Edited Final Out Put

1
CHAPTER I
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study
On a western perspective on Academic stress, people relied upon it as they
spent at least a decade of their lives on a constant round of homework, essays, regular
tests, end - of - term and end - of - year exams which shaped their lives. In the
Philippines, people were known to be resilient of stress matters and looked up the
bright side of it. The nature of the relationship of stress to age, gender and ethnic or
racial status remained under researched and poorly understood (Cavanaugh, 1993).
Men and women were adjusting on middle age on how stressful they were. According to
pyschologist John Cavanaugh, age differences had been described for the kind of things
that people reported as everyday stressor. Younger adults experienced more stress in
the areas of finance, work, home maintenance, personal life, family and friends than do
older students. The first year students were more prone to greater stress compared to
other years of study and being emphasized the fact that stress level varied basing on the
year study (Rose et al., 1999). Shy people tended to become even more bashful during
life’s major and thus stressful transitions: from single to married, from childlessness to
parenthood and from college into the world of work and a career (Braun, 1994). Middle
aged men and women had also been found to worry more than younger people
(Hurlock, 1982).
2
There was evidence that there were sex differences in the ages at which women
and men experience middle - aged stress (Hurlock, 1982). Based in an online article of
Shahmohammadi’s study among Senior High Grade 11 and 12, students found out that
sex, males and females, had different way in overcoming stress. The social expectations
that male students should be superior even in Academic performance presented a
stressful environment for them (Bang, 2009). Pajo National High School was a secondary
educational institution that envisioned as a center of excellence and a pioneering school
spearheading Senior High School of the K to 12 curriculum. Due to this transition, the
new adopted educational system was new to the students which teaching and learning
were integrated and developed. Moreover, it brought many achievements in
Academics, talents and sports competitions that Academic stress had been potent in the
education system in the lives of all learners. Thus, researchers aimed to study Academic
stress and assessed how prevalent was stress among Senior High Students as regard to
their sex assessment of the Academic stressors such as homeworks, regular tests and
performances, projects and classroom activities, and extra-curricular activities in Pajo
National High School. Furthermore, the output of this study recommended action plans
for coping mechanism on Academic Stress.
A study conducted in Mbarara University of Science and Technology in Uganda
examining Academic stress showed study habits and Academic performance of 196, 113
males and 83 females, undergraduates of the school using a cross – sectional survey
research design showing its findings that daily Academic hassles were found to be most
stressful while personal problems were reported as the least stressful. Academic stress
3
took into account available personal resources for coping in an Academic environment
due to challenges or even threats. Thus, the environment where the students live
contributed to the level of Academic stress. In school, high expectations, information
overload, Academic pressure, unrealistic ambitions, limited opportunities and high
competitiveness were some of the common sources of stress that created tension, fear
and anxiety in students (Shinha, Sharma and Nepal, 2001). This was evidenced by the
fact that students were found poor Academic performance in its educational status.
Learners faced Academic stress differently suitable to their own preference.
There were a lot of things to be done in everyday lives and mostly of the people
sought educational development. While they learned, experiencing stress together with
them was a counterpart. Researchers of this study believed that it was imperative to
conduct studies related to Academic stress in efficient coping mechanisms in Academic
stress. Hence, the results administered from the respondents would be the basis for its
credibility as on the humble purpose of the researchers.

4
Theoretical Background
This proposed study was anchored on two theories namely: Theory of Cognitive
Appraisal by Richard Lazarus in 1984 and General Adaptation Syndrome Theory by Hans
Selye in 1936 which contributed to the theoretical background of this research.
General Adaptation Syndrome Theory. A theory of stress which thoroughly
explained the stress response. An event that threatened an individual’s well being called
stressor led to a three - stage bodily response: first, upon encountered stressor, body
reacted with “fight or flight” response in the Alarm stage. Second, an individual’s body
remained on red alert in the Resistance stage which Selye believed that continued
adaptation to stressors weakened the immune system making infections more likely
caused illness. It precede to the last stage, when stressor continued beyond body’s
capacity, the organism exhausted resources and became susceptible to disease or even
death in the Exhaustion stage (Hans Selye, 1936).
He added that “Every stress left an indelible scar, and the organism played for its
survival after a stressful situation by becoming a little older”. This clearly implied his
belief on how stress affected the human body through aging and other natural body
processes that occurred as people had encountered various stressors in daily lives. For
instance, the respondents of this study once affected by Academic stress, they acquired
stress response. After the students encountered stressful situation, learners dealt with it
according to how they could accommodate themselves.

