Practical Research Revised 1 PDF

Immaculate Conception Cathedral School-Senior High School
EFFECT OF ACADEMIC STRESS TO THE PSYCHOSOCIAL

DEVELOPMENT AMONG THE SENIOR HIGH SCHOOL STUDENTS IN
IMMACULATE CONCEPTION CATHEDRAL SCHOOL
S.Y. 2018-2019
A Research Presented to
The Faculty of Immaculate Conception Cathedral School
Senior High School Level
Cubao, Quezon City
In Partial Fulfillment of the Requirements

in Practical Research 1
By:
Balingbing, Angela Eres C.
Chan, Matthew T.
Escandor, Fiben Dave M.
Garcia, Sam Bruce Albert Q.
Mariano, Rex Ignatius A.
Marquez, Hannah Ysabelle C.
Teng, Piolo Miguel T.
Group 1 – St. Matthew

S.Y. 2018 – 2019
i
CERTIFICATION
This research, EFFECT OF ACADEMIC STRESS TO THE PSYCHOSOCIAL

DEVELOPMENT AMONG THE SENIOR HIGH SCHOOL STUDENTS, prepared and
submitted by Angela Balingbing, Matthew Chan, Dave Escandor, Sam
Garcia, Rex Mariano, Hannah Marquez, and Piolo Teng in partial fulfillment
of the requirements for the course PRACTICAL RESEARCH I has been
examined and recommended for Oral Examination.
Research Teacher
Mrs. MARIA ANTOINIETTE RAGADIO

Thesis Adviser
APPROVAL
Approved by the PANEL of EXAMINERS on Oral Examination on

February 27, 2019 with the grade of __________.
Mrs. Ma. Teresa H. Sandoval

Academic Coordinator
Ms. Lulu D. Lontoc Mrs. Evelyn B. Buhat

SHS Teacher SHS Teacher
Accepted in partial fulfillment of the requirements for the course

PRACTICAL RESEARCH I
MA. TERESA H. SANDOVAL FERDINAND G. GARCIA

Academic Coordinator School Principal
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TABLE OF CONTENTS
Page
TITLE PAGE………………………………………………….. i
CERTIFICATION AND APPROVAL SHEET……………......ii
ACKNOWLEDGEMENT……………………………………. iii
TABLE OF CONTENTS……………………………………… iv
LIST OF TABLES……………………………………………... vi
ABSTRACT…………………………………………………... vii
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

1.1 Introduction………………………………………… 1
1.2 Theoretical Framework……………………………3
1.3 Statement of the Problem………………………. 6
1.4 Objectives of the Research……………………... 6
1.5 Significance of the Study…………………………7
1.6 Scope and Limitation…………………………...... 7
1.7 Definition of Terms………………………………… 9
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

2.1 Introduction………………………………………… 11
2.2 Foreign Literature………………………………….. 11
2.3 Local Literature……………………………………. 13
2.4 Relevance of the Reviewed Literature……….. 15
CHAPTER 3: RESEARCH METHODOLOGY

3.1 Introduction………………………………………… 16
3.2 Research Method Used………………………….. 16
3.3 Nature of Participants……………………………. 17
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3.4 Research Instrument……………………………… 17

3.5 Sampling Selection……………………………….. 18
3.6 Data Collection…………………………………….19
3.7 Ethical Consideration…………………………….. 19
CHAPTER 4: RESULTS OF THE STUDY

4.1 Introduction……………………………………… 20
4.2 Discussions………………………………………… 20
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION

AND RECOMMENDATIONS
5.1 Introduction………………………………………… 26
5.2 Findings……………………………………………… 26
5.3 Conclusion………………………………………….. 27
5.4 Recommendations……………………………….. 29
WEBLIOGRAPHY………………………………………………….. 31
APPENDICES
Appendix A – Sample Validated Questionnaire…… 34
Appendix B – Three Answered Questionnaires……...35
Appendix C – Letters Asking Permission……………… 36
Appendix D – Consultation Form……………………… 37
Appendix E – Tally Sheet…………………………………38
CURRICULUM VITAE……………………………………………… 39
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LIST OF TABLES
Table Title of Table Page
1 Academic Stress Scale 20

2 Evaluation of Psychosocial Development 22
3 Academic Stress Evaluation 23
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Stress is a primarily physical response. When a person is stressed, their

body thinks it is under attack and then switches to acute stress response (also
known as “fight or flight” mode), releasing a complex mix of hormones and
chemicals like adrenaline. The primary cause of stress is called stressors.
However, anything that imposes excessive demands on you can be stressful.
Thus, that is where academic stress take place.
Academic stress is mental distress with respect to some anticipated

frustration associated with academic failure or even unawareness to the
possibility of such failure. (Academic Stress Among Adolescent in Relation to
Intelligence and Demographic Factors, 2014). In addition, academic
stressors show themselves in many aspects in the students’ environment: at
school, home, in their peer relations and even in their neighborhood. Such
stress can result in an increased prevalence of psychological and physical
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problems like depression, anxiety, nervousness, and stress related disorders,

which in turn can affect their academic result.
According to studies, researchers have found the main sources of

stress in the academic environment are exams, homework, and work
outside of school, giving presentations, competition with classmates and
academic overload. However, not all sources of stress are academic, as
family problems, anxiety about upcoming school terms, and difficulty
adapting to change and body image perception have also been identified
as important stressors. (Stress in High School Students: A Descriptive Study,
2018)
The reason this study is selected was that the researchers noticed that
a lot of students are suffering from academic stress. These students
experience identity crisis or role confusion wherein a person's sense of
identity becomes insecure, typically due to a change in their expected aims
or role in society. Regrettably, there are numerous cases in which students
harm themselves and has made attempts, and sometimes successfully, to
commit suicide. The researchers want to better understand how academic
stress affect the psychosocial development so that they can assist other
people to enrich their knowledge about these arising issues.
The purpose of the research is to: 1) recognize the various effects of

academic stress to the psychosocial development; 2) investigate if pressure
does in fact helps the students to excel in their academic performances;
and 3) determine whether they have risk factors for stress.
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Theoretical Framework
Richard Lazarus (1966) argued that the role of stress differed

