TrsThesis123 1

SPRINGFIELD SCHOOL OF NOVALICHES
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter presents the Background of the Study, the Statement of the Problem,
Assumptions of the Study, the Theoretical Framework, the Conceptual Framework,
Significance of the Study, Scope and Delimitation of the Study including the definition of
terms for the study of the “The Effects of Academic Stress to the Academic Performance and
Mental Health of the Senior High School Students in Springfield School of Novaliches.”
Introduction
Stress is a word that is regularly used today but has become progressively more
difficult to describe. Stress usually describes a negative idea that can have an effect on one’s
mental and physical well-being. Evidently, stress can have an effect on student’s academic
performance. Different types of stressors such as time management, financial problems,
health problems, personal problems, assignments, etc. create pressure to the academic
performance of the students. In the educative process, students experience stress due to
several reasons like examinations, subject requirements and projects, competitive nature
within their chosen field, financial worries about school and future job prospects. These
justify that stress really a common element in the lives of every individual regardless of race
or cultural background.
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Background of the Study
Today, the entire world is witnessing stress and its consequences. Bernstein (2008)
viewed stress as “a negative emotional, cognitive, behavioral and physiological process that
occurs as a person tries to adjust to or deal with stressors”. The effect of stress is understood
in many walks of life with diverse population especially among students. Richlin-Klonsky
(2003) reported that “stress has lessened academic performance, hinder with a student's
capability to involve in and add to campus life, and raise the probability of substance abuse
and other potentially destructive behaviors”. Rawson (1999) highlighted that “many students
reported their experience of high academic stress at predictable times which have resulted
from preparing and taking exams, class ranking competition, and mastering huge amount of
syllabus in a comparatively very small amount of time”. Fairbrother (2003) recognized that
“academic stress as stressors which occurred due to various reasons such as too many
assignments, competitions with other students, failures and poor relationships with other
students or teachers”. As stated by Erkutlu (2006) “pressure to perform well in the
examination or test and time allocated makes academic environment very stressful. One of
the major impacts of stress is that it affects drastically the psychological functions in turn
mental health of people”.
According to World Health Organization (2014), mental health is viewed as “a state
of well-being in which individuals realize their own potential, can cope with the normal
stresses of life, can work productively and fruitfully, and able to make a contribution to
community”. Galderisi, et al (2015) defined “mental health as a dynamic state of internal
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equilibrium which enables individuals to use their abilities in harmony with universal values
of society. Basic cognitive and social skills; ability to recognize, express and modulate one's
own emotions, as well as empathize with others; flexibility and ability to cope with adverse
life events and function in social roles; and harmonious relationship between body and mind
represent important components of mental health which contribute, to varying degrees, to the
state of internal equilibrium”. Being in a transitional stage between childhood and adulthood,
adolescents have to confront with varied types of stressors. Kaur (2014) pointed out that “the
rising expectations of the parents in terms of scores and academic performance sometimes
put extra burden on children, which may sometimes cause many physical or mental
ailments”. Madlan(2004) indicated that “mental health is a way of thinking, feeling and
behavior in a person's daily lives. People with a positive mental health can recognize
themselves on their ability, willing to accept failure, able to control their emotions and
appreciate themselves”. Many researches were attempted to explore the relationship between
academic stress, mental health and other correlates among students. Prabu(2015) reported
that “higher secondary students experienced moderate level of academic stress, especially
students in private schools experienced high level of stress than the students in government
schools”. It is stated by Deb(2014) that “Examination-related anxiety had significant positive
association with psychiatric problems among students. It is emphasized by this study that
academic stress was a serious issue, affected about two-third of senior high school students”.
A study by Kaur(2014) revealed that “significant differences exist in the mental health of
adolescents due to their academic stress; girl students with high level of academic stress had
poor mental health status than their counter part”. Anjna (2011) reported that “academic
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stress had significant negative correlation with academic achievement and mental health of
the adolescents, also academic achievement had significant positive correlation with mental
health”.
Statement of the Problem
The researcher have been looking for an answer to what causes and what possible
methods can be used to prevent Academic Stress. As time goes by, Academic Stress has
noticeably been increasing rapidly in students. Helping find the cause of Academic Stress
and contributing more research papers on this topic will help reduce this growing epidemic,
raise awareness and will help current and future students facing Academic Stress.
The objective of this thesis is to identify the effects of Academic Stress on the
academic performance and mental health of Senior High School Students in Springfield
School of Novaliches A.Y. 2018-2019.
To answer the problem in which affects the progress of the academic performance
and behavior of students, the researcher formulated the following specific problems:
1. What is the profile of the respondents in terms of:
1.1 Name
1.2 Grade and Section
1.3 General Average
2. What are the effects of having Academic Stress in High School Students of
Springfield School of Novaliches?
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3. How does Academic Stress affect the academic performance of senior high school
students of Springfield School of Novaliches?
4. How much stress level do the students feel about academics?
5. What are the possible methods in trying to decrease the number of Students with
Academic Stress?
Assumptions of the Study
The variables, indicators and respondents utilized in this study can sufficiently identify
the effects of Academic Stress on the academic performance and Mental Health of senior
high school students in Springfield School of Novaliches such as:
1. Academic Stress is formed because of too much pressure to students.
2. The Environment of a child is the one of the most probable cause of Academic
Stress.
3. The growing mass of students with Academic Stress is often caused by their own
habits.
4. Academic Stress can cause students to have a more complicated mental health
problem.
5. Different approach in teaching can be applied to ease Academic Stress.
Theoretical Framework
EVENT AROUSAL
INTERPRETATION EMOTION
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Stress is one of the most popular problem of students, especially on academics. Each
student in experiencing stress more often because of school works. Researcher believed that
there is an explanation why stress occurs most of the time. They found a reliable theory and
believed that this would be very important on their study.
James lange (2012) formulated his Theory of emotion and it states that “emotions do
not immediately succed the perception of the stressor or the stressful event; they become
present after the body’s response to the stress”.
James lange concluded that before stress is felt, there is a process. When a person
cannot handle hard situation it tends to stimulate by his/body and it is sent to the brain. Then
brain analysis or explain the situations and it gives the signal to our body on what the person
will do. The emotion is expressed and it can now be identified as stress.
Conceptual Framework
This study explains the succeeding topics. The concept of this study is based on the
INPUT-PROCESS-OUTPUT scheme. From Fig 3, the following blocks are:
Block 1 is the INPUT, Which contains the Variables, such as; Levels of Academic
Stress students have and the view of students regarding stress.
Block 2 is the PROCESS, Which explains the different Methods that will be used in
the research. This includes the Gathering of information from research papers and published
books regarding Academic Stress and Students mental health and Conducting of surveys.
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Block 3 is the OUTPUT, Which are the results of the process. It will reduce
Academic Stress among students, improve teaching methods of teachers that will cope with
different learning capabilities of students, identify the effects of Academic Stress and will
help students to cope and reduce Academic Stress.
INPUT
 Level of Academic Stress students have
 The view of students regarding
Academic Stress
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PROCESS
 Gather information from research papers and published books regarding
Academic Stress and students Mental Health.
 Conduct surveys
 Measure the level of Academic Stress that students have
OUTPUT
 Reduce of Academic Stress among students
 Enhanced teaching methods of teachers that will cope with
different learning capabilities of students
 Identify the effects