5
There was no significant difference between the assessment of

Academic stress among male and female Senior High Students.
General
Theory of
Adaptation
Cognitive Appraisal
Syndrome Theory
Richard Lazarus
Hans Selye
Academic stress among Senior

High (SH) Students
Males Females
Significant Difference
Action plans for coping mechanism
Figure 1. Schematic Diagram of the Theoretical Background of the Study

6
Theory of Cognitive Appraisal. Stress was a two way process which involved the
production of stressors by the environment and the response of an individual subjected
to these stressors. This conception led to the two factors: one, the threatening tendency
of the stress to the individual and two, the assessment of resources required to
minimize, tolerate or eradicate the stressor and the stress it produced (Richard Lazarus,
1984.
He added that “stress was not an environmental stimulus or a response but
rather as an interaction of a thinking person and the event. He put more formally that
stress was a particular relationship between the person and the environment that was
appraised by the person as exceeding his or her resources endangering his or her well
being”. This implied that the person acquired resources to lessen the tendency of higher
risks of experiencing stress. For instance, the respondents of the study were affected by
Academic stress, however, students acquired something to relieve this through
engagement to some activities.
The stresses of middle age then proved to be too much for them to cope with,
and mental illness severe enough to require institutionalization may set in (Hurlock,
1982). Action plans for coping mechanism would be a significant endeavour which could
minimize the impacts of Academic stress. Tradition Western forms of treatment in
physical benefits of meditation were quantifiable including relaxation, improvement on
sleeping pattern, low blood pressure, better recovery from fatigue and a general
beneficial effects on most stress - related diseases (Evans, 2006). Based on a study in
7
University of Chicago, knowing the right way to handle stress in the classroom and on
the sports field made the difference between successes and failures for the millions of
students going back to school during fall.
Review of Related Literature and Studies
This chapter presented a review of literature and previous research in relation to
academic stress and its coping mechanism giving adhesive backing to the current
research. As what Turney said that a researcher who did not review other writings was
negligent to his liability and endangered the results and the value of his research.
Review of Related Literature
Stress caused emotional problem, aggressive behaviour, shyness, social phobia
and lacked interest. In relation to that, Robotham (2008) found that a number of stress
revealed that levels of stress increases among higher education in student population.
Academic stress had been a wide spread issue an every individual been experiencing
and not to wonder why it affected students. Wilks (2008) believed that academic stress
was yield due to an academic-related demand that transcended adaptive resources an
individual has. A student could not deny the fact that their stress came from their school
works and these academic stress composed of the following demands such as time
management issues, financial burdens, interactions with faculty, personal goals, social
activities, adjustment to the campus environment, and lack of support networks.

