STRESS AND COPING MECHANISM OF GRADE 12 TVL STUDENTS

IN WORK IMMERSION: A PHENOMENOLOGICAL STUDY

_____________________
A Research Proposal
Presented to
Division of Leyte
Candahug Palo, Leyte

____________________
In Partial Fulfilment
Of the Requirements for
INQUIRY, INVESTIGATION, AND IMMERSION

____________________
Carigara National Vocational School
HEFBS 12-A
February 2018
 CHAPTER I

INTRODUCTION

DepEd Order No. 30, s.2017 sec.1. ,one of the goals of the K to 12 Basic Education Program

is to develop in learners the competencies, work ethic, and values relevant to pursuing further

education and/ or joining the world of work. To achieve greater congruence between basic

education and the nation’s development targets, Work Immersion, a required subject, has been

incorporated into curriculum. This subject will provide learners with opportunities: 1.)to become

familiar with the workplace , 2. for employment simulation, 3) to apply their competencies in their

areas of specialization / applied subject in their authentic work environments.

Sec. 4, the objectives of Work Immersion will help develop among the learners’ life and career

skills, and will prepare them to make decisions on postsecondary education or employment.

Through partnership building, DepEd hopes that the Partner Institution will provide learners with

work immersion opportunities, work place or hand-on experience, and additional learning

resources. It aims to make the learners: 1.) appreciate the importance and appreciation of the

principles and theories learned in school, 2.) enhance their technical knowledge and skills, 3.)

enrich their skills in communication and human relations; and 4.) develop good work habits,

attitudes, appreciation, and respect for work. (www.deped.gov.ph /sites/default/files/order/

2017/Ds-2017-030pds)
 2

The word “immersion” as it applies to the K to 12 curriculum is defined in the Department of

Education (DepEd) Order No. 40, series of 2015: “Work Immersion refers to the part of the Senior

High School (SHS) Curriculum consisting of 80 hours of hands-on experience or work simulation

which the Grades 11 and 12 students will undergo to expose them to the actual workplace setting

and to enrich the competencies provided by the school under the supervision of the School Head

and the designated personnel of the Partner.”

Immersion is done outside the school campus in a “Workplace Immersion Venue,” defined

as “the place where work immersion of students is done. Examples of work immersion venues

include offices, factories, shops and project sites.” The Philippine Star

https://philstar.com/other.sections/ eductation-and-home/2015/ 09/09/1498087/immersion

In education system, adolescents are those receiving education in junior high schools, senior

high schools, vocational high schools, colleges or universities. Due to fast physical changes and

mental development at this stage, students may sometimes experience incompatibility of their

mental development with their physical changes or with the social environment and thus suffer

from problems arising from inadequate adaptations. These problems may further cause

psychological troubles and even induce deviant behaviors. In modern society, stress has become a

part and parcel of life. Pinel (2003) defines stress as a physiological response to perceived threat.

It therefore has negative effects on life's pressures and events the brain is familiar with stress,
 3

a physical reaction is triggered and it easily damages the memory, which may lead to further mental

reactions or misconduct. A student’s life is subjected to different kinds of stressors, such as the

pressure of academics with an obligation of success, uncertain future and difficulties envisaged for

integration into the college system. These students face social, emotional and physical and family

problems which may affect their learning ability and academic performance (Fish and Nies, 1996;

Chew-Graham et al., 2003).

In February 2016, University of Michigan conducted National College Health Assessment

, which showed that the top 5 impediments of undergraduate students were more affected by stress

ranging from 34%, anxiety 24%, sleep difficulties 21%, depression 16%, and cold/flu/ sore throat

19%. (https://www.uhs.umich.edu/file/sahNCHA-2016).

For the last five decades the term stress has enjoyed increasing popularity in the

behavioural and health sciences. It first was used in physics in order to analyse the problem of how

manmade structures must be designed to carry heavy loads and resist deformation by external

focus. In this analysis, stress referred to external pressure or force applied to a structure, while

strain denoted the resulting internal distortion of the object (for the term's history, cf. Hinkle 1974,

Mason 1975a, 1975c). In the transition from physics to the behavioural sciences, the usage of the

term stress changed. In most approaches it now designates bodily processes created by

circumstances that place physical or psychological demands on an individual (Selye 1976). The

external forces that impinge on the body are called stressors (McGrath 1982).

(www.ijirmf.com/wp.content/uploadds/2017/201707011).
 4

Coping strategies are known to influence an individuals’ experience of stress. For most students,
managing stress during college can be extremely challenging. However, learning how to manage
stress may help students cope with every day social and academic pressures, and thus have a better
college experience. Effective time management strategies increase academic performance
(Campbell and Svenson, 1992) and are frequently suggested by academic assistance personnel as
aids to enhance achievement for college students. www.academicjournals.org/article/1379492114-
Kumar%21 and 20Bhukar.pdf)
 CHAPTER II

Review of Literature
Stress and Coping

Stress and coping has been the subject of much research. Much of the literature

concerning stress and coping can be traced back to Lazarus (1966) conceptualization of stress as a

transactional process between a person and their environment. Lazarus and Folkman’s (1984)

transactional theory of stress and coping has been used to understand the relationship between

how people cope, manage stress emotions, and evaluates stressful situations. This section will be

devoted to describing the major constructs of the model: appraisal, coping, and stress emotions.

Lazarus and Folkman (1984) Transactional Theory of stress and coping Lazarus (1966) seen

stress as a transaction between a person and his or her environment that involved cognitive,

affective, and coping factors. Much of Lazarus’s research provided the foundation for further

developing a theory for stress and coping. Lazarus (1966) and Lazarus and Folkman (1984)

believed that the major constructs of the model (appraisal, coping, and stress emotions) impacted

the following three adaptational outcomes: work and social living, life satisfaction and morale, and

somatic health. They developed the transaction model using three major constructs: appraisal,

coping, and stress emotions. Lazarus and Folkman believed that three types of self-evaluation or

appraisal (primary, secondary, and reappraisal) were key components in the mediation of the

person-environment transaction.
 6

Appraisal

Primary appraisal is defined as “a judgment about what the person perceives a

situation holds in store for them” (Lyon, 2012). The person evaluates how the situation will impact

their well-being. For example, if a person finds that situation calls for more resources than

are available, then the situation may be seen as a future harm or threat. Secondary appraisal may

occur simultaneously with primary appraisal and involves examining the effectiveness of available

coping options and behaviours in order to deal with a perceived threat. Reappraisal is described as

a continual process of evaluating primary and secondary appraisals as the event or situation

changes. This appraisal process leads to the use of certain emotion and coping strategies.

