI) and focus group discussion (FGD) will be

oriented the purpose of the study, its significance, and its process. Furthermore, the

participants will be asked to sign the informed consent form, stating their voluntary

participation in the study. Moreover, the participants will be informed that the

confidential of their identities will be protected and that the gathered information will

used only in the study.

Second, we will start the conducting of the interview and we will inform them that

everything would be recorded, and it will last until all the prepare question is asked.

Third, the gathered data will be subjected to the transcript, translation, and

analysis, that will translate the gathered data to English language and analyzed

thematically.

Finally, the finding will be summarized to arrive implication, recommendation, and

conclusion.
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Mobile phone will be used in this study by recording the voice of the participants

to get the information that we need in our study and, we will use mobile phone to video

the participants to see their facial expression to get the additional information through

their actions

DATA ANALYSIS

The researcher will employ the Miles and Huberman framework for qualitative

data analysis in analyzing the data gathered. This type of data analysis will be

considered appropriate for the present study. There are three main component of the

said framework data reduction, data display, and drawing and verifying conclusion. This

component involved coding, taking notes, and developing proposition (Miles &

Huberman 2005).

Data reduction. Is the process of reducing the amount of capacity required to

store data. Data reduction can increase storage efficiency and reduce costs. This

method involves categorizing, or coding, data as they are collected, and continually

examining data for examples of similar cases and patterns (Yu & Posey). In this

component we, the researcher well deletes all the nonsense data that is out of the topic

and no connection to our study.

Data display goes a step beyond data reduction to provide an organized,

compressed assembly of information that permits conclusion drawing. A display can be

an extended piece of text or a diagram, chart, or matrix that provides a new way of

arranging and thinking about the more textually embedded data. Data displays, whether

in word or diagrammatic form, allow the analyst to extrapolate from the data enough to
 P a g e | 23

begin to discern systematic patterns and interrelationships (Miles & Huberman 2005).

We, as the researcher we are the one who will arrange all the data that we get from our

participants that will help our study.

Drawing and verifying conclusion involves stepping back to consider what the

analyzed data mean and to assess their implications for the questions at hand.

Verification, integrally linked to conclusion drawing, entails revisiting the data as many

times as necessary to cross-check or verify these emergent conclusions. The meanings

emerging from the data must be tested for their plausibility, their sturdiness, their

confirmability - that is, their validity (Miles & Huberman 2005). We are also the one who

will make a conclusion to all data that we get from our participants answers.

ROLE OF THE RESEARCHER

We, as a senior high HUMSS students so in this research we act as an inquirer,

interviewer, transcriber, and analyst. As an inquirer we are the one who will select the

participants in our study. As a researcher we are the one who will be the inquirer that

will ask information for the participants, interviewer, that will ask the participant of the

prepare question for our study, transcriber that will listen to live proceeding or audio or

video to create written version of them and lastly the analyst that will conduct the

analyst of the study.

TRUSTWORTHINESS AND AUTHENTICITY

Trustworthiness is one-way researchers can persuade themselves and readers

that their research findings are worthy of attention (Lincoln & Guba, 1985). Lincoln and

Guba (1985) refined the concept of trustworthiness by introducing the criteria of

 P a g e | 24

credibility, transferability, dependability, and confirmability to parallel the conventional

quantitative assessment criteria of validity and reliability.

Credibility. According to Guba and Lincoln (1989) credibility of a study is

determined when coresearchers or readers are confronted with the experience, they

can recognize it. In this component, we must be a trusted source of information and

decision-making.

Transferability refers to the generalizability of inquiry. In qualitative research,

this concerns only to case-to-case transfer (Tobin & Begley, 2004). For us to achieve

and establish the transferability we must provide readers evidence that the research

study could be applicable to others context, situation, times, and the population.

Dependability is a way that a research study may demonstrate dependability is

for its process to be audited (Koch, 1994), which will be discussed in further detail

below. To achieve dependability we, the researchers will ensure that the research

process is logical, traceable, and clearly documented, so they are better able to judge

the dependability of our research

Confirmability is concerned with establishing that the researcher’s

interpretations and findings are clearly derived from the data, requiring the researcher to

demonstrate how conclusions and interpretations have been reached (Tobin & Begley,

2004). In this we assured that data are checked and rechecked through data collection

and analysis to ensure our result would likely be repeatably to others.

ETHICAL CONSIDERATION
 P a g e | 25

According to Bhandari (2022) Ethical considerations in research are a set of

principles that guide your research designs and practices. Scientists and researchers

must always adhere to a certain code of conduct when collecting data from people. In

conducting the data, we the researcher must follow the ethical consideration through

following, voluntary participation, informed consent, anonymity, confidentiality, potential

for harm, results communication.

Voluntary participation. Means your participants are free to opt in or out of the

study at any point in time. In this matter we let our participants choose what topic would

they prefer to answer.

Informed consent is that participants know the purpose, benefits, risks, and

funding behind the study before they agree or decline to join. We must assure that our

participants are comfortable in answering our prepare question for them to answer.

Anonymity is that you don’t know the identities of the participants. Personally

identifiable data is not collected. We must keep our participants identities confidentially

and the information that we will use is only in the study.

Confidentiality is that you know who the participants are, but you keep that

information hidden from everyone else. You anonymize personally identifiable data so

that it can’t be linked to other data by anyone else. At this we ask first our participant if

they are welling to open their identity on us but if they refuse, we will follow their roles of

privacy.
 P a g e | 26

Potential for harm is that physical, social, psychological and all other types of

harm are kept to an absolute minimum. We will make sure to disclose all the possible

risk of harm to participants before the study to get informed consent.

Results communication it is the way you communicate your research results

can sometimes involve ethical issues. Good science communication is honest, reliable,

and credible. It is best to make your results as transparent as possible. We will strictly

follow the steps to actively avoid plagiarism and research misconduct wherever

possible.
 P a g e | 27

CHAPTER 4

RESULTS

This chapter discusses the student’s experiences and insight for being

academically stress. The order of presentation is the same as how the research

questions are presented in Chapter 1.

The in-depth interviews were taped and transcripts were being created so that

they could subsequently be turned into worksheets for the thematic analysis. In addition,

pseudonyms were utilized so that the identities of those taking part in the study could be

concealed and safeguarded.

The worksheet that was created from the in-depth interview was read quite a few

times for the theme a andnalysis. Important terms that surfaced throughout the

transcript were isolated, cataloged, and analyzed to extract underlying themes from the

research. After doing so, they were listed and categorized appropriately to identify

patterns and establish links between themes. A theme was identified whenever a certain

concept or experience was brought to the forefront.

The data were evaluated by the analyst to show the response to the research

question, and the researcher identified the experiences of the students under academic

stress in grade 11 students.

 P a g e | 28

PROFILE OF PARTICIPANTS

In presenting the study findings, the participants identity were strictly kept

confidential. Therefore, codes were assigned to the participants. For participant one, the

assigned code was P01; for participant two, the code was P02, and P03 was assigned

for participant three, and so on.

There were five (5) participants involved in the study. They were student under

academic stress from Cateel Vocational High School.

Code of the participants School Attended Grade level

P01 Cateel Vocational High School Grade 11

P02 Cateel Vocational High School Grade 11

P03 Cateel Vocational High School Grade 11

P04 Cateel Vocational High School Grade 11

P05 Cateel Vocational High School Grade 11

Table 1. Profile of the participants

The lived experiences of students under academic stress

Shown in table 2, is the Major Themes and Core Ideas of the Lived Experiences

Grade Students Under Academic Stress; affected relationship with families, affects

emotional well-being, and experiencing lack of sleep.