8
Learning in such an educational system built up stress promotes every students
recipe of response which impressed and shaped their careers and the rest of their lives
(Hans Selye, 1936). This could be an important demand of the students to meet the
assessment of requirements from the educators to be intrinsically motivated with the
involvement of good academic achievement (Simons, Diwette, & Lens, 2004). Academic
stress had a wide persperctive which could contribute to its effects among all
individuals. As a matter of fact, pyschologist Avshalom Caspi and his collegues at the
University of Wisconsin had found out that people’s character traits are more likely to
intensify than to change under stress (Braun, 1994).
Review of Related Studies
Irvine (2002) also identified a range of stressors in children from parental divorce
and separation to academic and social failure. Govaerts and Gregoire (2005) studied the
role of the cognitive appraisal processes on the way stress was experienced by
adolescents and its relationship with academic stress. A survey, Spring 2015 National
College Health Assessment surveyed 100, 000 students at institutions across United
States American College Assessment which showed about half of the total respondents
had experienced more than average stress in the last 12 months. Moreover, three in five
persons had been diagnosed with depression and two in ten persons had utilized mental
health services from their current university. In addition to, The National Health
Interview survey pointed out that in the United States, four in five persons of people felt
9
stressed during any two – week period with half the population reporting moderate to
high levels of stress at any given time.
Negga, Applewhitr, and Livingston (2007) assessed the stress of African American
college students. A sample of adolescents had reported high academic stressful
situation, while boys perceived themselves as having more resources for coping with it.
It revealed that the top five sources of stress were death of a family member
(Interpersonal stress), low grades (academic stress), time management (academic
stress), boyfriend/girlfriend problems (Interpersonal stress), and missed classes
(academic stress). Furthermore, relationship between self-esteem, social support and
stress for all students was found.
Grandea (2006) used the descriptive research approach in studying the stress
and coping mechanisms of college freshmen of Southville International School and
Colleges. It involved 201 student-respondents. The student-respondents experienced
high perceived stress. The identified main stressors were Academics. The student-
respondents used positive stress coping mechanisms. The perceived stress and coping
mechanisms of the student-respondents were independent on their profile.
Locally, according to the study of Generoso N. Mazo (2015) from Leyte Normal
University in causes, effects of stress and the coping mechanism of the BSIT students in
a Philippine University, the data showed that the male student-respondents consider
Thesis writing or research as their most common cause of stress as often while the
female student-respondents consider school requirements/projects as their most

10
common cause of stress as often. Thus, the assumption that there was disparity on the
causes of stress of the male and female student-respondents was accepted. The data
also showed that male students were stressed due to the sleepless nights interpreted as
often while the female students identified two stressors such as sleepless nights and
irritably/moody feelings. Females indicated that becoming absent-minded or forgetful
and males having low performance in class triggered their stress. It implied that when
the student-respondents experienced stress they were unable to get good night which
resulted in low performance in class for the males and irritably or moody feelings among
the females.
Of the same researcher, causes, effects of stress, and the coping mechanisms of
Political science students in a Philippine University, the data showed both male and
female student-respondents considered school requirements or projects as their most
common cause of stress interpreted as Often for the males and interpreted as Often for
the females. The male student-respondents identified poor health as their least cause of
stress while the female student-respondents identified three items that are the least
causes of their stress, namely: flag ceremony, demanding parents or guardians, and
poor health.
Academic performance of students varied on the demands of its academic
environment. Salvacion (2004) studied the stress profile of students in the College of
Dentistry of the University of the Philippines, Manila. The study involved 149 dentistry
student-respondents. Academic stressors like examinations and grades, fully loaded

11
days, difficulty in completing clinical requirements, and fear of getting delayed topped
the identified stressors. Common methods of coping with stress were employed by
students which include crying, praying, talking, watching movies, and listening to music.
Stress made or broke a person. It was like a two-edged sword which could either
motivate and stimulate a student to peak performance or reduce the student to
ineffectiveness.
Locally, based on a study entitled Influence of perceived stress towards Decision
- making process among third year college students of Cebu Doctor’s University showed
their findings out of 434 respondents, four in five persons had high level of stress, one in
three had moderate level of stress and one in ten had low level of stress. Furthermore,
the respondents of the study had high perceived High Vigilance Decision Making Style
and low perceived Low Procrastination Decision Making Style (Canete and Nunez, 2016).
Both international and local studies had similarities that Academic stress faced
by most students was attributed to different academic - related demands such as
Academic performance, personal and emotional behavior, different interests, time
management, social life and other socio - demographic factors. Moreover, the studies
presented equal perception on Academic stress. International studies were more
focused on general preference of assessing and analyzing Academic stress and
standardized coping mechanisms across international universities in academic - related
demands. In contrast, local studies presented more concentration on sex differences on
Academic stress in its academic - related demands.

12
THE PROBLEM
Statement of the Problem
The main purpose of this study is to identify how prevalent was Academic stress
as regard to sex assessment among Senior High Students with the purpose of
recommending action plans for coping mechanism with Academic stress.
Specifically, this study sought to answer the following:
1. What was the Students profile in terms of the following:
1.1 Sex; and
1.2 Age ?
2. What was the average assessment of the Senior High Students as to stressors:
2.1 Homework’s;
2.2 Regular tests and performances;
2.3 Projects and classroom activities; and
2.4 Extra-curricular activities?
3. Was there a significant difference between the assessment in Academic stress among
male and female Senior High Students in Pajo National High School?
4. What were the best possible recommended action plans for coping mechanism with
Academic stress based on the results?