Coping

Coping is defined as strategies taken to manage stressors. Coping works to manage

stressors in the following three ways: (1) by changing unhealthy negative responses to stressors,

(2) by re-examining the stressor so that is no longer perceived as such, and (3) by changing the

environment which is causing stress (Lazarus, 1999; Lazarus & Folkman, 1984). The theorists

argued against the use of stage models in conceptualizing how a person handles stress because

they believed that a stage model classified people as inept or lacking if they did not follow certain

stages. In their view, coping efforts did not always equate to mastery of stressful situations but

more so to management of stressful events. The transaction model presents two types of coping:

problem-focused and emotion focused.

 7

Problem focused coping seeks to define a problem, generate alternatives to the stressor, evaluate

the cost and benefit of possible actions, and proceeds with actions needed to change situation.

Emotion focused coping seeks to alleviate emotional distress. One who used emotion focused

coping may attempt to block distressing emotions by using tactics such as “distancing, avoiding,

selective attention, blaming, minimizing, wishful thinking, venting emotions, seeking emotional

support, exercising, and meditating” (Lyon, 2012).

(www.ijirmf.com/wp.content/uploads/2017/201707011)

The concept of coping is based on three theoretical components namely: physiological,

cognitive and learned. Physiologically, the body’s systems have their own ways of coping with

distressing events. Threats or challenges that an individual perceives in the environment can cause

a chain of emotional arousal and neuroendocrine events that involve the secretion of catecholamine

(epinephrine, norepinephrine) and corticosteroids (Frankenhaeuser, 1986). (www.academic

journal.org)

RELATED STUDY

A study from the University of the Philippines Los Banos results showed that the top five

stressors were: academics, workload due to subjects, time management, responsibilities due to

being on one’s own, and financial problems. (https:www.researchgate.net)

 8

Studies from United Kingdom that have examined coping strategies of medical students

with the stresses of undergraduate education have generally identified the use of alcohol as a

coping strategy (Guthrie et al., 1995; Campbell et al., 1998), but some studies have reported the

use of other substances such as tobacco and drugs (Miller and Surtees, 1991; Ashton and Kamali,

1995). A study from Pakistan reported that sports, music and hanging out with friends were

common coping strategies (Shaikh et al., 2004). Being able to manage responsibilities, problems,

or difficulties in a calm and thoughtful manner is one way of coping. Students are being pressured

frequently by a variety of factors which cause them to have stress in one or more ways (Strong et

al., 2008). ). (www.academic journal.org)

According to Macmillan Social Sciences library research, it was found that 70% of

college students say that their grades have a direct effect on their level of stress. Study conducted

by Aasra (www.aasra.info/articlesandstatistics.html) reported that depression among youth has

increased from 2 to 12% in the last five years. Globally 3 out of every 5 visits to the doctor are for

stress related problems. 76% people under stress say that they have sleeping disorders and 58%

suffer headaches. 85% of people under stress tend to have strained relations with family and

friends. 70% of people under stress say they have become short tempered. A NIMHANS study

says 36% techies in India (Bangalore) show signs of psychiatric disorder. Globally 1 out of every

10 students suffers significant distress.

 9

66% of CEO's in India are stressed out and 11% find it too much to handle. 72% of students in

India are unaware of how to deal with stress and its ill-effects. In 2006 alone, 5,857 students

committed suicide owing to exam stress. 27.6% of IT professionals in India are addicted to narcotic

drugs. (www.academic journal.org)

Salvacion (2004) studied the stress profile of students in the College of Dentistry of the

University of the Philippines, Manila. The study involved 149 dentistry student-respondents.

Academic stressors like examinations and grades, fully loaded days, difficulty in completing

clinical requirements, and fear of getting delayed topped the identified stressors. Academic factors

were stressful in the first 3 year levels. Academic stress peaked during the sophomore year.

No significant differences in rankings were observed between genders. There was undeniable

similarity in the general stress profile of the different year levels. Common methods of coping with

stress were employed by students which include crying, praying, talking, watching movies, and

listening to music. Stress makes or breaks a person. It is like a two-edged sword which can either

motivate or stimulate a student to peak . (www.ijirm.com)

 10
Theoretical Framework
Psychological Stress: The Lazarus Theory

In the latest version (Lazarus 1991), stress is viewed as a relational concept, i.e., stress is

not defined as a specific kind of external stimulation nor a specific pattern of physiological,

behavioural, or subjective reactions. Instead, stress is seen as a relationship (`transaction') between

individuals and their environment. `Psychological stress refers to a relationship with the

environment that the person appraises as significant for his or her well-being and in which the

demands tax or exceed available coping resources' (Lazarus and Folkman 1986). This meaning

points to two processes as central mediators within the person–environment transaction: cognitive

appraisal and coping.

The concept of appraisal, introduced into emotion research by Arnold (1960 ) and

elaborated with respect to stress processes by Lazarus ( 1966, Lazarus and Launier 1978), is a key

factor for understanding stress-relevant transactions. This concept is based on the idea that

emotional processes (including stress) are dependent on actual expectancies that persons manifest

with regard to the significance and outcome of a specific encounter. This concept is necessary to

explain individual differences in quality, intensity, and duration of an elicited emotion in

environments that are objectively equal for different individuals. It is generally assumed that the

resulting state is generated, maintained, and eventually altered by a specific pattern of appraisals.
 11

These appraisals, in turn, are determined by a number of personal and situational factors. The most

important factors on the personal side are motivational dispositions, goals, values, and generalized

expectancies. Relevant situational parameters are predictability, controllability, and imminence of

a potentially stressful event.

In his monograph on emotion and adaptation, Lazarus ( 1991) developed a comprehensive

emotion theory that also includes a stress theory ( Lazarus 1993). This theory distinguishes two

basic forms of appraisal, primary and secondary appraisal (Lazarus 1966). These forms rely on

different sources of information. Primary appraisal concerns whether something of relevance to

the individual's well-being occurs, whereas secondary appraisal concerns coping options.

Within primary appraisal, three components are distinguished: goal relevance

describes the extent to which an encounter refers to issues about which the person cares.