Table 2. Major Themes and Core Ideas of Student Under Academic Stress in Grade 11
Students.
Theme/s
Affected relationship with families
Affected emotional well-being
Experienced lack of sleep
P a g e | 29
Core Ideas
Other areas that the student is affected for
being academically stressed is on their
family relationship because they are always
not in the mood.
Other areas that a student is Affected for
being academically stressed is separation
between parent is because they lose
communication.
Student getting bad grades at school
reduces their confidence.
Student thoughts about the schoolwork that
they haven't turned in to their subject
teachers make them feel occasionally
impatient, always irritated, and irritable.
Student only save a couple of hours, and
occasionally they wake up at midnight, find
it impossible to fall back asleep, and begin
to think about their issues because they are
stress.
Student experience are the kinds of stress
where they can no longer manage their
time between all the activities, especially
since they don't have time to rest, they
mainly pay attention to their schoolwork. In
order to facilitate and complete everything
on time, for instance, they no longer get
good sleep since they work on projects and
activities
 P a g e | 30

Affected relationship with families. Participant shared that other areas that are

affected for being academically stressed is on their family relationship because they are

always not in the mood and also it affects separation between parent because they lose

communication.

P01 said that:

“Other areas na appektado ng academic stress kay sang kanami bay, specially

my family relationship kay tungod wa da ako sang mood.”

( Other areas that a student are affected for being academically stress is on their

home,

specially their family relationship because I’m always not in the mood.)

P03 said that:

“Lain na area na yaapektuhan nang pagiging academic stress kay yang pag

buwag ng kanak ginikanan kay tungod yawaan da ako ng communication

kanilan.”

(Other area that a student are affected for being academically stress is a

separation between parent is because I lose communication to them.)

Affected their emotional well-being. Participant shared that being academically

stressed affected their emotionally, further getting a lower grade reduces their
 P a g e | 31

confidence and when they think about the school works that they haven’t turned into

their subject teachers make them feel impatient, always irritated, and irritable.

P05 said that:

“Oo, kay kung mubaba yang kanak grado ang school ag mu baba isab yang

kanak self-esteem.” (Yes, because it lowers my self-esteem when I receive low

grades at school.)

P04 said that:

“Feel ko, i’m being a like impatient usahay, always angry tapos irritable tungod

ng mga paghuna-huna about sang about sang mga school works na wapa ko

yapasa sang mga subject teachers, sign ngeni na stress da ako.”

(I feel like I’m being impatient sometimes, always angry, and also irritable

because of my thoughts about the school works that I haven’t submitted to my

subject teachers, sign that I am stress.)

Experienced lack of sleep. Participant shared that, they only save a couple of

hours, and occasionally they wake up at midnight, find it possible to fall back to sleep,

and begin to think about their issue because they are stress, and also they can’t mange

their time between all the activities, especially since they don’t have time to rest, they

mainly pay attention to their schoolwork. In order to facilitate and complete everything

on time, for instance, they no longer get good sleep since they work on projects and

activities.

P04 said that:

“Yes. I only save a few hours tas sometimes maka mata ng midnight then dili da

makatug balik, start dasab pag think ng problems, sign na stress da ako.”
 P a g e | 32

(Yes, I only save a few hours, and sometimes I wake up at midnight, can't go

back to sleep, and start thinking about my problems sign that I am stress.)

P05 said that:

“So yang mga challenges a ya encounter ko being an academic stress is ngiyang

ama ang dili dako ma manage yang time ko pag himo ng tanan na mga example

mga activities then especially wsdag jne ko na mag pahuway kaw kundi focusjaw

lang sang mga buhatunon mo sang skwelahan so example ngiyang waday tug

ng tarong kay yaghimo ng mga project mga activities, kay para ma submit on

time sang example ngiyang ting pasa da para mapa dali pag pasa yang

submitunon.”

(So the challenges that I encounter as an academic stressor are the type that I

no longer manage my time doing all the activities, especially because I don't

have time to rest. I really just focus on school work. For example, I no longer

sleep well because I do projects and activities so that I can facilitate and pass

everything on time.)

Based on the interview conducted, as shown in Table 2, academic stress has

affected students relationship with their family, because it change their emotion in their

homes. Affected emotional well-being, because it loses their confidence when they

every time they experience academic stress. Lastly student experienced ack of sleep,

because of many things to in school, so they can’t manage their properly and no time

sleep.
 P a g e | 33

The coping mechanism with the problem experiencing academic stress

Table 3 presents the themes and core ideas on the participants' coping

mechanism with the problems regarding academic stress. The themes are; involved in

recreational activities, asked for assistance from their parents and friends, relied on

themselves and avoided people. The presentation of the findings can be seen below:

Table 3. Major Themes and Core Ideas of Participants Coping with the Problem

Experiencing Academic Stress.

Theme/s Core Ideas

Involved in recreational activities Student’s way of coping with stress

includes playing games, meditation, and
reading.
Because modern technology is constantly
employed by this generation. Student
used technology to pass the time when
their stressed out in an effort to distract
their self from troubles.
Asked for assistance from their parent When students experienced academic
and friends stress, they find friends to help them
overcome their stress specially on what
they are experiencing the academic
stress.
Student communicate to their parent to
talk about their problem, because they
are willing to advice.
Relied on themselves and avoided Some students don't talk to anyone with
people regards to their condition because they
think that no one could understand what
they are been through.
There are students who doesn’t open up
to anyone about of what they experienced
because they believed that no one can be
open up with.
 P a g e | 34

Involved in recreational activities. Participant stated that their way of coping

their stress includes playing games, mediation, and reading, because modern

technology is constantly employed by this generation. Student used technology to pass

the time when their stressed out in an effort to distract their self from troubles.

P03 stated that:

“I meditate, read, and play games.”

P04 stated that:

“Yes kay as a doon sang kanato panahon yang gadget perme gayud magamit

then kung mafeel ko o ma stress ako siguro e kaan ko yang time ko sang pag

gadget oars lang ma busy ako di ako maka huna huna ng mga problema ko.”

(Yes, because today in our generation, gadgets are always used. If I feel

stressed, maybe I spend my time using gadgets just to keep myself busy and not

think about my problems.)

Asked assistant from their parent and friends. Participant stated that, when

they experienced academic stress they find friends to help them overcome their stress

and they communicate with their parent to talk about their problems, because they are

willing to advice.

P01 stated that:

“I find some friends that can help to overcome my academic stress.”

P02 stated that:

“Parent, kay ano, silan yang malapit, then, ano, willing isab silan mag advice.”

(My parent, is because they are near to me, then they are willing to give me an

advice.)
 P a g e | 35

Relied on themselves and avoid people. Some participant stated that, they

don’t talk to anyone with regards to their condition because they think that no one could

understand what they are been through and also they doesn’t open up to anyone about

what they experienced because they believed that no one can be open up with.

P01 stated that:

“ None, because there is no one can understand of what I’ve been through.”

P02 stated that:

“To myself, because there is no one I can open up to with it comes to this

problem.”

