Research Group8 Final Ata

SENIOR YEAR BLUES: A COMPARATIVE STUDY OF THE ACADEMIC PRESSURE
LEVEL OF HUMSS STUDENTS IN OUR LADY OF FATIMA UNIVERSITY
A Research Paper
Presented to
Faculty of Senior High School
Our Lady of Fatima University
In Partial Fulfillment of the
Requirements for
Practical Research 2
Atasha Nicole M. Espela
Emalyn Gomba
Emjay R. Palma
Mark Luis Roque
Marck Danielle Alberto
Research Adviser
December, 2023
Senior Year Blues: A Comparative Study
Acknowledgements
The researcher would like to extend her gratitude and appreciation to the following
people who motivated and helped her to complete this study.
We would like to express our sincere gratitude to Sir Marck Danielle Alberto, whose
guidance, support, and invaluable insights have been instrumental in shaping this research. His
expertise and encouragement significantly contributed to the completion of this research.
We also would like to extend our heartfelt gratitude to all the participants who generously
shared their experiences and insights for this academic pressure research. Their invaluable
contributions have been instrumental in illuminating the complexities and nuances surrounding
this crucial area of study.
Furthermore, we are deeply thankful to our family and friends for their unwavering
encouragement, understanding, and patience during this research endeavor.
Lastly, and above all, to the Almighty God, who gave her courage, wisdom, and patience
to finish and complete this study. Without Him, everything in this study would be impossible and
this study will not be completed. He is truly the greatest. Nothing is impossible with Him. All
Glory to Him!
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Table of Contents
Title Page 1
Acknowledgements 2
Abstract 6
CHAPTER I: INTRODUCTION
Introduction 8
Significance of the Study 9
Theoretical Framework 10
Conceptual Framework 11
Statement of the Problem 11
Hypothesis 12
Scopes and Limitation 12
Definition of Terms 13
CHAPTER II: REVIEW OF RELATED LITERATURE
Academic Pressure 15
Senior High School Students 16
Academic Pressure of Senior High School Student 17
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CHAPTER III: RESEARCH METHODOLOGY
Research Design 19
Research Setting 19
Research Subject 20
Research Ethics 20
Research Instruments 21
Data Gathering Procedures 21
Statistical Treatment of Data 22
CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Table 1.1: Demographic Profile of Respondents in terms of Age 24
Table 1.2: Demographic Profile of Respondents in terms of Gender 25
Table 1.3: Demographic Profile of Respondents in terms of Grade Level 26
Table 2.1: Academic Pressure of Grade 11 27
Table 2.2: Academic Pressure of Grade 12 31
Table 2.3 Academic Pressure Level of Grade 11 and Grade 12 HUMSS 36
Students
Table 3.1: Academic Pressure Scores of Grade 11 and Grade 12 HUMSS 40
4
Students
Table 3.2: T-test Results Comparing the Means of Grade 11 and Grade 44
12 HUMSS Students regarding their Academic Pressure Level
CHAPTER V: CONCLUSIONS, AND RECOMMENDATIONS
Conclusions 46
Recommendations 47
References 48
Appendices
Appendices A 51
Curriculum Vitae 53
5
Abstract
This research examines the academic pressure levels among Grade 11 and Grade 12
Humanities and Social Sciences (HUMSS) students at Our Lady of Fatima University, Quezon
City. The study’s significance extends to various stakeholders, offering insights for students,
parents, professors, school administrators, and future researchers. By employing a descriptive-
comparative research design, the study aims to reveal demographic profiles and assess academic
pressure differences between the two grade levels. Through a purposive sampling technique, 50
HUMSS students participate in the study, providing responses to a validated questionnaire—the
Educational Stress Scale for Adolescents. The data collection process employs online method,
ensuring a representative sample. Ethical considerations are strictly adhered to, with participants
providing informed consent. Statistical analysis, including the t-test, is applied to compare
academic pressure levels. The results indicate a statistically significant difference, with Grade 12
students experiencing higher academic pressure than Grade 11 students. The findings underscore
the need for targeted interventions to assist students in managing stress effectively. The study’s
implications extend to parents, educators, and administrators, offering actionable insights for
supporting students and implementing effective policies. Furthermore, the research provides a
foundation for future studies, contributing to the body of knowledge on academic pressure
among HUMSS students. Overall, the study emphasizes the importance of addressing academic
pressure to enhance the well-being of students, particularly in their senior year.
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
The current situation in the Philippines reveals a notable pattern wherein there is a heavy
dependence on high-stakes assessments, including standardized assessments and entrance
examinations, as crucial factors in determining academic achievement. In a recent study
conducted by Hatoum (2021), it was found that young individuals are subjected to significant
levels of pressure in their pursuit of meeting or surpassing academic standards within the
education system. The underlying objective of this pressure is to potentially enhance student
outcomes and facilitate the attainment of high academic performance. The assessments are
characterized by a high level of competition, which exerts significant pressure on students due to
the potential impact on their future prospects.
Furthermore, it is worth noting that the education system in the Philippines has been
widely recognized for its comprehensive curriculum and demanding academic requirements. The
phenomenon of students experiencing feelings of being overwhelmed due to the extensive
number of activities, assignments, performance task, and examinations they are required to
complete is a commonly observed occurrence (SunStar, 2017). Furthermore, it is crucial to
mention that Filipino parents have traditionally placed great importance on education as a
fundamental means of achieving higher social status. The phenomenon of students facing
significant pressure to achieve academic excellence in order to meet the expectations set by their
parents has been widely observed
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Several factors contribute to this heightened pressure. Firstly, the intensifying
competition for college admissions has made it fierce, prompting students to strive for perfect
grades and engage in extracurricular activities to stay competitive. Furthermore, the expectations
of teachers and parents play a significant role in amplifying academic pressure according to Ma
Y., Siu A., Tse W. S. (2018). Teachers may demand more challenging coursework and higher
performance standards, while parents may exert pressure for academic success.
Stress, according to Kötter et al. (2017), has a negative impact on academic performance
and can lead to a vicious cycle of rising stress and reducing performance. Also, according to
Ranasinghe et al. (2017) that academic stress is adversely connected with emotional intelligence
on academic performance in their study on academic stress and emotional intelligence.
Intelligence and academic performance are two factors that influence one's ability to succeed.
The Mental Health Toll of Academic Pressure (2022) stated that the increased academic
pressure often takes a toll on students' mental health, resulting in issues like anxiety, depression,
and burnout. These challenges hinder students' ability to concentrate on their studies and can lead
to below what is expected academic performance. Students experiencing these mental health
challenges may withdraw from social activities, struggle with sleep, and experience physical
symptoms like headaches, stomachaches, and fatigue.
The first aim of this study is to measure and quantify the level of academic pressure faced
by students in grade 11 and grade 12 who are enrolled in the Humanities and Social Sciences
(HUMSS) track at Our Lady of Fatima University. This study is also to investigate the
comparison between academic pressure and various factors, such as demographic characteristics,
academic achievement, and participation in extracurricular activities. In this study, our objective
is to thoroughly examine the existing condition of academic pressure and provide a
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comprehensive analysis of its importance and possible repercussions for students, educators,
policymakers, and society in general.
This paper hopes to contribute about having a clear understand of academic pressure and
to provide important insights into the mental and emotional impact that academic expectations
might have on students’ well-being.
Significance of the Study
The results of the study may be help to the following;
Student/s. Through the help with this research, students will be able to know the reason
whysome of them experience academic pressure.
Parents. The results of the research may provide information on how parents might lead
their children and provide the assistance that their children require to progress in school and in
their studies.
Professors. The study's findings could serve as a guide for teachers to learn more about
academic stress and how they can help students lessen their academic stress.
School Administrators. The study's findings may provide them with ideas for
implementing school policies, activities, and programs that can assist students be more
motivated and reduce academic stress.
Future Researchers. The study's findings may provide future researchers with a piece of
relevant literature for future research and improve their understanding of the research.
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Theoretical Framework
Figure 1. Academic Stress Theory Model by Campbell-Phillips
This study is theoretically based on the Academic Stress Theory proposed by Campbell-
Phillips et al. (2020). According to this theory, academic stress was caused by high expectations
of teachers, unfriendly attitude of teachers toward students, lack of interest in subjects, lack of
confidence and concentration, and worry about exams.
This theory will be used by the researchers as the basis of this study whether students'
academic stress of Grade 11 and Grade 12 HUMSS students have a significant relationship.
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Conceptual Framework
Figure 2.
Conceptual Model of the Study
The figure above depicts the study's pattern of investigation. Students in grades 11 and 12
are the independent variables, whereas Academic Pressure is the dependent variable. The
arrowhead indicates a probable connection between Grade 11 and Grade 12 HUMSS students
and academic pressure.
Statement of the Problem
The pressure to succeed academically is a common experience for many students, but the
level of pressure can vary depending on a number of factors, including the student's age, grade
level, and school environment. This study aims to investigate and compare the academic pressure
levels experienced between Grade 11 and Grade 12 for Our Lady of Fatima students.
1. What is the demographic profile of respondents in term of:
1.1. Age
1.2. Sex
1.3. Grade Level
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2. What are the levels of academic pressure among HUMSS students at Our Lady of Fatima
University?
3. Is there a significant difference in the academic pressure level between Grade 11 and Grade
12 HUMSS students at Our Lady of Fatima University?
Hypothesis
In this study, researchers want to know if there is a difference between grade 11 and
grade 12 HUMSS students academic pressure. The null hypothesis(H0) suggests that there's no
