The Impact of Stress on the Academic Performance of the

Grade 8 Learners at Managok National High School

Agustin, Aron
Bello, Jane Mikah G.
Concha, Anamie Q.
Cahimtong, Princess
Celin, Mark
Lanayon, Reymart
Marfil,Raiza
Manacap, Arabela Grace C.
Marquez, Mynner Gwen
Padernal, Jovemae
Quiroyla, Angela
Relova, Raven Jay
Sagadrata, Cristine Mary
Sagubay, Omar Delon

Division of Malaybalay
Managok National High school
June 2023
 Republic of the Philippines
Department of Education
REGION X- NORTHERN MINDANAO
Division of Malaybalay City
MANAGOK NATIONAL HIGH SCHOOL
Managok, Malaybalay City

APPROVAL SHEET

This research intitled “THE IMPACT OF STRESS ON THE ACADEMIC

PERFORMANCE OF THE GRADE 8 LEARNERS AT MANAGOK
NATIONAL HIGH SCHOOL” was prepared and submitted by, Aron Agustin, Jane
Mikah G. Bello, Reymart Lanayon, Arabela Grace C. Manacap, Raiza Marfil,
Jovemae Padernal, Omar Sagubay, Anamie Concha,Mark Vincent Celin, Mynner
Gwen Marquez, Taven Jay Relova, Angela Quiroyla, Princess Cahimtong, CristinE
Sagadrata, in requirements for the subject practical research one is hereby
recommended for approval and acceptance.

MAYEN JAVIER

Research Teacher

SCHOOL RESEARCH PANELISTS/COMMITTEE

This is to certify that this research is approved by the school Research

Panelist hence we affix our signature.

GLENN PAOLO G. SOMBREO MAYEN C. JAVIER

Panelist Panelist

PASTOR P. ABEJUELA III

Principal II

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 Acknowledgement

We are very grateful to have completed this research work, there are
so many people to appreciate for their role played in our accomplishment. This
includes our leader, keeper and members. We are also thankful towards our
research adviser, Mrs. Mayen Javier for guiding us throughout our research, your
advices really helped us in polishing this work in the best way possible. To our
respondents, no words can expressed how indebt we are, this research wouldn’t
be successful if it weren’t for you all. To their adviser, Mrs. Tortola, thank you for
lending us your class’s time when we conducted our survey. Our sincere thanks
towards our parents for their moral and financial support as well our ICT adviser
from before, Sir Feliper Balinas for allowing us to use his computer lab in our
encoding and printing activities.

Abstract

This work is designed to examine the problem of stress in relation

to the academic performance among Students of the Managok National High
School, its causes and ways of controlling it to enhance the students’
performance. The objective of this study is to examine the effect of stress on the
academic performance of Grade 8 Jupiter students and the associated risk when
stress is not managed properly. To achieve this objective, three (3) research
questions were tested and the literature review was mainly focused on the
causes, effects and ways of managing academic stress. The instrument of data
collection was questionnaire while convenience sampling method and random
sampling technique were adopted for the study. Data collected and analyzed
were driven from the three (3) research questions posed. A sample size of 10
from a population of 30 was used. From the findings, it was discovered that
stress could be controlled to enhance students’ performance. The study
discovered that by educating students on how to manage this problem, it can
help to control stress in order to enhance students’ academic performance.

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TABLE OF CONTENTS

Title Page i

Approval Sheet ii

Acknowledgement iii

Abstract iii

Table of Contents iv

iv
vi
Chapter:

1 The Problem 1

Introduction 1

Conceptual framework 2

Statement of the Problem 3

Significance of the Study 3

Scope and Delimitation of the Study 4

Definition of Terms 4

2 Review of Related Literature 6

3 Research Methodology 13

Research Design 13

Research Locale 13

Participants of the Study 14

Research Instrument 14

Data Gathering Procedure 14

Research Ethics 14

Data Analysis 15

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4 Presentation, Analysis and Interpretation of Data 16

