Republic of the Philippines

Department of Education
REGION V - BICOL
SCHOOLS DIVISION OF MASBATE CITY
MASBATE NATIONAL COMPREHENSIVE HIGH SCHOOL
MASBATE CITY
_______________________________________________________________________________________________________
____________________________

Stress Management Strategies Among ABM Learners: A Narrative Study

A Research Paper Presented to:

SAMSON G. CAPINIG

In partial fulfillment of the requirements in

Practical Research 1

Researchers:

ANGELYN R. BORADO
JILLIANNE G. IRENEA
EUNICE MISSY P. PANES
TRESHA MAE Q. OMBAJIN
KIMVERLY G. VERDIDA
ESTEVEN D. ZURBITO

March 2024
 Acknowledgement
Achieving one's objectives would be impossible without the support and encouragement
of those who stand behind them, those who tirelessly contribute their efforts to motivate and
assist the researchers in completing this work.
We extend our heartfelt gratitude to our Practical Research 1 - Teacher, Mr. Samson G. Capinig,
for his patience in checking our research titles and for providing us with the opportunity to
interview students and sharing his ideas for completion of this study.
We are grateful to our families and friends who lent a helping hand in conducting the research
and interviews. Their moral, spiritual support, and understanding during our research were
invaluable.
Above all, we express our deepest gratitude to the almighty God for guiding us in doing this, for
bestowing upon us wisdom and strength, and for motivating us to complete the research.
Abstract
 Table of Contents

Acknowledgment………………………………………………i
Abstract………………………………………………………...ii
Chapter I: Introduction…………………………………………1
Background of the Study……...…………………………1
Statement of the Problem…………..……………………2
Scope and Delimitation.…………………………………2
Significance of the Study…...……………………………3

Chapter II: Review of Related Literature…….…………………4

Theoretical Framework…..………………………………8
Definition of terms………………………………………11

Chapter III: Methodology………………………………………12

Research Design…………………………………………12
Sampling Method…...……………………………...……13
Data Gathering Procedure………………………………………14
Research Instrument…….………………………………………16
Background of the study

The academic journey of a student is a complex collaboration of learning, growth, and

challenges. Among these challenges is stress, that is a result of different factors that pose
significant hindrance. This is particularly true for students pursuing the Accountancy, Business,
and Management (ABM) track, given the demanding nature of the learning curriculum. Acosta
N. E. et al (2019) defined stress as an emotional pressure suffered by someone resulted to
different behavior and experience depending on what extent of challenges they experienced also,
Pascoe et al. (2020) further illuminate the consequences of academic-related stress, emphasizing
its detrimental effects on academic achievement, motivation, and the risk of school dropout, with
significant long-term implications for employability and governmental costs.
In recent years, the issue of student stress has gained increased attention. However, there
is a need for more focused studies examining this issue within specific student populations, such
as ABM students. This study aims to explore the unique ways in which ABM (Accounting,
Business, and Management) students uses to manage their academic and personal lives. It is a
demanding program that requires students to juggle multiple tasks, including attending lectures,
completing assignments, studying for exams, and managing personal responsibilities.
This study is conducted through interviews providing an in-depth look at the students’
experiences, strategies, and challenges. This study involves conducting interviews with ABM
students at Masbate National Comprehensive High School to gather their perspectives on how
they manage their time, finance, academic workloads that’s resulting to stress. The expected
outcome of this study is to provide insights into the challenges faced by ABM students and the
strategies they employ to manage their workload effectively. The findings will help the students,
educators, and parents in certain matters such as helping students to know that they're not unique
in their struggles and can ask for guidance from educators and parents. The results of the study
will also help teachers to cultivate their tactics in teaching. Moreover, the study’s results will
bring a great impact on their personal lives with their families, the result will help each member
of the family to understand what their ABM companions are going through and will be able to
help them formulate a strategy to guide them in any circumstance.
Understanding how these students navigate their unique strategies can provide valuable
insights to support their academic success and well-being. By focusing on a specific school and
academic track, this study hopes to provide a detailed picture of the realities faced by ABM
students. The findings would be instrumental in informing strategies and interventions to support
these students, contributing to a healthier and more supportive learning environment.