Goal congruence defines the extent to which an episode proceeds in accordance with

personal goals. Type of ego- involvement designates aspects of personal commitment such

as self- esteem, moral values, ego-ideal, or ego-identity. Likewise, three secondary

appraisal components are distinguished: blame or credit results from an individual's

appraisal of who is responsible for a certain event. By coping potential Lazarus means a

person's evaluation of the prospects for generating certain behavioural or cognitive

operations that will positively influence a personally relevant encounter.

 12

Future expectations refer to the appraisal of the further course of an encounter with respect to goal

congruence or incongruence.

Specific patterns of primary and secondary appraisal lead to different kinds of stress. Three types

are distinguished: harm, threat, and challenge (Lazarus and Folkman 1984). Harm refers to the

(psychological) damage or loss that has already happened. Threat is the anticipation of harm that

may be imminent. Challenge results from demands that a person feels confident about mastering.

These different kinds of psychological stress are embedded in specific types of emotional

reactions, thus illustrating the close conjunction of the fields of stress and emotions. Lazarus

(1991) distinguishes 15 basic emotions. Nine of these are negative (anger, fright, anxiety, guilt,

shame, sadness, envy, jealousy, and disgust), whereas four are positive (happiness, pride, relief,

and love). (Two more emotions, hope and compassion, have a mixed valence.)

At a molecular level of analysis, the anxiety reaction, for example, is based on the

following pattern of primary and secondary appraisals: there must be some goal relevance to the

encounter. Furthermore, goal incongruence is high, i.e., personal goals are thwarted. Finally, ego-

involvement concentrates on the protection of personal meaning or ego- identity against existential

threats. At a more molar level, specific appraisal patterns related to stress or distinct emotional

reactions are described as core relational themes. The theme of anxiety, for example, is the

confrontation with uncertainty and existential threat.

 13

The core relational theme of relief, however, is `a distressing goal-incongruent condition

that has changed for the better or gone away' (Lazarus 1991).

Coping is intimately related to the concept of cognitive appraisal and, hence, to the

stressrelevant person-environment transactions. Most approaches in coping research follow

Folkman and Lazarus (1980), who define coping as `the cognitive and behavioural efforts made to

master, tolerate, or reduce external and internal demands and conflicts among them.'

This definition contains the following implications. (a) Coping actions are not classified

according to their effects (e.g., as reality-distorting), but according to certain characteristics of the

coping process. (b) This process encompasses behavioural as well as cognitive reactions in the

individual. (c) In most cases, coping consists of different single acts and is organized sequentially,

forming a coping episode. In this sense, coping is often characterized by the simultaneous

occurrence of different action sequences and, hence, an interconnection of coping episodes. (d)

Coping actions can be distinguished by their focus on different elements of a stressful encounter

(Lazarus and Folkman 1984). They can attempt to change the person–environment realities behind

negative emotions or stress (problem-focused coping).They can also relate to internal elements

and try to reduce a negative emotional state, or change the appraisal of the demanding situation (

emotion-focused coping).
 14

Research Questions

This study will investigate the lived experiences of students who are enrolled in

Work Immersion subject. The researchers aims to provide an understanding of the students’

difficulties and challenges, which may be useful to teachers in conducting their work immersion

classes. Many teachers may benefit, from hearing students’ voices. Specifically this study will

answer the following questions:

1. What are the students’ pre-concept idea about work immersion?

2. What are the students’ experiences in senior high school?

3. What are the students’ experiences with stressors in work immersion?

4. How did they cope with stress in their work immersion?

Significance of the Problem

The exploratory study is conducted to understand the students’ experiences with

stressors in work immersion subject. The results of this study significantly benefit the following

group of people:

Curriculum Implementers. The findings of this study will give then inputs on such revisions

that will make to improve the conduct of work immersion in schools, community, and in the

country.
 15

School Administrators. They will gain insights and will be able to develop strategies to lighten

the work load that the stake-holders/ business partners – learners they will encounter in their work

immersion.

Teachers. Through this study the teachers will be more responsible on whatever help they can

give to make the student-business partners feel that work immersion is a fruitful task to do.

Students. The students as the primary group that will benefit from the results of the study will

help determine their problems in their work immersion and in order for the students to be globally

competitive both academic and skills related work.

Scope and Delimitations of the Study

The study will investigate the students’ lived experiences in stress and coping

mechanism in work immersion of Garde12 TVL students of the 4 sections of the Carigara National

Vocational School for the school year 2017-2108. This will look into the intricacies of work

immersion. Specifically the students’ experiences with stressors and coping mechanism during

their work immersion and their attitude toward their work immersion experiences.
 CHAPTER III

METHODOLOGY

This portion presents the research design, work immersion participants,

instruments, data collection procedure, and data analysis of the study.

Research Design
This study will employ a qualitative research method specifically using the

phenomenological approach to investigate the stress and stress coping in work immersion of a

group of students. Phenomenology, is the study of the lived experiences , as characterized by pre-

conceptual, pre-theory understanding. The goal of qualitative phenomenological research is to

describe a “lived experience” of a phenomenon. As this is a qualitative analysis of data, the focus

of the inquiry is on meaning, the meaning of the experience, behaviour narrative , etc. narrative

inquiry is for gathering information through storytelling, which according to Connely and

Clandinin (1990) is normally done by people who are story telling organisms who lead storied

lives. In this study, stories, such as lives shall be told by the students through focus group, and

narratives of the experiences shall be organized.

 17
Research Setting
The study will take place in 4 work immersion classes in Grade 12 TVL students

under study will provide opportunities for students to identify and solve existing problems in the

field or discipline of their study by applying qualitative methodology. In the 4 sections, work

immersion experiences is a requirement.

Research Participants.
The participants if the study will include students who will be randomly selected

from the 4 TVL Work Immersion classes. Only 5 members from each of the randomly selected

teams will be interviewed using a semi-structure interview guide. Four focus groups representing

the four sections will be freely responding to the interviews. A total of 20 students will be

participating this study.

Research Instruments

The semi-structured interview guide will be utilized to stimulate the respondents

to reflect on their experiences in stress and coping mechanism as students of Work Immersion

course and to relate their work immersion stories. Before conducting the interview, the guide will

be subjected to content validation by the experienced research teacher in qualitative research. The

research teacher will examine each interview question and the question guide as a whole and make

suggestions for revisions. Following a revision of the interview guide, the Grade 12 TVL students

will be interviewed using the guide.

 18

Data Collection Procedure

Data will be collected through the semi-structure interview of each group: four

teams of five students each representing every section of the Grade 12 TVL Work Immersion

classes namely: Horticulture, Food Processing, and Bread and Pastry (2 sections). Members of

each focus group will be allowed to respond collectively r individually, depending in the interview

question. Each focus group will be interviewed separately. This interviews will be audio-taped and

later transcribed.