significant difference, while the alternative hypothesis (Ha), tells that there is a significant
difference. Researchers would conduct a study and analyze data to determine if there's evidence
or a study to support the alternative hypothesis.
Ho: There is no significant difference in the academic pressure level between Grade 11 and
Grade 12 HUMSS students at Our Lady of Fatima University.
Ha: There is a significant difference in the academic pressure level between Grade 11 and Grade
12 HUMSS students at Our Lady of Fatima University.
Scope and Delimitation of the Study
The main objective of this research endeavor is to assess the extent of academic pressure
faced by students enrolled in grades 11 and 12 of the Humanities and Social Sciences (HUMSS)
program at Our Lady of Fatima, Quezon City. The data collection process will involve the
distribution of surveys or questionnaires to students in grades 11 and 12 at Our Lady of Fatima
HUMSS. The present study employs a quantitative research design, which emphasizes the
collection and analysis of numerical data. Furthermore, it is important to note that the current
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research lacks the necessary resources to carry out a comprehensive qualitative investigation for
the study.
The scope of this study is restricted to Our Lady of Fatima University, thereby potentially
limiting the generalizability of the findings to other educational institutions or HUMSS students
from different schools. The findings of this investigation are constrained to the specific
timeframe of the academic year 2023-2024 and may not account for long-term changes or trends.
Definition of Terms
To facilitate the understanding of this study, different terms are defined herein:
Academic Performance: Academic performance is the measurement of student achievement
across various academic subjects.
Academic Pressure: Academic pressure is a situation where learners get overwhelmed by
education demands. It makes them rush against time. They use more energy to achieve
educational goals (Linder, n.d).
Anxiety: Anxiety is an emotion characterized by feelings of tension, worried thoughts, and
physical changes like increased blood pressure.
Burnout: A total loss energy and interact and an inability to function effectively, experienced as
a result of excessive demands on one’s resources or chronic overwork.
Coursework: Coursework refers to academic assignments or tasks that are completed by
students as part of their coursework requirements for a specific course or subject
Curriculum: Refers to the lessons and academic content taught in a school or in a specific
course or program
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Demographic: A single vital or social statistical of a human population, as the number of births
and deaths.
Depression: A major depressive disorder or clinical depression, is a common and serious mood
disorder. It affects how you feel, think, and behave and can lead to a variety of emotional and
physical problems.
Extracurricular activities: These activities offer opportunities for students to learn the values of
teamwork, individual and group responsibility, physical strength and endurance, competition,
diversity, and a sense of culture and community (O’Brien, 1995).
HUMSS: HUMSS stands for Humanities and Social Sciences. It is one of the strands offered to
Senior High students.
Mental Health: Mental health includes our emotional, psychological, and social well-being. It
affects how we think, feel, and act. It also helps determine how we handle stress, relate to others,
and make healthy choices.
Repercussions: Repercussions is something that happens because of another action
Social status: Social status is the position which one holds in society. This can be earned by
them through their achievements (Williams, 2015).
Well-being: The experience of health, happiness, and prosperity. It includes having good mental
health, high life satisfaction, a sense of meaning or purpose and the ability to manage stress.
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CHAPTER II
LITERATURE REVIEW
This chapter presents the relevant literature which served as a useful point of reference to
the present study. It focused on the Academic Stress of and Humanities and Social Science
Students. The cited literature were arranged according to themes.
Academic Pressure
According to the study conducted by Krishan Lal (2014), burdens, pressures, anxiety, and
worries are all considered forms of stress. Everybody has experienced it, or they have
experienced it at some point throughout their time in high school. There is no doubting the
significance of tile students in the educational process. This is a result of human factors that play
a major role in the educational system; students are the ones who carry out the final step in the
learning process.
Thus, in the study conducted by Taylor (2015), it has been determined that people
experience psychological, emotional, physical, and cognitive changes when they are under stress.
The examination showed that stressors, especially academic ones, altered the participants'
physical, emotional, and cognitive traits. Weight fluctuations, vertigo, stomach pain, irregular
menstruation, and changed sleeping patterns were among the physical symptoms experienced by
the participants. When the participants got fatigued out, especially after returning from school,
they would cry for no apparent reason. The participants were too exhausted from their
schoolwork to finish their homework, preferring to engage in fun activities like playing with
their phones or watching television. One of the cognitive changes that occurs is the development
of the belief that learning is too difficult.
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In addition to that, according to Yeom et al., (2020), students' academic stress and
parental pressure as well as psychiatric problems were positively correlated in the Indian context.
Examination-related anxiety had significant positive association with psychiatric problems
among students. It is emphasized by this study that academic stress was a serious issue, affecting
about two-third of senior high school students.
However, according to the study of Putri and Febriani (2021), the safe connection that
exists between teenagers and their parents and the academic stress that senior high school
students face are mediated by academic self-efficacy. A positive self-image is projected by
adolescents with strong parental relationships, which encourages the growth of high academic
self-efficacy. Teens who have a high sense of their own ability to overcome difficulties in the
classroom will experience less academic stress. However, teenagers who have low levels of
stable attachment to their parents are also likely to have low levels of academic self-efficacy,
which may lead to a rise in academic stress among students.
Furthermore, according to Khan (2018), pressure from school affects how well students
perform. The results were found to be significant because, under the semester system, college
students have significantly fewer terms, but they are still under pressure to complete numerous
modules. It was further supported by the utilization of extant literature.
Senior High School Students
The study by Depaynos et al. (2021), the elevated academic stress experienced by
students suggests a serious commitment to academics, study linking higher stress levels to
increased Cumulative Grade Points Average. Despite achieving high grades with dedicated
effort, these students jeopardize their mental, physical, and psychological well-being. In contrast
to high stress, Dr. Megan Reitz discovered that moderate stress levels contribute to improved
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performance and decision-making. Students can enhance their confidence by exerting control
over stressful situations. Lowering senior high school students’ academic stress from high to
moderate levels through effective coping skills may lead to improved academic performance.
The study of Akande et al. (2014) on secondary school students in FCT (Federal Capital
Territory). Nigeria experienced low and medium levels of stress. It was expected that secondary
school students would experience higher stress levels because of the curriculum in secondary
schools and the nature of adolescence in secondary students. One possible reason for low and
medium stress levels of secondary school students in FCT is the general adaptations of Nigerians
to situations (Akande et al, 2014). Studies reported that appropriate coping strategies and
adaptation to stressful events can minimize the effect of stress and can help in the recovery of
high-stress levels or distress.
Academic Pressure of Senior High School Students.
The study by Depaynos, Butala, and Atompag (2021) investigated the academic stress of
senior high school students in the Philippines. The study found that students in both Grade 11
and Grade 12 experienced high levels of academic stress, with Grade 12 students reporting
slightly higher levels of stress. The study also found that academic stress was associated with a
number of negative outcomes, including decreased academic performance, increased anxiety and
depression, and decreased physical and mental health.
The findings of the study by Depaynos, Butala, and Atompag (2021) are consistent with a
growing body of research that suggests that academic stress is a significant problem for high
school students around the world. A number of factors have been identified as contributing to
academic stress, including high academic expectations, increased competition for college
admissions, and a lack of support from schools and parents.The study by Depaynos, Butala, and
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Atompag (2021) provides valuable insights into the experiences of senior high school students.
The findings of the study suggest that there is a need for more research to identify effective
interventions to reduce academic stress and promote the well-being of high school students.
A study by Izzati, Tentama, and Suyono (2020) developed a psychometric scale to
measure academic stress in senior high school students. The findings of the study revealed that
academic stress is a significant problem for senior high school students, with students in grade 12
experiencing higher levels of stress than students in grade 11. The study also found that
academic stress is associated with a number of negative consequences, including anxiety,
depression, and physical health problems. There are a number of theories that attempt to explain
the academic pressure experienced by senior high school students. One theory is that the pressure
is due to the high stakes nature of the final year of high school. Students are often under pressure
to perform well in order to gain entry into their desired university or college. Another theory is
that the pressure is due to the increased workload that students experience in their senior year.
Students are often taking more challenging courses and are required to complete a number of
assignments and projects.
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CHAPTER III
RESEARCH METHODOLOGY
Research Design
This study will utilize the descriptive-comparative type of research. According to Mary
Ann Cantrell (2011), descriptive-comparative research is a quantitative research design that aims
to describe the differences without manipulating the independent variables.
In addition, in descriptive-comparative research, the researchers will evaluate two
unmanipulated variables and develops a formal technique to conclude that one is superior to the
other technique. Formplus Blog (2020)
Therefore, the researchers will use descriptive-comparative research design in order to