Statement of the Problem

 Students in the Accountancy, Business, and Management (ABM) track would be able to
manage their academic responsibilities effectively, balancing their workload with personal
commitments and self-care. They would also have the financial resources necessary to cover
educational expenses without undue stress.
However, the reality is that these students often experience significant stress, which can
have serious implications for their academic performance, mental health, and overall well-being.
If not properly managed, this stress can become overwhelming and harmful.
Several factors contribute to this stressful reality. Poor time management often leaves
students feeling overwhelmed as they juggle academic and personal commitments. Extreme
workloads, a common experience for ABM students, can intensify this issue, leaving little time
for relaxation or self-care. Financial factors, including the costs of materials used in specialized
subjects and school-related expenses, add additional stress levels to students
This study aims to explore these factors and their impact on ABM students’ stress levels,
with the goal of answering the following;
1. What problems do ABM students experiences the most?
2. How does these stresses/problems affect ABM learners?
3. What strategies do the learners use to overcome these stresses?

Scope and delimitation

The proponents conducted an interview for Accountancy, Business, and Management
students (ABM) at Masbate National Comprehensive High School. A number of ABM students
participated in the interview. The subjects answer the questions from the interviewer and stated
their struggles in daily life as ABM students. The proponents only interviewed the students as
they were the subjects of the research. However, some may argue that the proponents should also
interview the parents and teachers to gain their observations about their children. By conducting
additional interviews, the proponents will be able to present the life and struggles of the students
from a different perspective.

Significance of the study:

The study helps learners understand that they are not alone in facing challenges and helps
them understand each other. It can provide them with strategies to cope with academic stress,
time management, finance, and academic overload.
As for the educators, the study will help them understand students and their struggles,
allowing them to formulate and foster new and effective tactics to suit students' personalities and
management overtime, this will create a new and effective learning harmony inside the school.
 This study also benefits parents to understand their child’s struggle in turn the parents
will be able to help them in different situation when needed. This study will help parents to
understand their children are going through. It can guide them in providing necessary support, be
it emotional, academic, or motivational. It can also foster better communication between parents
and children about academic struggles and mental health problems. On the other hand, this study
will serve as a tangible resource for future researchers and guide them in conducting a study
pertaining to this topic for particular students.
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature

The ABM students are known to be academically excellent that is why effective study
habits are crucial for academic success, and this is particularly true for students in challenging
tracks like Accountancy, Business, and Management (ABM). As highlighted by Sasi & Hsu
(2020), poor study habits can have a detrimental impact on students' academic performance,
potentially leading to low grades or failure. ABM students, who face heavy workloads and high
expectations, are particularly prone to facing these struggles. Self-esteem plays a significant role
in this context, as discussed by Noronha et al. (2018). It influences how students perceive their
abilities and approach their studies. ABM students with high self-esteem are better equipped to
handle academic stress, maintain effective study habits, and achieve their academic goals. The
link between self-esteem and study habits is especially relevant for stressed ABM students.
Magulod (2019) suggests that having a dedicated study schedule and uninterrupted learning time,
both indicators of effective study habits, can help students manage academic stress. Similarly,
Iheakanwa, Obro, & Akpochafo (2021) have found a strong correlation between reading ability,
study habits, and student performance, all of which can be affected by stress.

Additionally, Kurniawati, Ihsanudin, & Sari (2021) have noted that students with higher
self-esteem are more likely to practice good study habits, such as goal planning, time
management, and active learning. Cultivating these habits can greatly benefit stressed ABM
students, enabling them to handle their workload more efficiently and potentially alleviate some
of their stress. In a blog post by Fr. Joel Tabora, the University President of Ateneo de Davao
University (AdDU), on July 1, 2021, he discussed the university's embrace of online education as
more than just a last resort in these challenging times (Tabora, 2021). While universities like
AdDU have made efforts to enhance their online learning programs, ABM students continue to
face challenges. These include difficulties in timely communication with teachers, unreliable
internet connections, and limited access to essential resources like gadgets. Moreover, academic
stress is not a new phenomenon and has necessitated the presence of guidance counselors and
mental health specialists even during in-person classes to support students.