Data Analysis
The transcripts of the interviews will be organized, synthesized, and searched for

common and significant patterns of behaviour and ways of thinking. The data will then be sorted

according to categories and themes. Categories will be evaluated on the basis of their homogeneity,

which according to Patton (1990), is the extent to which the information belongs to a category and

the extent the categories differ and/or are unique. This will be done by going back and forth

between data and the classification domains to verify the meaningfulness, salience, and accuracy

of the categories and the information in them

 CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

This chapter reports the analysis of a study on the stress and coping mechanism

experiences of four TVL groups of students. This chapter will: a.) review the purpose of the

research, b.) provide background information on the participant sample c.)present profiles with

emerging themes for each group, d.) present essential themes, e.) summary and description of

themes.

PURPOSE

The purpose of this study was to explore and describe the lived experiences of

the TVL students in work immersion. The questions answered were: “What are the students’ pre-

concept idea about work immersion? What are the students’ experiences in senior high school?

What are the students’ experiences with stressors in work immersion? How did they cope with

stress in their work immersion?

Background Information

This section will describe the participant sample and give a generalized sense of the

whole from the interviews and transcriptions.

 20

Participants

The participants in the study had undergone their work immersion that match to

their track. For HEFBS (class A and B) students, their activities includes: back crew , preparing

orders, cooking, baking, selling bread /server , cleaning the area, and washing dishes for ten

working days in Carigara , Barugo , Capoocan Leyte,and Tacloban City. AFFP (Food Processing)

students their routines everyday includes: preparing materials, cooking rice, mixing ice cream,

wrapping, selling products, cleaning, and washing dishes designated at Barugo and Carigara Leyte.

AFHTC (Horticulture) students include daily routine activities like weeding, mulching,

cultivating, replanting, watering plants, and carrying loads in a farm / villa in Jaro, Leyte.

Sense of the Whole for the Sample

“What is your concept of work immersion prior to your enrolment in work

immersion?, “What were your impressions of work immersion as you started attending your work

immersion class? When asked with this question, we found that the work immersion students were

all in mixed feeling of excitement, nervous, looked exhausted, and full of hope. All of the group

thought of work immersion as enhancing skills and knowledge, actual work, and being

independent. During work immersion, their impressions did not failed as they started attending

their work immersion class.

 21

They described their work immersion class as not easy, difficult, exposed to real work, needs

sacrifice and patience, time management, being responsible, hard to do ,challenging, act like a

real employee, and actual training skills. All of the groups described their stories of their ups and

downs during the work immersion.

Essential Themes

This section presents the stories and emerging themes of each group . To protect

identity and yet give a sense of the persons in the experiences, by track AFFP, HEFBS A and B,

and AFHTC were assigned to each group of the participants.

AFFP 12

Food processing students were immersed in ice cream making in Abango, Leyte and West

Visoria Carigara , Leyte. As senior high school students, their experiences had been very bloody

since the curriculum is new to them. They expressed their experiences as:

“As a Senior High School Student, my experiences that can cause stress is by having a problem
like paper works and activities and also family problems”.
“During the work immersion, experience that can make my stress is that the work place is so far
away from our house and lack of vehicles whenever going to the work place. “My strategies on
how to dealt with these stress is by making a time management, waking up early in order to catch
for the early motor and vehicles.”
 22

He stressed out that it is indeed workloads in subjects like paper works, family problems,

distance of the venue of their deployment, and activities gave stress to him. However, in order to

cope with stress he adjust his time to wake up early in order to catch with vehicles.

He advocates that:

“I think they should know it in order to cope up with the students situation during their immersion
days and also to help and monitor them on what are the activities they do during their immersion
activities.”
Through monitoring while on their work immersion class the teachers, and school

administrators may know what they are going through everyday.

Accepting such challenges with these stressors had put into mind as said:

“As a student it’s normal for me that I encounter different stressors because it is part of being a
student. I experience a lot of activities, financial problems, teacher interaction and etc.”
“Waking up early at 3:30 AM, the transportation, financial since it is far from our locality and it
is really hard for us to do the task since we don’t have any idea in making ice cream”
“My strategies in coping up with these stressors, I just face it with full confidence, I just do the
things that are needed to do. I keep myself stronger and have faith to God. Because I know in
myself that there’s no easy for the first timer.”

In this statement, having sense of confidence, and faith to God is important to cope up with

everyday task. Additionally, they wishes for moral support, guidance, and courage :
 23

“Well school administrators, faculty, staff and counsellor needs to know that being a Senior High

School is not easy, we need courage, advices and experience coming from our dear teachers.

Because as a Senior High School student it makes us strong to face the different stressors that we

encounter.”

Their experiences were more of feeling stresses because of excessive school loads, personal

problem in their family, finances.

AFHTC

Working in highlands of Jaro,Leyte is not an easy task , doing farming. Taking into account

that the climate is too cold in the morning and night. Sometimes climate in there changes causing

a lot of problems adapting the environment. They expressed these as :

“As a Senior High School Student, I’ve experienced various kind of stressors like being stressed
with full workloads like urgent projects, activities and like strict teachers, bully classmates and
lack of school materials and financial support gave me hard time to cope up with my studies.”
My strategies in coping up with these stressors are first, I need to be an independent person, talking
with my new friends in VSU College, enjoy giving jokes to relieve the stress I feel and always
thinking positive. And whenever I feel stressed, I look at the beautiful view of mountains like the
mandiwing, especially playing music and it relieves the stress I feel.
It revealed that during their Senior High School life they experienced heavy loads in school

like urgent projects, activities, some teachers were strict, bully classmates, lack of school materials

l, financial support gave him a hard time to cope with the subjects.
 24

However , in order to manage these stressors he enjoyed talking with his classmates , looking at

the beautiful scenery in the mountains, and throwing jokes to relieve stress.

He expressed his hopes as:

“The concerned personnel must know that Senior High School Students experience many trouble
that they need to help support and guide them like financially, to sustain the needs because it is
the main problem of the Senior High School Students and I can tell that others still hasn’t adjusted
to the new curriculum because they are not in the exact age to solve every problem that life as a
Senior High School Student encounters.”
It was expressed that he would like to let the teachers, school administrators, and curriculum

implementers know their life in the farm, considering the change of weather everyday. To guide

them financially and somehow sustain their needs realizing that it is the main problem they are

facing.