significantly across individuals, depending on how they interpreted the
event and outcome of a specific sequence of thinking patterns called
appraisals. He suggested two major types of appraisals when one face any
potentially stressful event. During primary appraisal, one ascertains whether
the event is positive, negative, or neutral, and if negative, if it is harmful,
threatening, or challenging. A harm (or harm-loss) appraisal is made when
one expects to lose or actually lose something of great personal
significance. For example, when one breaks up a close relationship one,
lose confidence. After one make primary appraisal, one assesses whether
or not one possesses the necessary resources to cope with the event. During
secondary appraisal one essentially determines whether one can deal with
the event and how one can cope.
Erik Erikson defined Psychosocial Development as a comprehensive

psychoanalytic theory that identifies a series of eight stages that a healthy
developing individual should pass through from infancy to late adulthood.
Erikson’s theory characterizes an individual advancing through the

eight life stages as a function of negotiating his or her biological and
sociocultural forces. Each stage is characterized by a psychosocial crisis of
these two conflicting forces. If an individual does successfully overpass these
conflicting forces, he emerges having virtue. If an individual does not
successfully overpass these conflicting forces, he emerges into having crisis.
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The challenges of stages not successfully completed may be expected to

return as problems in the future. However, mastery of a stage is unrequired
to advance to the succeeding stage. The outcome of one stage is not
permanent and can be modified by later experiences.
James Marcia identifies Identity Status Theory as one’s sense of identity

is determined primarily by the choices and commitments made regarding
certain personal and social traits. He differed from Erikson in that he
proposed identity statuses rather than stages. Statuses don’t necessarily
occur in a linear fashion, but can change in response to environmental
crises (Marcia 1966). Identity statuses may occur in many domains like
school, relationships, and values.
Marcia posited that the adolescent stage consists neither of identity

resolution nor identity confusion, but rather the degree to which one has
explored and committed to an identity in a variety of life domains from a
vocation, religion, relational choices, gender roles, and so on.
Academic stress is a mental stress because of some anticipated

frustration associated with parental pressure on high performances and
tough overload of school work. The theories stated above supports our study
since academic stress sets an enormous amount of stress on students which
may lead to erroneous decisions or lead to use of suitable coping strategies
like alcohol and drugs. Since students are regularly inside the school’s
premises, this is where they are most likely to develop their identity as a
person through the influence of their peers and the environment. As
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academic stress collects an appalling toll when it comes to one’s

development, it may affect one’s mental health, social interaction,
personality, and perspective. Academic stress can be a hindrance in our
psychosocial development and identity status.
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Statement of the Problem
Academic stress is a mental distress with respect to some anticipated

possibility of such failure. In addition, academic stressors show themselves in
many aspects in the students’ environment: at school, home, in their peer
relations and even in their neighborhood.
Psychosocial Development relates to one’s psychological

development in and interaction with, a social environment. This involves the
psychological and social aspects in human development.
This research sought to find out what are the effects of academic
stressors to the psychosocial development of a person. This research will
encourage the researchers to perceive if pressure does indeed assist the
students to excel in their academic performances.
Objectives of the Study
This research sought the effect of academic stress to the psychosocial

development among the Senior High School (SHS) students of Immaculate
Conception Cathedral School (ICCS) S.Y. 2018-2019.
The researchers aim to know the following:
1. To determine what is the common academic stressors.

2. To identify how can students handle academic stressors.
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3. To know whether academic stress can affect one’s psychosocial

development.
Significance of the Study
This impactful research enables changes that make absolute

difference to individuals, groups, organizations, and society as a whole. The
benefits of this study are not only for the students, but also for the school,
teachers, parents, guardians, and the community. From this research,
people would be capable to follow the certain response of the students
when it comes to academic stress. The school, along with the community
would be able to make an action plan to prevent certain issues like
depression, suicide and other mental health issues. Lastly, students would be
given the opportunity to be heard and acknowledged by factors affecting
their psychosocial development.
Scope and Limitations
The parameters of the research are the academic stress not only from
the teachers and the school, but also the parents as well. In definition,
academic stress is mental distress with respect to some anticipated
possibility of such failure. It also covers Erik Erikson’s Psychosocial
Development, specifically stage 5, to grasp the impacts to that specific age
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group (ages 12 to 18) and James Marcia’s Self-Identity Development. The

study limited its coverage to the eleventh to twelfth graders in Immaculate
Conception Cathedral School (ICCS) of S.Y. 2018-2019. We chose the Senior
High School (SHS) Students because we know they are the most reliable
source of data in order to support the research.
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Definition of Terms
1. Academic Stress – A mental distress with respect to some

anticipated frustration associated with academic failure or even
unawareness to the possibility of such failure.
2. Exam Stress – Exams are a source of tension, stress and anxiety for
many students as they are highly pressurized by their parents and
teachers to perform well in the exams. This situation of extreme
anxiety often leads them to score less and thereby have a
negative impact on their academic performance.
3. Homework – A schoolwork that a student is required to do at
home.
4. Identity Status Theory – One’s sense of identity is determined
largely by the choices and commitments made regarding certain
personal and social traits.
5. Parent’s Expectations – Parents expect their wards to come out
with flying colors ignoring the individual differences in the ability to
perform well in academics. Their high expectations from their
children regarding high scores, clearing competitive exams and
being admitted to renowned institutions drives the students
towards academic strains. Tatar (1995) found that “parents’
choice for high grades and desire to pursue higher education as
major actual or potential source of stress among their
adolescents”.
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6. Psychosocial Development – A comprehensive psychoanalytic

theory that identifies a series of eight stages that a healthy
developing individual should pass through from infancy to late
adulthood.
7. Senior High School Students – Respondents of the study.
8. Social Comparison – To compare their child’s academic ability
with their own older children or with their wards’ peers. Although
the comparisons may begin in younger years, it intensifies in the
high school and college admission years. This issue causes anxiety
among the students to worry about their academic progress
report. (Rao A. S., 2008).
9. Stress – In this study, it was used as a factor that can have an effect
to the psychosocial development of the students.
10. Stressors – A factor that could be a thing, event, and person that
causes a person to be stressed.
11. Teacher’s Expectations – Teachers want work to be completed by
the specified deadline. The students have to work very hard to
complete their assignments, project work etc. as not being able
to submit their work not time leads to failure and thereby this
stressful schedule causes a lot of academic pressure. Even well-
prepared students will experience stress, especially if they spend
a lot of time on assignments but do not receive the grade they
expected.
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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presents the related literature about Academic Stress that
would be observed by the researchers. This chapter portraying the reviews
of the literature about the effect of stress to the students of Senior High
School Students in Immaculate Conception Cathedral School (ICCS). The
purpose of this literature review is to supply readers an overview of the
effects of academic stress to the psychosocial development of the student.
Foreign Literature
Stress has become part of students’ academic life due to the various
internal and external expectations placed upon their shoulders.
Adolescents are particularly vulnerable to the problems associated with
academic stress as transitions occur at an individual and social level. It
therefore, becomes imperative to understand the sources and impact of
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academic stress in order to derive adequate and efficient intervention

