Research Paper

Republic of the Philippines
CARLOS HILADO MEMORIAL STATE COLLEGE

COLLEGE OF EDUCATION
Talisay City, Negros Occidental
___________________________________________________________
STRESSORS, COPING MECHANISMS, AND ACADEMIC PERFORMANCE OF BSED
MATHEMATICS STUDENTS
A Research Paper
Presented to Faculty and Staff of College of Education
Carlos Hilado Memorial State College
In Partial Fulfillment
of the Requirement for the
Subject Educational Research in Mathematics
By
Baldon, Reylaine Mitz P.
Bigayan, Venice Mae O.
Buenavista, Chillou C.
Grullo, Eugemy A.
Lampaso, Angelica P.
April 2017
___________________________________________________________
Approval Sheet
This thesis entitled ―SRESSORS, COPING MECHANISMS, AND

ACADEMIC PERFORMANCE OF BSED MATHEMATICS STUDENTS‖,
prepared and submitted by Reylaine Mitz P. Baldon, Venice
Mae O. Bigayan, Chillou C. Buenavista, Eugemy Grullo, and
Angelica P. Lampaso in partial fulfillment of the
requirements for the BACHELOR OF SECONDARY EDUCATION MAJOR
IN MATHEMATICS, have been examined and recommended for oral
examination.
JOSIL B. FULGARINAS, Ph. D.

Research Adviser
PANEL OF EXAMINERS
Approved by the committee on oral examination with a

grade of PASSED.
NORALYN S. ESONA, Ph. D

Panel Member
ZION ROSE E. PARPA, MAED JOMEO A. SUMALAPAO, MAT-Math

Panel Member Panel Member
ACCEPTED and APPROVED in partial fulfillment of the

requirement for the degree of Bachelor of Secondary
Education.
CYNTHIA D. MIJARES, Dev. Ed. D

Dean, College of Education
ii
___________________________________________________________
ACKNOWLEDGEMENT
The researchers wish to extend their deepest
appreciation and gratitude to the following people who
unselfishly lent their hands in varied ways to make this
study possible.
First, to Almighty God for His infinite love and for
all the blessings He showered to the researchers.
Dr. Noralyn S. Esona, research instructor, who had
given this challenge that lead the researchers to apply
their knowledge in conducting this research;
Dr. Josil B. Fulgarinas, research adviser, for her
assistance in improving this study through her constructive
feedbacks;
Ms. Ma. Luna C. DelaCerna, Ms. Ma. Antonia F. Sitiota,
and Mr. Nick D. Alayon, our validators, for their time to
check our questionnaire;
Mr. Julian Sian, for being kind and generous for
letting the researchers use the scholarship office as the
rendezvous;
iii
___________________________________________________________
The parents, for their financial support;
Finally, the Third Year BSED Mathematics students,
respondents, who gave their time and participation in
answering the questionnaires;
THE RESEARCHERS
iv
___________________________________________________________
Baldon, Reylaine Mitz P., Bigayan, Venice Mae O.,

Buenavista, Chillou C., Grullo, Eugemy A., Lampaso,
Angelica P. ―Stressors, Coping Mechanisms, and
Academic Performance of BSED Mathematics Students‖.
Bachelor of Secondary Education Major in Mathematics
Unpublished Thesis. Carlos Hilado Memorial State
College, Talisay City, Negros Occidental, April 2017.
ABSTRACT
This study aimed to determine the relationship among

stressors, coping mechanisms, and academic performance of
the Third Year BSED Mathematics students of Carlos Hilado
Memorial State College, Talisay City, 1st Semester, Academic
Year 2016-2017. The respondents of the study were the forty
(40) Third Year BSED Mathematics students chosen using
simple random sampling. The descriptive-correlational
research design was employed. The statistical tools used
were mean, standard deviation, Pearson‘s Product-Moment
Correlation, and multiple regression. Results showed that
the level of academic performance of the students is high,
the level of stressor that prevailed is the environmental
stressors as high extent, and the coping mechanisms that
prevailed are the cognitive restructuring and wishful
thinking as high extent. There is no significant
relationship existing among the stressors, coping
mechanisms, and academic performance of the students. The
stressors and coping mechanisms of the students did not
predict their academic performance.
v
___________________________________________________________
Table of Contents
Title Page…………………………………………………………………………………………………………………..i
Approval Sheet………………………………………………………………………………………………………….ii
Acknowledgement……………………………………………………………………………………………………… iii
Abstract………………………………………………………………………………………………………………………..v
vi
Table of Contents…………………………………………………………………………………………………….
List of Tables………………………………………………………………………………………………………… ix
List of Figures……………………………………………………………………………………………………… x
List of Appendices……………………………………………………………………………………………… xi
CHAPTER
1 1
INTRODUCTION…………………………………………………………………………………………………
Statement of the Problem……………………………………………… 2
Hypothesis…………………………………………………………………………………….3
Theoretical Framework…………………………………………………………4
Conceptual Framework……………………………………………………………5
Research Paradigm………………………………………………………………… 6
Significance of the Study………………………………………………7
Scope and Delimitation………………………………………………………8
Definition of Terms………………………………………………………………9
vi
___________________________________________________________
2 REVIEW OF RELATED LITERATURE………………………………………………13
Stressors………………………………………………………………………………………….13
Academic Performance………………………………………………………………...
14
Coping Mechanisms……………………………………………………………………….
15
Stressors and Coping Mechanisms…………………………………16
Coping Mechanisms and Academic Performance… 18
Stressors and Academic Performance……………………… 20
Synthesis…………………………………………………………………………………………….
22
3 RESEARCH METHODOLOGY……………………………………………………………………24
Research Design……………………………………………………………………………24
Respondents of the Study………………………………………………….25
Research Instruments………………………………………………………………25
Validity…………………………………………………………………………………………… 29
Data Gathering Procedure…………………………………………………..

30
Statistical Data Analysis…………………………………………………31
4 PRESENTATION, ANALYSIS, INTERPRETATION
OF DATA………………………………………………………………………………………………………..
33
The Level of Academic Performance of
BSED Mathematics Students…………………………………… 33
Coping Mechanisms of BSED Mathematics
Students……………………………………………………………………………………33
vii
___________________________________________________________
Stressors of BSED
Mathematics Students…………………………………………………
36
Significant Relationship between
Stressors and Coping Mechanisms
of the Students………………………………………………………………
38
Stressors and Academic
Performance of the Students………………………………

39
Coping Mechanisms and Academic
Performance of the Students………………………………

41
Predictors of Academic
Performance of the Students…………………………………

42
5 SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS………………………………………………………………………………45
Summary of Findings……………………………………………………………45
Conclusions…………………………………………………………………………………46
Recommendations……………………………………………………………………………
47
References……………………………………………………………………………………………………………..
49
Appendices……………………………………………………………………………………………………………….
56
viii
___________________________________________________________
List of Tables
Table
1 Mean Result for Level of Academic Performance
of BSED Mathematics Students………………………………………………….33
2 Mean Results for Coping Mechanisms of BSED
Mathematics Students…………………………………………………………………………35
3 Mean Results for Stressors of
BSED Mathematics Students………………………………………………………..37
4 Relationship between the Stressors and Coping
Mechanisms of BSED Mathematics Students…………………… 38
5 Relationship between the Stressors and Academic
Performance of BSED Mathematics Students……………………39
6 Relationship between the Coping Mechanisms and
Academic Performance of BSED
41
Mathematics Students……………………………………………………………………….
7 Model Summary for the Stressors and Coping
Mechanisms Predict Academic Performance
of The BSED Mathematics Students………………………………………42
8 Multiple Regression between the Stressor,
Coping Mechanisms, and Academic
Performance of BSED Mathematics Students……………… 43
ix
___________________________________________________________
List of Figures
Figure
1 Relationship between the Stressors, Coping
Mechanisms, and Academic Performance
of BSED Mathematics Students………………………………………. 6
x
___________________________________________________________
List of Appendices
Appendix
A 54
Letter for Validators……………………………………………………………….
B 57
Validation Instrument……………………………………………………………….
C Letter to Conduct a Reliability Test………………………58
D 59
Reliability Result of Stressors with SPSS……………
E 61
Research Instrument for Stressors……………………………..
F Reliability Results of Coping Mechanisms
62
with SPSS……………………………………………………………………………………..
G Research Instrument for Coping Mechanisms…………63
H Letter to Conduct the Study………………………………………………65
66
I SPSS Outputs……………………………………………………………………………………....
xi
___________________________________________________________
CHAPTER 1
Introduction
College students are exposed to a considerable amount
of stress, which necessitate successful and constantly
changing coping mechanisms. College students, hand in hand
they also require preparation and focus to perform well in
assignments and tests in various subjects and disciplines,
consequently, they very often face inconsistent outcomes.
Elevated stress levels amongst students can result in a
decline in the academic accomplishments, and can affect
both the physical and mental health of students.
McKean et al. (2000) argue that undergraduate students
experience higher stress at predictable times each semester
because of the academic commitments, financial pressures,
and lack of time management skills which can affect health,
emotional state and academic performance, once stress is
perceived negatively or has become excessive. Hence, it is
important that the students develop effective strategies in
order to manage stressful situations. It is likely that the
academic performance of a student can be greatly affected
by something that gives stress.
Therefore, studies on coping with stress will have a

___________________________________________________________
2
significant impact in higher education. (Scott, 2009).
Academic stressors among BSED Mathematics students had
become a topic of interest in many educational researches
regarding Mathematics.
This paper examined the relationship between the
BSED Mathematics students. This study focused on the
exploration of how BSED Mathematics students perceived
stress and experienced specific stress that affects in
their studies.
Statement of the Problem
This study was conducted to determine the relationship
among the stressors, coping mechanisms, and academic
performance of Third Year BSED Mathematics students of
Carlos Hilado Memorial State College Talisay Campus, during
Academic Years 2014-2015 and 2015-2016.
Specifically, it sought answers to the following
questions;
1. What is the level of academic performance of the
students?
2. What is the level of the coping mechanisms of the

___________________________________________________________
3
students?
3. What is the level of stressors of the students?
4. Is there a significant relationship between the
stressors and the coping mechanisms of the students?
5. Is there a significant relationship between the
stressors and academic performance of the students?
6. Is there a significant relationship between the coping
mechanisms and academic performance of the students?
7. Do the stressors and coping mechanisms predict the
academic performance of the students?
Hypothesis
To answer the aforementioned problems, the following
hypotheses were formulated.
1. There is no significant relationship between the
stressors and the coping mechanisms of students.
stressors and academic performance of the students.
stressors and academic performance of the students.