Fig.of3Academic Stress
 Students to understand the solutions to Academic Stress
Paradigm of the Study
Fig. 3
Paradigm of the Study
Significance of the Study
This study was conducted to provide deeper apprehension on what are the causes of
Academic Stress and its effects on the academic performance and mental health of senior
high school students to help the following:
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Students. Those who experience Academic Stress can use this material so they can
assess themselves and help improve their own situation.
Parents. This will familiarize them with Academic Stress and help their children get
through this problem.
Teachers. This study is useful to those who wish to reduce Academic Stress among
students because understanding of Academic Stress can help them formulate different
strategies in their teaching style.
Administration. The research can promote the diverse needs of students when it
comes to Academic Stress, they will find this study helpful in implementing new tactics in
orienting teachers.
Future Researchers. This will provide them with more material on their own
research and formulate more findings, creating more solutions for the problem.
Scope and Delimitation
The objective of this study is to know the effects of Academic Stress on the academic
performance and mental health of Senior High School students in Springfield School of
Novaliches. This will be conducted on Senior High School Students of Springfield School of
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Novaliches with no particular standard of profile and delimited to the reasoning capabilities
of Senior High School Students.
Definition of Terms
For better understanding, the following terms were defined conceptually and
operationally,
Academic Achievement. It is the level of schooling you have successfully completed and
the ability to attain success in your studies.
Academic Performance. It is the outcome of education, the extent in which a student has
achieved his educational goals.
Academic Stress. It is education related stresses it can be in every situation otherwise
feel stress.
Competition. It is a situation in which two or more people or groups are trying to get
something which not everyone can have.
Emotions. This is the students’ natural instinctive state of mind deriving from circumstances,
mood, or relationships with others, events and things.
Environment (Environmental Factors). In this study, it refers to the learning environment
and curriculum, the roles performed by teachers, parents and peers in relation to Academic
Stress.
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Mental Health. It is a person’s condition with regard to their psychological and emotional
well-being.
Pressure. It is the psychological stress associated with expectations to perform well in a
situation.
Psychological. It is the relation to the mental and emotional state of a person.
Stress. It is your body's way of responding to any kind of demand or threat.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter covers a review of related literature and studies, both foreign and local
including their relevance to the present study.
Foreign Literature
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This section deals with foreign literature. Thus it also aims to explain stress’ effect on
students. Foreign information is gathered here to be more accurate and to have more reliable
sources.
According to American Psychological Association, stress can be a reaction to a short
lived-situation, like waiting for transportation during rush hours. And it can also last a long
time if you’re dealing with relationship problems, like separation of your parents or other
serious situations. Stress can be dangerous when it is already affecting your health or you
can’t have a healthy lifestyle already for a long period of time.
The association conducted a survey on teens and it reveals that teenagers are
experiencing stress at unhealthy levels, and it seems that they don’t know how to deal with it.
In school, culture shock is one of the major aspects of stress of teenagers. Culture shock is
defined as anxiety that results from losing all our familiar signs and symbols of social
intercourse, which we do not carry on the level of conscious awareness. (Oberg 1958)
According to Ross, Neilbling and Heckert, there are several explanations for
increased stress levels in Senior High School students. First, students have to make
significant adjustments to college life. Second, because of the pressure of studies, there is
strain placed on interpersonal relationships. Third changes in lifestyle contribute to stress
experienced by college students. And lastly, students experience stress related like ineffective
coping skills and so much requirements that needs to be pass on the same deadline. Frazier
and Schauben (1994) used the Psychological Distress Inventory to obtain information
regarding stress experienced by a group of female students. The researchers found that
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female students experienced stress related to financial problems, failing a test, being rejected
by someone, depression and having low self-esteem, On the other hand, Ross (1999)
conducted a study in students of both genders and found different reasons that were common
among all students; it includes a change in eating and sleeping habits, and new
responsibilities. More specifically, sources of stress included difficult financial challenges,
responsibilities related to holding a job while in school, and a heavy academic load. Also,
students experienced stress such as conflict in time management, academic pressures and
