LEARNING STRESS AND ACADEMIC

PERFORMANCE AMONG SENIOR

HIGH SCHOOL STUDENTS

PAMELA KATE DUJALI

NICOLETTE BAGASBAS
RAFAEL BALCITA
MARNEL DEL ROSARIO
 INTRODUCTION

• The coronavirus disease (COVID-19) is a health crisis that has

completely changed the lives and perspectives of all people. The
COVID-19 was first identified in December 2019 in Wuhan, the capital
of China’s Hubei province The government around the world has
closed all the educational institutions, to control the spread of disease,
considering the safety of students, educators and all associated people.

• Academic stress emerges out from experiencing stress due to factors

such as family-related pressures, competition in the class and course-
related stress and financial burdens, (Misra and Castillo, 2004, p. 133)
experienced by students.
 INTRODUCTION

Anything that offers a challenge or a threat to a

person’s well-being is referred to be stress. It can
be experienced anywhere, even at home and at
school. Students are the ones who are most
affected by academic stress because they are
exposed to a variety of stressors, such as
academic pressure and the pressure to succeed
 • FOR THE TEACHERS
— who managed the students effectively

• FOR THE STUDENTS

SIGNIFICANCE — this study will provide some information

OF THE STUDY • FOR THE READERS

— this study will serve as a guide for those
who can conduct a similar topic
 RESEARCH QUESTIONS

a). How does stress significantly

correlates to poor academic
performance?
b.What are the factors that contributes
to the academic stress of a student and
how do we address it?
 the cognitive-relational theory of stress,
coping and emotions will be briefly
characterized. To the relevance of
situational stressors, Lazarus (1991)
mentions formal properties, such as
novelty, event uncertainty, ambiguity and
THEORETICAL temporal aspects of the stressing
FRAMEWORK conditions. For example, demands that
are difficult, ambiguous, unannounced,
not reparable, to be worked on both for a
long time and under time pressure, are
more likely to induce threat perceptions
than easy tasks that can be prepared for
thoroughly and can be solved under
convenient place and time condition.
 CONCEPTUAL FRAMEWORK

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

LEARNING ACADEMIC
STRESS PERFORMANCE
• REVIEW OF RELATED LITERATURE

According to Crego et al. (2016), academic

stress has a negative impact on students’
performance. Their research looked into how
other factors including coping techniques and
exam-related self-efficacy were related to
academic stress. It was discovered in the study
that logical coping mechanisms like problem
solving, assessment, and seeking social support
were connected with perceived stress in a
negative way.
REVIEW OF RELATED LITERATURE

According to the findings of the study, there

is no link between stress and academic
achievement. But avoidant coping techniques
and academic achievement have a
considerable negative link. Avoidant coping
strategies are more commonly adopted, and
the respondents’ academic performance is
poorer.
 REVIEW OF RELATED LITERATURE

Their research looked into how other factors

including coping techniques and exam-related
self-efficacy were related to academic stress.
METHODOLOGY
DESIGN

DESCRIPTIVE CORRELATIONAL
METHOD
SETTING
S

Conducted at Panabo City National High School

located at New Site, Brgy. Gredu, Panabo City,
Davao del Norte.
PARTICIPANTS

300 Senior High School Students enrolled from

Panabo City National High School

PROCEDURE

The researchers distributed the questionnaire about the

academic stress to the selected SHS students of
Panabo City National High School.
DATA ANALYSIS

• the researchers assessed the survey questions on the

Learning Stress and Academic Performance among Senior
High School Students in by crossing tabulating and filtering
the results based on the research questions

• With the use of the statistical tool such as the mean and table
 Antonio Crego • Maria Carrillo-Diaz • Jason Mathew Armfield
• Martín Romero.
• (2016). Stress and Academic Performance in Dental Students:
•   The Role of Coping Strategies and Examination-Related
Self-Efficacy.    
• Journal of Dental    Education
•  andura, A. (1989). Regulation of cognitive processes through
perceived self-
• Efficacy. Development psychology, 25 (5), 729.
REFERENCES •  Bandura, A. (1992). Exercise of personal agency through the
self- efficacy  
• mechanism. In R. Schawarzer (Ed.), Self- efficacy. Through
control of action.
• (pp. 3-38) Hemisphere Publishing Corp.
•  Buddhiprabha D D Pathirana • Shabbeer Ahmed • Veena N •
Shailaja Shastri.
• (2016). Stress and Academic Performance. The International
Journal of
• Indian Psychology 3(3)