The above presentations were the results from the data gathered for the second

question focusing on the Student Coping Mechanism with the Problem Experiencing

Academic Stress. Some of the participants stated that they can avoid academic stress if

they played recreational activities such as playing games or reading book. Other

participant always said that, they talk to their parent and friends so that they can help

them addresses their stress in academic. Not all participant need an assistance to

someone or involved in recreational activities, some participant prefer to be alone and

don’t talk to anyone, because they think no one could understand their condition.
 P a g e | 36

CHAPTER 5
DISCUSSION

This chapter discusses the major findings and conclusions of the study

conducted among students under academic stress. This is based on the themes from

the data

analysis in this study.

What are the lived experiences of student under academic stress

Below are the major themes that emerged regarding the lived experiences of the

students under academic stress. The participant’s response was based on their

individual experience. Thus, the revealed theme was discussed with the aid of additional

related

literature.

Affected relationship with families. Participant shared that other areas that are

affected for being academically stressed is on their family relationship because they are
 P a g e | 37

always not in the mood and also it affects separation between parent because they lose

communication. This statement is consistent with the idea of Naushad, Forooqui, and

Verma (2014), who stated that academic stress may negatively impact peer or family

relationship. Moderate to severe stress can affect the scholastic performance of

adolescents.

Affected their emotionally. Participant shared that getting a lower grade

reduces their confidence and when they think about the school works that they haven’t

turned into their subject teachers make them feel impatient, always irritated, and

irritable. This statement is consistent with the idea of Bhandari (2022) who stated that

research shows that academic stress leads to less well-being and an increased

likelihood of developing anxiety or depression. Additionally, students who have

academic stress tend to do poorly in school. This shows how this stress can keep kids

from doing as well as they could.

Experienced lack of sleep. Participant shared that, they only save a couple of

hours, and occasionally they wake up at midnight, find it possible to fall back to sleep,

and begin to think about their issue because they are stress, and also they can’t mange

their time between all the activities, especially since they don’t have time to rest, they

mainly pay attention to their schoolwork. In order to facilitate and complete everything

on time, for instance, they no longer get good sleep since they work on projects and

activities. Indeed, empirical studies suggest that emotional and academic stress have a

negative impact on sleep (Lund et al., 2010), resulting in fewer hours of sleep, more

sleep disturbances, and later rise times, especially in periods of high stress (Grosse et

al., 2013).
 P a g e | 38

It was observed that academic stress, reduced total sleep time and excessive

daytime sleepiness negatively affected academic performance, behavior, and social

competence in adolescents (Ming, Koransky, Wagner 2011).

Students coping with the problem experiencing academic stress

Below are the major themes that emerged the student coping with the problem

experiencing academic stress. The participant’s response was based on their individual

experience. Thus, the revealed theme was discussed with the aid of additional related

literature.

Involved in recreational activities. Participant stated that, their way of coping

their stress includes playing games, mediation, and reading, because modern

technology is constantly employed by this generation. Student might use technology to

pass the time when their stressed out in an effort to distract their self from troubles.

According to Kaczmarek (2016), state that, reading books, particularly fiction, fully

engages the mind and imagination. Any activity that possesses meditative qualities in

which the brain is fully focused on a single task is proven to reduce stress and enhance

relaxation.

Most video games are fun and engaging. Gaming produces a release of

dopamine (the happy hormone) which will make you feel good and help you cope with

the stresses of everyday life, specially academic stress (Dawson 2017).

Asked assistant from their parent and friends. Participant stated that, when

they experienced academic stress they find friends to help them overcome their stress

and they communicate with their parent to talk about their problems, because they are

willing to advice. Alsumali (2018), state that, high school is a stressful environment for
 P a g e | 39

most young people, therefore it’s especially important for parents, friends, faculty, and

counselors to get involved if they suspect a student is suffering from academic stress.

Academic stress, emotional stress, social stress, and financial stress, reasons may

impact a student’s stress level. Identifying the cause or causes allows parents, to

quickly

address the problem to help them perform better in school.

Relied on themselves and avoid people. Some participant stated that, they

don’t talk to anyone with regards to their condition because they think that no one could

understand what they are been through and also they doesn’t open up to anyone about

what they experienced because they believed that no one can be open up with.

According to Jelali (2020), many people who are under stress do not reach out to others

because they are concerned about "burdening" friends with problems. Or, they are

afraid of appearing "weak" by asking someone else for assistance. They may be

frustrated or upset, and find they cannot communicate except in angry outbursts. At the

same time, friends and family members may feel uncomfortable when a friend reaches

out, because they may not know how to help.

Not all students feel comfortable engaging in social or academic interactions in

the university context. For instance, individuals who experience social anxiety often

struggle with social or performance situations (Ansis, 2017), putting them at a clear

disadvantage in their academic pursuits. Despite the high prevalence of social anxiety in

higher education (Alkandari, 2020).

 P a g e | 40

Implications for Practice

Students may aware how they could address their problem in school specially

their stress. There is a need for students to have an awareness about their condition.

Although some student prefers to be alone to help them address their stress specially

the academic stress, student must give time for themselves to help avoid academic

stress.

Parents may orient with regards to their children condition so they will be aware

on how to help their children how to address academic stress. Parents are the one who

can help them address their stress because they are near to them.

Teacher, in this study, teacher is one of the people who able to avail, so they

should be aware why their student acting strange in the classroom and why they are

stressed. In this study teacher will know the reason why their student is stressed and

what are the causes of their stress in school, and how did it affect them as a student.

Implication for future researcher

This study may not able to capture the entire experiences of the student under

academic stress, so it is highly recommended to study more about in the student under

academic stress. For future researcher, this study will give them an idea and information

about students experiencing academic stress. This research will serve as revenue to

generalize the study findings. Other researchers may undertake a new study to assess

whether the result of this study has changed over time. In addition, researchers can also

use this information for further investigation into similar issues like the Student

Experiencing Academic Tress Among All Senior High Student.

 P a g e | 41

Concluding Remarks

Based on the findings, the following conclusions were drawn:

Academic stress that are; affected to student are, their family relationship,

emotional well-being, and lack of sleep. These are the effects on the student’s life while

they are experiencing academic stress. These effects of academic stress to student

have ways on how they address this problem they are facing, like involving in

recreational activities, asking for assistant from their parent and friends, and some

student only relied on themselves to addresses their stress, because they think that no

one could help them with it comes to this problem they are facing.

We put a lot of effort to complete this study, despite having experienced

numerous challenges. These were repaid by the findings of this study. Some of these

factors have appeared in the study's themes, and more are still to be discovered. We

finished our study using a lot of research and thoughts that we obtained. Taking

everything into consideration, student with academic stress was a very tough scenario.

We hope that our study will help them learn more about them and be able to deal with

the academic stress they are facing, where stress is one of the problems of all students.

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https://us.sagepub.com/en-us/nam/naturalistic-inquiry/book842

Labon, C. (2018, January 19). Raising Mental Health Awareness. CNN PH Poll.
https://www.researchgate.net/publication/340117528_STRESSORS_AND_THE_
EFFECT_OF_STRESS_ON_GRADE_12_STUDENTS'_ACADEMIC_PERFORM
ANCE_IN_ATENEO_DE_DAVAO_UNIVERSITY_SENIOR_HIGH_SCHOOL

Morse, J. M. (2005). Determining the sample size. Sage Journals,10(1), 220-

235.doi.org/10.1177/104973200129118183

Miles, M.B. & Huberman, A.M. (2005). Qualitative data analysis: An expanded
sourcebook, 2d ed. Thousand Oaks, CA: Sag.
https://pubmed.ncbi.nlm.nih.gov/20093054

APPENDIX A

IN-DEPTH INTERVIEW (IDI) GUIDE QUESTIONS

Date:____________

Dear Research Participants,

 P a g e | 45

Greetings of Peace and Solidarity!