5 Conclusion and Recommendations 20

Conclusion 20

Recommendations 20

References 21

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 Chapter I
The Problem

Background of the study

The term “stress”, as it commonly used was coined by (Selye,1936)
who defined it as “the non-specific response of the body to any demand for
change. Stress is very familiar towards any human being. It can lead to different
mental health issues namely; depression, anxiety and in worse case scenario,
may cause insaneness. According to (news.gallup.com), about eight in 10
Americans say they frequently (44%) or sometimes (35%) encounter stress in
their daily lives. Just 17% say they rarely feel stressed, while 4% say they never
do. It is a natural human feedback that elicit us to overcome trials and
commination. This case is more particular in grade 8 learners. Our group desires
to pick out these factors in order to ease and dominance this circumstance. The
importance of studying the impact of stress is an essentialism to those learners
who suffered until now-a days. Some of them couldn’t handle the hard situation
and that’s why us researchers, we conduct this research to help the learners,
particularly on grade 8 learner’s as well as those people who suffered from
stress, because as well all know, stress is serious mental problem that everyone
is experiencing. Even the teacher’s, government employers, also have
background on stress. Throughout the research, us canvassers, aims to stop the
spreading of stress, importantly to habilitate this research to the people in
organization.
Stress is one of the most crucial dilemmas that is fast spreading in
our society. Our group was intimidated by this predicament, so we wanted to
disentangled those students that is facing this difficulty, mainly the grade 8
learners. Stress is one of the inducements why school dropout is evident. Their
mental state is being corrupted because of this, and by time to time they
eventually lose their attentiveness towards education which is very much
disconcerting. This article shows the alarming impact of stress towards the
academic achievement of grade 8 learners in addition to mental health problems.

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 Conceptual Framework

The Impact of stress on academic

achievement of grade 8 learners

Anxiety and
Family problem Depression
problem

Homework

Based on the results on the survey questionnaire, the canvassers gathered

the information from the response of the informants. The impact of stress in
their academic achievement are; homework, family problem and anxiety and
depression.

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Statement of the Problem

The study aimed to facilitate Grade 8 learners of Managok National

High School specifically, the respondents were directed to answer the following
questions;

1. What is stress in the student’s perspective?

2. What are the causes of stress and how do students manage it?

3. How does stress affect the academic performance of the grade 8 learners

of Managok High School?

Significance of the Study

Gathering data about the causes of stress of the human behavior will help
the parents, students and teachers who are suffering due to stress. This study is
beneficial towards every parent in a way that it can provide extra support,
stability and understanding towards their children, by this, these victims of
stress will be able to feel their parent’s care and protection. Parents will be
informed and it’ll raise their awareness about the causes of stress. By this, they’ll
pay more attention to their children which can avoid the spreading of stress. It’ll
also be helpful towards students. By being aware about this certain issue,
students will be encouraged to take care of their mental health, knowing how
stress can destroy our good judgment and concentration, they’ll be able to
minimize this serious problem as early as possible. Furthermore, it’ll serve as
guidelines towards our teachers. They’ll be aware on what’s happening in their
student’s lives. With this, they can minimize the distribution of tons of home
works. Through that, students are expected to be more active in class. Lastly,
through this study us researchers will be able to avoid the effect of stress
towards us.

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Scope and Delimitation

This research focuses on the effects of stress in the academic

achievement of students entirely grade 8 learners of Managok National High
School. Recent studies and researches will be use as reference in finding out the
factors of stress. The respondents will be the grade 8 themselves. All of the
selected participants claimed that they have experienced academic stress. There
were no parents involved in the conducting of survey.

Definition of Terms

The following terms are defined theoretically and operationally in the context
of this research for a better understanding of the study.

Stress is a feeling of emotional or physical tension. It can come from any

event or thought that makes you feel frustrated, angry, or nervous. Stress is your
body's reaction to a challenge or demand.

Anxiety is what we feel when we are worried, tense or afraid –

particularly about things that are about to happen, or which we think could
happen in the future. Anxiety is a natural human response when we feel that we
are under threat. It can be experienced through our thoughts, feelings and
physical sensations.

Depression is a constant feeling of sadness and loss of interest, which

stops you doing your normal activities. Different types of depression exist, with
symptoms ranging from relatively minor to severe. Generally, depression does
not result from a single event, but from a mix of events and factors.

A dilemma is a conflict, problem, or situation with two possible solutions.