strategies. The study employed a quantitative research design where
participants were screened using Academic Stress Scale (Rajendran &
Kaliappan,1991 from four streams namely, commerce, management,
humanities, and basic sciences. The five dimensions of sources such as
personal inadequacy, fear of failure, interpersonal difficulties with teachers,
teacher pupil relationship and inadequate study facilities were further
analyzed and gender differences were also obtained. Understanding the
sources of stress would facilitate the development of effective counselling
modules and intervention strategies by school psychologists and counsellors
in order to help students alleviate stress. (Jayasankara, R. et al. 2018)
Academic stress among students has long been researched on, and
researchers have identified different stressors. The study further tries to make
an in-depth investigation into each component of academic stress such as
curriculum and instruction, team work related issues, assessment, and
placement, to identify the micro issues that are causing stress. Around
twelve micro issues have been identified under the curriculum and
instruction component while four stressors were prioritized related to team
work; five sub issues regarding assessment and three micro issues under
placement components of academic stress. The sample comprises of 500
postgraduate management students from various management institutes
spread across the Warangal district of Andhra Pradesh in India. Data was
collected through self-designed academic stress questionnaire based on
previous models available. (Nandamuri, P. & Ch, G. 2007).
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The results obtained show the different factors that cause stress among
students. The factors were grouped into four, namely Relationship factors,
Environmental factors, Academic factors, and Personal factors. With
respect to Relationship factors, working with new people was the main
cause of stress for students in both groups. In the case of Environmental
factors, worries about the future was the main factor causing stress among
students, whereas class workload was the main element of stress with regard
to the Academic factors. In the category of Personal factors, financial
problems caused most stress to students. Stress can, however, be managed
through the introduction of a stress management course and engaging in
extracurricular activities. (Essel, G. & Owusu, P. 2017)
Local Literature
According to studies, stress is a major factor to how a child performs

academically. A research done in 2000 on learning theories states that stress
can enhance learning ability, but too much of it can cause physical and
mental health problems and the academic achievement of a child is put
to risk. Senior high students are faced with a tremendous amount of stress
that comes from too much homework, long tests, and performance tasks.
The workload is not actually the problem; rather it is the limited amount of
time for these requirements. Another study conducted in 2000 on the effects
of stress on health habits, health status, and self-esteem states that working
hours and workloads are dominant sources of stress. If a student is having
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difficulty in coping with academic stress, then there might be serious

repercussions such as psycho-social and emotional health consequences.
(Cuerpo J. 2017)
There are several factors affecting the student’ academic

performance. Some are home, school, teacher, and student factors. Most
of the factors are home related: family size, financial burden, work at home,
parental attitude towards education and parenting style. When it comes to
school, the relationship between the teacher and the students and the
distance of the school from home are some factors that affect. However,
the student himself or herself contributes to the case particularly the peer
group influence. It reflects the student’s values and priorities when it comes
to the life’s choices. For example, the choice to study hard and give a focus
on the study. The teacher qualities and capabilities also affect the
performance of the students in their studies. Some of the attributes of the
teacher like teaching experience, teacher attitude towards students, and
teacher training can highly affect the student’s perception on the study.
(Garcia, A. 2017)
The causes, levels of stress, and coping mechanisms vary. The study of
Information Technology is basically a rigorous one as it is designed to
prepare students for the actual demands in the world of work, the IT industry.
This study sought to determine the causes of stress, the effects of stress, and
the stress coping mechanisms of Bachelor of Science in Information
Technology students in the Leyte Normal University, Tacloban City. It tested
some assumptions using the descriptive survey method with 51 respondents.
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Thesis writing/research and school requirements/projects were the most

common causes of stress. Sleepless nights and irritable/moody feeling were
the common effects of stress. There was disparity on the causes and effects
of stress between the male and female respondents. The use of computer
and praying to God were the common stress coping mechanisms. There
was an observed disparity between the male and female responses. (Mazo,
G. 2015)
Relevance of the Reviewed Literature
The goal of this chapter is to provide insights if academic stress will

positively affect the psychosocial development and self-identity by using
studies related to the topic. The published and written literature will also
predict conclusions for the study. The researchers have found published
literature that will be used to all the more justify the defense of the research.
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Chapter 3
RESEARCH METHODOLOGY
This chapter presents the methodologies that were used by the

researchers to recognize an individual’s experience of academic stress in
correlation to their psychosocial development. This chapter will discuss the
type of research method used, nature of participants, research instrument,
sampling selection, data collection, and ethical considerations.
Research Method Used
The research methodology of this study was a Phenomenological

approach to recognize the effects of academic stress to the psychosocial
development of the students. This study will focus on the experiences of the
students in retrospect on how they deal with academic stressors. And also,
phenomenological research represents an applicable approach as it
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discusses an individual's experiences. It will be utilized to produce an in-

depth observation to the matter of the subject.
Nature of Participants
A research participant also called a human subject or an experiment,

trial or study participant, is a person who participate in human subject
research by being the target of observation of the researchers. The
participants of this study are from Immaculate Conception Cathedral
School specifically the Senior High School (SHS) students whose age varied
from 16 to 19 years old. SHS students were selected by the researchers as
their subject, since they fit the age criteria of Erik Erikson’s stage 5
psychosocial theory which is “Identity vs. Role Diffusion.” The researchers
interviewed 50 out of all the SHS students for the study focusing on the effects
of academic stress to the psychosocial development of an individual.
Research Instrument
The research instrument used was a standardized test with few