determine if there is significant difference with grade 11 and grade 12 academic pressure.
Research Setting
The setting for this research is Our Lady of Fatima University, Quezon City. For students
specializing in Humanities and Social Sciences (HUMSS), the University has two buildings in
different locations: one for grade 11 is located at #1 Esperanza Street, Hilltop Mansion
Subdivision, Lagro, Quezon City, while the other is located at 26 Regalado Highway,
Novaliches, Quezon City, for grade 12. The institution and area were chosen by the researchers
because they have a suitable population that can supply the needed responses for the study. In
order to ensure that the research is grounded in current educational practices and that its
conclusions are more applicable to the current educational landscape, it was conducted during
the school year 2023–2024.
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Research Subject
In this study, the researchers focused on students in grade 11 and grade 12 who were
enrolled in the Humanities and Social Sciences (HUMSS) strand at Our Lady of Fatima
University, Quezon City. A total of fifty (50) HUMSS students participated as respondents and
voluntarily cooperated by responding to the administered questionnaire.
Moreover, the researchers used a purposive sampling technique to select their subjects,
which aligned with the study’s intended objective. With this approach, participants were chosen
based on the researchers’ predetermined criteria, such as their strand (HUMS), grade level (11
and 12), and school (Our Lady of Fatima University). Overall, this approach enabled the
researchers to target a specific group of people, ensuring that the data collected was well-suited
to the researcher's questions and objectives.
Research Ethics
The researcher’s concern aids to treat the participants ethically and respectfully. In
conducting this research study, the research was guided by legal and ethical principles for the
well-being of the approved participants. With the permission of the participants, any harmful
incidents that may affect them are unintentional. To perform an ethical research study, the
researchers are obligated to follow the research ethics.
By conducting this research study, the researchers give the participants a consent form,
indicating that participants agree to principles that include voluntary participation, informed
consent, confidentiality, anonymity, and unintended harm. The researcher ensures that all
information in this study will be strictly adhered to and is only used for research study purposes.
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Moreover, the researcher guarantees that this study is not plagiarized and applies
appropriate citations of authors using American Psychological Association (APA) format.
Research Instruments
To gather the data needed for this research. The researcher will adopt a questionnaire that
was already proven valid and reliable. To determine the level of academic pressure, the
researchers will use an Educational Stress Scale for Adolescents that was adopted from the study
conducted by Sun et al. (2011) in this study. This research instruments is composed of 16
questions that describes the students stress in school and their students life.
Students’ responses from the survey on academic stress will range from (5) Strongly
Agree, (4) Agree, (3) Neutral, (2) Disagree, (1) Strongly Disagree.
In terms of reliability of the instrument for academic stress, a Cronbach’s alpha score of
87 was recorded. Therefore, the instrument was found to be recommended to be used for this
study.
Data Gathering Procedure
Data gathering is the systematic collection and measurement of information to answer
specific questions or evaluate outcomes (Office of Research Integrity, 2022). It is a critical step
in any research process, and the quality of the data collected has a direct impact on the validity of
the findings. This study will investigate the levels of academic pressure faced by Grade 11 and
Grade 12 students enrolled in the Humanities and Social Sciences (HUMSS) program at Our
Lady of Fatima University (OLFU). To ensure a balanced and representative sample, 25 students
will be selected from each grade level, for a total of 50 respondents. The Educational Stress
Scale for Adolescents (ESSA) is a 16-item self-report questionnaire that measures academic
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pressure and other sources of stress in adolescents. The ESSA is a reliable and valid measure of
educational stress, and it has been used in research studies to examine the effects of stress on
adolescent health and well-being.
The questionnaire will be distributed to Grade 11 and Grade 12 HUMSS students at
OLFU. The questionnaire will be administered both online (through Google Forms) and offline
(in person within in our school in OLFU). The questionnaire will be anonymous and
confidential. Students will be given the option to participate in the study and will be required to
provide informed consent. Once the data has been collected, it will be analyzed using statistical
methods to identify any differences in academic pressure between Grade 11 and Grade 12
students, as well as any associations between academic pressure and demographic
characteristics, academic achievement, and extracurricular activities.
Statistical Treatment
To compare the academic pressure level of Grade 11 and Grade 12 students, researchers
will be using the t-test as a statistical method to compare the academic pressure levels of students
in both grade levels. The t-test allows us to determine if there is a significant difference in the
mean academic pressure between Grade 11 and Grade 12 students. Our research involved two
main variables, one is the independent variable of Grade Level, which represents the two groups
being compared (Grade 11 and Grade 12 students at Our Lady of Fatima), and the dependent
variable of Academic Pressure Level, which measures the perceived academic pressure
experienced by the students.
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Where:
t = t-statistic
x̅ 1 = mean of the first sample set (Grade 11)
x̅ 2 = mean of the second sample set (Grade 12)
s1 = standard deviation of the first sample set (Grade 11)
s2 = standard deviation of the second sample set (Grade 12)
n1 = sample size of the first sample set (Grade 11)
n2 = sample size of the second sample set (Grade 12)
To conduct our study, we will collect data by administering an academic pressure
questionnaire to a sample of Grade 11 and Grade 12 students. The questionnaire will assess their
perceived academic pressure levels using the Educational Stress Scale for Adolescents (ESSA).
Once we have collected the data, we will analyze it using the t-test formula. We will calculate
the mean academic pressure score for Grade 11 students and the mean academic pressure score
for Grade 12 students. The t-value will be calculated by subtracting the mean academic pressure
score of Grade 12 students from the mean academic pressure score of Grade 11 students, and
then dividing this difference by the square root of the sum of the squared standard deviations of
each group divided by their respective sample sizes.
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter contains the summarized result of the research questionnaire. The number of
participants, division of course, and age of the respondents. As well as the summarized answer
per question including its weighted mean and verbal interpretation.
participants, age, gender, and grade level . As well as the summarized answer per question
including its weighted mean and verbal interpretation.
Table 1.1
Demographic Profile of Respondents in terms of Age
Age Frequency Percentage
16 11 22%
17 32 64%
18 5 10%
19 1 2%
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20 1 2%
TOTAL 50 100%
Analysis
According to the data presented in a table, the majority of the respondents were 17 years
old, accounting for 64% of the total sample. The second most common age group was 16 years
old, with 22% of respondents. Only 10% of respondents were 18 years old, and 2% of
respondents were 19 or 20 years old.
Interpretation
The data from the table indicates that 64% of the surveyed individuals were 17 years old,
making it the predominant age group in the sample. Following closely, the age group of 16 years
old compromised 22% of the respondents. Notably, respondents aged 18 years constituted only
10%, while those in the 19-20 age range represented a smaller proportion at 2%. This
distribution provides valuable insights into the age demographics of the surveyed population.
Table 1.2
Demographic Profile of Respondents in terms of Gender
Gender Frequency Percentage
Male 29 58%
Female 21 42%
Total 50 100%
Analysis
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According to the table, there are a total of 29 male respondents who answered the survey
questionnaire, resulting in a percentage of 58% of the respondents. As for the female
respondents, they total 21 and have a percentage of 42%, which gives a total of 50 respondents
and a percentage of 100%.
Interpretation
The data indicates a gender distribution among survey respondents, with 58% being male
and 42% female. This suggests a higher representation of males in the sample. The total number
of respondents is 50, compromising 29 males and 21 females, constituting a comprehensive
analysis of gender demographic in the survey data set.
Table 1.3
Demographic Profile of Respondents in terms of Grade Level
Grade Level Frequency Percentage
Grade 11 25 50%
Grade 12 25 50%
Total 50 100%
Analysis
According to the table, the sample was evenly distributed between Grade 11 and Grade
12 students (50% each). This is consistent with the fact that in the study, researchers aimed to
compare the academic pressure levels of Grade 11 and Grade 12 HUMSS students.
Interpretation
The data reveals an equal distribution of respondents between Grade 11 and Grade 12
students, each compromising 50% of the sample. This aligns with the study’s objective assess
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and compare academic pressure levels specifically among Grade 11 and Grade 12 under
Humanities and Social Sciences (HUMSS) students. To be balanced representation in both
grades enhances the study’s ability to draw meaningful comparisons between two grade levels
within the specified demographic.
Table 2.1
Academic Pressure Level of Grade 11
Questions SA FQ A FQ N FQ D FQ SD FQ T W VI
1. I am very LOW
dissatisfie
d with my 20 24 9 4 2 17
academic
grades. 4 6 3 2 2 0.34
2. I feel that LOW
there is too
much 30 56 21 2 0 28
school
works. 6 14 7 1 0 0.56
3. I feel there LOW
is too
much 30 36 9 4 0 20
home
work. 6 9 3 2 0 0.4
27
Future education LOW
and employment
bring me a lot of 65 20 15 2 2 26
academic
pressure. 13 5 5 1 2 0.52
My parents care LOW
about my
academic grades
5 24 27 14 5 28
too muc, which
brings me a lot of
pressure. 1 6 9 7 5 0.56
I feel a lot of LOW
pressure in my 40 20 36 2 1 27
daily studying. 8 5 12 1 1 0.54
I feel that there LOW
are too many tests 10 24 15 6 1 17
in schools. 2 6 5 3 1 0.34
Academic grade is LOW
very important to
my future and
35 40 6 0 2 21
even can
determine my
whole life. 7 10 2 0 2 0.42
28
I feel that I have LOW
dissapointed my
parents when my 40 24 18 12 2 28
test/exam results
are poor. 8 6 6 6 2 0.56
I feel that I have LOW
dissapointed my
professor when
30 32 21 6 1 25
my test/exams
results are not
ideal 6 8 7 3 1 0.5
There is too much LOW
competition
among classmates
20 20 12 8 4 21
which brings me a
lot of academic
pressure. 4 5 4 4 4 0.42
I always lack LOW
confidence with
35 32 27 8 1 29
my academic
score. 7 8 9 4 1 0.58
It is very difficult 3 15 8 32 2 6 2 4 2 2 17 0.34 LOW
to concentrate
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during classes.
I feel stressed LOW
when I do not live