___________________________________________________________
4
Theoretical Framework
This study is anchored on the theories of Selye
(1956), the General Adaptation Syndrome (GAS) and Lazarus
(1991), the Transactional Model Theory.
Selye (1956) observed the body‘s reaction to stress in
laboratory animals and in human patients. A common response
to stress is said to be flight or fight. The flight or
fight response was only one in a series of reactions, which
he later called the General Adaption Syndrome (GAS). Selye
(1956) found that continuous exposure to serious stressors
produced a series of three physiological stages: (a) alarm;
(b) resistance; and (c) exhaustion.
The Transactional Model Theory of Lazarus (1991)
distinguishes two basic forms of appraisal, specifically
primary and secondary appraisal. Primary appraisal is the
establishment of the significance of an event to a person.
Meanwhile, secondary appraisal refers to the assessment of
the ability of a person to cope with the consequences of
the event.
The first being identified with two types of coping:
(a) Problem-focused coping represents any attempt to reduce
stress by attempting to change the event or situation

___________________________________________________________
5
producing the stress, (b) Emotion-focusing coping centers
on changing one‘s personal reaction to the stressful event
or situation.
Conceptual Framework
This study provides information about the possible
outcomes of the stressors, coping mechanisms, and academic
performance of the BSED Mathematics students.
Every student faces different problems and stress in
their school, home, or in their community every day. With
these reasons, students tend to come up with different
coping mechanisms to manage these stressful situations that
they think may greatly affect their lives especially their
studies. The coping mechanisms the students take may or may
not predict their academic performances in school.

___________________________________________________________
6
Research Paradigm
The figure below shows the conceptual framework of the
study.
Independent Variable Intervening Variable Dependent Variable
COPING
MECHANISMS
 Problem Solving
 Cognitive
STRESSORS Restructuring
 Environmental  Expressing ACADEMIC
 Intellectual Emotions PERFORMANCE
 Social Support
 Personal
 Problem Avoidance
 Wishful Thinking
 Self-Criticism
 Social Withdrawal
Figure 1.Relationship among Stressors, Coping Mechanisms,
and Academic Performance of BSED Mathematics Students

___________________________________________________________
7
Significance of the Study
This study is beneficial to the following:
Students. For them to become fully aware of the
different stressors they encounter and equip themselves
with coping mechanisms so that these stresses cannot affect
their academic performance in their various subjects.
Faculty. To improve their teaching skills if needed.
The learning of the students depend on them so they must be
effective and efficient and be able to meet the
expectations and the needs of the students. Updating
themselves with the latest trends is very beneficial.
Administration. To be aware of the deficiency of the
institution concerning the development of the students
regarding academic performance. This study would serve as a
reminder for them to improve the system of education
through rigid trainings or workshops, etc.
Guardians/Parents. For them to know and be aware of
the possible effects of the family matters to their
children. In this study, they would be reminded of the
important things that should be done in order to guide
their children well them also to perform well in school.

___________________________________________________________
8
Researchers. As future Mathematics educators, they can
be aware of the stressors that may affect their students.
Also, they can be able to help the students cope with these
stressors and help them improve their academic
performances.
Guidance Counselors. To know what are the possible
symposiums and forums they need to conduct to help the
students improve their academic performance and proper
coping mechanisms they need to adopt to overcome stress.
Future Researchers. This study is useful as basis for
studies to be conducted in the future.
Scope and Delimitation of the Study
This study focused on the relationship among
Third Year BSED Mathematics students of Carlos Hilado
Memorial State College for the 1st semester, Academic Year
2016-2017.
The respondents of this study were theforty (40) Third
Year BSED major in Mathematics students of CHMSC-Talisay
from 45 students who enrolled during the 1st Semester,
Academic Year 2016-2017.

___________________________________________________________
9
The researchers made use of asurvey questionnaire. The
responses of the students were treated with utmost
confidentiality.
The scores were tallied, analyzed, and treated in
accordance to the need of each problem. Appropriate
statistical tools were used such as mean, SD, Pearson‘s
product-moment correlation, and multiple regression.
Definition of Terms
The following terms used in the study were defined
conceptually and operationally to fully understand their
meanings:
Academic Performance. Represents performance outcomes that
indicate the extent to which a person has accomplished
specific goals that were the focus of activities in
instructional environments, specifically in school,
college, and university. (Oxford Bibliographies, 2017)
In the study, the term ―Academic Performance‖ refers
to the students‘First Year to Second Year average grades
for the School Years 2014-2015 and 2015-2016.
Coping Mechanisms. Something a person does to deal with
a difficult situation. (Collins English Dictionary, 2012)

___________________________________________________________
10
―Coping Mechanisms‖ in this study are the ways on how
the students manage, adapt, or act upon to cope up with the
different stressors.
Environmental Stressors. These are external stimuli that
cause disharmony, irritation, annoyance, or disturbance to
an individual. There are many examples including the
weather, level of noise, crowdedness, and exposure.
(Psychology Glossary, 1998-2017)
In this study, ―Environmental Stressors‖ are the
external stressors that may affect the performance of a
student. The statements regarding the environmental
stressors in the research instrument consists of eight (8)
items.
Intellectual Stressors. It refers to mental distresses with
respect to some anticipated frustration associated with
academic failure or even unawareness to the possibility of
such failure. (American International Journal of Research in
Humanities, Artsand Social Sciences, 2014)
The term ―Intellectual Stressors‖ refers to the
academic problems and difficulties that the students
experienced. These are the heavy works and projects,
difficult tests and examinations, lack of learning

___________________________________________________________
11
resources, and difficulty in understanding the concepts
being taught. The statements regarding the intellectual
stressors in the research instrument are consist of nine
(9) items.
Personal Stressors. These are events or conditions that
occur in a person's life that may adversely give impact on
the individual's or their family's health or well-being. A
stressor may occur directly, such as personally
experiencing a serious illness, or indirectly, such as
having a family member with a serious illness. In some
instances, personal stressors may have an ongoing impact or
limit the capacity of a person, or family, to live a
satisfying and productive life. (Personal Stressors and
Mental Health,Australian Bureau of Statistics, 2011)
As used in the study, the term ―Personal Stressors‖
refers to the personal factors that may affect the
performance of a student. It includes how the students
perceive, accept and see things. The statements regarding
the environmental stressors in the research instrument are
consist of seven (7) items.
Stressors. These refers to anything (physical or
psychological) that produces stress (negative or positive)

___________________________________________________________
12
is considered a stressor. For example, getting a promotion
is a positive event, but may also produce a great deal of
stress with all the new responsibilities, work load, etc.
(Psychology Glossary, 1998-2017)
As used in the study the ―Stressors‖ refer to the
happenings and situations that cause worry, stress, and
anxiety to the students towards their academic performance.
Stressors are classified into 3 (three) types:
Environmental, Intellectual, and Personal Stressors.
Student. A person formally engaged in learning, especially
one enrolled in a school or college. (Random House
Dictionary, 2017)
As used in the study, the term refers to the Bachelor
of Secondary Education (BSED) Third Year students major in
Mathematics of CHMSC, who were enrolled for the 1st
semester, A.Y. 2016-2017.