When a dilemma occurs, a person has to make the difficult choice between two
desirable options, or, contrastingly, two undesirable options.

4
 Knowledge is understanding and awareness of something. It refers to the
information, facts, skills, and wisdom acquired through learning and experiences
in life. Knowledge is a very wide concept and has no end. Acquiring knowledge
involves cognitive processes, communication, perception, and logic.

Insanity, madness, lunacy, and craziness are behaviors performed by

certain abnormal mental or behavioral patterns. Insanity can manifest as
violations of societal norms, including a person or persons becoming a danger to
themselves or to other people. Conceptually, mental insanity also is associated
with the biological phenomenon of contagion (that mental illness is infectious)
as in the case of copycat suicides. In contemporary usage, the term insanity is an
informal, un-scientific term denoting "mental instability"; thus, the term insanity
defense is the legal definition of mental instability.

Perceived is psychological processes through the experience gained by

the five senses, individuals can process responses into positive or negative
perceptions. Obtaining responses is obtained through the stages of selection,
interpretation, and reaction (Erin, & Maharani, 2018).

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 Chapter II
Review of Related Literature

Previous research on student stress and student involvement has

identified sources of stress and the benefits of being involved. In this chapter, the
following headings are used: understanding stress, student stress, student
involvement, and Student-Life Stress Inventory.
Selye (1976) explained stress as "the non-specific response of the
body to any demand" (p. 55). Seyle defined the stress syndrome, which is also
known as general adaptation syndrome (G.A.S), which has three phases: the
alarm stage, stage of resistance, and stage of exhaustion. The alarm stage is
where the body recognizes some threat and physiological arousal rises or levels
off when the body adapts to the stressors (Gadzella & Masten, 2005). In the stage
of resistance, an individual fight the threat. When an individual cannot adapt to
the stressors, the body's resources will continue to be taxed and lead to the stage
of exhaustion.
Selye (1976) stated that stress is in our everyday life. Selye also
stated that humans' most significant stressor is emotional stress. Selye spent
his career defining stress; other researchers then used his work to further
study stress (Dusselier et al., 2005; Gadzella & Masten, 2005; Jogaratnam &
Buchanan, 2004).
Brandt (2013) found that Resident Assistants (RA) felt pressure
making deadlines, completing administrative tasks, and completing
homework. In Brandt's research, a student described when stress was felt:
"When I do feel stressed it's usually just when I have a bunch of projects or a
big paper to write and I also have to deal with some RA stuff' (p. 37). One
student stated, "There's a lot of undue stress, especially around the time of
year when everybody is leaving for summer, where you may have a final and
your residents want to check out" (p. 38). Another student felt pressure from
work: "When it's just getting asked to do a million and half things. And you do
that million and half things, but you didn't do the other you do all this and still

6
not good enough" (p. 37). The students felt pressure to succeed academically
and to accomplish their duties of being a Resident Assistant.
Dusselier et al. (2005) found that the biggest factor causing stress for students
was academics. Students identified tests, classes, homework, and examinations
as causes of stress. One student identified the pressure of academic work load:
"The amount of time that I have to spend working on my projects for class . . .
there is not enough time to spend on all of the work I need to accomplish" (p.
21). Dusselier et al. found that students who were taking more credit hours felt
more pressure and stress. One student detailed "loads of school work, all due
around the same time, or same day" (p. 22). The academic pressure could be
related to feeling the need to succeed.
Jogaratnam and Buchanan (2004) found that a significant stressor
for students was time pressure with academics and daily life responsibilities.
Nearly all the students reported "too many things to do at once, a lot of
responsibilities, and struggling to meet your own academic standards" (p. 242).
Ross et al. (1999) discovered that sources of stress were increased workload and
daily academic hassles. Goff (2011) identified that students most frequently
reported pressures such as turning in papers on time, devoting time to
classwork, overloading things to do, and balancing grades with work and
relationships. Misra, McKean, West, and Russo (2000) also reported that faculty
and students perceived that students felt stressed due to pressure.
Foubert and Urbanski (2006) found that students' development is
noticeable from their first year to the end of their senior year. Students that had
higher levels of involvement also had higher levels of development in areas such
as: clarifying purpose, educational involvement, career planning, life
management, and cultural participation. At the beginning of the students'
sophomore year, the students were in two vectors of Chickering and Reisser:
moving through autonomy toward interdependence and establishing and
clarifying purpose. At the end of their college experience, the students were in
the establishing and clarifying purpose vector.
Student-Life Stress Inventory.This study will be using Gadzella's
(1991) Student-Life Stress Inventory (SSI) which measures students' source of
stress and reaction to stressors. Gadzella (1991) developed the Student-Life