We are the Grade 12 researchers, from Cateel Vocational High School HUMSS 1 Jean Jacques Rosseaue we are
currently working on our study in Practical Research, final performance in first semester.

We would like to invite you as one of our participants in this research and further, to express gratitude for your
voluntary acceptance to participate in our research study with the tittle: A PHENOMENOLOGICAL STUDY OF
STUDENTS UNDER ACADEMIC STRESS IN GRADE 11 STUDENTS. The value of time and insights that you will share
in the In-Depth Interview (IDI) would greatly contribute to the success of this academic stress problem which aims
to describe the phenomena of the students under academic stress in grade 11 students. Specially this aims to
describe what are the cause and effects of their stress and despite of this, how can they still manage this.

This IDI is estimated to last from 20 minutes to one hour and will be done through face-to-face interview. If you
opt to have this interview through the latter, rest assured of the strict observance of health and safety protocols.
The proceeding will be recorded to ensure that everything will be noted and nothing would be left out during the
transcription of the interview. And if there are areas you wanted to clarify, you may ask question anytime within
the interview. Also, as a researcher, we assure you that all the information gathered in this IDI will be treated with
highest confidentiality and will not be used in any way that may harm you or make you uncomfortable.

If there are questions or clarification before proceeding to the interview, please let me know.

Respectfully yours,

Duray Nadel
Researcher

Cañon John Kenneth

Reaearch

Villapaña Justine Kyle

Researcher

Fuentes Kim Jay

Researcher

Cabaltera Solcin
Researcher

Tombon John Carl

Reseacher

Part I. Preliminaries

Time of Interview: ____________________ Age: ____________________

Date: ____________________ Gender: ____________________


Interviewee: ____________________
Status of Interviewee: ____________________
How are you feeling today?
Are you now ready to take part in this In-Depth Interview? If so,
Part II. Interview Proper
MAIN QUESTION
1. What are the lived
experience of the students
under academic stress?
P a g e | 46
GUIDE QUESTION PROBING QUESTIONS
1.1 Are you under stress? 1.1.1 Are you academically
What kinds of stress? stress? How does stress affects
you? How? Why?
1.2.1When you are in school do
1.2 Is your school life you feel stress? Why?
stressful?
Does academic stress affect you
in school? Why?
1.3 Does you always feel 1.3.1 How often do you feel
academic stress in school? stress in school? Why so?
Do you always find it difficult for
you to understand the lesson
because you are academically
1.4 How can you say that stress? Why?
you are stress?
1.4.1 How can you compare
yourself to other students that
has not experiencing academic
1.5 Do you have a kind of red stress?
warning flag that indicate to
much stress? What is it and
why?
1.6 When you feel academic
1.6.1 How does academic stress
stress how does affects in
make it hard for you to think or
your mental, physical, and
 P a g e | 47

emotional? How? Why? act? Why?

Does academic stress make you

straggle in your mental health
and physical condition? In what
1.7 What challenges did you way?
face with regards to
academic stress you have
experience in your studies,
family relationship, friends,
and your classmates?

2. How the students cope 2.1 If you felt academic 2.1.1 What strategy or tips did
with the problem stress what did you do? you perform to help you address
experiencing academic your stress that you experience
stress? related to academic stress?

2.2.1 If you are busy at school do

2.2 What is your ways to you have ways on how to avoid
avoid yourself stress in academic stress? What is it and
academically why?

2.3 How can you eliminate 2.3.1 Do you have anyone you
stressful life in schools? can talk when you are
academically stress?

Does this people you talk about

your stress is it effective? In
what way?

Do you use alcohol to

temporarily held your problem,
the academic stress? Why or
Why not?

APPENDIX B

Letter of Permission
November 28, 2022
 P a g e | 48

NEIL A. MOCA, MAEd

School Principal I
Cateel Vocational High School
Cateel, Davao Oriental

Sir:

Greetings!

The undersigned are currently working on their research title entitled “The phenomenological study of
students under academic stress in Grade 11 students” as a requirement for the subject Practical
Research I.

In this regard, the researchers would like to formally ask your approval to allow them to conduct their
study at your school. Rest assured that the Basic Ethical Principles for Research Participants, e.i
Confidentiality and Informed Consent, would be strictly observed. For your perusal, attached is the
sample survey questionnaire/interview guide to be distributed to the respondents/participants.

Your favorable response on the said matter would be greatly appreciated.

Thank you and Godspeed.

Sincerely,

Bernard G. Baniel
Researcher

Daniel Y. Abarca
Researcher

Vernelyn E. Abarca
Researcher

Rustom Bation
Researcher

Shaina Mae Baintin

Researcher

Dianne Ishie Castro

Researcher

Noted by:

ROSE ELEONOR L. SAGANG, MAEd

Research Adviser
APPENDIX C

ARCHIVAL LOG
 P a g e | 49

Major Code Specific Code Interview/Facilitator Date of Interview

P1 RQ1 Bernard Baniel December 6, 2022

RQ2 Bernard Baniel December 6, 2022

P2 RQ1 Bernard Baniel December 7, 2022

RQ2 Bernard Baniel December 7, 2022

P3 RQ1 Dianne Ishie Castro December 8, 2022

RQ2 Dianne Ishie Castro December 8, 2022

P4 RQ1 Shaina Mae Baintin December 9, 2022

RQ2 Shaina Mae Baintin December 9, 2022

P5 RQ1 Shaina Mae Baintin December 10, 2022

RQ2 Shaina Mae Baintin December 10, 2022

APPENDIX D
TRANSCRIPT

Research Identifying Probing Respondents’s Respondent’s

 P a g e | 50

Question Question Question Answer Transcribed

Answers

1. What are the 1.1 Are you 1.1.1 Are you R1:Yes. R1:Yes.
lived under stress? academically Academic stress, Academic stress,
experiences of What kinds of stress? How because there because there
student under stress? Why? does stress are lot of are lot of
academic affects you? activities and activities and
stress? How? Why? task do you. task do you.

R2: Yes. Stress R2: Yes. Stress in

sang pamilya family and
haw sang academic stress,
academic, kay is because I
tungod na e think all my
huna-huna ko problem and I
yang tanan don’t have an
tapos, wa ako idea how to
kasayud daw solve each of my
uno-uno ko pag problem
solve ng kanak
problem.

R3: Yes, there R3: Yes, there

are times that I are times that I
feel stressed. feel stressed.
The kind of The kind of
stress I stress I
experience is experience is
academic stress academic stress
because when a because when a
teacher teacher
introduces a introduces a
new concept new concept
that I don't fully that I don't fully
understand, I understand, I
become very become very
anxious because anxious because
 P a g e | 51

the teachers will the teachers will

give a quiz or give a quiz or
assessment that assessment that
I won't be able I won't be
to answer. As a able to answer.
result, I'm under As a result, I'm
a lot of stress under a lot of
because I stress because I
receive a rather receive a rather
low score. low score.

R4: Yes. R4: Yes.

Psychological Psychological
stress, tungod stress due to
ng mga school school works
works, about and also about
sab sang family. my family.