personal problems like problems within their family.
According to Dziegielewski (2004) programs that identify stressors and provide
information on stress reduction and burnout prevention can help students learn to better cope
with stressful experiences. Better coping skills are associated with decreased anxiety levels
and decreased risk for academic failure. It suggests that stress is a common theme among
students, and when stressful experiences are greater that the coping resources, multiple
problems often develops.
Local Literature
Stress according to Hans Selye, is defined as the wear and tear of living. The pressure
which we all face in our everyday lives embodies all the difficulties in the form of stress, he
came up with three sources of stress which we all encounter. Namely physical (illness,
medications, pollution, environmental), social (loss of loved one, marital strife, financial
problem) and psychological (anxiety, inferiority complex, depression). A lot of things causes
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stress, just like when we’re under pressure we experience stresses in different life or school
situations. We strive to overcome something that we consider as a hindrance to our welfare.
Stress in itself is felt in some very common symptoms we more or less feel as
something normal, just like headaches, insomnia, stiff neck, back pains, anxiety,
constipation, stomachache, depression, chest pains, weight gain or loss, and so much more.
Stress is harmful or detrimental to one’s health, at some cases it can take away a person’s life
at some extent. Students normally experience stresses is school. Academic stress leads to
pressure in school by friends, families, and teachers.
With the right stress management, we can all conquer the madness that stress gives
us. A critical study made by General Nutrition Centers (GNC) enumerated factors that leads
to a stress-free lifestyle (The Philippine Star, 2013).
Foreign Studies
According to Agolla, stress has become an important topic in academic circles and
concluded that it needed more attention. Academic Stress have been identified by researchers
as too many assignments, competition with other students, failures, lack of pocket money
(Fairbrother and Warn, 2003), semester system, and inadequate resources to perform
academic work. Not only school works contributing to the stress of the student, but pressure
from the professors to pass a certain requirement in unreasonable deadline and poor
relationship with lecturers makes it worst. (Ongori, 2007; Awino and Agolla, 2008). Students
are human being, and if he is loaded over his capacity, he might be frustrated and confused.
Furong Wang and Huixiang Gong make a comparative study of mental stresses of different
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types of students conclude that the mental stresses of boy are bigger, longer and stronger than
that of girls. The mental stresses grow along with grades. Reach maximum at the junior year,
and slightly decrease at the senior year (Furong Wang and Huixiang Gong, 2001). They
identified symptoms of stress are lack of energy, feeling of depression, increase in appetite,
trouble concentrating, restlessness, tensions and anxiety among others, (Malach-Pines and
Keinan. 2007; Ongori, 2007; Ongori and Agolla, 2008; Agolla 2009). A student experiencing
one of these factors is likely to be a victim of stress. When a student is under stress, it is hard
for him/her to maintain and develop social connections. Interpersonal communication is
important because it makes a person grow as a social being. Spending quality time with
family and friends is like a rest for a person from all the task he assigned.
Local Studies
Bettina conducted research on stress stating, “Coping strategies used by adolescents
prove that boys use more problems oriented, and direct action approaches to stress. She also
said that, “girls use passive and seeking strategies to cope with stress”.
Time management is an effect that includes students stress. Being regular attendees to
different activities makes them to have less time to study. Having a work also complicates
the ability to manage their time appropriately. It is important for every student to have at
least a guide that explains how they can handle this stress. Being able to manage our time
helps us a lot to achieve in the appropriate way our studies, work and social activities.
According to the researchers, relaxation can put the brakes on stress, but eventually,
unless you intend to relax in seclusion the rest of your life, you’ll have to get back to the
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realities of living your life. In short, we all must find ways to negotiate the freeways of
modern life.
Relevance of the Review of the Related Literature to the Present Study
Hans Selye defined stress as the wear and tear of living. He came up with 3 sources of
stress, physical, social, and psychological. Stress is harmful to one’s health, as stated by
Agolla, academic stress needed more attention and can be dangerous when it is already
affecting one’s health and that academic stress leads to pressure in school by friends,
families, and teachers.
According to Ross (1999), Neilbling, students have to make adjustments to life and
pressure affects their intrapersonal relationships. Students also stress on so much
requirements on the same deadline. He also found that stress includes a change in eating and
sleeping habits and new responsibilities. Freshmen experienced time management conflicts,
academic pressure, and personal problems. Time management is an effect that induces stress.
Being able to manage time helps us a lot to achieve our studies, work and social activities.