7
Stress Inventory to assess students' stress. The inventory was created because
there was no other instrument to measure students' stress at that time. The nine
categories were determined by a class project, where students discussed the
types of stressors students experienced. From the class's list of stressors, five
sources of stress were determined. These five sources were: frustration,
conflicts, pressures, changes, and self-imposed. There were four reactions to
stressors that were determined. These four reactions were physiological,
emotional, behavioral, and cognitive. Gadzella (1991) conducted a study to
determine if the items in the instrument were reliable. est stress, and students
who indicated mild stress experienced the least. Gadzella, Masten, and Zascavage
(2009) found that when the students perceived their stress as severe, they had
higher stress scores than the mild and moderate groups.The students who
perceived their stress to be mild experienced the least amount of stress. The
researchers interpreted that mild stress is eustress (good stress) and severe
stress is distress (bad stress). When the students indicated mild stress, they
scored higher in the learning processes. Participants who indicated severe stress
reported lower learning processes scores. Gadzella, Masten, and Stacks (1998)
found that students who took more chances or depended on luck for their
decisions experienced more frustrations, conflicts, changes, psychological
reaction, and higher overall stress. Students who were deep processors were
better organized, critically evaluated information, and did not experience much
frustration. Students that had good study habits did not experience much stress
when studying. The researchers found no significant correlation between stress
scores and test anxiety. Misra et al. (2000) discovered that students experienced
high stress levels due to pressure and self-imposed stress. Females experienced
higher stress levels than males in frustration, self-imposed stress, and pressure.
They found that students' reactions to stress were emotional and cognitive
researchers found that faculty members perceived students to have higher
academic stress than students' perceptions. Goff (2011) found that personal and
academic stress did not predict academic performance. The students typically
experienced emotional and cognitive stress reactions. Goff found no difference
among race/ethnicity and academic performance; however, Goff found a positive
correlation between age and academic performance.

8
 Reddy et al. (2018) in their study concludes that stream wise
difference in stress does exist in students. It is important to deal with stress at
personal, social and institutional level. Remedies such as feedback, yoga, life
skills training, mindfulness, meditation and psychotherapy have been found
useful to deal with stress. To identify the main reason of stress is the key to deal
with it. Professionals can develop tailor made strategies to deal with stress. The
integrated wellbeing of the students is important not only for the individual but
for the institute as well.

Dimitrov (2017) in his study claimed that stress can be addressed

by ensuring that the students give utmost importance to their welfare. Food,
exercise, work, recreation is some of the areas to focus on. He also concluded that
the education system is more to do with the academic qualifications and does not
contribute enough to the holistic development of students.
Students are usually conditioned in a way that makes them fearful
to take up upcoming challenges as the focus is only the academics and not the
development of a go getter mentally. There are not many choices for the medium
of education. English being the only option available can pose as a hindrance for
the students from rural background. There are not many courses available that
are employment centric. Fresh graduates need more communication skills
development for better placements.
Subramani and Kadhiravan (2017) revealed the link between
academic stress and mental health among students. He endorsed that academic
stress and mental health are correlated and that students are cramped with the
academic structure. Parents and schools pressurize the student’s way too much
for the higher grades that disheartens the students, further to add on there is not
enough support from the parents and school in terms of guidance. The students
are mentally healthy when they perform constructively in the academic forums.
They also propounded that students from private schools are more pressurized
as compared to students from government schools due to the excess of
homework and other academic related assignments. Significant difference in
mental health of students from private and government schools was found. He
asserted that students from private schools have a different nurturing and vast