13
4.1 Health; and
4.2 Academic performances?
Hypothesis of the Study
The researchers assumed this expected outcome of this study:
There was no significant difference between the assessment of Academic stress
among male and female selected Senior High Students.
Significance of the Study
This study is important in giving knowledge, credible information and
recommendations as regards to coping mechanism on Academic stress considering the
escalating cases of Academic stress in Senior High School. This would be a significant
endeavour to the Students, School Administrators, Teachers, Parents, Researchers,
Community and Future Researchers.
Students. The result of this study is useful for the students to know on how they
would deal with Academic stress and being provided with action plans to cope up with
his or her own benefits to their Total Health Development and Academic performance.
School Administrators. This study would help the administrators to know what
their students were going through inside the school. This also gave hint on why some
students were not totally active in school activities that required participation.
14
Teachers. This study would help the teachers to engage their students to
become academically active. Moreover, this study could be discussed to their students
which also gave hint the trend of the changes his/her students’ present experience
related with Academic stress.
Parents. This study would help the parents to give more care and attention to
their children. In addition to, they would know and understand what their children were
going through that give them hint on how they should monitor their children’s academic
performance and health status.
Researchers. This study could be a great help to the researchers to determine
the prevalence of Academic stress among Senior High Students that would serve as
basis for future similar studies.
Community. This study would help the community in understanding Academic
stress and how they would be dealt to various stressors.
Future Researchers. Finally, this study would serve as an additional informative
basis for similar studies in the future.
Research Methodology
This chapter also presented the research design, environment, respondents of
the study, description of research instrument, data - gathering procedure, and
treatment of data.
15
Research Design
This proposed study used a Quantitative Descriptive Research Design to
assess characteristics such as age, sex, their academic level of stress and effective
recommended action plans for coping mechanism among Senior High School students in
Pajo National High School for school year 2017-2018. Descriptive research is in actual
process of data gathering, analyzing, classifying, and arranging data about great
conditions, practices, beliefs, processes, trends, cause and effect relationships and then
accurate interpretation about the data gathered with or without the use of statistical
treatment.
The researchers administered assessment of the scores drawn out from the
respondents of this study. These data were then treated statistically for the analysis and
interpretation. Further, researchers tested the null hypothesis of the study for the basis
of the summary of findings and conclusion to be formulated.
Environment
Pajo National High School is the environment of the study. It is a Philippine
public High School located in Sangi Road, Pajo, Lapu-Lapu City, Cebu under the
Department of Education of the Division of Lapu - Lapu City. It was established on 1971
and had a total land area of 2, 000 square meters. This is a secondary educational
institution that envisions as the center of excellence and becomes a powerhouse school
for Academics, talents and sports competition that will bring achievements and honor to
the school. Furthermore, the school instils its vision, mission and goals to the people
16
through a living adage, Soaring High, Touching lives, Achieving Excellence, instantly
bound with culture and home of the mindful leaders. Mr. Ricardo T. Cayacap, Jr. is the
current Secondary School Principal II with Mr. Wilfredo B. Ngujo as the Assistant to the
School Principal at his right hand in this educational institution. Meanwhile, it has a total
population of 430 Senior High Students both Grade 11 and 12. The school is one of the
pioneers of the K to 12 Curriculum particularly teaching Senior High School with
offerings major in Cookery, General Academic Strand (GAS), Garments, and Computer
System Servicing (CSS) in Lapu - Lapu City. It is now on its second year spearheading this
new adopted educational system to the new set of Grade 10 completers.
Flow of the Study
The flow of the study was presented in Figure 2 which covered all the entire
research activities. The input was considered the assessment of Senior High Students to
the exposure of the Academic stressors. In the process, it included Descriptive research
design and statistical treatment such as Average, Simple Percentage and z - test. The
output of the study was the end result of the study.
Respondents
The respondents of this study came from Pajo National High School of the Senior
High School Department with a total population of 430 Senior High Students which 35
were identified through random sampling from both Grade 11 and 12 who were
enrolled in Cookery, General Academic Strand (GAS), Garments, and Computer System
Servicing (CSS) in the first semester of the academic year 2017 - 2018. Student profiling
17
was utilized to determine the sex and age. Specifically, the researchers of this study
identified males and females aged 16 to 18 years old.
Description of Research Instrument
Academic stress was a student’s interpretation of the present demands,
challenges and threats in the academic environment in relation to available personal
resources for coping (Siegel, 2008). The 7-item stress scale modified questionnaire was
highly adopted from Barreca and Helper 2000 and from the study entitled “Stress
Management Performed by the Level III Nursing Students of Nueva Ecija University of
Science and Technology with Regards to their Clinical Duties.” The respondents of this
study were identified by their sex assessment of the Academic stress. In questions 1 and
3, student profiling was used to correspond their present assessment of Academic stress
in questions 2 and 4, respectively. In question number five, they were identified on how
the respondents was comfortable at their present level of academic stress. In question
number six and seven, sub-questions were assessed according to Likert scale as five was
very high, four was high, three was moderate, two was low and one was very low.
Question number six answered to the students’ assessment to the most prevalent
academic stressors such as homework, regular tests and performances, projects and
classroom activities and, extra-curricular activities. Question number seven corresponds
to what were the effective recommended action plans for coping mechanism with
Academic stress to their health and academic performance.