___________________________________________________________
CHAPTER 2
Review of Related Literature and Studies
This chapter discusses the related literature and
studies on Stressors, Coping Mechanisms, Academic
Performance, and its Relationship vis-à-vis with Academic
Performance.
Stressors
Bernstein et al. (2008) define the sources of stress
as every circumstance or event that threatens to disrupt
people‘s daily functioning and causes them to make
adjustments. These sources of stress are called
―Stressors‖. Stressors are demands made by the internal or
external environment that upset balance, thus affecting
physical and psychological well-being and requiring action
to restore balance (Lazarus & Cohen, 1977).
Ross et al.(1999) found thatmost stress people
experience in their everyday lives is caused by daily
hassles.
According to Bernstein, et al.(2008), one category of
stress responses can influence other responses. The
psychological responses to stress can appear as changes in

___________________________________________________________
14
emotions, thoughts (cognition), and behaviours.
Daily hassles were reported more often than major life
events, with intrapersonal sources of stress being the most
frequently reported source. The top five sources of stress
were; change in sleeping habits, vacations/breaks, change
in eating habits, increased workload, and new
responsibilities (Ross et, al., 1999).
Stress has been known ―to be the fuel the body uses to
meet the challenges of our fast-paced modern life; for
others, it is the aversive by-product of such a life‖
(Altmaier, 1983). Stress has been associated with major
life events, daily life hassles, and changes in life.
Stress is created by excessive environmental and internal
demands that need constant effort and adjustment. One
important factor to consider when researching stress is to
explore which sources of stress are beneficial and which
sources are detrimental (Ross et al., 1999).
Academic Performance
The study of Falsario, et al (2014) reported that the
academic performance of BSED students was described a very
good with mean of 85.51. The results of the analysis of the

___________________________________________________________
15
study of Josiah & Adejoke (2013) showed an average
performance of the students.
Wiggins and Schatz (1994) reported that an increase in
self-esteem of the students is positively correlated with
the increase in their academic achievement.
In the study of Nizoloman (2013), the results showed
that there was a positive significant relationship between
mathematical ability and achievement in mathematics. The
analysis showed that mathematical ability has a significant
effect on achievement in mathematics.
There is no significant positive effect in academic
performance of the students based on their study habits
(Hassanbeigi, et al, 2011)
Coping Mechanisms
Weiten‘s (2005) groupings of coping strategies
includes the appraisal-focused or adaptive cognitive, the
problem-focused or adaptive behavioural, and the emotion-
focused. The appraisal-focused strategies are those coping
mechanisms which involve the change of mind set or a
revision of thoughts. Denial is the most common coping
mechanism under this category. The problem-focused

___________________________________________________________
16
strategies are those that modify the behaviour of the
person. A good example of this is learning how to cook a
family dinner upon knowing that your spouse's family would
come over your house this weekend. The emotion-focused
strategies include the alteration of one's emotions to
tolerate or eliminate the stress. Examples include
distraction, meditation, and relaxation techniques.
The emphasis lies more on how the events are perceived
rather than the objective events themselves. Because stress
is usually perceived as a transaction between individual
and environment, there are two important processes that
constitute this transaction the psychological appraisal and
coping respectively. The psychological appraisal is viewed
as the individuals‘ constant assessment of the situation
and the resources available in order to deal with it
(Lazarus and Folkman, 1984). Lazarus (1978) regards coping
as individuals‘ cognitive and behavioural efforts, which
they use to deal with a stressful situation.
The transactional model of Stress and coping (Lazarus
& Cohen, 1977), is an approach for evaluating the coping

___________________________________________________________
17
processes of stressful situations. Stressful situations are
viewed as the transactions between an individual and the
environment. However, the external stressors play an
important role in these transactions. Two important types
of appraisal characterize these transactions: appraisal of
the stressor by the person, and appraisal of the stressor
in terms of social and cultural resources available to the
person.
The first appraisal known also as primary appraisal is
resulting from a person examining or appraising the
potential threat when facing a stressor. The primary
appraisal is described as an individual evaluation of major
effects of an event, as stressful, positive, controllable,
and challenging or irrelevant. The second appraisal is the
assessment of the available resources and options available
to a person in order to copy with the actual stressor. It
is an appropriate action taking by a person to find a
solution (Cohen, 1984).
Majority of the students adopted emotion- and problem-
focused coping strategies (Ramya and Parthasarathy 2009).
Most of the students used appraisal-focused coping
strategies such as, ―going over the problem again and

___________________________________________________________
18
again‖, ―trying to understand it, to make the situation
light‖, and ―refuse to get too serious about it‖. Also,
majority of the college students reported that they
frequently adopt problem-solving coping strategies such as,
―knowing what has to be done, so doubling the efforts and
trying harder to make things work‖, ―analyzing the problem
bit by bit‖, ―seeking reassurance and emotional support
from family members‖, and ―coming up with different
solutions to the problem‖.
In the present study of Ramya and Parthasarathy
(2009), it was found that the students used appraisal-
focused coping strategies such as, ―analyzing the
situation‖, ―cognitively redefining‖, and ―cognitively
avoiding the situation‖. This proves that the students in
adolescence stage were still confused and were not able to
choose those coping strategies which were of positive
approach to encounter any stress (Ramya and Parthasarathy,
2009).
Coping Mechanisms and Academic Performance
Students that employed problem coping strategies
achieved better academically than students that employed

___________________________________________________________
19
emotional coping strategies (Saadu and Adesokan, 2013).
Academic, social, environment, and personality factors may
contribute to adjustment to university life. As cited in
the study of Saadu and Adesokan (2013), adjustment to
university stress can be organized according to three
factors: academic performance, social adjustment and
personal adjustment (Russsell and Petrie, 1992)
The findings in the study of Kuncharin, L. & Mohamad
A. R. (2014) showed that 86% of the respondents agreed that
Social Support Coping Strategy helped them to cope up with
academic performance, 84.5% agreed that Avoidance Coping
strategy was useful, while 83.5% gave positive responses to
Approach Coping Strategy.
According to the study of Mehjabeen Khan (2013), the
relationship between stress coping skills and GPA was not
strong. Planning was the only subscale that was
significantly correlated with GPA, indicating planning of
tasks to cope may have positive outcomes. Coping is a broad
and complex topic; it may be difficult to identify the
―correct‖ way to cope, because everyone deals with stress
differently. There are many ways to cope with stress, and

___________________________________________________________
20
each way is unique to the individual.
Stressors and Academic Performance
As cited in the study of Veena & Shastri (2016), the
students face social, emotional and physical and family
problems which may affect their learning ability and
academic performance (Fish & Nies 1996; Chew-Graham,
Rogers, & Yassin 2003). Stressful events can be appraised
by an individual as "challenging" or "threatening" (Lazarus
1966). When students appraise their education as a
challenge, stress can bring them a sense of competence and
an increased capacity to learn. When education is seen as a
threat, however, stress can elicit feelings of helplessness
and a foreboding sense of loss. A critical issue concerning
stress among students is its effect on learning (Veena and
Shastri, 2016). Individuals under low and high stress learn
the least and that those under moderate stress learn the
most. Other reasons why stress can occur are the fear of
academic failure (Kolko, 1980) too many assignments or the
competitions with other students (Fairbrother& Warn 2003).
Veena & Shastri (2016) also cited that stress leads to
a detrimental academic performance at the university

___________________________________________________________
21
(Sloboda, 1990). Bennett (2003) reports a finding in his
study and points out that stress is significantly
correlated with poor academic performance. Elias, Ping &
Abdullah, (2011) mentioned that studies show that
especially undergraduate students have to handle the
possible negative effects of stress concerning their
academic achievements (Cited in Rucker, 2012). As cited in
Pfeiffer (2001), there have been many studies (Schafer,
1996; Fisher, 1994; Altmaier, 1983; Greenberg & Valletutti,
1980), which have reported strong relationship between
stress and college students. Some individuals are more
sensitive to some stressors than others; so, the person‘s
characteristics and behavior patterns must be looked at to
determine their importance and their vulnerability to
stress. As cited in Petroff (2008) stress had a negative
impact on academic success among college students (Andrews
& Wilding, 2004; De Meuse, 1985; Shields, 2001; Struthers
et al., 2000).
Appearing for examination, failing in examination,
change of teacher was reported as important educational
/academic stressor (Ross, et al., 1999).
High and low academic performing students do not

___________________________________________________________
22
significantly differ on sources of stress. There is a
significant difference in educational, family,
miscellaneous and overall sources of stress between high
and low academic performing students (Ross, et al., 1999).
Ross, et al., (1999) also cited that students
complained of feeling stressed academically when it comes
to facing exams and grade competition and having too much
information to study yet insufficient time to master the
knowledge (Carveth, Gesse& Moss, 1996). Kumari & Gartia
(2012) found a positive correlation between stress and
academic achievement. Kauts & Sharma (2009) found in their
study that low-stress students performed better than high-
stress students, meaning thereby that stress affects the
students' performance. Stress is related to academic
achievement (Bentley, et al., 1980)
Synthesis
This summary of review of literature and studies
presents the whole idea of the study as its
interrelatedness is analyzed, synthesized and summarized in
such a way that the researchers themselves could visualize
the existing problem in the study and its possible remedy

___________________________________________________________
23
based on the analysis and synthesis of the data gathered.
Hence, this gave the researchers the insights to
conduct this investigation to determine the level of
stressors of the students to conform with the studies of
Ross et al.(1999) and (Altmaier, 1983); the level of coping
mechanisms of the students to conform with the study of N.
Ramya & R. Parthasarathy (2009); the relationships between
stressors and coping mechanisms of the students to disagree
with the studies of Lazarus & Cohen (1977), Ramya &
Parthasarathy (2009); relationship between coping
mechanisms and academic performance of the students to
disagree with the study of Saadu & Adesokan (2013);
relationship between stressors and academic performance of
the students to disagree with the studies of Veena &
Shastri (2016), Lazarus (1966), and Ross, et al. (1999).