R5: Yes po.

Stress na ya R5: Yes. The
experience ko is stress that I
first financial experienced is a
problem then financial
second is problem,
financial especially in my
problem then studies. In m y
especially sang situation, why
kanak studies, does it give me
para kanak sang stress?
situ uno ngini Because it is
masulbad na happening at
problema sang the same time
kanak and I am having
kaugalingon. hard time
figuring out how
to solve it, which
 P a g e | 52

is a problem for
myself.

1.1.2 How can R1: I can say R1: I can say

you say that you that I am stress that I am stress
are stressed? if I feel like I’m if I feel like I’m
Why? alone all day alone all day
and feel that I and feel that I
can solve it. can solve it.
Because of Because of
many activities many activities
and projects and projects
given to us. given to us.
R2: Pag wa da R2: If I don’t
ako kasayud know what to
daw unan yang do, then I feel
unahon ko pag tired and
hinang, tpaos stress,
ikapoy, tapos because there
stress, kay are lot to do in
tungod sang school and I
kadaig ng can’t handle it
humuunon sa at one time.
school, dili da
ko makaya
paghimo ng
sabay-sabay

R3: I may say

that I am R3: I may say
stressed that I am
because stressed
occasionally, because
when there are occasionally,
activities, I when there are
genuinely don’t activities, I
know how to genuinely don’t
follow along or know how to
how to follow along or
understand how to
understand
 P a g e | 53

any activities at any activities at

all, any all, any
quizzes, or an quizzes, or an
any teaching, any teaching,
that the that the
teacher is teacher is
discussing, discussing,
because I am because I am
stressed. stressed.

R4: Feel ko, R4: I feel like

i’m being a like I’m being
inmpatient impatient
usahay, always sometimes,
angry tapos always angry,
irritable tungod and also
ng mga irritable
paghuna-huna because of my
about sang thoughts about
about sang the school
mga school works that I
works na wapa haven’t
ko yapasa submitted to
sang mga my subject
subject teachers, sign
teachers, sign thay I am
ngeni na stress stress
da ako.

R5: So base
sang kank
sarili uno-uno
ko ma istorya R5: So based
na isa ako na on myself, I
stress is makit can say that I
an ko man gud am one of
isab sang sarili those who
ko na experience
sometimes ako stress because
maka I see in myself
experience ng
 P a g e | 54

sad then ahm from time to

sometimes time that I have
isab ako makig experienced
halobilo depression,
example sang and
circle of friends occasionally I
then especially socialize with
madaig sang, my circle of
madaig friends,
problema ko especially if I
sang kanak have a lot of
kaugalingon, problems with
nasa malaong myself. Why do
ko na sress da I say that I'm
ako kay stressed?
gumikan na Because I feel
amanang in myself that I
yalugmok can't do it, but
dakong in the end, I
kaugalingon ko can do it.
amanang
feeling ko dili
ko makaya at
the end
makaya kadi.

1.1.3 Do you R1: Yes. Like R1: Yes. Like

have a red for example, for example,
warning sign I’m stress I’m stress
that you are because for because for
under academic some activities some activities
stress? Can you or performance or performance
that I, or, we, that I, or, we,
cite a specific
need to need to
example?
accomplish on accomplish on
time, while time, while
doing the doing the
activity I activity I
always feel sad always feel sad
and not in the and not in the
 P a g e | 55

mood always mood always

that's the sign that's the sign
that I’m under that I’m under
academic academic
stress. stress.

R2: Oo. Pag R2: Yes. If I felt

maka feel da that I want to
ko na gusto da cage myself in
ko always mag my room and
kulong sang cry.
kanaka kwarto,
tapos
magchaho.

R3: Yes. When R3: Yes. When

the memorizing the memorizing
process began, process began,
I actually I actually
started to started to
memorize it, memorize it,
but I soon but I soon
forgot forgot
everything I everything I
had learned. I had learned. I
then tried to then tried to
memorize it memorize it
again, but I again, but I
kept forgetting kept forgetting
it, so I punched it, so I punched
my head, but my head, but
nothing nothing
happened. happened.

R4: Yes. I only R4: Yes, I only

save a few save a few
hours tas hours, and
sometimes sometimes I
maka mata ng wake up at
midnight then midnight, can't
 P a g e | 56

dili da makatug go back to

balik, start sleep, and start
dasab pag thinking about
think ng my problems
problems, sign sign that I am
na stress da stress.
ako.

R5: Yes po, R5: Yes, for

ahm example example, there
awon time, are times when
ahm ka give I feel like I
apon da ako need to give
amanang ka up; I feel like I
give apon da can't do
sang kanak
pag skwela
sign da yaan
na stress da
ako.

do it anymore
in my studies,
sign that I am
stress.

1.1.4 Is your R1: No, R1: No,

school life because not all because not all
stressful? the time I’m the time I’m
Why? Why struggling with struggling with
not? all the school all the school
work, work,
sometimes I sometimes I
can feel happy can feel happy
the whole day the whole day
specially if specially if
there’s a time, there’s a time,
I’m with my I’m with my
friends doing friends doing
something fun something fun
 P a g e | 57

or brain or brain
storming. storming.

R2: Oo, kay R2: Yes, is

ano, daigay because, there
yang are lot of things
himuunon, to do, plus the
tapos sabay pa problem that I
yang problema encountered in
ko sang my family,
pamilya ko, that’s why I
amo can say that
makalaong ako my school life
ng stressful is stressful
yang kanak
pag skwela.

R3: R3:
Sometimes, Sometimes,
but not often but not often
since I actually since I actually
felt that being felt that being
in school is in school is
actually very actually very
wonderful and wonderful and
that it is a new that it is a new
challenge in challenge in
my life, so I my life, so I
actually don't actually don't
feel tension feel tension
sometimes if sometimes if
there are some there are some
things I don't things I don't
really really
understand understand
about some about some
courses, then I courses, then I
got stressed all got stressed all
the time. the time.
 P a g e | 58

R4: Yes kay R4: Yes,

particular ng because my
problem ko is particular
about financial problem is the
problem then financial
school works problem, then
aside saan school works
usahay yang aside from
bully, yang pag that, and
bully kank ng sometimes my
mga classmates
classmates ko. bully me.

R5: Maybe, R5: Maybe

maybe awon there are times
man gud time when I can say
na that my
makapaglaong academics are
ako na stressful, but
stressful yang for me, it's not,
academic ko because there
pero pea are times when
kanak dili we will feel or
gayud kay experience that
awon man time point, but it will
gayud na be resolved in
moagi gayud the end
ansaan na
punto pero
makuan man
gud gihapin
maresolba
gihapon in the
end.

1.2 What are 1.2.1 Do these R1: The R1: The

the causes of causes affect causes of my causes of my
your stress in your stress in stress in
school? Why performance school are school are
as a student? usually in the usually in the
 P a g e | 59

Why? Why subject English subject English

not? for Academic for Academic
and and
Professional Professional
Purposes Purposes
(EAPP), I find it (EAPP), I find it
hard because hard because
there are many there are many
performances performances
and task to do, and task to do,
most specially most specially
in writing that in writing that
we need to we need to
submit on time. submit on time.

R2: Ahmm, R2: Ahmm, the

yang mga causes of my
cause ng stress in
stress kanak school are the,
sang projects that
skwelahan are so many,
kang yang mga then the
project na assignment,
madaigay and teacher
tapos that are
assignment attitude.
haw teacher na
masungit.