Researchers have found several preventions including relaxation as the universal
antidote recommended for reducing stress. We all must find ways to negotiate the freeways
of modern life. There are also programs that identify stressors and provide information on
stress reduction and burn out prevention can help students learn to better cope with stressful
experiences (Dziegieleweski, 2004)
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method and procedures of research applied to gather the
needed data. It contains the Research Design, Respondents, Sampling Techniques,
Instruments used with its Construction, Validation, Administration and Retrieval, and
Statistical Treatment of Data.
Research Design
The study used the descriptive survey design in its attempt to determine, to describe
and to analyse the effects of Academic Stress in a student’s Academic Performance and
Mental Health. The study also used the Holmes and Rahe’s Stress scale to measure the index
of Academic Stress the students have.
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Respondents of the Study
This study used 40 senior high school students of Springfield School of Novaliches
who are enrolled during the recent school year.
Sampling Techniques
The researcher used the random sampling technique, as applied by the principles in
charge of choosing the respondents.
Instruments Used
The researcher utilized questionnaire in gathering significant data to complete the
study. This was the primary source of the needed data. The researcher used it because it is the
most effective and widely accepted way of collecting information to be able to pursue the
objective of the study.
1. Holmes and Rahe’s Stress Scale. This was the secondary source of data. The
researcher examined the students of Grade 11 and Grade 12 to clearly know their
level of Math Anxiety and to compare the two year levels.
Construction of the Instruments
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To formulate the concept and framework of the study, and to determine the variables
and indicators to be used, the researcher read literatures, thesis and studies related to the
subject of the study.
The researcher prepared the initial draft of the questionnaire based on the readings
and they showed it to their adviser for their comments and suggestions.
Administration and Retrieval of the Instruments
The researcher is responsible for the administration and retrieval. After considering
the results of try-out, the researchers prepared the final draft of questionnaire for the final
retrieval. The researchers personally went to the respective area covered by the study which
is Springfield School of Novaliches, the selected 40 respondents were given a single copy of
questionnaire. 100% of questionnaires were retrieved. The researcher conducted the Stress
Scale after the respondents answering the questionnaire. The purpose of this is to formally
calculate the index of Academic Stress among Grade 11 and Grade 12 students to reliably
compare them and make the research more dependable.
Statistical Treatment of the Data
The researcher used the following statistics to find out the Effects of Academic Stress
and Its Effects on the Academic Performance and Mental Health of Senior High School
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Students in Springfield School of Novaliches. The data heated through the following
statistical methods.
A. Frequency and Percentage Distribution
Formula:
P=F/N x 100
Where:
P= Percentage
F= Frequency
N= Total number of Respondents
Frequency distribution is the itemized summary of responses for each question on the bases
of categories establish in the study base on the arithmetical percentage of the frequency
distribution to the number of responses.
B. Ranking
This was used to determine the ranking position of scores to determine the specific
rank of the variables. Rank 1 as the highest and rank 5 as the lowest.
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of the gathered data. The
obtained data were statistically analysed and the results were presented in tabular form to
have a clearer and better understanding of each.
Table 1
Frequency Distribution of Respondents’ Grade Level
Grade Level Frequency Percentage Rank
11 20 50% 1
12 20 50% 1
Total 40 100%
This table presents the frequency and percentage distribution of the respondents’
grade level.
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The data shows that there is a balance in the researcher’s method when it comes to the
respondents’ grade level where each level has 20 respondents which correspond to 50% pe
grade.
Table 2
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Frequency Distribution of Respondents’ Strand
Strand Frequency Percentage rank
STEM 10 25% 1
ABM 10 25% 1
HUMMS 10 25% 1
GAS 10 25% 1
Total 40 100%
This table shows the frequency and percentage distribution of respondents’ strand.
The data shows that there is a balance in the researcher’s method when it comes to the
respondents’ strand where each strand has 10 respondents which correspond to 25% per
strand.
Table 3
Frequency Distribution of Respondents’ Age
Age Frequency Percentage Rank
15-17 23 57.5% 1
18-20 17 42.5% 2
Total 40 100%
This table shows the frequency and percentage distribution of respondents’ age.
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The table reveals that 57.5% of the respondents have the age ranging from 18-20 with
the frequency of 23 students. Ranked as 2nd 42.5% of the students have the age ranging from
15-17 with the frequency of 17 students.
This table shows that majority of the Senior High School respondents have the age
ranging from 18 to 20
Table 4
Frequency Distribution of Respondents’ Gender