50 32 6 18 1 30
up to my own
standards. 10 8 2 9 1 0.6
When I fail to live LOW
up to my own
expectations, I 55 24 6 4 2 23
feel I am not good
enough. 11 6 2 2 2 0.46
I usually cannot LOW
sleep because of
worry when I
50 24 6 8 2 24
cannot meet the
goals I set for
myself 10 6 2 4 2 0.48
Analysis
The Grade 11 Academic Pressure Level Table indicates that students generally
experience low levels of academic pressure. Specifically, students report minimal pressure from
studying, workload, concerns about grades, self-expectations, and despondency. This implies
that students are not overly burdened by their schoolwork, are not excessively concerned about
their grades, and do not have unrealistically high expectations for themselves. Additionally,
30
students are not feeling discouraged about school and do not believe that they will be unable to
reach their academic goals. However, there are a few areas where students are reporting slightly
higher levels of pressure than students in the ESSA study. One area is the belief that academic
grades hold significant importance for their future and can even determine their entire life
trajectory. Another area is the feeling of disappointing their parents when their test or exam
results are not up to par. Overall, the Grade 11 Academic Pressure Level Table suggests that
students are not at risk for the negative consequences of academic stress, such as anxiety,
depression, and burnout. However, the table also suggests that there are some areas where
students could benefit from interventions designed to alleviate academic stress and promote
student well-being.
Table 2.2
Academic Pressure Level of Grade 12
Questions SA FQ A FQ N FQ D FQ SD FQ T WM VI
I am very LOW
dissatisfied
with my 4 20 6 24 8 24 3 6 2 2 76 1.52
academic
grades.
I feel that LOW
there is too
6 30 14 56 1 3 2 4 0 0 93 1.86
much school
works
I feel there is 6 30 9 36 6 18 2 4 0 0 88 1.76 LOW
31
too much
home work
Future LOW
education
and
employment
13 65 4 16 2 6 2 4 2 2 93 1.86
bring me a
lot of
academic
pressure.
My parents LOW
care about
my
academic
grades too 1 5 5 20 4 12 7 14 5 5 56 1.12
muc, which
brings me a
lot of
pressure.
I feel a lot of LOW
pressure in
8 40 4 16 8 24 2 4 1 1 85 1.7
my daily
studying.
32
I feel that AVERAGE
there are too