___________________________________________________________
CHAPTER 3
Methodology
This chapter discusses the research design,
respondents of the study, research instruments, data
gathering procedures, and statistical data analysis.
Research Design
A mixed research design, specifically, descriptive-
correlational-ex post facto research design is utilized to
derive answers for the problems formulated.
According to Fraenkel and Wallen (1993), descriptive
method is used to explain, analyze, ad classify something
through various techniques, survey, interview,
questionnaire, and test. In this study, it will be useful
in describing the level of stressors, coping mechanisms,
and academic performance of the students.
Furthermore, this study used the correlational method.
It is a kind of descriptive research which determines the
extent of the relationships of the stressors, coping
mechanisms, and academic performance of the students to
each other.
Another research design utilized in this study is the

___________________________________________________________
25
ex post facto research design, a method in which groups
with qualities that already exist are compared on some
dependent variable (Simon & Goes, 2013). Cohen, Manion, &
Morison (2000) noted that instead of taking groups that are
equivalent and subjecting them to different treatments to
determine differences in the dependent variables, an ex
post facto experiment begins with groups that are already
different in some respect and searches in retrospect for
factors that brought about those differences. The General
Weighted Average (GWA) of the Third Year BSED Mathematics
students during School Years 2014-2015 and 2015-2016 were
chosen as the dependent variable.
Respondents of the Study
The study consisted of the randomly selected forty
(40) students from the forty-five (45) officially enrolled
Third Year BSED Mathematics students of Carlos Hilado
Memorial State College who were enrolled during the 1st
semester of Academic Year 2016-2017, and were required to
answer the questions in the questionnaires.
Research Instruments
A survey questionnaire was utilized as data gathering

___________________________________________________________
26
instrument. A questionnaire is a printed self-report form
designed to elicit information that can be obtained through
the written responses of the subjects (Burns & Grove 1993).
For the questionnaire on Stressors, it was categorized
into three (3) types: Environmental Stressors, Intellectual
Stressors, and Personal Stressors. The Environmental
Stressors are consists of seven (7) items, nine (9) items
for the Intellectual Stressors, and seven (7) items for the
Personal Stressors. Each item was coded according to the
type of stressors: Environmental Stressors—2, 7, 13, 14,
15, 22, 23; Intellectual Stressors—3, 4, 8, 9, 11, 12, 16,
19; Personal Stressors—1, 5, 6, 10, 17, 18, 21. Using a 3-
point Likert scale, the students placed a check mark on the
following responses: (3) Agree, (2) Undecided, (1)
Disagree. Instruction guidelines were attached to the
questionnaires to guide the students on how to rate each of
the given item.
Scale Response
3 Agree
2 Undecided
1 Disagree
___________________________________________________________
27
The three levels were converted into 3 categories
scale to determine the extent of the stress level of the
students.
Mean Score Range Verbal Interpretation
2.34 – 3.00 High Extent
1.67 – 2.33 Average Extent
1.00 – 1.66 Low Extent
For the questionnaire on Coping Mechanisms, it was
categorized into eight (8) types: Problem Solving,
Cognitive Restructuring, Expressing Expressions, Social
Support, Problem Avoidance, Wishful Thinking, Self-
Criticism, and Social Withdrawal. The Problem Solving was
consist of five (5) items, five (5) items for the Cognitive
Restructuring, five (5) items for the Expressing Emotions,
five (5) items for the Social Support, five (5) items for
the Problem Avoidance, five (5) items for the Wishful
Thinking, five (5) items for the Self-Criticism, and five
(5) items for the Social Withdrawal. Each item is coded
according to which type of coping mechanism it belongs:
Problem Solving—4, 15, 18, 27, 32; Cognitive Restructuring—
8, 22, 29, 35, 39; Expressing Emotions—1, 6, 10, 12, 24;

___________________________________________________________
28
Social Support—9, 16, 2, 28, 40; Problem Avoidance—2, 14,
17, 19, 26; Wishful Thinking—23, 30, 34, 37, 38; Self-
Criticism—21, 25, 31, 33, 36; and Social Withdrawal—3, 5,
7, 11, 13. Using a 3-point Likert scale, the students
placed a check mark on the following responses namely (3)
Always, (2) Sometimes, (1) Never. Instruction guidelines
were attached to the questionnaires to guide the students
on how to rate each of the given item.
Scale Response
3 Always
2 Sometimes
1 Never
The three levels were converted into 3 categories
scale to determine the extent of practice of the students
in the statements for coping mechanisms.
2.34 - 3.00 High Extent
Meanwhile, the academic performance of the students
were determined by their General Weighted Average (GWA)

___________________________________________________________
29
from First Year to Second Year which were taken from the
office of the registrar.
The grades were converted into 4 levels:
Mean Range Verbal Interpretation
93.57 – 100.00 Very High
87.01 – 93.50 High
80.51 – 87.00 Low
75.00 – 80.50 Very Low
Validity
Validity is an extent at which requirements of
scientific research method have been followed during the
process of generating research findings (Oliver, 2010).
The validity of the research instrument was determined
by using the questionnaire on the ―Research Instrument
Evaluation Form‖ as set forth by Good and Scates. The
researchers asked the assistance of the three experts in
Guidance and Counseling to validate the test tools for the
research. The questionnaire for stressors and coping
mechanisms gained an average rating of 3.56 or Very Good
and 3.52 or Very Good respectively. The validators‘
suggestions and recommendations were incorporated in the
final copy of the questionnaire.

___________________________________________________________
30
A research instrument should be tested for
reliability. Reliability ―refers to whether or not you get
the same answer by using an instrument to measure something
more than once‖ (Bernard, 2011, p.42). In simple terms,
research reliability is the degree to which research method
produces stable and consistent results.
The reliability of the research instrument was
established through a pilot testing to the twenty-three
(23) Third Year BSED Mathematics students of Bacolod City
College—Taculing Campus.
Using Cronbach‘s Alpha, the instruments yielded a
coefficient of 0.794 for the instrument for stressors, and
0.780 for the instrument for coping mechanisms and both
were interpreted as acceptable.
Data Gathering Procedure
The researchers asked permission from the Dean‘s
Office to conduct the study. Next, survey questionnaires
for the stressors and coping mechanisms of the students
undergone validity and reliability. These questionnaires
were personally distributed by the researchers to the
students for them to answer after explaining why the study

___________________________________________________________
31
was conducted for clear understanding. After the students
finished answering the test, the researchers personally
gathered the survey questionnaires. The data collection
covered one (1)hour at most. Thirty (30) minutes were
allotted in answering the survey questionnaires regarding
stressors and thirty (30) minutes for coping mechanisms.
After the data were collected, it was organized and
analyzed. Data were analyzed using computer-processed
statistical software.
Statistical Data Analysis
The Statistical tools that were used to answer the
research questionswere the Mean, Standard Deviation,
Pearson‘s Product-Moment Correlation and Multiple
Regression using a computer-processing software.
For Problems 1, 2, and 3, mean and standard deviation
(SD) were used to determine the level of academic
performance, the stressors, and the coping mechanisms of
the students.
For Problems 4, 5, and 6, Pearson‘s Product-Moment
correlation was employed to determine the significant

___________________________________________________________
32
relationship between the level of stressors, level of
coping mechanisms, and the academic performance of the
students.
For Problem 7, multiple regression was utilized to
determine if the stressors and coping mechanisms of the
students predict their academic performance.

___________________________________________________________
CHAPTER 4
Presentation, Analysis, Interpretation of Data
This chapter deals with the presentation, analysis,
and interpretation of data collected to provide explanation
to problems raised for investigation.
Level of Academic Performance of BSED Mathematics Students
The first main objective of this study was to
determine the level of academic performance of the BSED
Mathematics students.Results are shown in Table 1.
Table 1
Mean Result for the Academic Performance of the BSED

Mathematics Students
Standard
Variable N Mean Interpretation
Deviation
Academic
40 88.79 High 2.30
Performance
Note:
Mean Range Verbal Interpretation
93.57 – 100.00 Very High
87.01 – 93.50 High
80.51 – 87.00 Low
75.00 – 80.50 Very Low
Table 1 shows that the level of academic performance

___________________________________________________________
34
of the students has a mean of 88.79, and standard deviation
of 2.30, respectively and is interpreted as High.
Coping Mechanisms of the BSED Mathematics Students
The second main objective of this study was to
determine the different coping mechanisms of the BSED
Mathematics students.
Table 2 reveals that the level of coping mechanisms of
the students which prevailed was the Cognitive
Restructuring and Wishful Thinking with means of 2.38 and
2.36 with standard deviations of 0.27 and 0.42 respectively
and was interpreted as High Extent. While the rest of the
coping mechanisms were interpreted as Average Extent with
means ranging from 2.08 to 2.32 and SD values from 0.30 to
0.38. The SD values show that there is homogeneity in the
level of coping mechanisms of the BSED Mathematics
students.
___________________________________________________________
35
Table 2
Mean Results for the Coping Mechanisms of BSED Mathematics

Students
Types of Coping
n Mean Interpretation SD
Mechanism
Problem Solving 40 2.32 Average Extent 0.32

Cognitive
40 2.38 High Extent 0.27
Restructuring
Expressing Emotions 40 2.08 Average Extent 0.36
Social Support 40 2.17 Average Extent 0.38
Problem Avoidance 40 2.20 Average Extent 0.30
Wishful Thinking 40 2.36 High Extent 0.42
Self Criticism 40 2.32 Average Extent 0.41
Social Withdrawal 40 2.20 Average Extent 0.38

Note:
It conforms to the study of N. Ramya and R.
Parthasarathy (2009) in ‗A Study on Coping Patterns of
Junior College Students‖ which stated that majority (90%)
of the students belonging to Science and Arts faculties and
75% from Commerce, used appraisal-focused coping strategies