modified questions to gather the needed data for the student’s academic
stress scale. The standardized questions were aimed at relevant information
concerning the academic stress of the students. In this way, the instrument
is authorized to obtain valid responses of the students. In the end, the
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researchers will determine of what is the effect of academic stress to the

students.
Sampling Selection
The type of sampling for this research is purposive sampling; it is a non-

probability sampling that is selected based on characteristics of population
and the objective the study. Purposive sampling is also known as
judgmental, selective, or subjective sampling.
The primary objective of the study was to identify the effects of

academic stress to the psychosocial development of the Senior High
School. The reason why we chose the senior high school department was
they were the one who are mostly stressed about school and are
challenged academically. And also, they are within the age range of the
fifth psychosocial stage of Erik Erikson’s study which is Identity vs. Role
Confusion.
The researchers collected the needed data from the 50 students of

the Senior High School Department. There were ten representatives from
each section, thus a total of 50 students.
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Data Collection
The gathering of data was conducted by the researchers in an

organized and systematic manner. One to two researchers were assigned
to each section in the Senior High School Department. A letter of permission
was issued to all the subject teachers of that particular time [2:50-3:05 pm].
A brief introduction was given by the researchers to provide information
regarding the topic and the questionnaires that were given. The researchers
in each class held a brown envelope containing ten copies of
questionnaires that were distributed to the participants randomly. The
researchers went around and helped the participants that were confused
about the questions and explained it to them. After returning the
questionnaires, the participants were given two pieces of chocolates as a
token of gratitude for taking their time in answering the survey. The
researchers thanked the subject teachers for allotting their time and then
left the classroom.
Ethical Consideration
Ethics are norms which help the researchers determine the differences
between acceptable and unacceptable behaviors. Along with this, ethical
consideration is a standard to determine if something is right or wrong. These
norms are significant in a research to promote the pursuit of truth and
knowledge. Ethical Considerations allow the researchers to also obey the
public guidelines and rules like human rights, copyright, safety and the like.
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Each subject teacher affected by the said data gathering time of the
researchers was informed ahead of time. Each participant was provided a
token of gratitude for participating with his or her consent. Because of this,
the voluntary participation of Senior High School students is clearly evident.
In respect of their privacy, the participants had the option of noting their
names on the survey or not. The only constraint of the topic is the
involvement of it to depression and suicide, for it is a sensitive topic.
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Chapter 4
RESULTS AND DISCUSSION
This chapter presents data through tables. Data were analyzed and
interpreted through a discussion in each tables that were presented. The
purpose of the questionnaire is to answer the statement of the problem and
the objectives of the study which can be seen in Chapter 1. Underneath are
the questions along with the percentage of the response of the participants.
Table Presentation and Discussion
Table 1
ACADEMIC STRESS SCALE RESULTS
No. Statement NS SS MS HS ES
1 Teachers make too many extra demands on 0% 16% 36% 34% 14%
students.
2 Poor interest in some subjects. 4% 30% 40% 20% 16%
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3 Lack of concentration during study hours. 6% 32% 32% 28% 2%

4 Difficulty in remembering all that is studied. 0% 36% 36% 18% 10%
5 Worrying about the examinations. 4% 20% 34% 30% 12%
6 Lack of self-confidence. 10% 30% 32% 18% 10%
7 Conflict with friends/school authorities. 16% 36% 24% 18% 6%
8 Teachers give more punishment in the class. 16% 30% 22% 20% 12%
9 Hesitate to ask the teacher for detailed 12% 22% 42% 20% 4%
explanation.
10 Biased attitude of the teacher. 12% 14% 32% 28% 14%
11 Inadequate time for study at home. 0% 18% 42% 26% 14%
12 Not knowing how to prepare for the 6% 28% 40% 20% 6%
examinations.
13 Exam papers are tough and not valued well. 6% 24% 48% 12% 6%
14 Unable to complete the assignment in time. 6% 30% 24% 32% 8%
15 Lack of communication between teachers and 10% 28% 32% 20% 10%
students.
16 Monotonous (boring or tedious) teaching style 8% 34% 32% 20% 6%
by the teacher.
17 Not enough discussion in the class. 6% 14% 46% 26% 8%
18 Lack of mutual help among classmates. 8% 34% 30% 24% 4%
19 Feeling of inferiority. 20% 22% 30% 26% 2%
20 Inadequate subject knowledge of the teacher. 2% 40% 40% 12% 6%
Legend: NS – No Stress HS – High Stress

SS – Slight Stress ES – Extreme Stress
MS – Moderate Stress
Table 1 shows data on the Academic Stress Scale. 40% among 50

participants said that they are moderately stressed for having poor interest
in some subjects. 42% out of 50 participants are moderately stressed about
hesitating to ask the teacher for detailed explanation. 42% of the
participants agreed that they are moderately stressed about having
inadequate time for studying at home. 40% out of 50 participants have
agreed that they are moderately stressed about not knowing how to
prepare for the examination. 48% of the 50 participants have agreed that
there are not enough discussions in class. Lastly, 40% out of 50 participants
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have agreed that they are slightly and moderately stressed about the
teacher’s inadequate knowledge of the subject.
Table 2
EVALUATION OF PSYCHOSOCIAL DEVELOPMENT RESULTS
No. Statement HA A D HD
1 I use methods to get away from stressful school 34% 52% 8% 6%
activities
2 I compare my scores/grades to other students 12% 40% 38% 10%
3 Some things I enjoy suddenly stops being 16% 44% 32% 8%
enjoyable
4 Relationships with friends shape who I am 28% 54% 12% 6%
5 Can’t handle the different changes in my 6% 36% 50% 8%
studies
6 Easily persuaded by others to participate in 4% 44% 42% 10%
activities you’re not interested in
7 New things easily influence my long term goals 10% 66% 18% 6%
8 Don’t trust myself on having responsibilities 4% 40% 40% 16%
9 Sometimes feel worthless 18% 54% 14% 14%
10 I question my values, spirituality, beliefs, 18% 62% 12% 8%
interests, or career path.
11 Engaging to new activities that piqued my 18% 50% 24% 8%
interest
12 Need help when making decisions 16% 60% 18% 6%
13 Have difficulty in communicating with other 12% 30% 36% 22%
classmates
14 Unprepared to upcoming changes in life 12% 48% 32% 8%
15 Always dependent to other’s help 6% 34% 36% 24%
Legend: HA – Highly Agree D – Disagree

A – Agree HD – Highly Disagree
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Table 2 shows data on the Evaluation of Psychosocial Development.