2 10 6 24 12 36 2 4 1 63 137 2.74
many tests
in schools.
Academic LOW
grade is very
important to
my future
7 35 9 36 4 12 0 0 2 2 85 1.7
and even can
determine
my whole
life.
I feel that I LOW
have
dissapointed
my parents
8 40 5 20 1 3 6 12 3 3 78 1.56
when my
test/exam
results are
poor.
I feel that I 6 30 7 28 4 12 4 8 1 1 79 1.58 LOW
have
dissapointed
33
my professor
when my
test/exams
results are
not ideal
There is too HIGH
much
competition
among
classmates 4 35 5 20 6 18 3 6 4 120 199 3.98
which brings
me a lot of
academic
pressure.
I always LOW
lack
confidence
7 35 7 28 3 9 4 8 2 2 82 1.64
with my
academic
score.
It is very 3 15 8 32 7 21 2 4 2 2 74 1.48 LOW
difficult to
concentrate
34
during
classes.
I feel LOW
stressed
when I do
10 50 8 32 1 3 3 6 0 0 91 1.82
not live up
to my own
standards.
When I fail LOW
to live up to
my own
expectations, 11 55 6 24 1 3 2 4 2 2 88 1.76
I feel I am
not good
enough.
I usually LOW
cannot sleep
because of
worry when
10 50 6 24 0 0 4 8 3 3 85 1.7
I cannot
meet the
goals I set
for myself
35
Analysis
The Grade 12 Academic Pressure Level Table reveals that students experience slightly
higher levels of academic pressure compared to their Grade 11 counterparts. Specifically, Grade
12 students report elevated levels of pressure from studying and concerns about grades. This
suggests that Grade 12 students are feeling more overwhelmed by their schoolwork and are more
worried about their academic performance. Additionally, based on student responses, two factors
stand out as contributing to the higher levels of academic pressure among Grade 12 students: the
increased number of tests in school and the intensified competition among classmates. However,
Grade 12 students are reporting lower levels of pressure from their parents and professors than
Grade 11 students. This implies that Grade 12 students are developing a sense of independence
and are less concerned with the expectations of others. Overall, the Grade 12 Academic Pressure
Level Table suggests that Grade 12 students face increased academic pressure and are more
susceptible to the negative consequences of academic stress, such as anxiety, depression, and
burnout. However, the table also suggests that Grade 12 students are coping well with the stress
they are experiencing and are not feeling discouraged about their future prospects.
Table 2.3
Academic Pressure Level of Grade 11 and Grade 12 HUMSS Students
Academic Pressure of Academic Pressure of Grade
Grade 11 HUMSS Student 12 HUMSS Student
I am very dissatisfied with WM VI WM VI
my academic grades.
36
I feel that there is too much
school works 0.34 LOW 1.52 LOW
I feel there is too much home
work 0.56 LOW 1.86 LOW
Future education and
employment bring me a lot of
academic pressure. 0.4 LOW 1.76 LOW
My parents care about my
academic grades too muc,
which brings me a lot of
pressure. 0.52 LOW 1.86 LOW
I feel a lot of pressure in my
daily studying. 0.56 LOW 1.12 LOW
I feel that there are too many
tests in schools. 0.54 LOW 1.7 LOW
Academic grade is very
important to my future and
even can determine my whole
life. 0.34 LOW 2.74 AVERAGE
I feel that I have dissapointed
my parents when my
test/exam results are poor. 0.42 LOW 1.7 LOW
I feel that I have dissapointed 0.56
37
my professor when my
test/exams results are not LOW LOW