Change of weather and temperature caused them to struggle while working and brought

illness like cough, fever, and colds which can hinder them to work and do the task properly

describing these as:

“I experience the sudden change of weather and temperature that brought some common diseases
like cough and fever, lack of financial support, sleep, boredom, longing for my family and time
pressure during taking a bath, and the organization of the things in the documentary serve as my
stressors in every day work in our immersion.” “I’ve make adjustments to the things that I used to
do in our own home, I listen to music to lessen my boredom, I practice being thrifty to assist my
financial problems, talk to our co-immersions or OJT’s to set aside the longing I feel to my family
and most of all time management must be practiced to fully experienced the real situation behind
the real world”
 25

In order to cope with these stressors it was revealed that they listen to music, budgeting money

to survive everyday expenses and set aside longingness with their families and practice time

management.

“The concern personnel must need to know that Senior High School experiencing this kind of
stressors needs financial assistance and the guidance to fully object in this situation. Because they
are still young and vulnerable to deal with this kind of stressors especially being away to their
families where they can depend on.”
It was revealed that they need financial assistance and guidance in their venture during the

work immersion. Knowing that they are still young to carry on their shoulders with these kinds of

stressors.

It was revealed that his life as Senior High School student were more of school works in his

subjects, projects, and school activities. During his work immersion he experienced tiredness, and

total adjustment with the environment.

“My experiences with stressors as a senior high school student is that the school works or papers
work like assignments, projects and activities.” “My experience with stressors during the work
immersion is tiredness, adjustment and being able to be comfortable with the new place.”
He explained that in order to cope with stress during work immersion is to adapt with the
environment, being friends with everyone, being kind to others and learn how to mingle with them,
and acceptance with the everyday challenges in order to survive.
My strategies in coping with these stressors are being able to adapt the new environment, being
friendly, kind, and to socialize with other students here in VSU.” “I think, they need to know on
how and what really we experience here and our daily life here. And also, some of our needs like
the budget of foods, financial problem then on how we accept this challenges and cope this.”
 26

More so, he revealed that he is uncomfortable to sleep because of the cold weather and causes

them to lack of sleep. Additionally, they feel sick and tired that it find them to finish their work.

These stress him that he couldn’t do heavy task if they are lack of sleep.

“My experiences as Senior High School student with stressors are: uncomfortable sleep because
of the cold weather and that is the reason why we are lack of sleep and eventually and it is hard
for us to perform well in our daily task.”
“During the Work Immersion process, there are things that cause me stress like over tiredness,
and sometimes I feel heavy fever, heavy cold and heavy cough that affect my daily performance at
the farm. Because of these stressors I find it hard to finish my work.”
In order to manage the stress they are facing, they manage their time wisely and woke up

early.

“One of the strategies I think that is the best in order to cope with this stressors as Senior High
Student is to make adjustments specifically on time. I am working on “Early Sleeping” (I hope it
will work out) so that I can reach the exact time to have an the strength to used on the farm on the
next day”
Furthermore, they wish to extend their hopes for financial assistance as a big help for them

which they can use to buy medicine.

“To those people who will help us, I would like you to know that a problem like “Financial

Assistance” is a great help for us. Medical assistance is a great help also in coping health

problems.”
 27

Furthermore, the participants revealed that they had so many troubles when studying as Senior

High School considering that the participant is a working student. Being a working student for him

is not that easy. He had to manage time at the same time working and studying. Doing home chores

and do projects in school.

“Being a Senior High School Student I had so many experiences when I was studying I experience
a lot of troubles that I need to survive. One of my experience that I’m never forget is the time when
I am working student. I experience being a stress person that time because being a working student
is not easy, I need to manage my time for my studies and work where I live. I always fail when we
have activities in school, I am late in submitting projects and any other school works.”
The participant elucidated his experience with the stressors while on work immersion as:

“During our work immersion I experienced a lot of challenges, one of the experience is the climatic
situation in our training center, because of the weather condition I am not comfortable in my place,
I was new to this place and then cold and cough for short having fever when I was there, and then,
lack of nutritious food that I need to eat lack of sleep, boredom, illness to my family and I
experience being tired, and then using a comfort room it is always full and I’m tired of waiting.”
The participant also experiences illness like cold and cough. Lack of sleep, and exhausted.

However, in order to manage the burn out feeling, the participants adjust themselves in order to

survive, socializing with their co work immersion classmates.

“My strategies in coping with these stressors, first I need to adjust myself for the sake of these
work immersion second in meeting new friends in other school VSU college, and then to myself.
 28

The participants expressed their hopes to help them in anyways like food supply, financial

assistance and medical assistance in times of illness. Expressing these as:

“To those people who will help us, I would like you to know that a problem like “Financial
Assistance” is a great help for us. Medical assistance is a great help also in coping health
problems.”
HEFBS 12 A

The participants revealed that their experiences with stressors includes lots of activities in

every subject, noisy classmates. During their work immersion the participants revealed that money

is a great problem to them to sustain their needs and the tasks to do find it stressful to finish. The

participants expressed this as:

“Since I started my Senior High School, I have many experiences, sometimes I’m feeling stress
because of many activities to do in every subject and also because of my noisy classmates”
“During work immersion it was my first to work and experience how hard it is to find money. I
feel stress cause of my tiredness because of many tasks to do or finish.”
“One of my strategies to release my stress is get my phone and see my photos on my gallery.”
However, the participants manage fight these stressors through surfing with their phones and

looking at the pictures. The participants revealed that, the school administrators, and teachers

should know what are they going through with these stressors and as students the participants felt

burn out with too many projects that they do not know what to start causing them not to manage

time properly.
 29

It was revealed that the school administrators and teachers must know their struggles with these

problems in school and in work immersion.

“For me, they should know, students experience stress and they need to understand.”

It was revealed that the participants experiences such kind of stressors like lots of projects

to make, they don’t feel relaxed and can’t manage time well. Additionally, there are more

assignments to make, projects, and others to make.

“As a Senior High School student, I experience a stressors because of a lots of project. I do not
know where to start and I can’t use time management in every subject. I don’t feel relax in this
time because every subject have an assignment, projects etc. Sometimes I think to myself being a
Senior High School student has a big difference in Junior High School because in Junior High
School you feel relaxed but in Senior High School, you make everything to pass all requirements.”
It was revealed that during the participants’ work immersion in JC Food Spot caused them

to burn out in preparing food orders.

