Republic of the Philippines

Department of Education

Cobol National High School

San Carlos City, Pangasinan

EFFECTS OF STRESS IN THE ACADEMIC PERFORMANCE OF STUDENTS IN COBOL

NATIONAL HIGH SCHOOL

A Partial Fulfilment

in

Mathematics 10

Name of Researchers:
Mark Daven Manzon
Marielle Domantay
Francis Cabuang
Arjay Poyaoan
Jethro Santos
Monica Cabral
 TABLE OF CONTENTS

Chapter I Introduction

Chapter II Literature Review

Chapter III Research Problem

Chapter IV Scope and Limitation

Chapter V Research Methodology

A Sampling

B Statistical Treatment

Chapter VI Presentation and Analysis of Data

6.1 Introduction

6.2 Personal Data of the Respondents

Chapter VII Summary, Conclusion and Recommendation

A Summary

B Conclusion

C Recommendation

References

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 CHAPTER I

INTRODUCTION

Stress problems are very common with many people reporting experiencing extreme

levels of negative stress. When stress is considered as something that occurs repeatedly across

the full lifespan, the true incidence of stress problems is much higher. Being "stressed out" is

thus a universal human phenomenon that affects almost everyone.

What are we talking about when we discuss stress? Generally, most people use the

word stress to refer to negative experiences that leave us feeling overwhelmed. Thinking about

stress exclusively as something negative gives us a false impression of its true nature, however.

Stress is a reaction to a changing, demanding environment. Properly considered, stress is really

more about our capacity to handle change than it is about whether that change makes us feel

good or bad. Change happens all the time and stress is in large part what we feel when we are

reacting to it.

We can define stress by saying that it involves the "set of emotional, physical, and

cognitive (i.e., thought) reactions to a change." Thinking about stress as a reaction to change

suggests that it is not necessarily bad, and sometimes, could even be a good thing. Stress can

be of two forms: positive stress (Eustress) and negative stress (Distress). Eustress is the feeling

of relief. Distress is an emotion that leads towards disease. This type of distress is generally

caused by an event in one’s life, for example, failure in exams, financial problem, notification of

debt, family problem, tax, and etc. Eustress is a positive stress set off by a positive event in

one’s life. Its examples may include winning a championship, getting high grades, wining a

lottery, or receiving an unexpectedly good result in an exam. Eustress allows individuals to

engage in the challenges of life [Holahan & Moos, 2001].

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 Our experience of stress varies in intensity between high and low. How intensely

stressed we feel in response to a particular event has to do with how much we need to

accomplish in order to meet the demands of that situation. When we don't have to do much in

order to keep up with demands, we don't experience much stress. Conversely, when we have to

do a lot, we tend to feel much more stressed out.

Generally speaking, people do not like experiencing the extremes of stress. This is true

for each end of the spectrum of stress intensity, both high and low. Few people enjoy the feeling

of being overwhelmingly stressed in the face of great change. However, most people do not like

a total absence of stress either, at least after a while. There is a word for such a condition (i.e., a

lack of stress and challenge) which conveys this negative meaning: boredom. What most

people tend to seek is the middle ground; a balance between a lack of stress and too much

stress. They want a little challenge and excitement in life, but not so much that they feel

overwhelmed by it.

A variety of events and environmental demands cause us to experience stress,

including: routine hassles (such as getting the family out the door in the morning, or dealing with

a difficult co-worker), one-time events that alter our lives (such as moving, marriage, childbirth,

or changing jobs), and ongoing long-term demands (such as dealing with a chronic disease, or

caring for a child or sick family member). Though different people may experience the same

type of events, each of them will experience that event in a unique way. That is, some people

are more vulnerable to becoming stressed out than others are in any given situation. An event

like getting stuck in traffic might cause one person to become very stressed out while it might

not affect another person much at all. Even "good" stressors such as getting high grades can

impact individuals differently. Some people become highly anxious while others remain calm

and composed.

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 How vulnerable you are personally to becoming stressed out depends on a variety of

factors, including your biological makeup; your perception of your ability to cope with

challenges; characteristics of the stressful event (e.g., the "stressor") such as its intensity,

timing, and duration; and your command of stress management skills. While some of these

factors (such as your genetics and often, the characteristics of the stressor itself) are not under

your direct control, some of the other factors are.