1.56
ideal
There is too much
competition among LOW LOW
classmates which brings me a 1.58
lot of academic pressure. 0.5
I always lack confidence with
my academic score. 0.42 LOW 3.98 HIGH
It is very difficult to
concentrate during classes. 0.58 LOW 1.64 LOW
I feel stressed when I do not
live up to my own standards. 0.34 LOW 1.48 LOW
When I fail to live up to my
own expectations, I feel I am
not good enough. 0.6 LOW 1.82 LOW
I usually cannot sleep
because of worry when I
cannot meet the goals I set for LOW LOW

1.76
myself 0.46
I am very dissatisfied with
my academic grades. 0.48 LOW 1.7 LOW
Total 76.2 29.78
38
Weighted Average Mean 7.62 2.98
Analysis
According to the table, the total number 1408 is from grade 11, while the total number
2740 is from grade 12. The mean academic pressure level of Grade 11 HUMSS students is
56.32, while the mean academic pressure level of Grade 12 HUMSS students is 113.6. This
means that Grade 12 HUMSS students experience significantly higher levels of academic
pressure than Grade 11 HUMSS students. The variance in academic pressure level is also higher
among Grade 12 HUMSS students, with a variance of 258.48, compared to a variance of
177.22667 among Grade 11 HUMSS students. This implies that there is a greater range of
academic pressure levels experienced by Grade 12 HUMSS students, with some students
experiencing very high levels of academic pressure while others experience relatively low levels
of academic pressure. The standard deviation in academic pressure level is also higher among
Grade 12 HUMSS students, with a standard deviation of 16.077313, compared to a standard
deviation of 13.312651 among Grade 11 HUMSS students. This further confirms that Grade 12
HUMSS students experience a wider range of academic pressure levels than Grade 11 HUMSS
students.
Interpretation
The table presents notable distinctions in academic pressure levels between Grade 11
and Grade 12 HUMSS students. With a total of 1408 Grade 11 students and 2740 Grade 12
students, the mean academic pressure for Grade 12 HUMSS students is significantly higher at
39
113.6 compared to Grade 11 HUMSS students with a mean of 56.32. The variance of 258.48 in
Grade 12 surpasses the variance of 177.22667 in Grade 11, indicating a greater range of
academic pressure levels among Grade 12 HUMSS students. The higher standard deviation of
16.077313 for Grade 12 HUMSS, in contrast to 13.312651 for Grade 11, reinforces the idea that
Grade 12 HUMSS students exhibit a broader spectrum of academic pressure experiences. This
suggests that within Grade 12 HUMSS, some students face significantly elevated academic
pressure, while others experience comparatively lower levels. These findings highlight the need
for targeted support and interventions, recognizing the diverse academic pressure experiences
within the Grade 12 HUMSS student population.
Table 3.1
Academic Pressure Level Scores of Grade 11 and Grade 12 HUMSS Students
Grade 11 Grade 12
my academic grades. 59 97
school works 68 97
work 67 133
academic pressure. 38 121
My parents care about my 61 127
40
pressure.
daily studying. 58 90
tests in schools. 71 88
life. 51 127
my parents when my
test/exam results are poor. 68 130
my professor when my
test/exams results are not
ideal 32 133
There is too much
competition among
classmates which brings me a
lot of academic pressure. 68 126
I always lack confidence with
my academic score. 70 111
41
It is very difficult to
concentrate during classes. 39 112
I feel stressed when I do not
live up to my own standards. 69 124
When I fail to live up to my
own expectations, I feel I am
not good enough. 64 129
I usually cannot sleep
because of worry when I
cannot meet the goals I set for
myself 25 116
my academic grades. 58 112
school works 48 132
work 75 126
academic pressure. 55 127
My parents care about my 47 117
42
pressure.
daily studying. 46 85
tests in schools. 56 91
life. 68 93
my parents when my
test/exam results are poor. 47 96
Total 1408 2740
Mean 56.32 113.6
Variance 177.22667 258.48
Standard Deviation 13.312651 16.077313
Analysis
According to the table, a total of 1408 students are from Grade 11, while a total of 2740
are from Grade 12. The lowest score for Grade 11 HUMSS students is 25, which was reported
for the factor "I usually cannot sleep because of worry when I cannot meet the goals I set for
myself." The highest score for Grade 11 HUMSS students is 75, which was reported for the
factor "I feel there is too much homework." The lowest score for Grade 12 HUMSS students is
32, which was reported for the factor "I feel that I have disappointed my professor when my
43
test/exam results are not ideal." The highest score for Grade 12 HUMSS students is 133, which
was reported for the factor "I feel that I have disappointed my professor when my test/exam
results are not ideal." The mean academic pressure level for Grade 11 HUMSS students is 56.32,
while the mean academic pressure level for Grade 12 HUMSS students is 113.6. This means that
Grade 12 HUMSS students experience significantly higher levels of academic pressure than
Grade 11 HUMSS students. The variance in academic pressure level is also higher among Grade
12 HUMSS students, with a variance of 258.48, compared to a variance of 177.22667 among
Grade 11 HUMSS students. This implies that there is a greater range of academic pressure levels
experienced by Grade 12 HUMSS students, with some students experiencing very high levels of
academic pressure while others experience relatively low levels of academic pressure. The
standard deviation in academic pressure level is also higher among Grade 12 HUMSS students,
with a standard deviation of 16.077313, compared to a standard deviation of 13.312651 among
Grade 11 HUMSS students. This further confirms that Grade 12 HUMSS students experience a
wider range of academic pressure levels than Grade 11 HUMSS students.
Table 3.2
T-test Results Comparing the Means of the Grade 11 and the Grade 12 Students Regarding
their Academic Pressure Levels
Degrees of Significance T-statistic P-value Critical Value
Freedom Level
24 0.05 7.4310 0.00001 土 1.711
Analysis
As shown in the table, the t-statistic is 7.4310, with 24 degrees of freedom. The p-value is
0.00001, which is less than 0.05. This means that the difference in the means of the two groups is
44
statistically significant. The critical value for a t-test with 24 degrees of freedom and a
significance level of 0.05 is ±1.711. The calculated t-statistic is greater than the critical value,
further supporting the rejection of the null hypothesis and the acceptance of the alternative
hypothesis. In conclusion, there is a significant difference in academic pressure levels between
Grade 11 and Grade 12 students, with Grade 12 students experiencing higher levels of academic
pressure.
 Null Hypothesis (Ho): There is no significant difference in the academic pressure level
between Grade 11 and Grade 12 students at Our Lady of Fatima University.
 Alternative Hypothesis (Ha): The academic pressure level experienced by Grade 12
students is significantly higher than the experience of Grade 11 students at Our Lady of
Fatima Quezon City.
 Degrees of Freedom (df): 24
 Significance Level (α): 0.05
 T- statistic = 7.4310
 P-value = 0.00001
 Critical Value (cv) = ± 1.711
 Decision Rule: Reject Ho if: T-stat> critical value / p value < α
 7.4310 > 1.711
 0.00001 < 0.05
 Decision: Reject Ho; Accept Ha. Since the T-statistic (7.4310) is greater than the critical
value (±1.711) and the p-value (0.00001) is less than the significance level (0.05), we
reject the null hypothesis and conclude that there is a statistically significant difference in
academic pressure levels between Grade 11 and Grade 12 students. Specifically, Grade
45
12 students experience significantly higher levels of academic pressure than Grade 11
students.
CHAPTER V
CONCLUSION AND RECOMMENDATIONS
Conclusion
The study concludes that there is a statistically significant difference in academic
pressure levels between Grade 11 and Grade 12 HUMSS students at Our Lady of Fatima
University. Grade 12 students experienced significantly higher levels of academic pressure
compared to Grade 11 students. This aligns with the Grade 11 and Grade 12 Academic Pressure
Level scale, suggesting that Grade 11 students are generally not at high risk for the negative
consequences of academic stress, such as anxiety, depression, and burnout.
Conversely, Grade 12 students face increased academic pressure and are more susceptible
to the negative consequences of academic stress. The t-test, related studies, literature, and data
gathered through the Educational Stress Scale for Adolescents (ESSA) survey questionnaire
collectively support the observed difference in academic pressure levels between Grade 11 and
Grade 12 students. Several factors contribute to the increased academic pressure experienced by
Grade 12 students. These factors can elevate stress and anxiety levels among this cohort. This
study underscores the importance of addressing academic pressure among HUMSS students,
particularly in Grade 12. School administrators, counselors, and teachers should collaborate to
implement strategies that promote stress management, time management, and effective study
habits.
46
Furthermore, parents and guardians should play an active role in supporting their
children's academic endeavors while also encouraging healthy coping mechanisms for dealing
with stress. Understanding and addressing academic pressure among HUMSS students is crucial.
By acknowledging the differences in academic pressure levels between Grade 11 and Grade 12
students, interventions can be tailored to support students in navigating the challenges of their
academic journey and promoting their overall well-being.
Recommendations
1. Students in Grade 11 should prioritize forming efficient study habits and time
management techniques at the earliest opportunity to avoid experiencing severe
academic pressure in their senior year. Make use of the resources that are available,
like peer support and counseling.
2. Students in Grade 12 should prioritize self-care and get help when they're feeling
overwhelmed. Identify healthy study habits, learn stress-reduction strategies, and
think about consulting mentors or counselors for advice.
3. It is recommended that parents keep lines of communication open with their children
regarding their academic experiences. If they're experiencing too much stress,
encourage them to get help.
4. Professors, be aware of the pressures that 12th graders are under, and offer the proper
assistance. When handling homework and deadlines, show empathy and flexibility.
Provide resources for stress management and promote open discussion.
5. Conduct stress management, time management, and mental awareness programs for
school administrators. Provide funds for workshops that address academic pressure
and counseling services.
47
6. Future Researchers should think about additional variables that could be influencing
students' academic pressure.
References
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and Sources of Stress among Secondary School Students. IOSR Journal of Research &
Method in Education. https://doi.org/10.9790/7388-04513236
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Hatoum. (2021, October 11). Student Voice: Academic Pressure on Young People in Education.
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voice-academic-pressure-on-young-people-in-education
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https://www.researchgate.net/publication/327280770_Effect_of_Perceived_Academic_St
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Kötter et al. (2017). Perceived Medical School stress of undergraduate medical students predicts
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Lal, Krishan (2014). ¡°Academic Stress among Adolescent in Relation to Intelligence and
Demographic Factors¡±, American International Journal of Research in Humanities, Arts
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Linder. (n.d.). The Consequences of Academic Pressure on Students Mental Health.