9
exposure as compared to government school students who belong to poor socio-
economic background and lack of exposure. This is one of the reasons for the
escalation of stress.
Sharma et al. (2016) in their study stated the use of various
methods to curb stress. Doing one physical exercise on daily basis can address
the concern of stress. One can also adopt to various time management tools and
get involved with leisure activities which can benefit students. Also, it was
suggested that colleges should have a conducive ambience to curtail the stress.
Change in the style of delivery from teachers end and providing mentors can
bring fresh air to the teaching style.
Prabu (2015) researched on the higher secondary students and
implied that male students are more stressed than the female students. Urban
student’s academic stress is greater than the rural students. Government school
student’s stress is lower than the private school student’s stress. Students from
Science stream are more stressed than the students from Arts.
Deb et al. (2014), studied on 400 male students from five private
secondary schools in Kolkata who were studying in grades 10 and 12. 35 percent
students were found to have high academic stress and 37 percent were found to
have high anxiety levels. Students with marginal grades were said to have higher
level of stress as compared to students with better grades. Also, students
involved with extra-curricular activities were noted to be more stressed as
related to those students who were not involved with it.
Kaur (2014) acknowledged that mental health of teenagers gets
affected due to the academic stress. Girls with academic stress were found to
have poor mental health as compared to the boys. This was accounted on the
study that parents at times put pressure and strain on students that leads to
deteriorated mental health.
Bataineh (2013) in his study measured the academic stressors
experienced by students at university. The result of the analyses showed that
there is an unreasonable academic overload, not enough time to study due to the
vast course content being covered, high family expectations and low motivation
levels are some of the reasons for the stress. Fear of failure is also the prime

10
reason for stress. There was no significant difference found amongst the students
from different of specializations.
Khan and Kausar (2013) concluded that stress definitely impacts the
academic performance in a negative way though no significant difference was
found as per the gender. The difference was evident between junior and senior
students. Stress, for sure, affects the ability to study efficiently and managing the
time. Studying regularly is important, this helps reduce the academic pressure
and helps them fulfill their goals.
Busari (2012) found that stress was leading to depression among
secondary school students and is linked with effect on academic achievement.
Introduction to preventive measures, teaching life skills and other therapeutic
techniques should be taken in to serious consideration.
Nandamuri and Gowthami(2011) studied the stress among students
of professional studies and claimed that curriculum and instructions parameters
were most responsible for stress with 86 percent, followed by 63 percent for
placement related issues, assessment and team work issues accounted for 41
percent and 24 percent respectively. The study further identified various micro
issues responsible for stress, and listed twelve sub issues related to curriculum
and instruction. Once the sub issues of each parameter are identified, it provided
improved vision to the academic administrators for initiating efforts to reduce
the gravity of academic stress.
According to Agolla (2009) stress has become an important topic in
academic circles. Many philosophers have carried out considerable research on
stress and concluded that this topic needs way more attention. Radcliff and
Lester (2003) studied the anticipated stress among final year undergraduate
students and acknowledged that class assignments, not enough guidance,
pressure to mingle and to get associated were the reasons for the stress to build
up. McKean et al. (2000) argue that undergraduate students experience higher
stress at expected times in each semester. Academic engagements, financial
pressures and lack of time management skills lead to building up of stress.
Excessive stress can affect well-being, emotional attitude and academic
performance. There upon it becomes essential that undergraduate students
establish methods to deal with stressful situations.

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 The main source of stress for the students is the inadequacy of
right support. There is a standard evaluation procedure which does not give
enough scope to the students to experiment and push the boundaries to excel.
There are many personal and social factors that lead to stress among students.
Lack of clarity and unavailability of right career counselors lead to directionless
goals, and even after graduating, students are clueless with their careers and are
insecure regarding a job. The pressure of the studies in terms of academics,
extra-curricular activities, assignments etc. has increased beyond comparison.
Parents expect their children to be a part of rat race and outshine their
competitors, to enhance their own social status in the society.
Running behind numbers is the new fad in this era of cut throat
competition, sad reality but true. Every child is different hence it is important for
the parents to make their children realize the importance of identification of
their strengths and encourage them to pursue a career in the area of their ability.
It is important to do what you love or love what you do. Managing the time
effectively and ensuring that at least one physical exercise is done on daily basis
can become deterrent to stress and improve the span of attention and hence
become productive with academics.