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 CHAPTER II

LITERATURE REVIEW

It is a common feature that students as individual or group interact with their environment,

these experiences one way or the other affect their academic performance.

Stress has generated a great deal of interest in recent years. It has been of great

concern to members of the academic and other researchers.

To most people, stress is bad and must be avoided, but this position is not always true.

According to Yates (1979) stress in proper amounts is a necessary ingredient in any person

whose life is going to manifest vitality. Stress is to be managed and not simply avoided.

Stress is a common and inevitable component in the lives of every individual, regardless

of race or cultural background (Newth, 2011). “The background to modern day stress issues

seems to be more widespread than ever and many of the reasons as to why these exist are

quite obvious such as more work by less people, financial uncertainty, job insecurity, constant

demands for high performance, the increase requirement for information, impossible targets,

juggling part-time or full-time work and life/family priorities/children, health issues, the

downsides of cyberspace and technology, time management, sleep deprivation, social activities,

the depressing state of affairs in many parts of the world and much more besides” (Newth: 11).

Surprisingly, stress is not always a bad thing. It can stimulate creativity and productivity.

According to Robert Ostermann, professor of psychology at FDU's Teaneck-Hackensack

Campus, "No one reaches peak performance without being stressed, whether an athlete, an

office worker or a manager." The natural pattern of human behavior is to experience a stress-

causing event or situation, react to it with increased tension and then return to a normal, relaxed

state. The problem occurs when stress is so overwhelming or constant that this pattern is

broken.

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 Stress among students is increasing day by day. A lot of work and no sense of relieving

students have a very bad effect on them. The effect of stress on academic performance of

students is not very good. A lot of different pressures affect them heavily such as financial

pressure, maintaining their good grades, completing their degree on time etc.

According to Paulsen & St. John (2002), “Financial stress, such unmet need, have been

correlated with dropping out, particularly among low income students.”

Also, Ross, Clelad, & Macleod (2006), said that financial stress may also lower the

academic performance.

In Scott- Clayton’s study (2012), he said that over the pass few decades, more

traditionally age students are working and working substantially more hours. Therefore, an

increasing number of the students must balance the need to work to and the need to study.

In Shim et. Al (2010), defines healthy or positive financial, economic, and interpersonal

goals that are important to them.

In addition of the Gutter, Garrison & Copur (2010), behaviors such as awareness of debt

owed, checking for the lowest interest rate of borrowing, saving and budgeting are resulting into

positive outcome such as lower rate of being prone in financial stress.

According to Chebat (2001), stress is here to stay. What people must do is to learn more

about its nature, source and alternative so that the people use the energy positively, and they

perform efficiently.

Orlandi (2002) stated, “Your ability to tolerate stressors depends on the number of

stressors in your life”. People handle stress by the use of coping mechanism, which is powerful

tool to use and to analyze events objectively and observe firmly. Gather information at the state

of equilibrium, understanding of what to produce the tension that helps you feel that the stress is

alleviated.

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 Miranda (2002) specified that the most effective way of managing stress is through

relation and exercise, which are extremely aesthetical acts which involved dynamics of the mind

and body.

For us to further understand one’s stress, Blonna (2010) pointed out that one needs to

know what it is and it causes, in order cope with it well.

Stress can have both positive and negative consequences on the individual. Having

optimum stress can lead to peak efficiency, create satisfaction a sense of well being and

accomplishment and other reward for success. On the other hand, excessive stress in school

can result to loss of appetitive for reading, to perform well and declining mental and physical

health. Stress is caused by some factors (stressors) which exist both within and without the

school environment. These stressors can be identified as intra-individual, inter-individual,

institutional and extra institutional stressors. In this regard, the present study seeks at finding

out the causes, symptoms and effects as well as the relationship that exist between academic

stress and students performance and finally to recommend stress coping strategies for

management

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 CHAPTER III

RESEARCH PROBLEM

This study aims to discuss the nature, causes and effects of stress in the academic

performance of students in CNHS. Additionally, it also aims to discuss the most common stress

management techniques based on responses gathered from students in CNHS.