According to Scribner, Sasso, & Puchner (2020), factors such as academic workloads,
time management issues, and financial constraints contribute to stress among senior high school
students, particularly those in the Accountancy, Business, and Management (ABM) track. Dy,
Castillo, and Reyes (2015) further state that sleepless nights and irritable moods are additional
factors that contribute to stress.
Academic stress is a prevalent issue among students, leading to negative consequences
such as poor self-esteem and depression (Walburg, 2014; Baste & Gadkari, 2014). Students face
various stressors, including heavy workloads, time management challenges, financial concerns,
familial pressures, and adapting to a new environment (Bedewy & Gabriel, 2015; Ketchen
Lipson et al., Pedrelli et al., 2015; Reddy et al., 2018; Liu, C. H., et al., 2019; Freire et al., 2020;
Karyotaki et al., 2020). This stress overload is also more pronounced among first-generation
college students, affecting their health and academic performance (PsycInfo Database Record
(2023). Academic stress is linked to emotional problems, and a mastery climate is associated
with positive emotions and lower levels of depression (Pascoe et al., 2020; Eriksen et al., 2017;
Baudoin & Galand, 2017; Federici et al., 2015). Female students tend to experience higher stress
related to academic performance than male students (Klinger et al., 2015; Östberg et al., 2015;
Walburg, 2014).

Sleep quality is often neglected in the context of university students' stress (Haq et al.,
2018). Poor sleep quality is associated with risk factors such as irregular sleep schedules and
high academic demands (Gikunda et al., 2014; Forbes-Mewett & Sawyer, 2016). However, the
relationship between sleep quality and academic performance remains inconsistent (Cates et al.,
2015; Desouky et al., 2015). International students, transitioning to a new culture, face additional
stressors, but the impact on sleep quality and academic performance is not strongly correlated
(Banjong, 2015; Sullivan & Kashubeck-West, 2015).

Both male and female students experience stress related to school-related stressors,
although the sources of stress may vary between genders. Prayer is identified as a primary coping
mechanism for both male and female students, indicating the use of spirituality to alleviate stress.
Illegal drugs and alcohol are not commonly used as stress coping mechanisms, as highlighted by
Mazo (2015).

Cruz (2019), Esperanza, Bulusan (2024), and Mazo (2016) also found that spirituality,
religion, and prayer are prevalent coping mechanisms among students. Coping strategies such as
seeking peer support, practicing time management, and diverting attention have been identified
by Rotas and Cahapay (2021) and Aperocho et al. (2021). Socioeconomic status can contribute to
stress levels, with students from low-income families facing additional stressors (Luciano &
Salvatierra, 2022; Ngina, Kiwang, & Layugan, 2022).
 Optimism and resilience are important in managing stress and academic performance.
Optimistic individuals view failures as temporary setbacks and are more motivated to improve.
Cognitive orientation influences emotions and behaviors, as noted by Seligman (2018). Building
resilience requires exposure to risk and the development of coping mechanisms with the support
of family and friends (Damour, 2019; Southwick & Charney, 2018). The COVID-19 pandemic
has posed significant stress challenges for students, but they have displayed resilience by
adopting various coping mechanisms, such as utilizing social media and connecting with friends
and family (Rubin & Wessely, 2020; Laniton, Vallar, & Cuarteros; Baloran, 2020).

Review of Related Studies

Research conducted by Stupart (2018) suggests that stress negatively impacts students'
physical and mental processes. This, in turn, leads to difficulties in adjusting academic goals and
priorities. As stress levels rise, the quality of learning and involvement in activities declines.
Likewise, it has been noted by Bagalayos (2014) that stress can negatively affect cognitive
functions such as thinking clearly, recalling information, fostering creativity, making decisions,
and appreciating rewards. In other words, high-stress levels could potentially hamper a student’s
cognitive and creative potentials.

Stress among students can come from various sources, which according to Pope D.
(2016), can be categorized into personal life, academic pressure, and health-related concerns.
Immediate effects of stress on learning include a decline in short-term memory quality, primarily
impacting "verbal memory. According to Essel & Owusu (2017), stress in students can be
attributed to personal, environmental, and academic factors. Personal factors responsible for
stress can range from significant life changes, disturbed sleep patterns, and new responsibilities,
financial constraints, managing work and academics, health problems, to improper nutrition.

