STRESSANDACADEMIC PERFORMANCEAMONG

SENIOR HIGH SCHOOLSTUDENTS

Prepared by:
Bugcal Jaymar,
Dadsang
Bonisa, Odag
Berlie, Ompong
Cherilyn,
Tungkaling,
Avegael
 INTRODUCTION
Everyone experiences stress.
Whether it's because of
employment, relationships, health,
education, or money concerns.
That clarifies why people
experience stress and certain
individuals commit suicide because
they are unable to handle hardship.
 INTRODUCTION
Research from different regions and
countries, such as Ghana and India,
highlights the impact of parental pressure
on students' academic performance and
stress levels.
Specific studies from Southern Luzon State
University, Tamanal, and CEBU shed light
on various aspects of stress among
students and its impact on academic
performance.
 INTRODUCTION
To improve student success and provide specialized support systems,
Manobisa High School study on stress and academic performance is
essential. By closely examining the connection between stress and
academic achievement, this study seeks to determine how students'
perceptions of stress affect their academic performance in senior high school
at Manobisa High School. The ensuing data will provide critical insights into
the relationship between stress and academic outcomes in a high school
setting, enabling the development of programs and policies that support
students in effectively managing stress and boosting their academic
achievement.
 STATEMENT OF 1. What is the level of academic
performance of the Senior High School

THE PROBLEM students of Manobisa High School?

2. What is the level of perceived

This study seeks to determine the impact
stress that the students are
of perceived stress on academic experiencing in terms of:
performance among Senior High School 1.1 Physical Indicators
1.2 Sleep Indicators
Student in Manobisa High School. The
1.3 Behavior Indicators
following research questions will lead and 1.4 Emotional Indicators
help in determining and achieving the aim 3. Is there a significant relationship
and goal. between the level of perceived stress of
students and their academic
performance?
 SIGNIFICANCE OF THE STUDY

• Students
• Teachers
• Parents
• School Administration
• Future Researchers
 SCOPEAND LIMITATIONS
The study aims to determine the effects of stress on senior high school students’
academic performance in Manobisa High School upon testing the significance
between the two constructs among students which are the stress and their own
academic performance. The academic stress in our study focuses on the behavioral
aspects of the students. The respondents were only bonafide Manobisa Senior High
School Students for the school year 2023-2024, in which 62 senior high school
students were selected to participate in the survey. However, the researchers didn't
survey all of the senior high students because they were absent during the time that
researchers conducted the survey questionnaire. Out of 62 respondents, the
researchers were only able to survey 55 respondents. for this study the researchers
use purposive complete enumeration.
 HYPOTHESIS

A hypothesis is a prediction of the possible outcomes of a study (Fraenkel &

Wallen, 2009). Hypotheses are statements in quantitative research in which
the investigator makes a prediction or a conjecture about the outcome of a
relationship among attributes or characteristics (Creswell, 2012). And with
that, the Null Hypothesis of this study is that there is no significant
relationship between perceived stress and students’ academic performance
in Manobisa High School Senior High students.
 THEORYBASE
Since stress is one of the most fascinating, all-encompassing, and enigmatic topics, research on it has
expanded to include not just what physical effects stress has on the body but also what psychological
effects it has on an individual. There are three (3) psychological theories of stress that have been put
forth by Schachter & Singer, Cannon & Brad, and James & Lange.

James-Lange Theory: Emotions manifest after the body reacts to stress rather than immediately after
perceiving the stressful event. Physiological changes precede emotional experiences, such as
increased heart rate and breathing in response to a threatening situation.

Emergency Theory (Cannon-Bard): Emotional reactions to stress can occur independently of

physiological manifestations. The brain processes emotional responses faster than physiological
responses. The thalamus plays a significant role in generating emotional reactions, and the
sympathetic nervous system (SNS) initiates physiological responses to stress simultaneously with
emotional reactions.
 THEORYBASE
Schachter-Singer Theory: To experience and identify emotions
accurately, one must be both cognitively active and emotionally
aroused. The brain engages in attribution to recognize the stimuli
evoking an emotion. If the cause of the emotion is unclear, individuals
seek cues from their surroundings to interpret the emotion correctly.
 CONCEPTUALFRAMEWORK
This is a diagram that connects variables of the study with arrows to indicate
the correlation between perceived stress and academic performance.