R3: Not R3: Not

understanding understanding
the teachings, the teachings,
being unable to being unable to
complete any complete any
summative summative
assessments, assessments,
oral exams, or oral exams, or
quizzes since I quizzes since I
genuinely genuinely
detested detested
 P a g e | 60

receiving a receiving a
very low grade, very low grade,
and not being and not being
able to able to
comprehend a comprehend a
topic or lesson. topic or lesson.

R4: Oo, kay R4: Yes,

kung mubaba because it
yangb kanak lowers my self-
grado ang esteem when I
school ag mu receive low
baba isab yang grades at
kanak self- school.
esteem.

R5: Para R5: For me,

kanak oo kay, yes, because it
para kanak oo, is a challenge
kay bilang isa for me of how
ngini na to handle
challenge kung everything as a
paano kung student but it
uno-uno mo e can’t avoid
handle yang struggling, is
tanan yang because I’m
tanan na stress.
buhatonon mo
bilang
studyante,
pero dili gayud
maiwasan na
maglisuday
ako, kay
tungod na
stress ako.

1.2.2 Can you R1:Like for R1: Like for

cite an example, our example, our
example? subject teacher subject teacher
 P a g e | 61

in gen. math in gen. math

gives us a task gives us a task
that must be that must be
submit on time, submit on time,
but I’m not able but I’m not able
to submit it on to submit it on
time because time because
I’m more focus I’m more focus
on the subject on the subject
EAPP and it EAPP and it
make me more make me more
stress out. stress out.

R2: Gusto ko R2: I always

always ako want to be
mag isa alone, then I
lamang, tapos don’t know
wa ako what to do,
kasayud ng then
hinangon ko, sometimes I
then usahay di just don’t feel
ako mag kuan, to go to my
mukadto sang friends.
mga friends ko.
R3: There was
a time when I
thought I would
R3: There was get about
a time when I ninety, but I
thought I would don't know
get about why; instead, I
ninety, but I received
don't know eighty-seven.
why; instead, I This is strange
received because my
eighty-seven. performance
This is strange levels are
because my usually quite
performance high, and I
levels are have no idea
 P a g e | 62

usually quite why.

high, and I
have no idea R4: For
why. example, at
home when I
R4: Example, wake up, of
sang bay, kada course I have
maga mata responsibilities
ako syimpre at home that
awon gayud should be done
kanak kuan like cooking
tawag saan food and doing
responsibilidad work at home,
first na and also, I can
maglihok sang go to school
bay mag luto late because of
naa, mag homework.
trabaho sang Then the
bay, late pa schoolwork
gayud maka has been
kadi sang converted, so I
school tungod feel more
sang bay stressed.
agaw, then
convert pa R5: For
gayud ng mga example, the
school works teacher also
agaw mas gives a task,
yafeel ko and there is a
gayud na time when I
stress ako. feel in myself
that I can't or
. won't finish it,
R5: Example and then, even
doon yaghatag though I've
yang teacher given up, I'm
ng task then looking for a
awon time na solution so I
sang kanak can finish, and
sarili na feeling I just focus so I
 P a g e | 63

ko gayud dili can fix

ko yaan ma, everything I
dili ko yaan have to do
matapos, tapos
isa pa ka give
apon da ako
pero ihanapan
ko gihapon ng
solusyon na
ma fix ko yang
kanak
himoonon.

1.2.3 How R1: In every R1: In every

often do you Monday, Monday,
feel because I because I
academically expect that expect that
stressed in there will be a there will be a
school? Why lot of activities lot of activities
so? and and
assignments assignments
that will be that will be
given to us. given to us.

R2: Always R2: I always

ako maka feel feel stress in
ng stresssang school, is
skwelehan, kay because there
tungod na are lot of
daigay e isip problems that I
ko na think,
problema lalo especially in all
da sang mga my projects,
project, then then my family
sang family and financial.
isab, sang
financial. R3: Possibly
twice a week,
R3: Possibly maybe
twice a week, because being
 P a g e | 64

maybe in school is not

because being all the time
in school is not stressful.
all the time
stressful. R4: When the
teacher
R4: Kung ga discusses, or
discuss yang whenever he
teacher or or she
whenever he discusses,
discuss sometimes I
ushaga diko don't
masbtan immediately
dayjng yang understand the
lessing kay lesson
tungod na because my
madisturb yang mind is too
huna-huna ko disturbed by
ng mga kuan the activities,
activities, mgs maybe twice a
kuan ata yaang week for two
siguro twice a days like that.
week mga
duha ka adlaw R5: For me
amasaan. sometimes, for
me 3 like that,
R5: Para because
kanak, mostly not all
sometimes the time the
para kanak teacher gives
mga 3 ana, kay projects and
mostly dili sa activities to the
gayud tanan students.
na, dili sa
gayud tanan
na yang
teachers gayud
maga hatag
gayud
especially ng
 P a g e | 65

mga projects
then activities
sang students.

1.3 When you 1.3.1 Does R1: The R1: The effects
experience academic effects of of stress to me
academic stress, stress affect stress to me are I
what are the your mental, are I experience
effects of it on emotional, and, experience having minimal
you? physical having minimal sleep and
condition? How sleep and some time I
did it affect you some time I lost my
as a student? lost my appetite.
appetite.
R2: Well, I
R2: Kuan, wa always not in
ako sa mood the mood, then
perminte, sometimes I
tapos usahay don’t listen to
di ako the discussion,
manalinga then I lost my
sang ga appetite.
discuss tapos
way gana ko R3: I truly find
mukaan. it difficult to
understand a
R3: I truly find topic when I'm
it difficult to under
understand a academic
topic when I'm pressure, and I
under don't
academic particularly
pressure, and I enjoy attending
don't to school at
particularly that time.
enjoy attending
to school at R4: Yes, I end
that time. up crying, and I
feel that I'm
 P a g e | 66

R4: End up nervous every

crying and time I
mafeel ko kay experience
kulbaan ako academic
everytime ma stress. I also
experience ko feel weak, like I
yang academic can't answer
stress properly when
amanang someone asks
makita ako like me a question.
dida pag awn
yangutana R5: For my
kank dids ako experience
masyado maka with academic
response. stress, what
has affected
R5: So yang me is that
mga there are times
experience ko when I think I
sang academic will stop
stress kung studying,
unan yang ya especially if I
epekto kanak feel like I can
yang awon no longer focus
time na maka on my studies.
huna huna ako
na
kaundangon
da then
especially
amanang
feeling ko na
dili ako maka
focus sang
kanak pag
skwela.