The result shows the effect of stress to the respondents and how would they
react to it. Out of 50 respondents there are 52% (26 participants) who
agreed on using methods to get away from stressful school activities. 54%
(27 participants) out of the 50 respondents said that they are easily affected
by relationships with their friends. 66% (33 participants) of the 50 respondents
said that they are easily influenced by new things to their long terms goals.
54% (27 participants) of the 50 respondents agreed that they are feeling
worthless due to stress. 62% (31 participants) out of the 50 respondents said
that they are questioning their ideas and beliefs. Half of the respondents said
that they started to engage to new activities that they are interested to. 60%
(30 participants) of the respondents said that they needed help when
making decisions.
Table 3
ACADEMIC STRESS EVALUATION RESULTS
PHYSICAL BEHAVIORAL
Headache/Migraine 80% Restlessness 58%
Breathing Difficulty 44% Absenteeism 18%
Frequent Urination 10% Alcohol Drinking 24%
Tiredness 84% Difficulty in Sleeping 60%
Joint Pains 20% Tardiness 58%
LBM/Diarrhea 10% Excessive Smoking 10%
Palpitations/Rapid Pulse 22% Overeating 20%
Numbness/Pins and Needles 10%
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Indigestion/Heartburn 10%
Loss of Appetite 28%
Skin Problems 16%
EMOTIONAL
Unhappiness 66% Helplessness 20%
Frustrated 48% Loss of Sense of Humor 26%
Anxiety 40% Easily Angered 56%
Depression 48% Irritability 70%
Table 3 shows data on the Academic Stress Evaluation. The third table
shows that stress emanates to the physical factor of a stressed individual,
being tired has the highest percentage which has 84%. Another thing can
be seen on the table is the effect of stress to the behavior of the participants.
The effect of stress that happens the most to the behavior of the participant
is finding themselves difficult to sleep with 60% on the data shown above.
You can also see in the table that the effect of stress to the emotion of the
participant is being irritated thus having 70% as its highest. All of the data are
interpreted and can be seen from the table above.
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Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of all the data gathered. Findings
were developed based on the results of the survey. Conclusions were
derived from the findings of the study as it stresses on the summary of all the
responses from the questionnaire. Since the researchers arrived to a
conclusion about the effect of academic stress to the psychosocial
development of the senior high school students, they have given some
recommendations.
Objectives of the Study
This research sought the effect of academic stress to the psychosocial

development among the Senior High School (SHS) students of Immaculate
Conception Cathedral School (ICCS) S.Y. 2018-2019.
The researchers aim to know the following:
26
1. To determine what is the common academic stressors.

2. To identify how can students handle academic stressors.
3. To know whether academic stress can affect one’s psychosocial
development.
Findings
The researchers have provided the following findings based on the result
of the data in Chapter 4.
1. In the first table, the common academic stressors are teachers,

subjects, study hours, and exams. According to the results, the
teachers give too many school works thus affecting their study hours
which would lead to not accomplishing their assignments and less
concentration. Some teachers display a biased attitude that’s why
some students find it hard to communicate with the teachers. In
addition, some teachers exhibit less knowledge about the topic
therefore resulting to students not being able to comprehend the
lesson. The students claim they are experiencing stress since they
exhibit poor interest in certain subjects consequently undergoing a
challenging time in remembering all that is studied. When they don’t
recall the lesson, it would be tough for them to revise for the
examinations which leads to worrying whether they fail or do well in
the exam as they don’t possess the confidence within themselves.
27
2. In the second table, students handle academic stress by utilizing

methods to get away from stressful school activities like watching
television, playing sports, reading a novel and others. The students also
engage themselves to new activities that piqued their interests. Even
so, they would also compare their scores or grades to their peers
hence resulting to an academic competition. Academic stress would
lead to loss of hobbies even though it makes them happy. Some
students can’t handle academic stress since they don’t rely on
themselves in having responsibilities; if they can’t resolve that, how can
they set their goals? They, in addition, require help in choosing
decisions for themselves as they are unprepared for upcoming
changes in their life. Their peers possess a massive influence in them
therefore resulting to questioning their values, spirituality, beliefs,
interests, and career path.
3. In the third table, academic stress can affect one’s psychosocial
development through physical, emotional, and behavioral effects.
The physical effects of academic stress are headaches or migraines,
breathing difficulty and tiredness; tiredness being the number one
physical effect. The emotional effects of academic stress are
unhappiness, frustration, anxiety, depression, irascibility, and irritability;
irritability being the number one emotional effect. The behavioral
effects of academic stress are restlessness, difficulty in sleeping, and
tardiness; difficulty in sleeping being the number one behavioral
effect. Academic stress causes an enormous effect especially on
emotions.
28
Conclusion
The following conclusions were drawn from the researchers' findings.
1. The researchers concluded that the students were lacking with self-
confidence and interest in the subject. They exhibited poor interests in
certain subjects that frequently leads to not recalling the lessons.
Therefore, lead them to lack self-confidence due to lack of
information about the lesson in a specific subject.
2. The problem of academic stress is that their life becomes out of control
with too much pressure. They respond in accordance to their way of
handling stress. It serves as a path taken by the students to resolve the
feeling of stress or change their viewpoint and assessment to obtain a
logical way of resolving their problem.
3. The researchers, therefore, conclude that academic stress does affect
the physical, emotional, and behavioral aspects of a human person
such as migraines, depression, difficulty in sleeping, and more.
Recommendation
The researchers have come up with the following recommendations

based on the conclusions inferred above.
1. The researchers recommend each subject must include an energizer

before the lesson begins so that they will gain the attention of the
students. The researchers also would recommend the students to
29
improve their self-confidence to comply and confront themselves to

their subject teachers if they did not quite understand the topic in their
class.
2. The researchers recommend that stress should be handled properly by
means of not changing oneself. Changes in the psychosocial
development can be short-term and minimal. The participants should
be cautious about selecting what way of handling stress as it can carry
out irreversible changes.
3. The researchers recommend the teachers must give school works one
at a time to the students in order for them to balance their daily
activities. Students who are suffering from academic stress must learn
on how to set their time management so that they can coordinate all
of their school works properly.
4. The researchers recommend allotting an equal time for personal and
academic use. They also recommend using proper time management
for the students who are experiencing academic stress.
5. The researchers recommend to avoid the changes in one’s beliefs and
ideologies especially if it pertains to negative effects such as lack of
confidence and depression. Changes in one’s activities may provide
a conflicting viewpoint that can help oneself regarding their
psychosocial development as long as it does not completely transform
a person to the point where it negatively alters one’s beliefs.
30
WEBLIOGRAPHY
 Kauts, Deepa S. “Emotional Intelligence and Academic Stress

among College Students,” New Delhi Publisher,
https://ndpublisher.in/admin/issues/EQV7N3b.pdf, 2016
 Lazarus, Richard S. “From Psychological Stress to the Emotions" A