Specifically, it aims to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Gender

1.2 Age

1.3 Year and Section

2. What are the factors of stress that affect the academic performance of the students?

3. How does stress affect the academic performance of the students?

4. How do respondents cope up with stress?

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 CHAPTER IV

SCOPE AND LIMITATION

The scope of this study is limited in knowing the effect of stress in the academic

performance of the students of Cobol National High School.

In addition, the study is limited to 150 respondents which are the students from Grade 7

to Grade 12 of Cobol National High School which composed of 25 students per grade level.

The researchers address the issues related to the effect of stress in the academic

performance of the student.

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 CHAPTER V

RESEARCH METHODOLOGY

A. Sampling

The subject of this study was 150 CNHS students consisting of 25 students from each

grade level. The respondent comprised 62 male and 88 female students from different grade

level of their study. Besides that, all of them are from students between 12 and 19 years old.

B. Statistical Treatment

The responses of the respondents to the questionnaire checklist were carefully tallied,

tabulated and organized. The data presented, frequency counts, percentage and ranking

system. The presentation, analysis and interpretation of the data will be based on the weighted

man as shown by the scale ranges as follows (Calderon, 1993)

To answer problem no.1, 2, and 4, we use Percentage Computation:

Formula: % = F/N x 100

Where:

% = percentage

F = number of respondents for every item

N = total number of respondents

To answer problem no. 3 we use Average Weighted Mean:

Formula: X = Fx/ N

Where:

X = weighted mean

F = is the frequency

x = is the weight of each item

N = is the number of cases

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 The table of equivalent which is the basis of the interpretation of the data will be: (Tan

2006)

Weight Scale Verbal Interpretation

4.50 above 5 Always

3.50- 4.49 4 Often

2.50- 3.49 3 Sometimes

1.50- 2.49 2 Rarely

below 1.50 1 Never

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 CHAPTER VI

PRESENTATION AND ANALYSIS OF DATA

6.1 Introduction

This chapter presents, analyzes and interprets all the data gathered in this study.

Presentation is done through the use of tables. Analysis and interpretations of data done after

tabular presentation.

6.2 Personal Data of the Respondents

Table 1

Profile of the Respondents in Terms of Gender

Respondents Frequency Percentages%

Male 62 41.33%

Female 88 58.67%

Total 150 100%

The table 1 above shows that out of 150 respondents, 62 respondents representing

(41.33%) are males while 88 respondents representing (58.67%) are females. This implies that

majority of the respondents are females.

Table 2

Profile of the Respondents in Terms of Age

Respondents Frequency Percentages %

12-14 53 35%

15-16 51 34%

17-19 46 31%

Total 150 100%

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 The table two shows the age of respondent. Being grouped in age categories the ages

of 12 to 14 were much involved in the survey with a frequency of 53 or 35%, the ages of 15 to

16 was next with a frequency of 51 or 34% and lastly is the ages from 17 to 19 with 46 or 31%.

Table 3

Profile of the Respondents in Terms of Year and Section

Respondents Frequency Percentages%

Grade 7 25 16.67%

Grade 8 25 16.67%

Grade 9 25 16.67%

Grade 10 25 16.67%

Grade 11 25 16.67%

Grade 12 25 16.67%

Total 150 100%

The table three states that the students from grade 7 to grade 12 have the same number of

respondents from each grade level. All in all the total of respondents is 150 and per grade level

has 25 respondents with a percentage of 16.67%.

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 Figure 1

Percentage of Stress Factors that Affect Academic Performance of the Students

Column1 Financial Problem

2%
25% Family Problem
27%

Friends
22%
24%
Negative Thinking

Extremely Grief

The pie chart above depicts the percentage of the main sources of the stress among

students in CNHS. From the result, we can conclude, negative thinking is the most main

sources of stress among the students gaining the highest percentage which is 27%. The

financial problem also provides the factors of stress in student’s life with the percentage of 25%.

This is consecutively followed by “Friends” with the percentage of 24% and “Family problem”

with 22%. Lastly, only 2% of students stress because of extreme grief. In conclusion, negative

thinking can cause most stress among the CNHS students.