Research studies by Cao, Chakraborty, Pan, and Rodriguez-Larrad (2020; 2019; 2021;
and 2021) emphasize the impact of significant changes in students' learning environments,
uncertainty about career paths, gaps in social life, and family hardships on their mental well-
being. Family and health difficulties, as highlighted by King, Peters, and Altschwager (2015) and
O'Shea (2015), have been associated with harmful appraisals and higher levels of distress among
students. For ABM students, the challenges extend to language barriers, lack of awareness about
deafness, and insufficient representation of technical terms, as noted by Santos and Costa (2020),
Ison et al. (2020), Repenning et al. (2023), and Kumar et al. (2017). Anxiety and uncertainty are
prevalent among students, concerning various aspects of life such as school performance, career
choices, and financial concerns, as indicated by Abramowitz and Blakey (2020), Schulte (2015),
Brooks and Lasser (2018), Jackson (2018), and Turkle (2015).
 These factors greatly influence a student's cognitive abilities as they adapt and respond to
these stress triggers. For instance, a change in living environment or disturbances in sleep
patterns can negatively impact the student's academic performance. Environmental factors
influencing stress in students include a lack of free time, computer problems, hard living
conditions, parental separation, fear of the future, and unrealistic expectations according to Essel
& Owusu's (2017) research. Unrealistic expectations, in particular, can lead to substantial stress
as students strive to fulfill them.

Lumontod (2017) suggests that these stress factors can lead students to perform poorly
academically, resulting in frustration. Elevated stress levels can also induce irritability and anger,
which could disrupt the student's social interactions with teachers and peers.
In a comprehensive study conducted in the Philippines, Calao and Yazon (2020) found
that stress and mental state significantly influence the preparedness of students and faculty
members to adapt to online learning in the new normal. This underscores the pivotal role of
psychological well-being in navigating educational transitions.
Granthorn (2020) further delves into the stress experienced by Philippine teachers,
attributing it largely to budget constraints. This stress, compounded by the responsibility to meet
the diverse needs of students, highlights the challenges faced by educators in ensuring effective
learning experiences amidst resource limitations.
Dy, Espiritu-Santo, Ferido, and Sanchez’s (2015) study identifies the top stressors among
Filipino students, emphasizing academic difficulty, workload, and time management concerns.
Interestingly, the study also sheds light on gender differences in stress responses, with males
tending towards affective responses and females towards cognitive responses.
Austria-Cruz (2019) explores the academic stress and coping mechanisms of Filipino
college students, emphasizing the importance of mental health protocols and holistic well-being
initiatives in educational institutions.
Patosa and Oclinaria’s (2023) investigation focuses on STEM students’ socio-
demographic profiles and stress levels, highlighting factors such as parental and self-
expectations, educational goals, and academic performance in both face-to-face and online
learning environments.
Quing and Baudin (2021) delve into the roles of internal locus of control and grit in
managing academic stress among senior high school students, providing insights into resilience-
building strategies in educational settings.
Rafanan, De Guzman, and Rogayan (2020) examine senior high school students’
perspectives on pursuing STEM careers, including their experiences of academic stress and
coping mechanisms.
 Talidong et al. (2020) explore how Filipino teachers navigate anxiety, showcasing the
importance of innovative teaching approaches in fostering student engagement amidst limited
interactions. Tria’s (2020) study also highlights the psychological and skill-related
unpreparedness of teachers for sudden shifts in learning models during the pandemic,
underscoring the need for comprehensive support mechanisms for educators.

In the world of academia, researchers are delving into the complex relationship between
stress, depression, and academic performance among students. The American Psychological
Association’s ongoing surveys reveal a concerning trend: Generation Z, especially high school
students, are grappling with heightened stress levels, particularly due to the uncertainties brought
on by the COVID-19 pandemic (American Psychological Association, 2020). This stress can
manifest in various ways, from a lack of motivation to difficulties concentrating in class.

To address the issue some studies suggested some coping mechanisms like, Mazo's study
(2015) emphasizes the importance of understanding the causes and effects of stress among
students and their coping mechanisms to develop strategies for stress management. Coping styles
play a crucial role in influencing stress levels and overall well-being, with positive coping
strategies like seeking social support and engaging in physical activity being associated with
lower stress levels (Makarowski et al., 2020; Karugahe & Lambert, 2021).

Further studies shed light on the factors influencing student well-being and academic
success. Seligman’s research at the University of Pennsylvania highlights the significance of
optimism in predicting first-year college grades, emphasizing the importance of a positive
mindset (Seligman, 2018). Twenge’s observations delve into the societal influences shaping
today’s youth, noting a trend towards hyper-individualism possibly fueled by a culture of
constant praise, independent of actual performance (Twenge, 2018).