Gender Frequency Percentage Rank
Female 20 50% 1
Male 20 50% 1
Total 40 100%
General Average Frequency Percentage Rank
70-74 0 0% 6
75-79 5 12.5% 4
80-84 11 27.5% 2
85-89 20 50% 1
90-94 4 10% 3
95-above 0 0% 5
Total 40 100%
This table shows the frequency and percentage distribution of respondents’ general
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This table reveals that 60% of the respondents have the general average of 85-89 with
the frequency of 24. Ranked as 2nd 27.5% of the respondents have the general average of 80-
84 with the frequency of 11 respondents. Ranked as 3rd 10% of the respondents have the
general average of 90-94 with the frequency of 4 respondents. Ranked as 4 th 2.5% of the
respondents have the general average of 75-79 with the frequency of 1 respondent.
The data shows that the majority of the respondents have stable grades.
Table 6
Respondents’ Answer if They Get Enough Sleep a Week
Frequency Percentage Rank
Always 6 15% 4
Often 9 22.5% 3
Sometimes 11 27.5% 2
Seldom 14 35% 1
Never 0 0% 5
Total 40 100%
This table shows the frequency and percentage distribution of the respondents’
answer if they get enough sleep every week.
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This table reveals that 35% of the respondents are seldom getting enough sleep every
week with the frequency of 14 respondents. Ranked as 2 nd 27.5% of the respondents are
sometimes getting enough sleep every week with the frequency of 11 respondents. Ranked as
3rd 22.5% of the respondents are often getting enough sleep every week with the frequency of
9 respondents. Ranked as 4th 15% of the respondents are always getting enough sleep every
week with the frequency of 6 respondents.
The data reveals that majority of the respondents are only sometimes getting enough
sleep every week this also shows that some of the respondents stay up late at night.
Table 7
Respondents’ Answer if They Get Motivated to Do Well When They are Stressed
Always 3 7.5% 4
Often 8 20% 3
Seldom 0 0% 5
Never 10 25% 2
Total 50% 100%
This table show the frequency and percentage distribution of the respondents answer
if they get motivated to do well in school when they are stressed.
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The data reveals that 47.5% of the respondents sometimes do well because they’re
stressed, with the frequency of 19 respondents. Ranked as 2nd 25% of the respondents never
do well because they’re stressed, with the frequency of 10 respondents. Ranked as 3 rd 20% of
the respondents often do well because they’re stressed, with the frequency of 8 respondents.
Ranked as 4th 7.5% of the respondent always do well because they’re stressed.
This shows that the majority of the respondents sometimes do well in school
depending on their stress level.
Table 8
Respondents’ Answer if They do School Works Early Because of Stress
Always 10 25% 2
Often 11 27.5% 1
Sometimes 8 20% 4
Seldom 9 22.5% 3
Never 2 5% 5
Total 40 100%
answer if they do school works early because they’re stressed.
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This table shows that 27.5% of the respondents are often doing their school works
early because of stress, with the frequency of 11 respondents. Ranked 2 nd 25% of the
respondents always do their school works early because of stress, with the frequency of 10
respondents. Ranked as 3rd 22.5% of the respondents seldom do their school works early
because of stress, with the frequency of 9 respondents. Ranked as 4 th 20% of the respondents
sometimes do their school works early because of stress, with the frequency of 8 respondents.
Ranked as 5th 5% of the respondents do their works early because of stress, with the
frequency of 2 respondents.
This shows that one of the positive effect of stress is that they put time management
to their school works.
Table 9
Respondents’ Answer if They Tend to be More Focused When They are Stressed
Always 9 22.5% 3
Often 13 32.5% 1
Sometimes 8 20% 4
Seldom 0 0% 5
Never 10 25% 2
Total 40 100%
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answer if they tend to be more focused when they are stressed.
The data reveals that 32.5% of the respondents often tend to be more focused when
they’re stressed, with the frequency of 13 respondents. Ranked 2 nd 25% of the respondents
never tend to be more focused when they’re stressed, with the frequency of 10 respondents.
Ranked as 3rd 22.5% percent of the respondents always tend to be more focused when they’re
stressed, with the frequency of 9 respondents. Ranked as 4 th 20% of the respondents
sometimes tend to be more focused when they’re stressed, with the frequency of 8
respondents.
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This data shows that the majority of the respondents tend to be more focused when
they’re stressed because it motivates them to finish the school work faster.
Table 10
Respondents’ Answer if They Tend to be More Productive When They are Stressed
Always 4 10% 5
Often 12 30% 1
Sometimes 9 22.5% 2
Seldom 9 22.5% 3
Never 6 15% 4
Total 40 100%
answer if they tend to be more productive when they’re stressed.
The table shows that 30% of the respondents often tend to be more productive when
they’re stressed, with the frequency of 12 respondents. Ranked as 2 nd 22.5% of the
respondents sometimes tend to be more productive when they’re stressed, with the frequency
of 9 respondents. Ranked as 3rd with the same percentage of 22.5% of the respondents seldom
tend to be more productive when they’re stressed, with the frequency of 9 respondents.
Ranked 4th 15% of the respondent never tend to be more productive when they’re stressed,
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with the frequency of 6 respondents. Ranked as 5 th 5% of the respondents always tend to be