“I experience with stressors during the work immersion when many customers come in JC Food
spot I feel stress because I’ll be the one to prepare the order in the back crew because other
employees have a break time, I do not know how to start but in the end I survived.”
In order to manage with these stressors the participants made themselves busy and to other

tasks to diverse their attention and forget tiredness. The participants expressed this as:

“My strategies in coping with these stressors I make myself busy in doing anything to forget stress
like designing the establishment a valentine decoration, in this way I felt relaxed.”
 30

The participants revealed the school administrators need to understand with their everyday

struggles with stress.

“I think they need to understand for those students experience stress.”

The participants revealed that as Senior High School participants experienced many

activities and projects most especially in research that burn out him a lot. During work immersion

the participant was nervous to cook since it is his first time to cook adobo as one of his tasks.

However, the participant felt blessed when costumers liked his adobo.

“I’ve been experiencing stressors in Senior High School, more activities and many project to
submit in the school like Research. I’m so stressed in this subject.”
“I’ve been experience stressors during the work immersion, I was assigned to cook and I’m so
nervous because it’s my first time to be assigned to cook adobo. But I can do that. I’m so blessed
many people do tell me it’s good.”
The participants revealed that in order to cope with the stressors is through faith in God

that can set them from overworked in their assigned task. The participant expressed this as:

“My strategies these stressors is I don’t mind anything and I can succeed these stressors many
people tell that stress is not good for our health because many people commit suicide and etc. But
if you believe in God, we can be stress-free.”

The participants revealed to ask advises and guidance from his teachers and friends for him

to lighten up the heavy feeling doing their tasks. The participant expressed this as:
 31

“For me, it’s not all. We can know about Senior High School student who experience these

stressors, all students encounter this situation. As one of the student, I encountered this situation,

I told my teacher and my friends and then ask of what I should do make my situation clear and

they give me advices.”

The participant revealed that his life as Senior High School student was a lot of stress with

too many projects to do causing mental tension of overthinking with it considering the time, feeling

sick sometimes, and many orders to do. The participant expressed this as:

“When the teachers giving us a lot of paper works at the same time this makes me stressed as ever
because I don’t know what to do first and I’m overthinking over these things.”
“Doing all the work without break, except for lunch break for about 15-20 minutes only. And when
sick hours came. Hearing the counters talking/giving as the customers call/order at the same time
because I don’t know who to follow the order first.”
In spite of these stressors, the participant revealed that proper time management, and

adapting the environment made them survive. The participant expressed this as:

“Proper time management and adapting the new environment in that case I’ll be able to overcome
this stress.”
The participant wishes for the school administrators to be considerate with their situation

in any way they can do to help them.

“I think they might consider the students situation in any way they can.”
 32

The participant revealed that his experience as a Senior High School student were stressful of lots

of paper works, outputs, sometimes contributions, and assignments. During the work immersion

the participant felt nervous with his nagger supervisor to always remind him of what to do as

intern. The participant expressed this as:

“The experiences with stressors as a Senior High Student. If all the teachers with all subjects give
a lot of paper works like output, reporting, making an assignment, and also the school
contribution.”
“My experiences with stressors during my work immersion. If my supervisors will take charge in
the back crew area. Sometimes I feel nervous if my supervisors will call the order. She always
remind the real employee to leave the back crew area, so that I can do my responsibility as a Work
Immersion Intern Student.”
In order to cope with these stressors the participant revealed that having positive views

under pressure can manage him to go along with these problems. The participant expresses this as:

“The strategies in coping these stressors. I always think positive and I work calm even under

pressure.”

Moreover, the participant revealed that school administrators, faculty, staff, and counsellor

advocates need to know their real situation as they face with this challenges.

“School administrators, faculty, staff and counsellor advocates need to know about the Senior
High School, because they know the situation of student and they also encountered problems that
can cause stress.”
 33

The participant revealed that financial problems, projects, activities, and difficulty to get along

with others are the factors that interfere them emotionally and physically. The participant

expressed this as:

“My experiences in stressors as a Senior High School Student are financial problems, thinking if
I can get enough money for it, project, on how to get a good project and activities and also my
classmates.”
“My experiences in stressor during the work immersion are financial, it’s hard to find money,
food, and co-workers, in how to get along with them, or how to socialize with others, and how to
do if I have something to do.”

However, in order to cope with these stressors the participant revealed that thinking of

happy memories, singing, listening to music, relaxation, playing, and watching TV can lighten up

their workloads. The participant expressed this as:

“ My strategies in coping these stressors or how I have to dealt with these stressors by talking to
my friend about happy memories, singing and listening music so that I can relax and also playing
at the same time watching television”
As to the school administrators, faculty, staff and counsellor advocates the participant
revealed that they need to know their battle how these stressors affect them by giving the advise,
attention to them.
“I think school administrators, faculty, staff and counsellor advocates need to know about the
Senior High School students who experiences these stressors by giving an advice, take some action
on how to avoid stressors, and give some importance or attention to Senior High School Students.”
 34

HEFBS 12-B

The participant revealed that pressure, hesitance to recite in classroom discussion, mental

blockness, too many projects, and excessive work, causes him strain and stress in school and during

work immersion. The participant explained:

“My experiences as a Senior High School student that causes stress are the following: oral
presentation because of the pressure and shyness as well, impromptu recitation because of the
sudden anxious and eventually resulted to mental block, giving projects from different subjects at
the same period of time.
“My experiences as a a Senior High School in Sweet Bambies that stress are :overload costumers
causes rush action, countless of task to perform every day.”

In order to relieve stress the participant revealed that putting aside leisure time and make

time for himself gave him relaxation and ease pain. The participant explained:

“Set aside leisure time and give myself to relax.”

The participant explained that the school administrators must find solutions to their

problems by making programs, giving tips on how to ease stress as they perform in the field.

“They need to know the stressors of the students so that they will find solutions on how this problem
be answered. Another one they will be making programs on giving tips on how to temporarily
cease this types of stress occurring.”

The participant revealed that as Senior High School student the participant experienced

mountain of school works, and unannounced recitation gave him pressure resulting to stress.
 35

During the work immersion the participant felt worried with his cook, and it is very hard for him

to wake up early at 4:00 am in the morning in order to arrive early ato where they are immersed.