___________________________________________________________
36
such as, ―console yourself that the things are not at all
that bad, it could be worse‖, ―make light of the situation,
refused to get too serious about it‖, ―refusing to believe
that it happened‖. The results revealed that most of the
students (approximately 90%) used appraisal-focused coping
strategies such as, ―going over the problem again and
again‖, ―trying to understand it, to make the situation
light‖, and ―refuse to get too serious about it‖.
Stressors of BSED Mathematics Students
Table 3 presents the results for the different
stressors of the BSED Mathematics students.
Table 3 reveals that the level of stressors of the
students, which prevailed, was the Environmental Stressor
with mean of 2.33, and standard deviation of 0.35
respectively and was interpreted as ―Average Extent‖. While
the stressors, Intellectual and Personal were interpreted
as Average Extent with means of 2.32 and 2.36 and SD values
of 0.33 and 0.29, respectively. The SD values show that
there is homogeneity in the level of stressors of the BSED
Mathematics students.
___________________________________________________________
37
Table 3
Mean Results for Stressors of BSED Mathematics Students
Types of Stressor n Mean Interpretation SD
Environmental 40 2.33 Average Extent 0.35
Intellectual 40 2.32 Average Extent 0.33
Personal 40 2.26 Average Extent 0.29

Note:
This conforms to the study of Ross, Shannon E.,
Niebling, Bradley C., & Heckert, Teresa M.(1999) on
―Sources of Stress among College Students‖, which stated
that one of the most sources of stress for college students
were daily hassles. Daily hassles accounted 88.2% of the
environmental stressors.
___________________________________________________________
38
Significant Relationship between Stressors and Coping
Mechanisms of the Students
The fourth main objective of this study was to
determine the significant relationship between the
stressors and coping mechanisms of BSED Mathematics
students.
Table 4 reveals that there was a very low, negative
correlation between stressors and coping mechanisms of the
BSED Mathematics students and was not statistically
significant, (r=-0.170, p=0.293) at 0.05 alpha level.
This means that there is no significant relationship
that exists between stressors and coping mechanisms of the
students. It does not mean that if a student is highly
stressed, he/she needs a coping mechanism or if the student
is not stressed, he/she copes up well.
Table 4
Relationship between the Stressors and Coping Mechanisms of

BSED Mathematics Students
Variables r-ratio ρ
Stressors and Coping

-0.170 0.293
Mechanisms
___________________________________________________________
39
This contradicts the study of Brougham, R.R., Zail,
C.M., Mendoza, C.M. et al. (2009) in ―Stress, Sex
Differences, and Coping Strategies among College Students‖
which states that college men and women are reported to
have different coping strategies for different stressors;
however the use of emotion-focused coping strategies
dominated over problem-solving strategies for both men and
women. This means that there is a relationship existing
between the stressors and coping mechanisms of the
students.
Significant Relationship between Stressors and Academic
Performance of the Students
The results for the significant relationship between
the stressors and academic performance of BSED Mathematics
students are shown in Table 5.
Table 5
Relationship between the Stressors and Academic Performance

of BSED Mathematics Students
Stressors and Academic

-0.169 0.298
Performance
___________________________________________________________
40
Table 5 reveals that there is a very low, negative
correlation between the stressors and academic performance
of the BSED Mathematics students and was not statistically
significant, (r=-0.169, p=0.298) at 0.05 alpha level.
that exists between stressors and academic performance of
the students. It does not mean that if a student is highly
stressed, his/her academic performance is low or if the
student is not stressed, his/her academic performance is
high or vise versa.
This contradicts the study of Veena, and Shailaja
Shastri (2016) in ―Stress and Academic Performance‖ that
says students reported more stress in educational stress
and overall/total stress.
As cited in Pfeiffer (2001), there have been many
studies (Schafer, 1996; Fisher, 1994; Altmaier, 1983;
Greenberg & Valletutti, 1980), which have reported strong
relationship between stress and college students.
Abouserie, (1994); Kohn & Frazer, (1986) report that
students experience academic stress predictably, with the
greatest sources of academic stress being found in taking
and studying for exams and with respect to grade

___________________________________________________________
41
competition and the large amount of content to master in a
small amount of time.
Significant Relationship between Coping Mechanisms and
Academic Performance of the Students
The sixth main objective of this study was to
determine the significant relationship between the coping
mechanisms and academic performance of BSED Mathematics
students. Results are shown in Table 6.
Table 6
Relationship between the Coping Mechanisms and Academic

Performance of BSED Mathematics Students
Coping Mechanisms and

0.154 0.344
Academic Performance
Table 6 reveals that there is a low, positive
correlation between coping mechanisms and academic
performance of the BSED Mathematics students and is not
statistically significant, (r=-0.154, p=0.344) at 0.05
alpha level.
that exists between the coping mechanisms and academic

___________________________________________________________
42
performance of the students. It does not mean that if a
student copes up well with stress, his/her academic
performance is high or if a student does not have a coping
mechanism, his/her academic performance is low.
This contradicts the study of Saadu, Usman Tsunde and
Adedayo, Adesokanin Personality Types and Coping Strategies
as Correlates of Students‘ Academic Achievement (2013) that
states that the coping strategies of students significantly
influence their academic achievement.
Stressors and Coping Mechanisms as Predictors of Academic
Performance of the Students
The seventh main objective of this study was to
determine if the stressors and coping mechanisms predict
academic performance of BSED Mathematics students. Results
are shown in Table 7.
Table 7
Model Summary of Stressors, Coping Mechanisms and Academic

Performance of BSED Mathematics Students
Stressors and
Coping Mechanisms
0.211 0.045
Predict Academic
Performance
___________________________________________________________
43
Table 7 reveals that there is a weak level of
prediction between the dependent variable and independent
variables. The variables, stressors and coping mechanisms
explain only 4.5% of the variability of the dependent
variable, academic performance ( =0.211, n=40).
This means that stressors and coping mechanisms of the
students do not predict their academic performance.
Table 8
Multiple Regression between Stressor, Coping Mechanisms,

and Academic Performance of BSED Mathematics Students
Sum of
Df Mean Square F-ratio ρ
Squares
Regression 9.119 2 4.599 0.863 0.43
Residual 197.285 37 5.332
Total 206.484 39
As shown in Table 8, there is no significant
difference among the stressors, coping mechanisms, and
academic performance of the BSED Mathematics students,
F(2, 37)= 0.863, ρ= 0.43 at 0.05 alpha level.
This means that the stressors and coping mechanisms of
a student do not statistically and significantly predict
his/her academic performance.

___________________________________________________________
44
This contradicts the study of Saadu, Usman Tunde and
Adedayo Adesokan (2013) in ―Personality Types and Coping
Strategies as Correlates of Students‘ Academic Achievement‖
that states that students who employed problem focused
strategies achieved better academically than students
whoemployed emotional focused strategies. The finding of
this study corroborates the work of Saranson and Saranson
(1996) who asserted that students who employed problem
focused strategies tend to have self confidence in their
studies and have control over stressful situation.More
often than not, they are more persistent and assertive.

___________________________________________________________
CHAPTER 5
Summary of Findings, Conclusion, & Recommendation
This chapter presents the summary of the research work
undertaken, the conclusions drawn, and the recommendations
made.
Summary of Findings
The following are the findings of the study.
1. The Third Year BSED Mathematics students had a ―High
Level‖ of academic performance.
2. The prevailing stressor of the students is
Environmental Stressors interpreted as ―Average
Extent‖.
3. The prevailing coping mechanism of the students is
Cognitive Restructuring and Wishful Thinking that have
a level of ―High Extent‖.
4. A no significant relationship between the stressors
and coping mechanisms of the students was noted.
stressors and academic performance of the students was
noted.
6. A no significant relationship between the coping

___________________________________________________________
46
mechanisms and academic performance of the students
was noted.
7. The stressors and coping mechanisms of the students do
not significantly predict their academic performance.
Conclusions
Based on the findings of the study, the following
conclusions were drawn.
1. The BSED Mathematics students are mostly affected by
the external factors that caused them to feel
stressed. The environmental factors influence a person
the most and play a big role in a person‘s life.
2. The students cope up with stress by restructuring
their thoughts so that the problems may not seem very
difficult to handle.
3. There is no association between stressors and coping
mechanisms of the students. The students may or may
not formulate a coping mechanism when they are
stressed or the students may cope whether they are
stressed or not.
4. The academic performance of the students is not
affected by the stressors.

___________________________________________________________
47
5. The students‘ coping mechanisms do not affect their
academic performance.
6. The stress and coping mechanisms undergone by a
student do not determine his/her academic performance.
Recommendations
Utilizing the result of the study as a point of reference
and based on the findings, the following recommendations
are offered:
1. Students should spend more time in studying and be
more serious with their studies. Also, should adopt
problem-focused strategies like tackling the problems
directly instead of nurturing it for a long time.
2. The teachers must develop and implement different
effective teaching strategies to stimulate the minds
of the students and encourage them to study harder.
3. The administration should introduce more quality and
relevant programs that would help the teachers in
formulating more strategies in teaching.
4. Parents should be more supportive of their children to
motivate them to study harder
5. As future Mathematics educators, the researchers needs

___________________________________________________________
48
to be prepared and ready in facing different types of
students considering that students‘ faces different
kinds of stress every day.
6. The Guidance Counselors should introduce symposiums
and activities to hear out students concerns regarding
their studies to help them cope up with stressors
appropriately.
7. Other researchers should further investigate and
explore this study in widening knowledge about this
topic.
___________________________________________________________
49
REFERENCES
Adesokan, Adedayo and Saadu, Usman Tsunde (2013).