History of Changing Outlooks,” Semantics Scholar,
https://pdfs.semanticscholar.org/32e0/12bc625ee0a4fe26e35dcc47
50d2e208d70b.pdf, 1993
 McLeod, Saul. “Erik Erikson’s Stages of Psychosocial Development,”

Simply Psychology, https://www.simplypsychology.org/Erik-
Erikson.html, 2018
 David L. "Identity Status Theory (Marcia)," Learning Theories, ,

https://www.learning-theories.com/identity-status-theory-
marcia.html, 2014
 Marcia, James E. “Development and Validation of Ego Identity

Status,” Semantic Scholar,
https://pdfs.semanticscholar.org/f145/f3fbada1eb7a01052255f5860
94301669287.pdf, 1966
 Mazo, Generoso N. “Causes, Effects of Stress and the Coping

Mechanism of the Bachelor of Science in Information Technology
Students in a Philippine University,” Research Gate,
https://www.researchgate.net/publication/281761813_Causes_Effe
cts_of_Stress_and_the_Coping_Mechanism_of_the_Bachelor_of_Sci
ence_in_Information_Technology_Students_in_a_Philippine_Universit
y, 2015.
 Reddy, J. et al. “Academic Stress and its Sources Among University

Students,” Biomedical and Pharmacology Journal,
https://biomedpharmajournal.org/vol11no1/academic-stress-and-
its-sources-among-university-students/, 2018.
31
 Nandamuri, P. & Gowthami, Ch.” Sources of Academic Stress – A

Study on Management Students,” Social Science Research
Network,
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2642783,
2015.
 Essel, G. & Owusu, P. “Causes of students’ stress, its effects on their

academic success, and stress management by students,”
https://www.theseus.fi/bitstream/handle/10024/124792/Thesis%20Do
cument.pdf?sequence=1, 2017.
 Cuerpo, Joeie.” Too much work, too little time,” SunStar Philippines,
https://www.sunstar.com.ph/article/402552, 2017.
 Garcia, Alegria V. “Factors Affecting Students’ Academic

Performance,” Pressreader,
https://www.pressreader.com/philippines/sunstar-
pampanga/20171215/281621010685322, 2017.
32
Appendices
33
Appendix A
Sample Validated Questionnaire
34
Immaculate Conception Cathedral School

39 Lantana St., Cubao, Quezon City, Philippines
Tel. No.: (02)-727-2742 to 44, 721-7078
Name (Optional): ____________________________________________________________

Section: ___________________________________________________ Age: ____________
PART I: ACADEMIC STRESS SCALE

Direction: Please respond to the following questions by placing a check mark (✓) in
the bracket that corresponds to your response.
Legend: NS – No Stress HS – High Stress
SS – Slight Stress ES – Extreme Stress
MS – Moderate Stress
No. Statement NS SS MS HS ES
1 Teachers make too many extra demands on ( ) ( ) ( ) ( ) ( )
students.
2 Poor interest in some subjects. ( ) ( ) ( ) ( ) ( )
3 Lack of concentration during study hours. ( ) ( ) ( ) ( ) ( )
4 Difficulty in remembering all that is studied. ( ) ( ) ( ) ( ) ( )
5 Worrying about the examinations. ( ) ( ) ( ) ( ) ( )
6 Lack of self-confidence. ( ) ( ) ( ) ( ) ( )
7 Conflict with friends/school authorities. ( ) ( ) ( ) ( ) ( )
8 Teachers give more punishment in the class. ( ) ( ) ( ) ( ) ( )
9 Hesitate to ask the teacher for detailed ( ) ( ) ( ) ( ) ( )
explanation.
10 Biased attitude of the teacher. ( ) ( ) ( ) ( ) ( )
11 Inadequate time for study at home. ( ) ( ) ( ) ( ) ( )
12 Not knowing how to prepare for the ( ) ( ) ( ) ( ) ( )
examinations.
13 Exam papers are tough and not valued well. ( ) ( ) ( ) ( ) ( )
14 Unable to complete the assignment in time. ( ) ( ) ( ) ( ) ( )
15 Lack of communication between teachers and ( ) ( ) ( ) ( ) ( )
students.
16 Monotonous (boring or tedious) teaching style ( ) ( ) ( ) ( ) ( )
by the teacher.
17 Not enough discussion in the class. ( ) ( ) ( ) ( ) ( )
18 Lack of mutual help among classmates. ( ) ( ) ( ) ( ) ( )
19 Feeling of inferiority. ( ) ( ) ( ) ( ) ( )
20 Inadequate subject knowledge of the teacher. ( ) ( ) ( ) ( ) ( )
TOTAL:
1
PART II: EVALUATION OF PSYCHOSOCIAL DEVELOPMENT

Direction: Please respond to the following questions by placing a check mark (✓) in
the bracket that corresponds to your response.
Legend: HA – Highly Agree D – Disagree
A – Agree HD – Highly Disagree
No. Statement HA A D HD
1 I use methods to get away from stressful school ( ) ( ) ( ) ( )
activities
2 I compare my scores/grades to other students ( ) ( ) ( ) ( )
3 Some things I enjoy suddenly stops being ( ) ( ) ( ) ( )
enjoyable
4 Relationships with friends shape who I am ( ) ( ) ( ) ( )
5 Can’t handle the different changes in my ( ) ( ) ( ) ( )
studies
6 Easily persuaded by others to participate in ( ) ( ) ( ) ( )
activities you’re not interested in
7 New things easily influence my long term goals ( ) ( ) ( ) ( )
8 Don’t trust myself on having responsibilities ( ) ( ) ( ) ( )
9 Sometimes feel worthless ( ) ( ) ( ) ( )
10 I question my values, spirituality, beliefs, ( ) ( ) ( ) ( )
interests, or career path.
11 Engaging to new activities that piqued my ( ) ( ) ( ) ( )
interest
12 Need help when making decisions ( ) ( ) ( ) ( )
13 Have difficulty in communicating with other ( ) ( ) ( ) ( )
classmates
14 Unprepared to upcoming changes in life ( ) ( ) ( ) ( )
15 Always dependent to other’s help ( ) ( ) ( ) ( )
TOTAL:
PART III: ACADEMIC STRESS EVALUATION