1.4 What are the 1.4.1 Can you R1: I’m easy to R1: I’m easy to
challenges that cite a specific be get angry be get angry
you example? and I become and I
 P a g e | 67

encountered for Why? fat cause become fat

being stress eating, cause stress
academically that I can't pull eating, that I
stressed? How? myself back to can't pull
eat unhealthy myself back to
food and high eat unhealthy
fat drinks food and high
because I’m fat drinks
stress. because I’m
stress.
R2: Ahmm,
tungod ng mga R2: because of
ano, madaig many projects
project na that is given to
ihatag, then us, then oral
mga oral recitation, then
recitation, some
tapos mga memorize,
ano, then also
memorayson, financial.
tapos financial Reason why
isab. Mga I’m struggling
rason nasa yag in my study.
lisud ako pag
skwela ng R3: For
tarung. instance, I felt
quite horrible
when my exam
R3: For began because
instance, I felt I hadn't studied
quite horrible because I was
when my exam under
began because academic
I hadn't studied pressure.
because I was
under R4: Sometimes
academic when I fail
pressure. subjects, of
course my
R4: Yaang parents scold
 P a g e | 68

kuan agaw me, and I try to

usahay sang make up if
pag awon mga that's the only
fail ko na thing I can do.
subject But even if I
syimpre give my best,
kadamnanan it's still the
sa gayud ako same; my
ng ginikanan grades are
ko tas e try ko going up but
gayud pag not enough,
bawi kung kain and because
lang kutob according to
yang kaya ko what my
then kuan yang parents say, I
amo gihapun do all my
yataas agaw activities, I
yang kana really prioritize
grado pero di my homework
gayud as I so that my
kuan dipa parents can
enough kung see that I'm
tungod sian na working hard,
storya ng that I'm doing
ginikanan ko everything.
ihimo ko na
ihimo ko yang R5: So the
mga challenges that
homeworks ko I encounter as
ng activities an academic
sang school e stressor are
una ko gayud the type that I
para maka no longer
nilan amasian manage my
yaningkamot time doing all
ako.. the activities,
especially
R5: So yang because I don't
mga have time to
challenges a rest. I really
 P a g e | 69

ya encounter just focus on

ko being an school work.
academic For example, I
stress is no longer sleep
ngiyang ama well because I
ang dili dako do projects and
ma manage activities so
yang time ko that I can
pag himo ng facilitate and
tanan na mga pass
example mga everything on
activities then time.
especially
wsdag jne ko
na mag
pahuway kaw
kundi focusjaw
lang sang mga
buhatunon mo
sang
skwelahan so
example
ngiyang waday
tug ng tarong
kay yaghimo
ng mga project
mga activities,
kay para ma
submit on time
sang example
ngiyang ting
pasa da para
mapa dali pag
pasa yang
submitunon.

1.5 Aside from R1: In the R1: : In the

school, what house specially house specially
other areas my family my family
 P a g e | 70

that your life relationship. relationship.

are affected for
being R2: Sang bay R2: In our
academically nami home
stressed?
R3: Divorce R3: Divorce
between between
parents parents

R4: Apektado R4: My

isab yang relationship
kanak relation with my family
ko sang is also
pamilya ko. affected.

R5: So aside R5: Aside from

sang school school-related
academic academic
stress isa sang stress, one of
yaka apekto the things that
kanak is family affected me
problem was family
especially problems,
financial especially
problem. financial
problems.

2. How the 2.1 When you 2.1.1 What R1: I always R1: I always
student cope are under strategies or motivate motivate
with the academic tips do you myself that I myself that I
problem stress, what do perform to help can do my best can do my best
experiencing you do? you address to succeed in to succeed in
academic your academic life. life.
stress? stress?
R2: Ahmm, ag R2: Ahmm, I
ako manalinga listen to music
ng music, then relax.
tapos mag
relax.
 P a g e | 71

R3: I R3: I frequently

frequently meditate to
meditate to unwind when
unwind when I'm under
I'm under stress from my
stress from my academics.
academics.

R4: Kuan mas R4: I prioritize

e prioritize praying more,
gayd yang pag but not only
ampo then dili because of
kang tungod praying; I also
ng pag ampo do things like,
lihokon isab even if I'm
like kung having a hard
yagka lisod time, ask my
man ako friends and my
magpa tabang classmates to
sang friends ko help me so I
classmates ko can solve all
para masulbad my problems.
ko yang
problema ko.

R5: So para R5: So for me,

kanak itagaan I gave myself
ko kanak sarili time to rest for
na mag a while, do
pahuway things, and do
kadali then something
Ahm ngiyang good for
maghimo ng myself.
buhaton
maghimo ng
madyaw na
butang para
sang kanak
kaugalingon.
 P a g e | 72

2.2 What are 2.2.1 If you are R1: By R1: : By

your ways to busy at school manifesting manifesting
avoid academic do you have that someday I that someday I
stress? ways on how can can
to avoid accomplish all accomplish all
academic the things the the things the
stress? What is need to submit need to submit
it and why? on time. on time.

R2: Matug ng R2: I sleep

sayu, tapos early, then I
muiwas sang avoid people,
mga utaw, then I don’t put
tapos dili ko in my mind all
napa pag the school
isipon yang works.
mga school
works.

R3: Perhaps R3: Perhaps

reading and reading and
having fun will having fun will
help me forget help me forget
all of my all of my
stress. stress.

R4: Yes kay as R4: Yes,

a doon sang because today
kanato in our
panahon yang generation,
gadget perme gadgets are
gayud magamit always used. If
then kung I feel stressed,
mafeel ko o ma maybe I spend
stress ako my time using
siguro e kaan gadgets just to
ko yang time keep myself
ko sang pag busy and not
gadget oars think about my
lang ma busy problems.
 P a g e | 73

ako di ako
maka huna
huna ng mga
problema ko.

R5: Yes so isa R5: Yes, one

na agko of the things I
buhaton na do to avoid
para ma avoid stress is that I
yang stress give myself
sang kanak time; for
sarili is agmag example, I
hatag ako ng read a book,
time sang use my cell
kanak phone, or talk
kaugalingon to my friends
halimbawa or classmates.
magbasa ng
libro or mag
cellphone then
or else
makipag storya
sang kanak
mga friends or
classmates.

2.3 What do 2.3.1 How do R1: I find some R1: I find some
you do to you handle friends that can friends that can
eliminate your stress? help to help to
academic Can you cite overcome my overcome my
stress in examples? academic academic
school? stress. stress.

R2: Ag ako R2: I do relax,

mag relax, then I go to a
tapos mukadto place silent
ako sang lugar place so I can
na dili focus on
masamok para myself.
 P a g e | 74

maka pag
focus ako sang R3: I relax
kanak sarili. while doing
some
R3: I relax meditation.
while doing
some R4: I just do
meditation. my hobbies,
like dancing
R4: I just do with friends or
my hobbies singing
like dancing karaoke with
with friends or family. For
karaoke with example, when
family ngiyan we are at
agaw ngiyang home and I
sometimes for feel stressed, I
example adtu take my
sang bay nami brother or my
pag ya stress cousins to
ako hagadon unwind and do
lang yang kuya karaoke or go
ko or mga on a food trip.
katagsa ko na
mag unwind R5: One of the
kami parehas things I do for
mag karaoke myself is give
or mag food myself time to
trip. bond with my
classmates,
R5: Agko and aside from
buhaton sang that, I give
kanak sarili is myself time to
ngiyang mag rest, especially
hatag ako ng during our
oras studies. I don't
halimbawa give myself
mag bonding many problems
ng mga
classmates ko
 P a g e | 75

then aside
saan yang
tagaan yang
kaugalingon na
maka pag
pahuway
especially sang
studies, so dili
para kanak dili
ko tagaan ng
problema
samot yang
kanak
kaugalingon.