However, amidst these insights, there’s a sobering reality: depression and anxiety are
prevalent among students, with various studies pointing to factors like academic overload and
lack of social support as contributing factors. This echoes the findings of Reddy et al. (2017) and
Pacheco et al. (2017), underscoring the detrimental impact of mental health issues on academic
performance.

Yet, there’s hope. Research by Keefer, Parker, and Saklofske (2018) suggests that an
optimistic mindset can mitigate the effects of failure, empowering students to bounce back from
setbacks. Additionally, interventions like mindfulness have shown promise in alleviating stress
and anxiety among students, as noted by Aloufi et al. (2021).
 Together, these studies paint a comprehensive picture of the multifaceted challenges and
coping strategies in the Philippine educational landscape, spanning students, teachers, and
educational institutions amidst evolving learning paradigms and socio-economic constraints.
 Chapter III

Research Design
This study is to aim a qualitative research design about the stress of ABM (Accountancy,
Business, and Management) students. A qualitative research is a general way of thinking about
conducting qualitative research. It describes, either explicitly or implicitly, the purpose of the
qualitative research, the role of the researcher, the stages of research, and the method of data
analysis. Qualitative research can be done across many disciplines, such as social sciences,
healthcare and businesses, and it is a common feature of nearly every single workplace and
educational environment. The main techniques for gathering data will be semi-structured
interviews or focus groups, which will allow participants to personally describe their sources of
stress, coping strategies, and how stress affects many facets of their personal and academic lives.
The Sampling Strategy is to choose ABM students who will actually participate in the
research. The selection process involves assessing academic performance, the year's level,
gender, and socio-economic background to explore the stress experiences of ABM students.
Data collection starts through interviews or group discussion with consent of the
participants. This allow open-ended questions to get detailed narratives of ABM students' stress.
Thematic analysis is a method of analyzing qualitative data from the interview. This method
involves Familiarization, Coding, Generating and Reviewing themes, writing up. Ethical
Consideration these principles include voluntary participation, informed consent, anonymity,
confidentiality, potential for harm, and results communication. This are crucial to ensure honesty
and dependable of the outcomes of the research.

Sampling Method
Population describes the subjects of your study. The researchers choose sample of ten
(10) and a population of forty (40) ABM students to participate in the study.
The sample of this study was selected through non-probability sampling technique
wherein the samples are chosen “on purpose,” not randomly. It is also known as judgmental
sampling or selective sampling. According to Shaheen et al., (2016), purposeful sampling resides
on the proposition that information-rich samples are to be selected to have an in-depth view of
the phenomena, selection of respondent is possible only after several observational visits to the
sites, and the visit assists in selecting and locating the sample that fits well with the purpose and
objective of the study. The logic and power of purposeful sampling depend on selecting
information-rich cases for in-depth study. Information-rich cases contain issues that are
important for the research. The researchers used the purposive sampling since intentionally select
participants with specific characteristics or unique experiences related to the research question.
Which the goal is to identify and recruit participants who can provide rich and diverse data to
enhance the research findings.
 Data Gathering Procedure
The data gathering phase of the study unfolded on February 27, 2024, at Masbate National
Comprehensive High School Main campus (MNCHS), with specific focus on ABM (Accountancy
Business and Management) students. Prior to the commencement of data collection, thorough
preparations were made, including confirming research objectives and obtaining necessary permissions
from the selected respondents. ABM students were selected as participants, through purposeful sampling.
Data collection took place in a designated location within the school, utilizing standardized tool such as
interviews. Throughout the process, the research personnel instructed the respondents to as answer the
questions given by the interviewer also confidentiality and anonymity of responses were ensured to
encourage honest participation. Quality control measures were implemented to maintain data integrity,
including monitoring procedures and verifying participant responses. Upon completion, participants were
thanked for their cooperation, and collected data was securely stored in compliance with data protection
regulations. After the collection of data was completed, The Researchers carefully analyzes the
information’s and retaining the crucial responses and discarding unrelated ones to avoid data saturation.

Flow Chart

Stress management strategies

among ABM Learners: A
Narrative Study
↓

Crafting Questions
↓

Execution of interviews
↓

Accumulating Key responses

↓

Results & Discussions

↓

Conclusion

Research Instrument
In this study, we aim to explore the levels and impacts of physical and mental stress
among senior high school students. Stress, a prevalent issue in today's educational system,
significantly affects students' overall well-being and academic performance. This research seeks
to identify common stressors and their effects, providing insights for better support systems
within schools.
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