Direction: Check (✓) all the applicable boxes that best corresponds your answer.
Question: Do you experience these behaviors when you are academically stressed?
Physical
Headaches/migraine Breathing difficulty Frequent urination
Tiredness Joint pains LBM/diarrhea
Palpitations or rapid Numbness/pins and Indigestion or
pulse needles heartburn
2
Loss of appetite Skin problems
Emotional
Unhappiness Frustrated Anxiety
Depression Helplessness Loss of sense of humor
Easily angered Irritability
Behavioral
Restlessness Absenteeism Alcohol drinking
Difficulty in sleeping Tardiness Excessive smoking
Overeating
3
Appendix B
Three Answered Questionnaires
35
Appendix C
Letter/s Asking Permission
36
Appendix D
Consultation Form
37
Appendix E
Tally Sheet
38
I. ACADEMIC STRESS SCALE

ITEM NS SS MS HS ES
1 0 8 18 17 7
2 2 15 20 10 3
3 3 16 16 14 1
4 0 18 18 9 5
5 2 10 17 15 6
6 5 15 16 9 5
7 8 18 12 9 3
8 8 15 11 10 6
9 6 11 21 10 2
10 6 7 16 14 7
11 0 9 21 13 7
12 3 14 20 10 3
13 3 14 24 6 3
14 3 15 12 16 4
15 5 14 16 10 5
16 4 17 16 10 3
17 3 7 23 13 4
18 4 17 15 12 2
19 10 11 15 13 1
20 1 20 20 6 3
1
II. EVALUATION OF PSYCHOSOCIAL DEVELOPMENT
ITEM HA A D HD
1 17 26 4 3
2 6 20 19 5
3 8 22 16 4
4 14 27 6 3
5 3 18 25 4
6 2 22 21 5
7 5 33 9 3
8 2 20 20 8
9 9 27 7 7
10 9 31 6 4
11 9 25 12 4
12 8 30 9 3
13 6 15 18 11
14 6 24 16 4
15 3 17 18 12
2
III. ACADEMIC STRESS EVALUATION
Physical Behavioral
Headaches 40 Restlessness 29
Breathing difficulty 22 Absenteeism 9
Frequent urination 5 Alcohol Drinking 12
Tiredness 42 Difficulty in Sleeping 30
Joint pains 10 Tardiness 29
LBM 5 Excessive Smoking 5
Palpitations 11 Overeating 10
Numbness 5
Indigestion 5
Loss of Appetite 24
Skin problems 8
Emotional
Unhappiness 33
Frustrated 24
Anxiety 20
Depression 24
Helplessness 10
Loss sense humor 13
Easily angered 28
Irritability 35
3
CURRICULUM VITAE
39
ANGELA ERES C. BALINGBING
#59 10th Avenue, Brgy. Socorro,

Cubao, Quezon City
+63 928 267 9762
anglblngbng@gmail.com
PERSONAL INFORMATION:
Age : 16 years old

Date of Birth : March 1, 2002
Father : Errol R. Balingbing
Mother : Maria Rowena C. Balingbing
Nationality : Filipino
Religion : Roman Catholic
EDUCATION:
2018 – Present IMMACULATE CONCEPTION CATHEDRAL SCHOOL

Secondary Level (Senior High School)
Cubao, Quezon City
2014 – 2018 IMMACULATE CONCEPTION CATHEDRAL SCHOOL

Secondary Level (Junior High School)
Cubao, Quezon City
2008 – 2014 AGUINALDO ELEMENTARY SCHOOL

Elementary Level
Cubao, Quezon City
40
AFFILIATIONS:
 Singing Club, Officer

School Year 2014-2016
 Teatro Club, Member
 Volleyball Club, Member
AWARDS/RECOGNITIONS:
 Purity Core Vale Awardee

School Year 2019
 With Honor
School Year 2014-present
 With High Honor
School Year 2018(3rd Trimester)
41
MATTHEW T. CHAN
#33 Liberty Avenue Murphy, Brgy. Socorro,

Cubao, Quezon City
+63 977 218 9074
matthewchan.green07@gmail.com
Age : 17 years old

Date of Birth : October 7, 2001
Father : Cesar A. Chan
Mother : Pascuala T. Chan
EDUCATION:

Cubao, Quezon City

Cubao, Quezon City

Elementary Level
Cubao, Quezon City
42
AFFILIATIONS:
 TECHNOKIDS IT CUP ROBOTICS TEAM

School Year 2017 – 2018
 WITH HONORS
 CHAMPION, COMPUTER QUIZ BEE
43
FIBEN DAVE M. ESCANDOR
Field Grade, Condo A 4-B, Camp Aguinaldo,

Cubao, Quezon City
+63 995 500 8563
jepjeps14@gmail.com
Age : 17 years old

Date of Birth : December 27, 2001
Father : Danilo V. Escandor
Mother : Ma. Francia M. Escandor
EDUCATION:

Cubao, Quezon City

Cubao, Quezon City
2008 – 2014 FORT AGUINALDO ELEMENTARY SCHOOL

Elementary Level
Cubao, Quezon City
44
AFFILIATIONS:
 YOUTH FOR CHRIST MEMBER

School Year 2018 – Present
 SADDER’S CHOIR MEMBER
 BOY SCOUT OF THE PHILIPPINES
 LEADERSHIP AWARD
 MARIAN SERVICE AWARD
 MOST IMPROVED PLAYER, BASKETBALL
45
SAM BRUCE ALBERT Q. GARCIA
#88 Kalayaan Avenue, Brgy. Central Diliman,