Personality Types and Coping Strategies as Correlates
of Students‘ Academic Achievement. Journal of
Educational and Social Research. Vol. 3. Retrieved
from file:///C:/Users/asus/Downloads/635-2525-1-PB.pdf
Alva, S. A., & de Los Reyes, R. (1999). Psychosocial Stress,

Internalized Symptoms, and the Academic Achievement of
Hispanic Adolescents. Journal of Adolescent Research,
pp 14, 343 – 358.
Aremu, S. (2001). Academic Performance Five-factor

Inventory. 1st Edition. Ibadan, Stirling-Holden
Publishers, pp 1-12.
Bataineh, M. Z. (2013). Academic Stress Among Undergraduate

Students: The Case of Education Faculty at King Saud
University. International Interdisciplinary Journal of
Education. Volume 2, Issue 1. Retrieved from
http://www.iijoe.org/v2/IIJOE_05_01_02_2013.pdf
Bell, F. (1995). The Relationship Between Academic

Achievement and Stress from Life Change Events of Non-
Traditional College Students. Humanities and Social
Science, 57(7)
Calaguas, G. M. (2011). College Academic Stress: Differences

along Gender Lines. Journal of Social and Development
Sciences Vol. 1, No. 5, pp. 194-201. Retrieved from
http://www.ifrnd.org/JSDS/1(5)%20June%202011/College_A
cademic%20Stress.pdf
Cunningham, M., Hayes, D., Hurley, M., and Foney, D.,

(2002). Influence of Perceived Contextual Stress on
Self-esteem and Academic Outcomes in African American
Adolescents. Journal of Black Psychology. pp 28, 215 –
233.
Dhumare, G. B., Gore, A. D., Waghachavare, V. B., and

Yugantra, R.A. (2013). Study of Stress among Students
of Professional Colleges from an Urban Area in India.
___________________________________________________________
50
Sultan Qaboos University Medical Journal. p 421-436
Dwyer, A. L. & Cummings, A. L. (2001). Stress, Self-

Efficacy, Social Support, and Coping Strategies in
University Students. Canadian Journal of Counseling.
Vol. 35, pp 3.
Elias, H., Ping, W. S., & Abdullah, M. C. (2011). Stress and

Academic Achievement among Undergraduate Students in
Universiti Putra Malaysia. Procedia - Social and
Behavioral Sciences. pp 646 – 655. Retrieved from
http://www.sciencedirect.com/science/article/pii/S1877
042811027492 or http://ac.els-
cdn.com/S1877042811027492/1-s2.0-S1877042811027492-
main.pdf?_tid=043414b0- b190-11e2-b600-
00000aab0f01&acdnat=1367324468_45e6e79a6b7e012e7b14889
a52544c6c
Falsario, H.; Muyong, R. & Nuevaespaña, J. (2014).Classroom

Climate and Academic Performance of Education
Students. Paper Presented at the DLSU Research
Congress 2014 De La Salle University, Manila,
Philippines. Retrieved from
http://www.dlsu.edu.ph/conferences/dlsu_research_congr
ess/2014/_pdf/LLI-I-003.pdf
Galaif, E., Sussman, S., Chou, C. P., & Wills, T. (2003).

Longitudinal Relations among Depression, Stress and
Coping in High Risk Youth. Journal of Youth and
Adolescence. pp 32, 243 – 258.
Gillock, K. L., & Reyes, O. (1999). Stress, Support, and

Academic Performance of Urban, Low-income, Mexican-
American Adolescents. Journal of Youth & Adolescence.
pp 28, 259 – 281.
Hassanbeigi, A., Askari, J., Nakhjavanic M., et al. (2011).

The Relationship between Study Skills and Academic
Performance of University Students. Procedia - Social
and Behavioral Sciences 30. pp 1416 – 1424. Retrieved
from http://www.ssu.ac.ir/fileadmin/templates/fa/
daneshkadaha/daneshkadah_pezeshki/goroha/omomi/Upload_
DP_omomi/9-Filehaye-Amozeshi/2-
___________________________________________________________
51
_Maghaleh/The_relationship_between_study_skills.pdf
Josiah, Owolabi & Adejoke, Etuk-iren Olubunmi (2013). Effect

of Gender, Age and Mathematics Anxiety on College
Students‘ Achievement in Algebra.
Mathematics/Statistics Department, School of Science
Education, Federal College of Education (Technical),
Akoka, Lagos, Nigeria.
Khan, Mehjabeen (2013). Academic Self-Efficacy, Coping, and

Academic Performance in College. International Journal
of Undergraduate Research and Creative Activities:
Vol. 5, Article 4. Retrieved from
http://commons.pacificu.edu/cgi/viewcontent.cgi?articl
e=1006&context=ijurca
Kumari, R. & Gartia, R. (2012). Relationship Between Stress

and Academic Achievement of Senior Secondary School
Students. Asian Journal of Multidimensional Research
Vol.1 Issue 3, ISSN 2278-4853. Retrieved from
http://www.tarj.in/images/download/ajmr/AJMR%20%20AUGU
ST%202012%20PAPE
RS%20%20PDF/AJMR%20AUGUST%202012%20PAPERS%20PDF/8.13,%
20Radhak anta%20Gartia.pdf
Kuncharin, Linatda & Mohamad, Abdul Rashid Bin. Coping

Strategies on Academic Performance among Undergraduate
Students in Thailand. The SIJ Transactions on
Industrial, Financial & Business Management. Vol. 2,
No. 3, May 2014. Retrieved from
http://www.thesij.com/papers/IFBM/2014/May/IFBM-
0203260402.pdf
Lazarus, R. S. (1991). Cognition and Motivation in Emotion.

American Psychologist. pp 46, 325-367.
Lazarus, R. S. & Folkman, S. (1984). Stress, Appraisal and

Coping. New York; Springer
Nizoloman, O. N. (2013). Relationship between Mathematical

Ability and Achievement in Mathematics among Female
Secondary School Students in Bayelsa State Nigeria.
Procedia-Social and Behavioral Sciences, 106, 2230-
___________________________________________________________
52
2240.
Parthasarathy R. and Ramya N. (2009). A Study on Coping

Patterns of Junior College Students. India Journal of
Psychological Medicine. p 45-47
Pfeiffer, D. (2001). Academic and Environmental Stress among

Undergraduate and Graduate College Students: A
Literature Review. Retrieved from
http://www2.uwstout.edu/content/lib/thesis/2001/2001pf
eifferd.pdf.
Pierce, G.R., Sarason, B. R., & Sarason, I. G. (1996).

Coping and Social Support. In Zeidner, M. & Endles, N.
S. (n.d.). Handbook of Coping: Theory, Research,
Applications. New York: Wiley. pp. 434-451
Rabkin, J.G., & Sruening, E.L. (1976). Life Events, Stress,

and Illness. pp 194, 1031-1020
Ross, Shannon E., Niebling, Bradley C., & Heckert, Teresa M.

(1999). Source of Stress among College Students.
College Student Journal. Vol.33, Issue 2. p 312.
Retrieved from https://www.rosehulman.edu/Student
Affairs/ra/files/CLSK/PDF/Section%20Two%20Instructor%2
0Resources/Sources%20of%20Stress%20Among%20College%20S
tudents.pdf
Snyder, C. R. & McCrae, R. R. (2000). Stress and Coping

Research: Methodological Challenges, Theoretical
Advances, and Clinical Applications. American
Psychologist. pp 55, 620-625.
Veena, N. and Shailaja, Shastri (2016). Stress and Academic

Performance. The International Journal of Indian
Psychology. Volume 3, Issue 3, No. 4
Wiggins, J. and E.L. Schatz, (1994). The Relationship of

Self-esteem to Grades, Achievement Scores and Other
Factors Critical to School Success. School Counselor,
41: 239-244.
___________________________________________________________
53
APPENDICES
___________________________________________________________
54
APPENDIX A
Letter for Validators
October 7, 2016
MA. LUNA C. DELA CERNA, MA RGC

Director, Guidance Services
CHMSC-Talisay
Madam:
Greetings!
We, the BSED Mathematics students, are presently conducting a study entitled
“Stressors, Coping Mechanisms, and Academic Performance of BSED Mathematics
Students”.
The study aims to determine the relationship between the stressors, coping mechanisms,
and academic performance of the BSED Mathematics students of Carlos Hilado
Memorial State College Talisay Campus.
In this regard, your expertise is needed to establish the validity of this instrument. Hence,
we are requesting a portion of your precious time to look into the different aspects for
further improving this instrument.
Attached herewith are the research instrument, evaluation and the validity rating sheets.
Thank you and God speed.
Very truly yours,
REYLAINE MITZ BALDON

Team Leader
Noted:
JOSIL B. FULGARINAS, Ph.D.