Table 4

Effects of Stress

EFFECTS OF STRESS W F WF WM VI

1.I cannot pay attention to class. 5 14 70

4 71 284

3 31 91

15
 2 7 14

1 27 27

Total 150 486 3.24 Sometimes

2.I get high grades in my subjects. 5 17 85

4 40 160

3 71 213

2 12 24

1 10 10

Total 150 492 3.28 Sometimes

3.My attendance is poor. 5 2 10

4 15 60

3 33 99

2 36 72

1 64 64

Total 150 305 2.03 Rarely

4.I can make easy decision about 5 19 95

important things. 4 32 128

3 61 183

2 25 50

1 13 13

Total 150 469 3.12 Sometimes

5.I perform well in my subjects. 5 24 120

4 34 136

3 54 162

2 19 38

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 1 19 19

Total 150 475 3.17 Sometimes

6.I feel sad/depressed. 5 11 55

4 16 64

3 58 174

2 29 58

1 36 36

Total 150 387 2.58 Sometimes

7. I enjoy the feeling of being stress. 5 4 20

4 9 36

3 37 111

2 25 50

1 75 75

Total 150 292 1.95 Rarely

8. I often late for class. 5 8 40

4 17 68

3 63 189

2 23 46

1 39 39

Total 150 382 2.55 Sometimes

The common effects of stress among CNHS students are presented in Table 4. The data

shows that the most common effect of stress among the respondents was getting high grades in

a subject with a mean of 3.28 interpreted as Sometimes. While the least common effect of

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stress among respondents are enjoying the feeling of being stress with a mean of 1.95

interpreted as Rarely.

It implies that even though student- respondents get stress, they are able to manage get a

high grades and less prone to moody feelings even when they are stressed.

Table 5

Percentage of Stress Coping Mechanism

Sources Frequency Percentage

I seek out friends for conversation and support. 15 10%

I use Internet/ TV/ Music to relax. 49 32.67%

I eat more than usual. 1 0.67%

I take a little time to relax, breath and unwind. 11 7.33%

I pray to enhance my spiritual life. 32 21.33%

I try to focus on the things I can control and 19 12.66%

accept the things I can’t.

I joke with my friends and use humor to take the 22 14.67%

edge off.

I maintain a healthy diet. 1 0.67%

The table indicates that 32.67% of students use Internet/ TV/ Music to relax in order to

cope with stress. Also, 21.33% of them pray to enhance spiritual life. The respondents also

agreed third (3) ranked stress coping mechanism and identified that joke with friends and use

humor with a percentage of 14.66%. Trying to focus on the things can control and accept the

thing you can’t ranked (4) with a percentage of 12.66%. 10% of the students cope up stress by

seeking out friends for conversation and support. 7.33% chose to take a little time to relax,

breath, and unwind. Both maintaining healthy diet and eat more than usual ranked last with a

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percentage of 0.67%. To conclude, using Internet/TV/Music to relax is the most effective way to

cope up with stress.

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 CHAPTER VII

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings; the conclusions arrived at based on

the findings and recommendations offered.

A. Summary

This study was aimed at assessing the Effects of Stress in the Academic Performance of

the Students. The questionnaire was the main instrument used to gather the needed data. This

study was conducted during the School Year 2018- 2019.

Summary of the Findings:

1. Gender of the Respondents

The table shows the sex profile of the respondents, were 88 or 58.67% of the

respondents were females ranked 1, and 62 or 41.33% were males ranked 2.

2. Age of the Respondents

There were 53 or 35.33 percent of the respondents aged of 12-14 as ranked one. 51 or

34 percent were at aged ranged of as 15- 16 ranked two, and the last rank belongs to

aged 17- 19 with 46 or 30.67 percent.

3. Year and Section of the Respondents

The table three implies that the students from grade 7 to grade 12 have the same

number of respondents from each grade level. All in all the total of respondents is 150

and per grade level has 25 respondents with a percentage of 16.67%.

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4. Factors of Stress in the Academic Performance of the Students

Ranked 1 was Negative Thinking the item 1 of the table 3 shows that a big number of

respondents agreed to this factor as indicated by its percentage of 27%. The financial

problem also provides the factors of stress in student’s life with the percentage of 25%.