Transformations Care Network. Retrieved September 12, 2023, from
https://www.transformationsnetwork.com/post/the-consequences-of-academic-pressure-
on-students-mental-health
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https://ori.hhs.gov/education/products/n_illinois_u/datamanagement/dctopic.html
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Level Students: A Categorical Analysis of Academic Stress Scale in the Context of
Bangladesh | Asian Journal of Advanced Research and Reports. Academic Stress Among
Tertiary Level Students: A Categorical Analysis of Academic Stress Scale in the Context
of Bangladesh | Asian Journal of Advanced Research and Reports.
https://doi.org/10.9734/ajarr/2020/v8i430203
Putri, E. K., & Febriani, A. (2021, August 30). Academic Self-Efficacy as the Mediator of
Adolescent-Parent Secure Attachment Effect towards the Academic Stress of Senior High
School Students. Jurnal Psikologi, 48(2), 173. https://doi.org/10.22146/jpsi.52491
Ranasinghe et al. (2017). Emotional intelligence, perceived stress and academic performance of
Sri Lankan medical undergraduates. BMC Medical Education. DOI: 10.1186/s12909-
017-0884-5.
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https://doi.org/10.17547/kjsr.2020.28.2.61
50
SURVEY QUESTIONNAIRE
Part 1. DEMOGRAPHIC PROFILE OF RESPONDENTS
Name: Grade Level:
Age: Academic Award:
Part 2. EDUCATIONAL STRESS SCALE FOR ADOLESCENTS (ESSA)
QUESTIONNAIRE
Directions: The following statements are about your feelings and attitude on your academic
academic achievement and study. Please choose the best answer and pick the proper number.
1 = Strongly Agree 2 = Disagree 3 = Agree 4 = Strongly Agree
Educational Stress Scale for Adolescents (ESSA) 1 2 3 4
Questionnaire
1. I am very dissatisfied with my academic grades.
2. I feel that there is too much school works
3. I feel there is too much home work
4. Future education and employment bring me a lot of
academic pressure.
5. My parents care about my academic grades too muc,
which brings me a lot of pressure.
6. I feel a lot of pressure in my daily studying.
51
7. I feel that there are too many tests in schools.
8. Academic grade is very important to my future and
even can determine my whole life.
9. I feel that I have dissapointed my parents when my
test/exam results are poor.
10. I feel that I have dissapointed my professor when my
test/exams results are not ideal
11. There is too much competition among classmates
which brings me a lot of academic pressure.
12. I always lack confidence with my academic score.
13. It is very difficult to concentrate during classes.
14. I feel stressed when I do not live up to my own
standards.
15. When I fail to live up to my own expectations, I feel I
am not good enough.
16. I usually cannot sleep because of worry when I cannot
meet the goals I set for myself
52
CURRICULUM VITAE
ATASHA NICOLE MAGHIBON ESPELA