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 Chapter III

Research Methodology

This chapter was included the parts of methodology namely; research design,
data collection technique, instrumentations, sampling design, and data analysis.
By this methods, the researchers will examine and recognize of what is the
common factors as well as the impact of stress that affects the behavior of an
individuals, through distributing the questionnaires, us researchers we identify
the causes of stress. In addition, we’ll centered our research of the grade 8
learners. This study aims to facilitate and habilitate those learners at Managok
National High School. The canvassers prepared semi structured questionnaires
that based on the chosen topic. Moreover the researchers used the
phenomenology among the five types of qualitative research design.

Research Design

We, researchers used the phenomenology study to examine and to

recognize of what is the most common factor that affects their behavior which is
an example of lived experience. Through distributing the questionnaires, the
researchers will identify the causes of stress. In addition, we’ll center our
research on the grade 8 Jupiter and we’ll choose 10 respondents to participate.
We decided to select them in a way that they’re the top section so, they are more
vulnerable to stress.
This phenomenological study discusses the effectiveness of managing
stress among students which includes its effect on their academic performance.
We’ll be using case study in research design because, us researchers will be
focusing on the behavior of grade 8 student at Managok National High School, in
addition, us researchers will investigate the causes as well as the effects of stress.

Research Locale

The study will be conducted at Managok National High School of district 9,

City Division of Malaybalay in the S.Y. 2022-2023.

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Participants of the Study
The participants of the study are the five male students and five female
students of Managok National High School, enrolled in the Academic Year 2022-
2023.They are all grade 8 learners under the advisory of Mrs. Tortola.

The chosen participants were given questionnaires and was asked to

answer honestly. They were instructed to wrote their own opinion about each
question. No force has been used while doing our survey. All participants were
willing and active during the distribution of questionnaires.

Research Instrument

Among the 3 research instruments, we have chosen questionnaires. Since

they are visual learners, survey questionnaires are very much appropriate for
the grade 8 learners. There are two parts of the survey, first is the demographic
profile which determines their age, gender and the like. Second part is the
essential question to address the statement of the problem or research
questions.

Data Gathering Procedure

The researchers utilized the interviewer-based survey method by

distributing the questionnaire. By this, the researchers would accumulated the
exact information about the impact of stress on academic achievement of grade 8
learners, specifically the researchers focuses on the grade 8 jupiter under the
advisory of teacher Agape celeste tortola. The questionnaire was distributed at
the Managok national High school, Grade 8 jupiter classroom, we arranged the
specific area to maintain and ensure the level of quietness and more important to
protect the privacy of the selected informants.

Research Ethics

Ethical issues were considered to be very important in conducting a

research of this kind. For this reason, the researcher took into considerations
the ethical issues in the study. This was done in an ethical manner, and was in
line with both moral and practical issues in a research. The consent of the

14
respondents was sought before the study was carried out. In gathering data for
the study, the respondents were about the purpose of the research and the
objective it meant to achieve. Respondent were encouraged to feel free and be
objective as possible in given out their responses as outmost confidentiality
was assured and they had the option to either participate or not. The
participants for the study were also assured of anonymity and confidentiality in
terms of how the findings were revealed. Participants were also assured that
names would not be used and specific reference would not be made to
individuals to allow anyone to discern the real persons being referred to in the
study.

Data Analysis

Donald et al(2006).Explained that data analysis is the process

that most differentiates quantitative from qualitative research. Data analysis is a
process whereby researchers make search and arrange it in order to enhance
their knowledge of the data and to present what they learned to others.

In this research the canvasers used the method of coding and

graphic organizer in order to classify the data collected from the survey
questionnaire. This method consist data interpretation and data visualization, by
this method, the canvasers categorized the response of the 10 selected
respondents, in order to arranged and identify their answers easily, and lastly
the researchers analyzed and interpreted the information provided by the
informants in accordance with the objectives of the study.

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 Chapter IV

Presentation, Analysis, and Interpretation of Data

This chapter is to analyze the data obtain as responses to the impact of

stress on the academic performance of the Grade 8 Learners at Managok
National High School. Primary data collection was based on information
obtained from students from the Grade 8 Jupiter Learners. Ten (10)
questionnaires were administered to some of the students and we had 10
respondents respectively. Analysis is done based on the information received
from the students and interpreted to know the impact of stress on the academic
performance of the grade 8 learners at Managokk National High School.