Research Adviser
___________________________________________________________
55
October 7, 2016
NICK D. ALAYON, MA RGC

Guidance Counselor III
CHMSC-Talisay
Sir:
Greetings!
Students”.
Very truly yours,

Team Leader
Noted:

Research Adviser
___________________________________________________________
56
October 7, 2016
MA. ANTONIA F. SITIOTA

Guidance Counselor III
CHMSC-Talisay
Madam:
Greetings!
Students”.
Very truly yours,

Team Leader
Noted:

Research Adviser
___________________________________________________________
57
APPENDIX B
Validation Instrument
Direction: Kindly rate or evaluate the rating scale attached herewith according to the
following criteria set forth by Carter V. Good and Douglas F. Scates.
Scale of Rating:
4 – Very Good 2 – Average
3 – Good 1 – Fair
Rating
Criteria for Evaluation
4 3 2 1
1. The questionnaire is short enough such that the respondent will not reject
it because it will not drain much of his time.
2. The questionnaire has face appeal such that the respondents will be
inclined to finish it fully.
3. The questionnaire can obtain some depth to the responses and avoid
superficial to the answers or information.
4. The items and their alternative responses are not too suggestive nor too
unstimulating.
5. The questionnaire can elicit responses which are definite but not
mechanically forced.
6. The items are stated in such a way that the responses will not be
embarrassing to the person concerned.
7. Items are framed in such a manner as to allay suspicion on the part of the
respondent concerning hidden purposes in the questionnaire.
8. The questionnaire is not so narrow, not restrictive or limited in its scope
of philosophy.
9. The responses to the questionnaire, when taken as a whole could answer
the purpose for which the questionnaire designed and therefore are
considered valid.
General Average
Comments/ Suggestions:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________
Validator:
_____________________
___________________________________________________________
58
APPENDIX C
Letter to Conduct Reliability Test
October 11, 2016
MA. JOHANNA ANN R. BAYONETA, Ph. D

College Administrator
Bacolod City College
Bacolod City, Negros Occidental
THROUGH: ELIAS T. ALIAS, Ph. D

Teacher Education Department Head
Dear Dr. Bayoneta:
Greetings!
We, the BSED Third Year Mathematics students, are currently in the process of conducting our research
study entitled “Stressors, Coping Mechanisms, and Academic Performance of BSED Mathematics
Students” in Compliance to our Educational Research in Mathematics subject in Carlos Hilado Memorial
State College-Talisay. This study aims to determine the relationship between the stressors, coping
mechanisms, and academic performance of the Third Year BSED Mathematics students.
In line with this, we would like to ask for your permission to allow us to conduct a reliability test to the
Third Year BSED Mathematics students of your school on October 14, 2016 at their most convenient time.
Rest assured that the data and results will be treated with outmost confidentiality. Your positive response
on this concern is greatly appreciated.
Respectfully yours,

Team Leader
Noted:
NORALYN S. ESONA, Ph. D JOSIL B. FULGARINAS, Ph. D

Research Instructor Research Adviser
Approved:
CYNTHIA D. MIJARES, Dev.Ed.D

___________________________________________________________
59
APPENDIX D
Reliability Result of Stressors with SPSS
Item-Total Statistics
Scale Mean if Scale Corrected Squared Cronbach's Reliability Statistics
Item Deleted Variance if Item-Total Multiple Alpha if
Item Deleted Correlation Correlation Item Cronbach's Cronbach's N of
Deleted Alpha Alpha Items
Item1 57.30 42.585 .189 . .675
Based on
Item2 57.57 48.166 -.474 . .718
Standardize
Item3 57.22 43.087 .130 . .679
d Items
Item4 57.22 45.178 -.139 . .698
.681 .678 30
Item5 57.91 40.719 .401 . .660
Item6 58.04 40.407 .381 . .660
There was a need for
Item7 58.00 39.727 .389 . .658
Item8 58.30 41.585 .323 . .667 items 2, 4, 23, 26, 27, 28,
Item9 57.91 41.810 .228 . .672 and 30 to be deleted.
Item10 57.87 42.028 .218 . .673
Item11 57.57 42.439 .159 . .678
Item12 57.57 39.439 .414 . .655
Item13 57.78 38.178 .524 . .644
Item14 58.04 42.134 .187 . .676
Item15 57.78 40.996 .304 . .666
Item16 57.43 42.530 .197 . .675
Item17 58.57 43.166 .099 . .681
Item18 58.48 40.897 .423 . .660
Item19 57.87 38.846 .494 . .648
Item20 57.87 41.028 .337 . .664
Item21 58.17 41.423 .369 . .664
Item22 57.48 38.534 .540 . .645
Item23 58.22 44.178 -.024 . .690
Item24 58.09 41.719 .256 . .670
Item25 57.78 39.814 .437 . .655
Item26 57.96 44.862 -.106 . .704
Item27 58.17 44.332 -.052 . .695
Item28 57.61 43.613 .021 . .689
Item29 58.13 41.482 .216 . .673
Item30 58.30 43.221 .041 . .689
___________________________________________________________
60
Reliability Test Result after Some Items were Deleted
Item Statistics
Reliability Statistics
Mean Std. Deviation N
Cronbach's
Item1 2.57 .590 23
Alpha Based on
Item3 2.65 .573 23
Cronbach's Standardized
Item5 1.96 .638 23
Alpha Items N of Items
Item6 1.83 .717 23
Item7 1.87 .815 23 .794 .791 23
Item8 1.57 .590 23

Item9 1.96 .706 23
Item10 2.00 .674 23
Item11 2.30 .703 23
Item12 2.30 .822 23
Item13 2.09 .848 23
Item14 1.83 .717 23
Item15 2.09 .733 23
Item16 2.43 .590 23
Item17 1.30 .635 23
Item18 1.39 .583 23
Item19 2.00 .798 23
Item20 2.00 .674 23
Item21 1.70 .559 23
Item22 2.39 .783 23
Item24 1.78 .671 23
Item25 2.09 .733 23
Item29 1.74 .810 23
___________________________________________________________
61
APPENDIX E
Research Instrument for Stressors
Name (Optional):____________________________ Course& Year: _____________

This survey will be used for the elaboration of our research in Educational Research in
Mathematics. Please reply to the following statements as honestly as you can base on your feeling of
agreement or disagreement on the phrases about the stressors on your studies or your performances in
school.
Read each item carefully and place a check (√) on the box that corresponds to your response.
Scale: 3—Agree; 2—Undecided; 1—Disagree
Statements 3 2 1
1. Difficulty in allowance budgeting
2. Poor classroom ventilation
3. Difficulty in understanding some concepts
4. Insufficient skills
5. Lack of time management
6. Poor self-esteem
7. Intimidating teacher’s characteristics
8. Heavy workload
9. On-the-spot-outputs
10. Lack of sleep
11. Lack of learning resources
12. Failure to submit reports and projects
13. Surrounding noise
14. Disorganized classroom
15. Long distance from one classroom to another
16. Math anxiety
17. Academic pressure
18. Frequent mood swings
19. Poor remarks from the teachers
20. Wide range of content to be learnt in a limited time
21. Lack of motivation
22. Inappropriate teaching strategies
23. Inconvenient schedule of classes
___________________________________________________________
62
APPENDIX F
Reliability Result for Coping Mechanisms with SPSS
Item Statistics
Mean Std. Deviation N
Reliability Statistics
Item1 2.48 .593 23
Item2 2.39 .722 23 Cronbach's
Item3 1.43 .507 23 Alpha Based on
Item4 2.48 .593 23
Cronbach's Standardized N of
Item5 1.87 .694 23
Item6 2.35 .714 23 Alpha Items Items
Item7 2.22 .795 23
.780 .780 40
Item8 2.35 .573 23
Item9 2.39 .583 23
Item10 2.26 .689 23
Item11 1.91 .668 23
Item12 1.57 .507 23
Item13 2.00 .603 23
Item14 1.96 .706 23
Item15 2.48 .511 23
Item16 2.65 .487 23
Item17 2.65 .487 23
Item18 2.39 .656 23
Item19 2.13 .694 23
Item20 2.65 .487 23
Item21 2.17 .717 23
Item22 2.52 .511 23
Item23 2.04 .878 23
Item24 1.78 .736 23
Item25 2.43 .590 23
Item26 2.13 .694 23
Item27 2.48 .593 23
Item28 2.52 .511 23
Item29 2.26 .619 23
Item30 2.13 .626 23
Item31 2.17 .576 23
Item32 1.91 .668 23
Item33 2.30 .559 23
Item34 2.00 .739 23
Item35 2.30 .559 23
Item36 1.70 .703 23
Item37 2.04 .825 23
Item38 2.17 .778 23
Item39 2.83 .491 23
Item40 2.35 .647 23
___________________________________________________________
63
APPENDIX G
Research Instrument for Coping Mechanisms
Name (Optional):_____________________________ Course& Year: ____________

This survey will be used for the elaboration of our research in Educational Research in
Mathematics. Please reply to the following statements with the extent of your practice on how you cope up
with the problems and stress on your studies as honestly as you can. Read each items carefully and place a
check (√) on the box that corresponds to your response.
Scale: 3—Always; 2—Sometimes; 1—Never

Statements 3 2 1
1. I eat much food when I am stressed.
2. I avoid person that may cause trouble.
3. I avoid being with people
4. I work on solving the problems in the situation.
5. I do not let others know how I was feeling.
6. I sing songs that I feel like expressing my emotions.
7. I sleep more than usual.
8. I reorganize the way I look at the situation, so things don’t look so
bad.
9. I find somebody who is a great listener.
10. I speak what I think to reduce the stress.
11. I spend more time alone.
12. I let out my emotions in social media.
13. I keep my thoughts and feelings to myself.
14. I avoid thinking/doing anything about the situation.
15. I make a plan of action and follow it.
16. I talk to someone who is in a similar situation.
17. I do some things to get the stress out of my system.
18. I double my efforts and try harder to make things work.
___________________________________________________________
64
19. I go along as if nothing is happening.