2.4 Do you 2.4.1To whom R1: None, R1: None,

have anyone do you confine because there because there
you can talk to your condition? is no one can is no one can
when you are Why? understand of understand of
academically what I’ve been what I’ve been
stressed? through. through.
Why?
R2: Yes, para R2: Yes, to
mabawasan minimize my
yang kanak problem, then I
problema, then get a tip of
awn ag ma advice from
advice nilan them to help
kanak na tips me avoid
para maka academic
iwas sang stress.
academi
stress. R3: The
teachers, my
R3: The closest friends,
teachers, my and my fellow
closest friends, students, who
and my fellow always
students, who encourage me
always and remind me
 P a g e | 76

encourage me of the need of

and remind me taking time to
of the need of rest and avoid
taking time to placing undue
rest and avoid stress on my
placing undue studies.
stress on my
studies. R4: Yes,
because if I
R4: Yes have someone
because kung to talk to about
awon man gud my problem, I
masheran mo feel that the
ng problema heavy feelings
mo feel mo and difficulty I
mabawasan feel will be
yang kabug at reduced. Aside
then yang from that, my
kalisod aside friends are the
saan yaang ones I
friends ko yaan approach, and
silan kalapitan I can tell them
ko masheran about the
ko na stress problem or, if I
ako sang am already
academic stressed about
amasian. my academic.

R5: Yes I have R5: Yes, I have

para maibsan to relieve
yang kanak myself of my
problems sang problem and
kanak have someone
kaugalingon to talk to about
then awon isab my problem.
maistoryahan
ko ng kanak
problema.
 P a g e | 77

2.4.2 Do you R1: No, R1: No,

ask them for because they because they
help? Why? can't help me can't help me
to solve all of to solve all of
my problem. my problem.

R2: Yes, kay R2: Yes,

isa ngeni na because this is
wey na para a way to
mabawasan minimize my
yang stress ko, stress, then
then awn they have an
kanilan mga advice that can
advice na help me
makatabang
kanak. R3: I won't
worry or feel
R3: I won't stressed about
worry or feel my studies at
stressed about all times, if I
my studies at am able to
all times, if I avoid it.
am able to
avoid it. R4: Yes,
because there
R4: Yes kay are things that
tungod awon I don't know,
mga butang na and they know
wako kasayudi things that
na kyasayudan can't be
nilan mga learned, but
butang na Ahm they can teach
wapako ka me those
learn pero things,
matudlo nilan especially in
kanak ngiyan academics.
na mga butang
especially sang R5: Yes, so
 P a g e | 78

academic. they can also

know what my
R5: Yes. Kay problem is and
para silan isab then help.
masayud kung They also told
unan yang me what to do
problema ko and what they
then para isab should help me
silan with.
makatabang
kung unan
yang angay ba
ing tabang
para kanak.

Yes, so they
can also know
what my
problem is and
then help.
They also told
me what to do
and what they
should help me
with.

CURRICULUM VITAE

BERNARD G. BANIEL
Yahuno Relocation
Cell Number: 09639079150
E-mail Address: Bernardbamiel@gmail.com
 P a g e | 79

PERSONAL INFORMATION
NICKNAME: Gang Gang
BIRTHDATE: January 1, 2005
AGE: 18
SEX: Male
NATIONALITY: Filipino
RELIGION: Catholic
CIVIL STATUS: Single
FATHER’S NAME: Fernando A. Baniel
MOTHER’S NAME: Vivian G. Baniel

EDUCATIONAL BACKGROUND
ELEMENTARY: Alegria Elementary School
HIGH SCHOOL: Cateel Vocational High School
SENIOR HIGH: Cateel Vocational High School
COLLEGE: Davao Oriental State University (Present)

SKILLS

 Cooking

CURRICULUM VITAE

SHAINA MAE E. BAINTIN

Hulid, Aragon, Cateel, Davao Or.
Cell Number: 09630658356
E-mail Address: shainabaintin@gmail.com
 P a g e | 80

PERSONAL INFORMATION
NICKNAME: Meme
BIRTHDATE: January 8, 2005.
AGE: 18
SEX: Female
NATIONALITY: Filipino
RELIGION: Catholic
CIVIL STATUS: Single
FATHER’S NAME: Rustan L. Baintin
MOTHER’S NAME: Arcelyn E Baintin

EDUCATIONAL BACKGROUND
ELEMENTARY: Hulid Elementary School
HIGH SCHOOL: Cateel Vocational High School
SENIOR HIGH: Cateel Vocational High School
COLLEGE: Davao Oriental State University (Present)

SKILLS

 Dancing

CURRICULUM VITAE

VERNELYN E. ABARCA
Hulid, Aragon, Cateel, Davao Oriental
Call Nmber: 0963184920
 P a g e | 81

E-mail Address: abarcavernelyn@gmail.com

PERSONAL INFORMATION
NICKNAME: Yen Yen
BIRTHDATE: November 19, 2004
AGE: 18
SEX: Female
NATIONALITY: Filipino
RELIGION: Catholic
CIVIL STATUS: Single
FATHER’S NAME: Verginio J. Abarca
MOTHER’S NAME: Frocilin E. Abarca

EDUCATIONAL BACKGROUND
ELEMENTARY: HulidElementary School
HIGH SCHOOL: Cateel Vocational High School
SENIOR HIGH: Cateel Vocational High School

COLLEGE: Davao Oriental State University (Present)

SKILLS

 Volleyball

CURRICULUM VITAE

DANIEL Y. ABARCA

Sta. Filomena, Cateel, Davao Oriental

Call Number: 09270226307
 P a g e | 82

Email Address. daniellaban19@gmail.com

PERSONAL INFORMATION
NICKNAME: Dan Dan
BIRTHDATE: October 19, 2003
AGE: 19
SEX: Male
NATIONALITY: Filipino
RELIGION: Catholic
CIVIL STATUS: Single
FATHER’S NAME: Cayetano L. Abarca
MOTHER’S NAME: Genivive Jimenez Yanong

EDUCATIONAL BACKGROUND
ELEMENTARY: Sta. felomina Elementary School
HIGH SCHOOL: Cateel Vocational High School
SENIOR HIGH: Cateel Vocational High School
COLLEGE: Davao Oriental State University (Present)

SKILLS

 Basketbal

CURRICULUM VITAE

DIANNE ISHIE CASTRO

Yahuno Relocation
Cell Number: 09635377351
 P a g e | 83

E-mail Address: dianneishie@icloud.com

PERSONAL INFORMATION
NICKNAME: Yan
BIRTHDATE: May 30, 2004
AGE: 18
SEX: Female
NATIONALITY : Filipino
RELIGION: Catholic
CIVIL STATUS: Single
MOTHER’S NAME: Francis Anne S. Castro

EDUCATIONAL BACKGROUND
ELEMENTARY: Alegria Elementary School
HIGH SCHOOL: Cateel Vocational High School
SENIOR HIGH: Cateel Vocational High School
COLLEGE: Davao Oriental State University (Present)

SKILLS

 Cooking

CURRICULUM VITAE

RUSTOM BATION
Abihod, Cateel Davao Oriental
Cell Number: 09639079150
 P a g e | 84

E-mail Address: rustombation@gmail.com

PERSONAL INFORMATION
NICKNAME: Gang Gang
BIRTHDATE: January 1, 2005
AGE: 18
SEX: Male
NATIONALITY: Filipino
RELIGION: Catholic
CIVIL STATUS: Single

EDUCATIONAL BACKGROUND
ELEMENTARY: Alegria Elementary School
HIGH SCHOOL: Cateel Vocational High School
SENIOR HIGH: Cateel Vocational High School
COLLEGE: Davao Oriental State University (Present)

SKILLS

 Basketball