Findings

This chapter provides a summary of the information gathered using semi-

structured interview questions. where the researchers generate ten interview
questions that are gathered and asked.

The following research questions guided the research study:

1. How old are you?

2. What is your gender?

3. What is your medium of language?

4. What year level do you belong?

5. How often do you experience stress?

6. What are the causes of stress and how do you manage it?

7. How stress can affect your studies?

8. While experiencing stress, did you ask for someone’s help?

9. Why do you need to manage stress/minimize stress?

10. What are your struggles upon experiencing stress

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 1. What is the profile of the respondents according to;
A. gender? B. age?

Part 1. Demographic Characteristics of the Respondents

GENDER NO. AGE NO.
Male 5 13-14 years old 8
Female 5 15-16 years old 2

Total 10 10

Based from the table above, there are 5 respondents who are male
and 5 respondents form female. Next, there 8 respondents who age 13-14 years
old and 2 respondents who are 15-16 years old. In sum, there are 10
respondents who participated the survey.

2. What are the causes of stress and how do students manage it?

Based from the gathered survey from our respondents, one of

the causes of stress is “family problem” to be specific. Out of 10 respondents, four
of them answered “family problem”. One of them is approximately 13-14 years
old, a female student who’s medium in language is Cebuano and currently
studying as a grade 8 learner. She said that she sometimes experienced stress.
She also stated that the cause of her stress is family problem, it affected her by
experiencing loneliness and she’s unable to make good decisions because of it.
She wants to minimize her stress issues in order to avoid her suicidal thoughts.
Lastly, during her difficult situation because of stress, she asked for her family’s
help. The second respondent also answered “family problem”. Approximately
13-14 years old, a female student who’s medium in language is Cebuano and
currently studying as a grade 8 learner. She said that, she sometimes
experienced stress. It also bought loneliness to her and hardship upon making
decisions. She wants to control her stress so that, she’ll be able to focus on her
studies. Lastly, she chose to be independent and didn’t ask for someone’s help.
The third respondent also answered “family problem”. Approximately 13-14
years old, a female student who’s medium in language is Cebuano and currently
studying as a grade 8 learner. She said that, she always experienced stress. It
affected her studies by impairing her concentration and focus. She wants to
minimize stress for it affects her mental and physical health, to close this, she
asked for her family and friends help. The last respondent also answered
“family problem”. Approximately 13-14 years old, a female student who’s
medium in language is Cebuano and currently studying as a grade 8 learner. She
said that, she rarely experienced stress. It’s also hard for her to make decisions.
She stated that we need to control our stress in order to avoid depression. To
close this, she didn’t ask for someone’s help.

17
 Based from the gathered survey, the respondent have
common cause of stress which is family problem. The way they handle it
differs because majority of the respondents answered they need family and
friends for help. This is done through group sharing, one on one discussion
and other forms of communication. In this matter, this a healthy way of
overcoming stress in order to lessen the heavy feelings, anxiety and
depression. However, few answered they did not ask for help. In this instance,
this might be crucial in a way that students will be prone to suicide if they will
keep their own problems or stress by themselves. Brandt (2013) found that
Resident Assistants (RA) felt pressure making deadlines, completing
administrative tasks, and completing homework. In Brandt's research, a
student described when stress was felt: "When I do feel stressed it's usually
just when I have a bunch of projects or a big paper to write and I also have to
deal with some RA stuff' (p. 37). One student stated, "There's a lot of undue
stress, especially around the time of year when everybody is leaving for
summer, where you may have a final and your residents want to check out"
(p. 38). Another student felt pressure from work: "When it's just getting asked
to do a million and half things. And you do that million and half things, but you
didn't do the other you do all this and still not good enough" (p. 37). The
students felt pressure to succeed academically and to accomplish their duties
of being a Resident Assistant.
According to Dusselier (2005), the biggest factor causing
stress for students was academics. Students identified tests, classes,
homework, and examinations as causes of stress. One student identified the
pressure of academic work load: "The amount of time that I have to spend
working on my projects for class . . . there is not enough time to spend on all of
the work I need to accomplish" (p. 21). Dusselier et al. found that students who
were taking more credit hours felt more pressure and stress. One student
detailed "loads of school work, all due around the same time, or same day" (p.
22). The academic pressure could be related to feeling the need to succeed.