more productive when they’re stressed, with the frequency of 4 respondents.
This table shows that the majority of the respondents tend to be more productive
because of the pressure when they are stressed.
Table 11
Respondents’ Answer if They Can’t Seem to Get Going in School Activities When They
are Stressed
Always 5 12.5% 4
Often 2 5% 5
Sometimes 14 35% 1
Seldom 10 25% 2
Never 9 22.5% 3
Total 40 100%
answer if they can’t seem to get going in school activities when they’re stressed.
This table reveals that 35% of the respondents sometimes can’t seem to get going
when they’re stressed, with the frequency of 14 respondents. Ranked as 2 nd 25% of the
respondents seldom can’t seem to get going because they’re stressed, with the frequency of
10 respondents. Ranked as 3rd 22.5% of the respondents never can’t seem to get going
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because they’re stressed, with the frequency of 9 respondents. Ranked as 4 th 12.5% of the
respondents always can’t seem to get going when they’re stressed, with the frequency of 5
respondents. Ranked as 5th 5% of the respondents often can’t seem to get going when they’re
stressed, with the frequency of 2 respondents.
This data reveals that the respondents can’t seem to get going depending on the level
of stress, majority of the respondents sometimes can’t seem to get going but many also never
and seldom feel that they can’t seem to get going with school activities.
Table 12
Respondents’ Answer if They Take Quiet Time During The Day Because of Stress
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Always 0 0% 4
Often 15 37.5% 2
Sometimes 16 40% 1
Seldom 9 22.5% 3
Never 0 0% 5
Total 40 100%
answer if they take quiet time during the day because of stress.
The data reveals that 40% of the respondents sometimes take quiet times during the
day because of stress, with the frequency of 16 respondents. Ranked 2 nd 37.5% of the
respondents often take quiet times during the day because of stress, with the frequency of 15
respondents. Ranked as 3rd 22.5% of the respondents seldom take quiet times during the day
because of stress, with the frequency of 9 respondents.
This data reveals that many of the respondents take quiet times during the day
because of their level of stress and also because of thinking about the amount of work they
need to do.
Table 13
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Respondents’ Answer if They Find it Hard to Calm Down After Something Upsets
Them Because of Stress
Always 0 0% 5
Often 9 22.5% 3
Seldom 8 20% 4
Never 10 25% 2
Total 40 100%
answer if they find it hard to calm down after something upsets them.
This table reveals that 32.5% of the respondents sometimes find it hard to calm down
after something upsets them, with the frequency of 13 respondents. Ranked 2 nd 25% of the
respondents never find it hard to calm down after something upsets them, with the frequency
of 10 respondents. Ranked 3rd 22.5% of the respondents often it hard to calm down after
something upsets them, with the frequency of 9 respondents. Ranked 4 th 20% of the
respondents seldom find it hard to calm down after something upsets them.
The data shows that many of the respondents sometimes find it hard to calm down but
many also remain calm even when they’re stressed and something disrupts their focus or
something upset them.
34
Table 14
Respondents’ Answer if They Can’t Seem to Get Any Enjoyment Out of the Things
They Did
Always 7 17.5% 4
Often 3 7.5% 5
Sometimes 10 25% 2
Seldom 11 27.5% 1
Never 9 22.5% 3
Total 40 100%
answer if they can’t seem to get any enjoyment to what they are doing when they’re stressed.
This table reveals that 27.5% of the respondents seldom can’t find any enjoyment to
what they are doing when they’re stressed. Ranked 2 nd 25% of the respondents sometimes
can’t find any enjoyment to what they are doing. Ranked 3rd 22.5% of the respondents can
find enjoyment to what they are doing. Ranked 4 th 17.5% of the respondents always can’t
find any enjoyment to what they are doing. Ranked 5th 7.5% of the respondents often can’t
find any enjoyment on what they are doing.
This data shows that many of the respondents seldom can’t find any enjoyment to
what they are doing which means they often enjoy the things like doing school works even
35
when they’re stressed and they find ways so that they can enjoy working like listening to
music while doing school works.
Table 15
Respondents’ Answer if They Always Procrastinate School Works
Always 9 22.5% 1
Often 6 15% 5
36
Sometimes 7 17.5% 3
Seldom 11 27.5% 2
Never 7 17.5% 4
Total 40 100%
answer if they always procrastinate school works because of stress.
This table reveals that 27.5% of the respondents seldom procrastinate their school
works with the frequency of 11 respondents. Ranked 2 nd in this table 22.5% of the
respondents always procrastinate their school works with the frequency of 9 respondents.
Ranked 3rd 17.5% of the respondents sometimes procrastinate their school works with the
frequency of 7 respondents. Ranked 4th with also 17.5% of respondents never procrastinate
their school works with the frequency of 7 respondents. Ranked 5 th 15% of the respondents
often procrastinate their school works with the frequency of 6 respondents.
This data reveals that majority of the respondents procrastinate because of stress, lack
of time management and because they don’t know where to start. Also because they tend to
be more focused when they procrastinate school works.
Table 16
Frequency Distribution of the Possible Solutions to Cope with Academic Stress
Frequency Percentage rank
Time management 15 37.5% 1
37
Doing school works 10 25% 2