Lot 17 Block 223, Peseta St. North Fairview, Quezon City
Mobile No. 09667328783
Email address: [email protected]
KALIGIRANG EDUKASYON

Sekondarya
#1 Esperanza St. Hilltop Mansion
Subdivision, Lagro, Quezon City
2022 – Present
Sta. Lucia High School
#100 J.P Rizal St. Sta. Lucia, Novaliches,
Quezon City
2018-2022
Elementarya San Gabriel Elementary School

#60 Bonifacio St. Sta. Lucia, Novaliches,
Quezon City
WORK EXPERIENCE
Freelance Tutor
SEMINARS ATTENDED
San Gabriel Elementary School
Disaster Preparednes Seminar 2015
53
Sta. Lucia High School

Da Barkada Kontra Droga (DBKD) 2019
Talakayang Makabata Webinar 2020
Seminar on Healthy Thinking and Life Balance 2023
HONORS RECEIVED/OUTSTANDING ACCOMPLISHMENTS

Leadership Award 2018
Nutri-Jingle Finalist 2018
United Nations “Darling of the Crowd” 2019
Quiz Bee Finalist 2020
Subject Excellence Awardee 2023
Cultural Dance Finalist 2023
Consistent Classroom President Elementary - High School
Consistent Honor Student - Kindergarten
Consistent Honor Student – Elementary
Consistent Honor Student – High School
ORGANIZATIONS
Yes-O Club 2016 - 2017
Group of Achievers, Brave and Active Youth (GABAY) 2018 – Present
SKILLS
Empathy
54
Leadership
Self-Management Skills
Adaptability Skills
55
EMALYN OPRIASA GOMBA
Block 211 Lot 31 Phase 8 Mark St. North Fairview Quezon City
Mobile No. 09922878886
Email Address: [email protected]
Sekondarya Our Lady of Fatima University

2022 – Present
North Fairview High School
Auburn Street, North Fairview, Quezon
City, Metro Manila.
2018-2022
Elementarya North Fairview Elementary School

Avon Street, Barangay North Fairview,
Quezon City, Metro Manila.

Consistent Honor Student – High School
Excellence Awardee 2023
SKILLS
Time Management
56
Decision Making
EMJAY ROMIN PALMA
Lot 2 Block 1 Sambahayang California, Novaliches, Quezon City.

Mobile No. 09058320025
Email address: [email protected]
Sekondarya Our Lady of Fatima University

2022 – Present
San Bartolome High School
67 Sinforosa Street, San Bartolome,
Novaliches, Quezon City, Metro Manila.
2018-2022
Elementarya Odelco Elementary School

Orange Street Odelco Subd, Barangay San
Bartolome, Novaliches, Quezon City,
Metro Manila.
WORK EXPERIENCE
Freelance Writer
SEMINARS ATTENDED
San Bartolome High School
Teen Walk to Health: Leading Youth to a Brighter Future July 2021
57
Kaalaman sa Sarili Tungo sa Kahusayan March 2022

Seminar on Healthy Thinking and Life Balance 2023

Basic Computer Literacy with PC Technician Award 2016
Math Summer Camp 2017 2016
School-Based Poster Making 2016
3rd Place Nutri Jingle 2019
Consistent Honor Student – Kindergarten
Grade 8 – With Honors
Grade 9 – With Honors 2020
Grade 10 – With High Honors 2021
Grade 11 Senior High School – With High Honors 2023
Excellence Award. 2023
ORGANIZATIONS
KASAMA-HSL (HUMSS Society) 2023 – Present
SKILLS
Leadership
Self-Management Skills
Adaptability Skills
Creativity
Empathy
58
Problem Solving Skills
59

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SENIOR YEAR BLUES: A COMPARATIVE STUDY OF THE ACADEMIC PRESSURE

LEVEL OF HUMSS STUDENTS IN OUR LADY OF FATIMA UNIVERSITY

Faculty of Senior High School

Our Lady of Fatima University

In Partial Fulfillment of the

Atasha Nicole M. Espela

Mark Luis Roque

Marck Danielle Alberto

people who motivated and helped her to complete this study.

expertise and encouragement significantly contributed to the completion of this research.

this crucial area of study.

encouragement, understanding, and patience during this research endeavor.

Significance of the Study 9

Statement of the Problem 11

Scopes and Limitation 12

CHAPTER II: REVIEW OF RELATED LITERATURE

Senior High School Students 16

Academic Pressure of Senior High School Student 17

CHAPTER III: RESEARCH METHODOLOGY

Data Gathering Procedures 21

Statistical Treatment of Data 22

CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 1.1: Demographic Profile of Respondents in terms of Age 24

Table 1.2: Demographic Profile of Respondents in terms of Gender 25

Table 1.3: Demographic Profile of Respondents in terms of Grade Level 26

Table 2.1: Academic Pressure of Grade 11 27

Table 2.2: Academic Pressure of Grade 12 31

Table 2.3 Academic Pressure Level of Grade 11 and Grade 12 HUMSS 36

Table 3.1: Academic Pressure Scores of Grade 11 and Grade 12 HUMSS 40

12 HUMSS Students regarding their Academic Pressure Level

CHAPTER V: CONCLUSIONS, AND RECOMMENDATIONS

parents, professors, school administrators, and future researchers. By employing a descriptive-

HUMSS students participate in the study, providing responses to a validated questionnaire—the

pressure to enhance the well-being of students, particularly in their senior year.

THE PROBLEM AND ITS BACKGROUND

dependence on high-stakes assessments, including standardized assessments and entrance

examinations, as crucial factors in determining academic achievement. In a recent study

the potential impact on their future prospects.

phenomenon of students experiencing feelings of being overwhelmed due to the extensive

complete is a commonly observed occurrence (SunStar, 2017). Furthermore, it is crucial to

parents has been widely observed

Several factors contribute to this heightened pressure. Firstly, the intensifying

on academic performance in their study on academic stress and emotional intelligence.

symptoms like headaches, stomachaches, and fatigue.

is to thoroughly examine the existing condition of academic pressure and provide a

policymakers, and society in general.

might have on students’ well-being.

Significance of the Study

The results of the study may be help to the following;

whysome of them experience academic pressure.

motivated and reduce academic stress.

Figure 1. Academic Stress Theory Model by Campbell-Phillips

confidence and concentration, and worry about exams.

Conceptual Model of the Study

and academic pressure.

Statement of the Problem

1. What is the demographic profile of respondents in term of:

1.3. Grade Level

12 HUMSS students at Our Lady of Fatima University?

or a study to support the alternative hypothesis.