Friends with the percentage of 24% and Family problem with 22%. Lastly, only 2% of

students stress because of extreme grief. This means that the main factor of stress is

Negative Thinking.

5. Effects of Stress in the Academic Performance of the Students

It is indicated in 1) I get high grades in my subject is one of the main effects of stress

with its weighted mean of 3.28 verbally interpreted as Sometimes. Item 2) I cannot pay

attention to class indicated that it is one of the effects of stress with weighted mean of

3.24 verbally interpreted as Sometimes. Item 3) I perform well in my subject has

weighted mean of 3.17 interpreted as Sometimes. Item 4) I can make easy decision

about important things has weighted mean of 3.12 interpreted as Sometimes. Item 5) I

feel sad/depressed has a weighted mean of 2.58 as Sometimes. Item 6) . I often late for

class as Sometimes with a weighted mean of 2.55. Item 7) My attendance is poor has a

weighted mean of 2.03 interpreted as Rarely. And item 8) I enjoy the feeling of being

stress has a weighted mean of 1.95 as Rarely.

6. Stress Coping Mechanism

The table 5 indicates that the most effective ways on how to relieve stress is using

Internet/ TV/ Music to relax with a percentage of 32.66%. Second is praying to enhance

spiritual life with a percentage of 21.33%. Third has a percentage of 14.66% which

identified as joke with friends and use humor. Fourth has a percentage of 12.66% which

is trying to focus on the things can control and accept the thing you can’t. 10% of the

students cope up stress by seeking out friends for conversation and support was ranked

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 as fifth. 7.33% chose to take a little time to relax, breath, and unwind ranked as sixth.

And lastly, both maintaining healthy diet and eat more than usual ranked last with a

percentage of 0.66%.

B. Conclusion

Based on the findings of the study, the following conclusions are formulated.

1. Personal Data of the Respondents

1.1 To conclude, majority of our respondents are females with a frequency of 88

and a percentage of 58.67%.

1.2 Among all the respondents, aged 12-14 has the most number of respondents

with a frequency of 53 and percentage of 35.33 percent while aged ranged 17-19 has

the least respondents with a frequency of 46 or 30.67 percent.

1.3 Students from grade 7 to grade 12 has an equal number of 25 respondents

from each grade level with a percentage of 16.67%.

2. The factor that associated with this problem is financial problem, negative thinking,

friends, family problem and extremely grief. Based on our researches the main factor of stress is

negative thinking.

3. Stress are bringing benefit as well as harm to students. Majority of the students thinks

that stress is good, useful and necessary as stress would make them become motivated as they

can overcome the stress by their own. While the negative side of stress is the majority of the

students, cannot pay attention to class when they are stress. The other effect are often late for

class and feeling of being sad/ depressed.

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 4. Majority of the students use Internet/ TV/ Music to relax when they are stress. Less

respondents eating and maintaining healthy diet. We can see that many of our respondents

release their stress by using Internet/ TV/ Music to relax. While these strategies may serve as

temporary and it will also cause side effect on your health. Stress can be good and bad, it just

depend on you how to dealing with it.

C. Recommendation

After conducting the study among the 150 respondents in CNHS, these are the most

suitable ways to overcome the stress based on our research:

1. Classrooms need to be safe havens. When students have any doubt that they can be

successful doing an assignment or task, the stress response goes into motion.

2. Students need to know that the teacher is on their side and will give them many

opportunities to learn.

3. There should be a good balance between working hours and study hours so as to avoid

stress.

4. Do something that you love. The examples are eating, singing and mores.

5. The focus of intervention programs should be on training students to have a healthy

mindset with positive coping strategies.

6. Plan to eat foods that improve health and eat an appropriate amount of food at a

reasonable schedule.

7. Plan some fun. Take a break.

8. Enough sleep and exercise is an important remedy to stress management.

9. Creative games should be organized during lectures that have longer hours from 3-6

hours in order to some extent relief stress from students and refresh their mind and

make them active.

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10. Seek help from the motivation..

When you are stressed, manage it. Stress affects everybody. As stress research

pioneer Hans Selye said, “The only time we are not reacting to stress is when we are dead.”

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