The participant explained that:

“Having an overload school papers works form different subjects causes stress to myself. As a
Senior High School it is already expected that there is vast number of school works. But the
problem is when the situation was, I am bombarded with so many work in the same period of time.
Also a direct oral recitation gives me pressure.“ My experiences with stressors during work
immersion is when there is a time for cooking and I am afraid, because maybe it will be
overcooked/undercooked. Another one is “early wake up” It’s too hard for me to adjust because,
during the work immersion we need to wake up 4;00 a.m or 5;00 a.m in order to arrive at exact
time in the venue.”

The participant shared that in order manage stress the participant did adjustment I cooking

to perfectly cook rice, woke up early to have enough strength for the next day. The participant

expressed this as:

“My strategies in order to cope with these stressors is to adjust and prioritize those situation that
need of such as when cooking overcooked food, I practice a home so that there is a good
performance on the establishment, I am intern with. Another one, “early wake up” I used to sleep
very early to have enough strength for another day.”

The participant revealed that the administrators, faculty, staff , and counsellor advocates

must gave guidance and awareness in coping stress of the work immersion students. Perhaps,

providing programs more of emphasizing on how to cope with stress to Senior High School

students.
 36

“Administrator, faculty and staff and counsellor advocates need to know that senior high school
students is needing a guidance and awareness in order to cope up with stress. Maybe ,they should
provide programs to give emphasis on coping stress focusing on Senior High School Students.”
The participants perceived work immersion ass enhancing skills. Honing skills to

communicate, hand-on and minds on activities to independently do tasks alone accurately and

properly. The skills that they need to be job ready and life ready as they graduate in Senior High

School. And to gain more knowledge they can bring as they forego their college life. And fully

understand the life and a preparation as work employee. This skills and knowledge can make them

globally competitive as assets of our country. (FGDL1,FGDL2;FGDL3;FGDL4;FGDL5)

The participants described their experiences during work immersion classes as

boring, a difficult task to do in making a product, yet somewhat exciting. Boring in a way that the

participants are doing the same routine, the climate seemed boring. The participants also revealed

that it was a difficult task to do for it uses physical force, alertness of mind, being quick with every

task and finish them on time. However, the participants revealed that it was also exciting in such

A way that they met friends and learned something

new.(FGDL6;FGDL7;FGDL8;FGDL9;FGDL10)
 37

They expressed their experiences with stressors as Senior High School students as

tiring, challenging, and some of their co-immersion classmates were only doing job if supervisors

were present. Tiring in way that there are lots of tasks to do in each subjects. Teamwork is not

practiced in the group. This may be start of trouble if understanding is not observed.

(FGDL11;FGDL12;FGDL13;FGDL14)

During work immersion their experiences with stressors were expressed as tiring, too

early schedule, and work task. This indicates a great responsibility and challenge to them since the

environment and the people around are new to them. (FGDL15;FGDL16;FGDL17;FGDL18)

The participants revealed that in order to cope with these stressors, students had done

ways like throwing jokes while at work, enjoying every moment like maintaining positive views

in it, teamwork with classmates in every task they do and division of tasks to make it easier and

light to them, and making self-busy. Throwing jokes to ease physical pain and mental tension.

Teamwork to lighten their task, and doing many things to forget tiredness and problems.

(FGDL18;FGDL19;20;FGDL21;FGD;22)

The participants revealed that the school administrators, faculty, and staff,

advocates for guidance, to a greater impact the senior high school students, close supervision while

they are in the field.

 38

That the teachers and students must be prepared for work immersion so that the next Senior High

School students will be able to face the battle with less pain , wear out exhaustibility.

The participants also mentioned for a mini bus for those who are living in far flung

areas so that they can arrive early at their respective venue.

(FGD23;FGDL24;FGDL25;FGDL26;FGD;27;FGDL28;FGDL29;FGDL30)

The following are the essential themes fundamental to the stress and coping mechanism

in this study. In response to the questions: “What has been your experiences with stressors as senior

high school students?” , “What has been your experiences with stressors during your work

immersion?” , “What are your strategies in coping with stressors?” “: What do you think, faculty,

staff and counsellor advocates need to know about Senior High School Students who experience

these stressors? major themes emerged from the data within each of the existential perspectives

(van Manen, 1990) described in the chapter on methodology. The fundamental themes that

emerged for mothers were: 1.) Stress: workloads, financial prolem, transportation,2.) Fun-Time:

listening to music and dancing , chit-chatting, diversion of attention 3.) Hope: guidance and

financial assistance.
 39

Stress: workloads, financial problem, and transportation.

One of the emerging themes is stress. The a strong feeling of mental tension caused by

challenges in school work like too many projects, assignments, lots of activities, physical force

they exerted during work immersion, lack of sleep and rest, lack of food, lack of financial

assistance from their families to do with projects and for transportation in going to school, and the

distance the rode in their everyday routine to go to their assigned work place

Fun-time: listening to music and dancing, chit –chatting.

Work immersion students of CNVS maintained a positive outlook in life despite of these

stressors. They fight these stressors with utmost courage, motivation, and sel-determination. They

did activities such as listening to music during leisure time, dancing, making jokes, and talking to

ther co-wor immersion classmate from other schools.

Hope: guidance, supervision, and financial assistance.

This theme had struck their hearts and echo their needs to the teachers, implementers of

K12 curriculum, and advocates for a close supervision while they are on field, guidance, and

financial assistance to sustain their needs like transportation, food, and medicine most especially

to those who are in far flung areas.

 40
Summary and Description of Themes
All the groups of students shared diverse stories in their senior high school life and

struggles with stressors as they venture in their work immersion. It was crystal clear that these

students had undergone a very frustrating, bloody, exhausting, and worry. From the themes

gleaned through the interview the students testified that too much workloads in school and in work

immersion causes strong feelings of anxiety, pressure, and strain in their mind and body.

However, in spite of these stressors, they made activities that can lighten their

heavy mind and body like listening to their favourite songs while dancing, making fun at each

other, and sharing life stories to their classmate in work immersion, and instilling positive views

that they can survive in their work immersion.