Quezon City
+63 936 947 1853
sam28sam76@gmail.com
Age : 16 years old

Date of Birth : February 28, 2002
Father : Ambrocio T. Garcia
Mother : Sassy Q. Garcia
EDUCATION:

Cubao, Quezon City

Cubao, Quezon City

Elementary Level
Cubao, Quezon City
46
AFFILIATIONS:
 DANCE CLUB, MEMBER

 MR. ICCS CANDIDATE
 HUMILITY CORE VALUE AWARDEE

 WITH HONORS
 CHAMPION, ENGLISH QUIZ BEE
47
REX IGNATIUS A. MARIANO
Field Grade A 3-B, Camp Aguinaldo,

Cubao, Quezon City
+63 955 621 6188
restymariano3971@gmail.com
Age : 17 years old

Father : Resurrecion Mariano
Mother : Miramar A. Mariano
EDUCATION:

Cubao, Quezon City
2014 – 2018 ADVANCE MONTESSORI EDUCATION CENTER OF ISABELA

Ramon, Isabela
2008 – 2014 ADVANCE MONTESSORI EDUCATION CENTER OF ISABELA

Elementary Level
Ramon, Isabela
48
AFFILIATIONS:
 AMECI JAVELIN THROW TEAM

AWARDS/RECODNITIONS:
 MOST INDUSTRIOUS
49
HANNAH YSABELLE C. MARQUEZ
#29 – A Manhattan St., Brgy. Immaculate

Conception, Cubao, Quezon City
+63 928 345 5824
holaysabelle@gmail.com
Age : 17 years old

Date of Birth : January 5, 2002
Father : Roderick L. Marquez
Mother : Mary Ann Camila C. Marquez
EDUCATION:

Cubao, Quezon City

Cubao, Quezon City

Elementary Level
Cubao, Quezon City
50
AFFILIATIONS:
 THE MARIAN GAZETTE, HEAD LAYOUT ARTIST

 3RD PLACE IN SCHOOL’S BEST PUBLICATION AT NSPC

 5TH PLACE IN SCHOOL’S BEST PUBLICATION AT RSPC
 CHAMPION IN COLLABORATIVE DESKTOP PUBLISHING IN
DSPC
 4TH PLACE IN SCIENCE WRITING AT YOUNG WRITER’S
FESTIVAL
 4TH PLACE IN PAGSULAT NG AGHAM AT MINI DISTRICT
SCHOOLS PRESS CONFERENCE
 CHARITY CORE VALUE AWARDEE
 WITH HONORS
 TOP 10 IN WEB DEVELOPMENT AT TECHNOKIDS IT CUP
51
PIOLO MIGUEL T. TENG
#2 Masunurin St., Sikatuna Village

Cubao, Quezon City
+63 945 463 7310
pioloteng25@gmail.com
Age : 18 years old

Father : Michael S. Teng
Mother : Lorna T. Teng
EDUCATION:

Cubao, Quezon City

Cubao, Quezon City

Elementary Level
Cubao, Quezon City
52
AFFILIATIONS:
 ICCS BLUE KNIGHTS BASKETB5ALL TEAM

 CHESS CLUB, MEMBER
 CHARITY CORE VALUE AWARDEE

 WITH HONORS (JHS)
 VOLLEYBALL, MOST VALUABLE PLAYER
Intramurals 2016-2017
53

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Immaculate Conception Cathedral School-Senior High School

EFFECT OF ACADEMIC STRESS TO THE PSYCHOSOCIAL

In Partial Fulfillment of the Requirements

Group 1 – St. Matthew

This research, EFFECT OF ACADEMIC STRESS TO THE PSYCHOSOCIAL

Mrs. MARIA ANTOINIETTE RAGADIO

Approved by the PANEL of EXAMINERS on Oral Examination on

Mrs. Ma. Teresa H. Sandoval

Ms. Lulu D. Lontoc Mrs. Evelyn B. Buhat

Accepted in partial fulfillment of the requirements for the course

MA. TERESA H. SANDOVAL FERDINAND G. GARCIA

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

CHAPTER 3: RESEARCH METHODOLOGY

3.4 Research Instrument……………………………… 17

CHAPTER 4: RESULTS OF THE STUDY

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION

Table Title of Table Page

1 Academic Stress Scale 20

THE PROBLEM AND ITS BACKGROUND

Stress is a primarily physical response. When a person is stressed, their

Academic stress is mental distress with respect to some anticipated

problems like depression, anxiety, nervousness, and stress related disorders,

According to studies, researchers have found the main sources of

The purpose of the research is to: 1) recognize the various effects of

Richard Lazarus (1966) argued that the role of stress differed

Erik Erikson defined Psychosocial Development as a comprehensive

Erikson’s theory characterizes an individual advancing through the

The challenges of stages not successfully completed may be expected to

James Marcia identifies Identity Status Theory as one’s sense of identity

Marcia posited that the adolescent stage consists neither of identity

Academic stress is a mental stress because of some anticipated

academic stress collects an appalling toll when it comes to one’s

Statement of the Problem

Academic stress is a mental distress with respect to some anticipated

Psychosocial Development relates to one’s psychological

Objectives of the Study

This research sought the effect of academic stress to the psychosocial

The researchers aim to know the following:

1. To determine what is the common academic stressors.

3. To know whether academic stress can affect one’s psychosocial

Significance of the Study

This impactful research enables changes that make absolute

Scope and Limitations

group (ages 12 to 18) and James Marcia’s Self-Identity Development. The

1. Academic Stress – A mental distress with respect to some

6. Psychosocial Development – A comprehensive psychoanalytic

REVIEW OF RELATED LITERATURE

academic stress in order to derive adequate and efficient intervention

According to studies, stress is a major factor to how a child performs

difficulty in coping with academic stress, then there might be serious

There are several factors affecting the student’ academic

Thesis writing/research and school requirements/projects were the most

Relevance of the Reviewed Literature

The goal of this chapter is to provide insights if academic stress will

This chapter presents the methodologies that were used by the

Research Method Used

The research methodology of this study was a Phenomenological

discusses an individual's experiences. It will be utilized to produce an in-

A research participant also called a human subject or an experiment,

The research instrument used was a standardized test with few

researchers will determine of what is the effect of academic stress to the

The type of sampling for this research is purposive sampling; it is a non-