20. I accept sympathy and understanding from someone.
21. I’m telling myself how stupid I am.
22. I try to get a new angle on the situation.
23. I hope a miracle would happen.
24. I express my emotions by writing poems.
25. I lecture myself that it was my mistake and I needed to suffer the
consequences.
26. I do not take the problems seriously.
27. I am working around the edges to solve current situation even
how difficult it is.
28. I spend some time with my friends.
29. I convince myself that things aren’t quite as bad as they seem.
30. I hope that if I waited long enough, things would turn out OK.
31. I criticize myself for what happened.
32. I struggle to resolve the problem.
33. I’m telling myself that if I wasn't so careless, things like this will
not happen.
34. I wish that the situation had never started.
35. I step back from the situation and put things into perspective.
36. I blame myself for the situation I am now.
37. I wish that the situation would go away or somehow be over.
38. I wish I could have changed what happened.
39. I try to look on the bright side of things.
40. I ask a friend or a relative for advice.
___________________________________________________________
65
APPENDIX H
Letter to Conduct the Study
October 14, 2016
CYNTHIA D. MIJARES, Dev. Ed. D

Carlos Hilado Memorial State College
Madam:
We, the BSED 3A students, are currently conducting a research paper entitled “Stressors,
Coping Mechanisms, and Academic Performance of BSED Mathematics Students” with the
BSED 3A as the respondents of the study.
In line with this, we would like to ask for your approval to let us administer our instruments
to BSED 3A students on Monday, October 17, 2016, from 2PM to 3PM at the Teacher
Education Building Room 101.
We are hoping for your positive response on this matter.
Thank you and God bless!
Respectfully yours,

Team Leader
Noted:
JOSIL B. FULGARINAS, Ph. D.

Research Adviser
NORALYN S. ESONA, Ph. D.

Research Instructor
___________________________________________________________
66
APPENDIX I
SPSS Outputs
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Personal 40 1.75 2.88 2.2563 .28861

Environmental 40 1.43 3.00 2.3250 .35437
Intellectual 40 1.44 2.89 2.3194 .33208
Stressor 40 1.83 2.75 2.3000 .23441
ExpressingEmotions 40 1.40 2.80 2.0750 .35572
ProblemAvoidance 40 1.80 3.00 2.1950 .29867
SocialWithdrawal 40 1.20 3.00 2.2000 .38163
ProblemSolving 40 1.60 3.00 2.3200 .31639
CognitiveRestructuring 40 1.80 3.00 2.3800 .27099
SocialSupport 40 1.40 3.00 2.1700 .38042
SelfCritism 40 1.40 3.00 2.3150 .40985
WishfulThinking 40 1.40 3.00 2.3600 .42293
CopingMechanism 40 1.90 2.68 2.2519 .16500
Valid N (listwise) 40
Correlations
CopingMechani AcademicPerfor
Stressor sm mance
Stressor Pearson Correlation 1 -.170 -.169
Sig. (2-tailed) .293 .298
N 40 40 40
CopingMechanism Pearson Correlation -.170 1 .154
Sig. (2-tailed) .293 .344
N 40 40 40
AcademicPerformance Pearson Correlation -.169 .154 1
Sig. (2-tailed) .298 .344
N 40 40 40
___________________________________________________________
67
b
Model Summary
Adjusted R Std. Error of the

Model R R Square Square Estimate
a
1 .211 .045 -.007 2.309
a. Predictors: (Constant), CopingMechanism, Stressor

b. Dependent Variable: AcademicPerformance
a
ANOVA
Model Sum of Squares df Mean Square F Sig.

b
1 Regression 9.199 2 4.599 .863 .430
Residual 197.285 37 5.332
Total 206.484 39
a. Dependent Variable: AcademicPerformance

b. Predictors: (Constant), CopingMechanism, Stressor
___________________________________________________________
CURRICULUM VITAE
PERSONAL INFORMATION
NAME: BALDON, REYLAINE MITZ P.
ADDRESS: BRGY. ZONE 16, TALISAY CITY
CONTACT NO.: 09506466909
BIRTHDAY: OCTOBER 27, 1997
BIRTHPLACE: BAGO CITY
GENDER: FEMALE
CITIZENSHIP: FILIPINO
CIVIL STATUS: SINGLE
MOTHER‘S NAME: LENY BALDON
FATHER‘S NAME: REYNALDO BALDON
EDUCATIONAL BACKGROUND
ELEMENTARY: EDUCATION AND TRAINING CENTER SCHOOL III
SECONDARY: RAFAEL B. LACSON, TALISAY CITY
TERTIARY: CARLOS HILADO MEMORIAL STATE COLLEGE

___________________________________________________________
CURRICULUM VITAE
NAME: BIGAYAN, VENICE MAE O.
ADDRESS: BRGY. LANTAD, SILAY CITY
CONTACT NO.: 09489604114
BIRTHDAY: FEBRUARY 22, 1997
BIRTHPLACE: SAN FERNANDO, PAMPANGA
GENDER: FEMALE
MOTHER‘S NAME: CHERYL BIGAYAN
FATHER‘S NAME: GEORGE BIGAYAN
ELEMENTARY: SILAY SOUTH ELEMENTARY SCHOOL
SECONDARY: DOÑA MONTSERRAT LOPEZ MEMORIAL HIGH SCHOOL
RIZAL ST, SILAY CITY

___________________________________________________________
CURRICULUM VITAE
NAME: GRULLO, EUGEMY A.
ADDRESS: BRGY. TAMPALON, KABANKALAN CITY
CONTACT NO.: 09150890238
BIRTHDAY: NOVEMBER 14, 1996
BIRTHPLACE: KABANKALAN CITY
GENDER: FEMALE
MOTHER‘S NAME: SUSAN A. GRULLO
FATHER‘S NAME: EUGENIO C. GRULLO
ELEMENTARY: TIGLAWIGAN ELEMENTARY SCHOOL
SECONDARY: TAPI NATIONAL HIGH SCHOOL

___________________________________________________________
CURRICULUM VITAE
NAME: BUENAVISTA, CHILLOU C.
ADDRESS: BRGY. HAD. FE, ESCALANTE CITY
CONTACT NO.: 09197793893
BIRTHDAY: AUGUST 31, 1996
BIRTHPLACE: ESCALANTE CITY
GENDER: MALE
MOTHER‘S NAME: SELMA C. BUENAVISTA
FATHER‘S NAME: LEOPOLDO A. BUENAVISTA
ELEMENTARY: HDA. FE ELEMENTARY SCHOOL
SECONDARY: ALTERNATIVE LEARNING SCHOOL

___________________________________________________________
CURRICULUM VITAE
NAME: LAMPASO, ANGELICA P.
ADDRESS: BRGY. CABACUNGAN, LA CASTELLANA
CONTACT NO.: 09306244880
BIRTHDAY: OCTOBER 1, 1997
BIRTHPLACE: LA CASTELLANA
GENDER: FEMALE
MOTHER‘S NAME: MA. VICENTA P. LAMPASO
FATHER‘S NAME: RAYMUNDO LAMPASO
ELEMENTARY: PUSO ELEMENTARY SCHOOL
SECONDARY: CABACUNGAN NATIONAL HIGH SCHOOL

Research Paper

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Research Paper

Caricato da

Copyright:

Formati disponibili

Republic of the Philippines

CARLOS HILADO MEMORIAL STATE COLLEGE

STRESSORS, COPING MECHANISMS, AND ACADEMIC PERFORMANCE OF BSED

Presented to Faculty and Staff of College of Education

Carlos Hilado Memorial State College

of the Requirement for the

Subject Educational Research in Mathematics

Baldon, Reylaine Mitz P.

Bigayan, Venice Mae O.

This thesis entitled ―SRESSORS, COPING MECHANISMS, AND

JOSIL B. FULGARINAS, Ph. D.

Approved by the committee on oral examination with a

NORALYN S. ESONA, Ph. D

ZION ROSE E. PARPA, MAED JOMEO A. SUMALAPAO, MAT-Math

ACCEPTED and APPROVED in partial fulfillment of the

CYNTHIA D. MIJARES, Dev. Ed. D

The researchers wish to extend their deepest

appreciation and gratitude to the following people who

unselfishly lent their hands in varied ways to make this

First, to Almighty God for His infinite love and for

all the blessings He showered to the researchers.

Dr. Noralyn S. Esona, research instructor, who had

given this challenge that lead the researchers to apply

their knowledge in conducting this research;

Dr. Josil B. Fulgarinas, research adviser, for her

assistance in improving this study through her constructive

Ms. Ma. Luna C. DelaCerna, Ms. Ma. Antonia F. Sitiota,

and Mr. Nick D. Alayon, our validators, for their time to

check our questionnaire;

Mr. Julian Sian, for being kind and generous for

letting the researchers use the scholarship office as the

The parents, for their financial support;

Finally, the Third Year BSED Mathematics students,

respondents, who gave their time and participation in

answering the questionnaires;

Baldon, Reylaine Mitz P., Bigayan, Venice Mae O.,

This study aimed to determine the relationship among

Statement of the Problem……………………………………………… 2

Significance of the Study………………………………………………7

Scope and Delimitation………………………………………………………8

2 REVIEW OF RELATED LITERATURE………………………………………………13

Stressors and Coping Mechanisms…………………………………16

Coping Mechanisms and Academic Performance… 18

Stressors and Academic Performance……………………… 20

Respondents of the Study………………………………………………….25

Data Gathering Procedure…………………………………………………..

Statistical Data Analysis…………………………………………………31

4 PRESENTATION, ANALYSIS, INTERPRETATION

The Level of Academic Performance of

BSED Mathematics Students…………………………………… 33

Coping Mechanisms of BSED Mathematics

Stressors and Coping Mechanisms

Stressors and Academic

Performance of the Students………………………………

Significant Relationship between

Coping Mechanisms and Academic

Performance of the Students………………………………

Performance of the Students…………………………………

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

1 Mean Result for Level of Academic Performance

of BSED Mathematics Students………………………………………………….33

2 Mean Results for Coping Mechanisms of BSED

3 Mean Results for Stressors of

BSED Mathematics Students………………………………………………………..37