3. How does stress affect the academic performance of the grade 8 learners of

Managok High School?

There are some respondent(s) who stated that the cause of stress
is “anxiety and depression”. Out of 10 respondents, only one answered anxiety
and depression. Approximately 13-14 years old, a female student who’s medium
in language is Cebuano and currently studying as a grade 8 learner. According to
her, she always experienced stress. It affects her concentration at school
and she wants to minimize her stress in order to have a stable mental and

18
physical health. Lastly, she asked for her family and friends help in order to
ease her situation.
Another answer of the respondent is, “homework”, to be
specific. Out of 10 respondents, three answered “homework”. One of them is
estimated as 13-14 years old. A female student who’s medium in language is
English and currently studying as a grade 8 learner. She stated that she always
experiences stress. By that, she suffered through anxiety and depression
while facing stress. Crying is the only thing that she was able to do. She
wants to control stress in order to improve her grades. Lastly, she chose to
face her problem by her own and didn’t ask for help. The next respondent
also answered “homework”. Approximately 13-14 years old, a female student
who’s medium in language is Cebuano and currently studying as a grade 8
learner. She stated that she sometimes experiences stress. She stated that “stress
bought loneliness to my life and it was hard for me to make decisions”. She
wants to control stress in order to focus on her studies. Lastly, she chose to
be independent about her situation and didn’t ask for some help. The last
respondent of part 3 also answered “homework”. Approximately 13-14 years
old, a male student who’s medium in language is Bisayan and currently studying
as a grade 8 learner and rarely experience stress. According to him, “stress
ruined my concentration in class”, but he didn’t experience any struggles.
He wants to minimize stress so that people around him wouldn’t be
affected, Lastly, he chose to be independent about his situation so, he didn’t
ask for some help.
As explained by the respondents, stress has a negative impact to
their academic performance generally. It greatly affects in terms of
concentration, increase anxiety and others. One of the studies by Reddy (2018)
study concludes that stream wise difference in stress does exist in students. It is
important to deal with stress at personal, social and institutional level. Remedies
such as feedback, yoga, life skills training, mindfulness, meditation and
psychotherapy have been found useful to deal with stress. To identify the main
reason of stress is the key to deal with it. Professionals can develop tailor made
strategies to deal with stress. The integrated wellbeing of the students is
important not only for the individual but for the institute as well.
Moreover, it is important to consider the study by
Dimitrov (2017) who claimed that stress can be addressed by ensuring that the
students give utmost importance to their welfare. Food, exercise, work,
recreation is some of the areas to focus on. He also concluded that the education
system is more to do with the academic qualifications and does not contribute
enough to the holistic development of students.

19
 Chapter V

Conclusion, and Recommendations

Conclusions

After analyzing the data that we collected from the grade 8 learners at
Managok National High School, we discovered some factors of stress. Family
problem and homework are the main contributor towards their sessions of
stress. It led into different dilemmas such as, anxiety and depression, being
unable to focus on their studies, uncountable breakdowns, and loss of the ability
to make good decisions. This study shows the importance of being aware about
this ongoing problem. People usually neglect the fact that student at a very young
age also experience stress. They need to give attention to those students who’s
struggling because of this phenomenon. We’ve also come up with the conclusion
that, stress do really affect the academic performance of a student. They are
easily distracted and it is hard for them to focus because their thoughts are filled
with frustration because of stress. Overall, this research deserves sympathy for it
can change every person’s perspective about the problem “stress”.

Recommendations

The researchers should be strongly continuing this kind of studies,

because based on the responds of the informants, majority of them are suffering
from the different causes and effects of stress such as family problem, Anxiety
and depression and etc. On the other hand, this kind of serious issues about
mental health condition should be given an attention by that rate of percentage
of stress will decrease because it can lead suicidal. According to the American
Psychological Association, US adult surveyed in 2010 reported that stress has
negatively affected their behaviors (49%) increased tension in their bodies
(21%), it means that the rate of stress kept on increasing so us researchers are
aiming to help those who’s experiencing agony through stress

20
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