STRESS
• Physical
indicators
Academic
• Sleep indicators
Performance
• Behavior
indicators
• Emotional
indicators
 CONCEPTUALFRAMEWORK
The conceptual framework of the study, as well as the independent and
dependent variables and their relationships, are shown in the visual
diagram above. With regard to its aspects of physical, sleep,
behavioral, and emotional markers, stress is the independent variable.
Conversely, the study's dependent variable is Academic Performance.
A causal association between these variables is established through
the study's numerous talks.
 RESEARCH DESIGN
The study employs a quantitative approach, utilizing statistical techniques to
analyze data. Specifically, the study uses a descriptive correlational design
to examine the relationship between stress and academic performance

SAMPLING TECHNIQUE
In this research, the researchers used purposive complete enumeration to
choose the sample. According to Alan H. Welsh, purposive complete
enumeration study involves examining the entire population based on
specific critiria to provide a representative sample.
 DATAINSTRUMENT
The survey questionnaire utilized in the study, borrowed from Nadeem
Noor, was customized to gather data effectively and reliably. It comprises
two sections: students’ profile and the Adapted Stress Indicator
Questionnaire. The primary objective is to assess academic performance
and stress levels, categorized into physical, sleep, behavior, and emotional
indicators. Each category includes a set of statements rated on a 5-point
Likert scale ranging from "1>never" to "5>almost always". The researchers
tailored the questionnaire to fit the study's participants and setting,
ensuring its suitability and relevance.
 DATAANALYSIS
The researchers will analyze the survey responses regarding the effect of stress on
students' academic performance at Manobisa High School Senior High School. With a
sample size of 55, statistical tools such as the Mean will be employed to determine the
perceived stress level of respondents towards their academic performance. The mean
scores of respondents' answers will be used to identify average mean scores of
independent and dependent variables. Additionally, Spearman correlation coefficient will
be utilized to measure the correlation between perceived stress levels and academic
performance, assessing the extent to which these variables fluctuate with reference to each
other.
 SUMMARY
1. The Academic Performance of Senior High School Students in Manobisa High School
for the 1st semester School Year 2023-2024 has the mean score of the 84.55, while the
minimum score is the lowest score among all students which is 75.

2. Among the mean scores of predetermined perceived stress indicators, Emotional

Indicator showed a moderate value being the dominant perceived stress indicator with an
overall mean score of 2.85. Compared to other indicators. Physical indicator is the next
dominant perceived stress indicator with an overall mean score of 2.65 and having the
remaining three (3) indicators as lower.
 SUMMARY
3.The study revealed moderate levels of stress among respondents, particularly in
physical and emotional indicators, while sleep and behavior indicators showed low
levels of stress. Overall, the summary results indicated a low level of stress among the
respondents, with minimal occurrence of stress-inducing factors.

4. Stress was found no significant relationship in terms of physical, sleep, behavior and
emotional indicators between academic performance.
 CONCLUSION
Based on the findings of the study, the researchers concluded that the
Senior High students of Manobisa High school have low level of stress.
The Senior High students perceived stress level and their academic
performance exhibited no significant relationship and no correlation,
Hence, the null hypothesis is accepted.
 RECOMMENDATION
The Students can focus on effective stress management strategies like
time management and self-care, seeking support when needed. Teachers
can integrate stress management techniques into teaching, such as
mindfulness exercises and breaks for students. Parents should continue to
support their children in maintaining a balance between academics and
well-being. School administrations can provide counseling services, stress
management workshops, and foster a positive school environment. Future
research could explore the impact of specific stress factors like family
dynamics or peer relationships on Academic Performance.
THANK YOU &
GODBLESS