before everything
else
Doing things you 10 25% 3

enjoy
Talking to friends 11 27.5% 4

and family
Using social media 15 37.5% 5

entertainment to
lighten up your
mood
Doing regular 16 40% 6

exercise
Total 40 100%
This table shows the frequency and percentage distribution of the possible solution to
cope with academic stress.
The table reveals that rank 1 with 37.5% of the respondents answered time
management with the frequency of 15 respondents putting it as rank 1. Ranked 2 nd with 25%
of the respondents answered doing school works before everything else, with the frequency
of 10 respondents putting it as rank 2. Ranked as 3 rd with 25% of the respondents answered
doing things you enjoy, with the frequency of 10 respondents putting it as rank 3. Ranked as
4th 27.5% of the respondents answered talking to friends and family, with the frequency of 11
respondents putting it as rank 4. Ranked as 5th 37.5% of the respondents answered using
social media entertainment to lighten up your mood, with the frequency of 15 respondents
38
putting it as rank 5. Ranked as 6 th 40% of the respondents answered doing regular exercise,
with the frequency of 16 respondents putting it as rank 6.
This table reveals that the majority of the respondents agreed that time management is
the best solution to cope with academic stress.
Table 17
Respondents’ Level of Academic Stress
A. Grade 11
Low Moderate High Very High

70-74 0 0 0 0
75-79 1 0 1 0
80-84 0 2 2 1
85-89 0 7 4 0
90-94 0 2 0 0
39
95-above 0 0 0 0
This table shows the level of Academic Stress on grade 11 Senior High School
respondents.
1 of the respondents with 75-79 have low level of academic stress and other 1 have
high level of stress. 2 respondents with the average of 80-84 have moderate academic stress
level, 2 respondents with high level of academic stress and 1 respondents with very high
level of academic stress. 4 respondents with the average of 85-89 have high level of
academic stress and 7 respondents with moderate level. 2 respondents with 90-94 have
moderate level of academic stress.
Therefore the level of academic stress of grade 11 respondents is 3.33.
B. Grade 12
Low Moderate High Very high

70-74 0 0 0 0
75-79 1 0 2 0
80-84 0 4 2 0
85-89 0 4 4 1
90-94 0 1 1 0
95-above 0 0 0 0
This table shows the Academic Stress on Grade 12 Senior High School respondents.
40
In this table, 1 respondents with 75-79 general average have low level of stress and 2
respondents with the same general average have high level of academic stress. 4 respondents
with 80-84 general average have moderate level of stress and 2 respondents with the same
average have high level of stress. 4 respondents with 85-89 general average have moderate
level of stress, 4 with the same general average have high level of academic stress and 1 with
the same average have very high level of academic stress. 1 with 90-94 general average have
moderate level of stress and the other 1 have high level of academic stress.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations on
the study, “The Effects Academic Stress to the Academic Stress to the Academic
Performance and Mental Health of Senior High School Students of Springfield School of
Novaliches A.Y. 2018-2019”
Summary of Findings
From the data gathered, the researchers came up with the following summary of
findings.
1. On the profile of the respondents:
41
1.1 57.5% of the respondents have the age 15 to 17 with the frequency of 23
respondents.
1.2 There is a balance on the respondents’ grade level both having 50% with the
frequency of 20 respondents each grade level.
1.3 There is a balance on the respondents’ strand, having 25% each with the
frequency of 10 respondents each strand
1.4 50% of the respondents have the general average of 85 to 89 with the frequency
of 20 respondents.
2. On the respondents’ answer if they get enough sleep every week.
2.1 The majority of the respondents seldom get enough sleep every week with the
percentage of 35% and the frequency of 14 respondents.
3. On the respondents’ answer if being stress motivates them to do well in school.
3.1 Many of the respondents answered sometimes with the percentage of 47.5%
and the frequency of 19 respondents
4. On the respondents’ answer if they do school works much early because of stress.
4.1 11 of the respondents with the percentage of 27.5% answered they often do
school works early because of stress.
5. On the respondents’ answer if they tend to be more focused when they are stressed.
5.1 Many of the respondents answered often with the percentage of 32.5% and the
42
6. On the respondents’ answer if they tend to be more productive when they are
stressed.
6.1 Majority of the respondents answered often with the percentage of 30% and the
7. On the respondents’ answer if they can’t seem to get going on school activities when
they are stressed.
7.1 14 of the respondents with the percentage of 35% answered sometimes they
can’t seem to get going on school activities when they are stressed.
8. On the respondents’ answer if they take quiet times during the day because of stress.
8.1 The majority of the respondents with the percentage of 40% and the frequency
of 16 respondents answered sometimes.
9. On the respondents’ answer if they find it hard to calm down when something upsets
them.
9.1 Many of the respondents answered sometimes with the percentage of 32.5%
and the frequency of 13 respondents.
10. On the respondents’ answer if they can’t seem to get any enjoyment to what they’re
doing when they’re stressed.
10.1 27.5% of the respondents answered sometimes, with the frequency of 11
respondents.
11. On the respondents’ answer if they procrastinate school works because of stress
11.1 The majority of the respondents answered seldom with the percentage of
27.5% and the frequency of 11 respondents.
43
12. Frequency distribution of the possible solutions to cope with academic stress.
12.1 With the percentage of 37.5% and frequency of 15 respondents puts time
management as their rank 1 on the solutions to cope with stress.
13. Senior High School respondents’ level of academic stress.
13.1 Majority of the respondents have moderate level of academic stress, there are
more respondents on grade 12 with high level of academic stress than grade 11.
Conclusions
Based on the presented findings, the following conclusions were drawn:
1. Many respondents seldom get enough sleep every week because it is their habit and
because of stress.
2. Majority of the respondents get motivated to do well in school works because of
moderate level of stress.
3. Many of the respondents often finish their tasks early because of stress and because
they want to avoid more stress.
4. Majority of the respondents often seems to be more focused on school works because
of stress that they want to avoid.
5. Many respondents see being stress as an opportunity to be more productive to avoid
failure causing more stress
44
6. Many of the respondents sometimes can’t seem to get going on school works because
of high level of academic stress and the confusion of what to do first.
7. Majority of the respondents sometimes takes quiet times during the day because of
stress and thinking what to do first.
8. Many of the respondents sometimes find it hard to calm down when something upsets
them because of stress and because they don’t want anything to disrupt their focus on
school works.
9. Many of the respondents can get enjoyment on what they are doing even when
they’re stressed because most of them have moderate level of stress and because they
find things that they can enjoy while working on academic activities such as listening
to music.
10. Majority of the respondents seldom procrastinate their school works because they
don’t want to fail and get more stressed in the end. But some procrastinate because
they can focus more.
11. Majority of the respondents rank time management as the best solution in coping with
academic stress. With the amount of school works students really need to manage
their time correctly.
12. Most of the Senior High School respondents have moderate level of stress, stress can
have positive and negative outcomes on their academic stress depending on how the
students will handle their academic stress. The data shows that it has a positive
outcome to Senior High School students because most of them with moderate level of
academic stress have the general average of 85 to 89.
45
Recommendations
Based on the result of the findings and conclusions, the researchers recommend the
following:
1. The students should learn time management skills for them to reduce procrastination
habits that greatly increases their academic stress.
2. Students should also take time to pause from the relentless pace of everyday life and
enjoy creative activities that keep you from dwelling on or stressing over school
pressures can go far in decreasing your stress levels.
3. Students should do regular exercise routine because it has been shown proven to
decrease symptoms of mild to moderate depression caused by academic stress.
4. Students with high level of academic stress should avoid isolation because isolation is
a breeding ground for negative, self-limiting beliefs. Instead of being alone, students
should interact with other students when doing school works.
46