In this regard, they like to extend their hopes to our curriculum implementers,

counsellor advocates, teachers, and staff to help them in ways that they can afford to give like

guidance with their venture with these stressors, close supervision that thy are being seen and cared

for, and financial assistance that can add to their limited budget in transportation, food , and

medicine.
 CHAPTER V

SUMMARY,CONCLUSION, AND RECOMMENDATION

This chapter will a) discuss the relevance and significance of the study, c) present

a comparison with recent literature, d) discuss the implications and recommendations for stress

and coping mechanism and e) present personal reflections

Relevance and significance of the Study

Work immersion research has touched the hearts of the senior high school students

realizing its importance to their studies and future needs. The use of research findings seeks to

improve more of implementation of work immersion to the senior high school students. The other

meaning of the word “immersion” in K to 12 refers to a mode of delivery of Tech-Voc subjects (

https: beta.philstar.com). Here in the study it stresses out the Tech-Voc students of Carigara

National Voactional School Carigara, Leyte with their experiences and personal stories in their

work immersion. From a holistic perspective, knowledge is expanded and enhanced when it

includes rational/quantitative and intuitive/qualitative research (Watson, 1999). Qualitative

research is concerned with the human experience. Phenomenological or human science research,

in particular, is relevant to nursing as it articulates the lived experiences of clients. It has value in

the ability to discover and identify meaning to show new approaches for positive outcomes (Morse,

Penrod, & Hupcey, 2000) (etd.fcla.edu/uf/). The understanding of the Senior High School students

of work immersion most especially in dealing with stressors and overcoming with this stressors

with positive mechanism. This understanding provides an integral part for a holistic view of work
 42

immersion as a preparation for life of every students despite of suck challenges like workloads,

financial problems, and transportation.

The physical and emotional impact they had with these stressors had impact to their health

and perspectives in lives as a person, individual, socializing human, and as a student. In addition,

the need to understand with this kind of experience need to increase their feeling of confidence

that they can face this struggles, balance their time to do work, and must be seen and take into

action by curriculum implementers , teacher, stake holders and partners, and persons concerned.

Comparison in Recent Literature

A study from the University of the Philippines Los Banos results showed that the top five

stressors were: academics, workload due to subjects, time management, responsibilities due to

being on one’s own, and financial problems. (https:www.researchgate.net)

The group of students present in the study portrayed similar stressors like workload due to

subjects, time management, and financial probems.

A study from Pakistan reported that sports, music and hanging out with friends were

common coping strategies (Shaikh et al., 2004). Being able to manage responsibilities, problems,

or difficulties in a calm and thoughtful manner is one way of coping. Students are being pressured
 43

frequently by a variety of factors which cause them to have stress in one or more ways (Strong et

al., 2008). ). (www.academic journal.org).

In the present study, the students had portrayed ways of coping stress in positive

mechanism like hanging out with friends, talking, listening to music to be able to manage such

kind of stressors in their work immersion.

According to Macmillan Social Sciences library research, it was found that 70% of college

students say that their grades have a direct effect on their level of stress. Study conducted by Aasra

(www.aasra.info/articlesandstatistics.html) reported that depression among youth has increased

from 2 to 12% in the last five years. Globally 3 out of every 5 visits to the doctor are for stress

related problems. 76% people under stress say that they have sleeping disorders and 58% suffer

headaches. 85% of people under stress tend to have strained relations with family and friends. 70%

of people under stress say they have become short tempered. Globally 1 out of every 10 students

suffers significant distress. 66% of CEO's in India are stressed out and 11% find it too much to

handle. 72% of students in India are unaware of how to deal with stress and its ill-effects.

(www.academic journal.org).

For Horticulture students who are immersed in a farm in highlands of Jaro, Leyteey

portrayed their experience with lack of sleep and relaxation, suffered high fever, headcahes,

cough, and colds because of the too cold climate with rainfalls in the mountains.

Salvacion (2004) studied the stress profile of students in the College of Dentistry of the

University of the Philippines, Manila. The study involved 149 dentistry student-respondents.
 44

Academic stressors like examinations and grades, fully loaded days, difficulty in completing

clinical requirements, and fear of getting delayed topped the identified stressors. Academic factors

were stressful in the first 3 year levels. Academic stress peaked during the sophomore year. No

significant differences in rankings were observed between genders.

There was undeniable similarity in the general stress profile of the different year levels. Common

methods of coping with stress were employed by students which include crying, praying, talking,

watching movies, and listening to music. Stress makes or breaks a person. It is like a two-edged

sword which can either motivate or stimulate a student to peak. (www.ijirm.com).

In this study all of the students had experienced such tension doing their academic subjects

, paper works, assignments, and reports. But still are hopeful dealing with this kind of situation

through listening music, talking to someone, positive outlook in life, and determination.
 45

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. TVL students underwork immersion have extreme physical workloads .

2. Senior High School students are exposed to school workloads like reports,

assignment, projects, etc.

3. Work immersion students practiced a positive mechanism to cope with their stress

related experiences.

4. The implementation of Work Immersion is indeed a success as a preparation for life

of the Senior High School students.

Recommendations

Based on the conclusions of the study, the following recommendations are offered:

1. Curriculum implementers must study more of students’ life in reality as to address

their life problems.

2. Teachers must be much more considerate to give relaxation to students or give light

activities with more time to prepare as far as work immersion is concerned.

3. School administrators should come up with activities that could excite students to

forget heavy loads in school and in their work immersion.

4. Future Work Immersion students must embrace K12 program whole- heartedly.
 46
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University. https: //engemannsch c. usc./files/2013/12
Generoso N. Mazo. (2015). Causes, Effects of Stress, and the Coping Mechanism of the
Bachelor of Science in Information Technology Students in A Philippine University. Journal
Education and Learning. Vol. 9(1) pp. 71-78. iosjournal.org/iosr-javs/papers/vol.4-issue
5j/jo455763pdf
Guidelines for Work Immersion June 05,2017 DepEd ORDER No.30,s. 2017
www.deped.gov.ph /sites/default/files/order/ 2017/Ds-2017-030pds
H. W. Krohnea (2002) Stress and Coping Theories Johannes Gutenberg-Universität Mainz
Germany.userpage.fci-berlin.de/schuez/folien/Krhone-stress.pdf
Cruz 2015) Immersion in K to 12 . The Philippine Star
https://philstar.com/other.sections/eductation-and-home/2015/ 09/09/1498087/immersion
Guevarra and Cimanes (2017) Stress Coping Mechanism and Its Impact to their age among
Senior High School students at Parañaque National High School-Baclaran
.https://ww.research gate.net/publication/295584175/-Stressors-and stress. responses-of
Filipino-college-students
Kumar and Bhukar (2012) ,Stress Level and Coping Strategies of College Students
www.academicjournals.org/article/1379492114-Kumar%21 and 20Bhukar.pdf)
Winkelman, Chaney 2, et.al (2013) International Journal of Environmental Research and Public
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BIBLIOGRAPHY
APPENDICES