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SPRINGFIELD SCHOOL OF NOVALICHES

THE PROBLEM AND ITS BACKGROUND

Assumptions of the Study, the Theoretical Framework, the Conceptual Framework,

performance. Different types of stressors such as time management, financial problems,

Background of the Study

students or teachers”. As stated by Erkutlu (2006) “pressure to perform well in the

mental health of people”.

According to World Health Organization (2014), mental health is viewed as “a state

community”. Galderisi, et al (2015) defined “mental health as a dynamic state of internal

schools”. It is stated by Deb(2014) that “Examination-related anxiety had significant positive

Statement of the Problem

School of Novaliches A.Y. 2018-2019.

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

1.2 Grade and Section

1.3 General Average

Springfield School of Novaliches?

students of Springfield School of Novaliches?

4. How much stress level do the students feel about academics?

Assumptions of the Study

high school students in Springfield School of Novaliches such as:

1. Academic Stress is formed because of too much pressure to students.

5. Different approach in teaching can be applied to ease Academic Stress.

believed that this would be very important on their study.

present after the body’s response to the stress”.

INPUT-PROCESS-OUTPUT scheme. From Fig 3, the following blocks are:

Stress students have and the view of students regarding stress.

help students to cope and reduce Academic Stress.

 Identify the effects

high school students to help the following:

assess themselves and help improve their own situation.

through this problem.

strategies in their teaching style.

Scope and Delimitation

of Senior High School Students.

the ability to attain success in your studies.

achieved his educational goals.

Academic Stress. It is education related stresses it can be in every situation otherwise

something which not everyone can have.

mood, or relationships with others, events and things.

Environment (Environmental Factors). In this study, it refers to the learning environment

Pressure. It is the psychological stress associated with expectations to perform well in a

Stress. It is your body's way of responding to any kind of demand or threat.

REVIEW OF RELATED LITERATURE AND STUDIES

including their relevance to the present study.

According to American Psychological Association, stress can be a reaction to a short

can’t have a healthy lifestyle already for a long period of time.

strain placed on interpersonal relationships. Third changes in lifestyle contribute to stress

responsibilities. More specifically, sources of stress included difficult financial challenges,

personal problems like problems within their family.

According to Dziegielewski (2004) programs that identify stressors and provide

problems often develops.

situations. We strive to overcome something that we consider as a hindrance to our welfare.

pressure in school by friends, families, and teachers.

to a stress-free lifestyle (The Philippine Star, 2013).

for him/her to maintain and develop social connections. Interpersonal communication is

Bettina conducted research on stress stating, “Coping strategies used by adolescents

Relevance of the Review of the Related Literature to the Present Study

families, and teachers.

pressure affects their intrapersonal relationships. Students also stress on so much

Researchers have found several preventions including relaxation as the universal

experiences (Dziegieleweski, 2004)

needed data. It contains the Research Design, Respondents, Sampling Techniques,

Statistical Treatment of Data.