18
INPUT PROCESS OUTPUT
Quantitative
Students Descriptive
profile Research Design
Average Distribution of
assessment of Survey
the Senior High Questionnaires
Students to the
Academic
Action plans for
stressors
Retrieval of Coping
Questionnaires Mechanism
Significant
difference of
Academic Statistical
stress between Treatment of
male and Data
female
selected Senior
High Students
Analysis and
Interpretation
Figure 2. Flow of the Study

19
PAJO NATIONAL HIGH SCHOOL
Figure 3. Vicinity Map of the Environment of the Study

20
Data - gathering Procedure
A letter of permission was presented by the researchers to the office of the
Secondary School Principal II of Pajo National High School and upon approval, the
conduct of the data - gathering from the respondents had been utilized. The data
collected contained in this study were gathered using Random Sampling. This sampling
method was by counting heads which the tenth person should take the given survey
questionnaire prior to the prevalence of Academic stress. The survey was administered
in the third week of September, 2017 and was expected to take participants
approximately 5 minutes to complete. The survey results were then collected by the
researchers to feed them in the Microsoft Excel in order to analyze the information
utilizing Normality test.
Treatment of Data
The Treatment of data was a statistical procedure to be used in the study of
the data being collected from the participants for clearer and better presentation,
analysis and interpretation used by the researchers. These include the following:
1. To determine the totality of the respondents, the Average was utilized by
only computing the sum of all the numbers divided by the total frequency.
𝐹
𝐴=
𝑁
Where:
A = Average
21
F = Frequency
N = Number of classes
2. To determine the percentage of the respondents, the Simple Percentage
was being used in this study calculated through the frequency divided by the total
number of classes and multiplied by 100 percent.
𝐹
𝑃 (%) = 𝑥 100
𝑁
Where:
P (%) = Simple Percentage
F = Frequency
N = Number of classes
100 = constant
3. The z - test was also used in this study to test the hypothesis and only
applicable to the respondents higher than 30 in determining the significant difference
between the male and female assessment of Academic stress. The formula in getting
the z - test is computed through:
(𝑋1 − 𝑋2 ) − (µ1 − µ2 )
𝑧=
𝜎1 2 𝜎2 2
√
𝑛1 − 𝑛2
Where:
z = computed value
22
X = average
µ = mean
σ = standard deviation
n = frequency
Definition of Terms
For a better understanding, the researchers chose the following terms to be
technically and operationally defined in the content of this study.
Academic stress. This refers to stress which Senior High students felt too
much pressure in school due to homeworks, regular tests and performances, projects
and classroom activities, and extracurricular activities.
Academic Stress Sex Assessment. This is an assessment to determine the
significant difference of Academic stress between male and female Senior High
students.
Academic stressors. These are Academic factors such as homeworks,
regular tests and performances, projects and classroom activities, and extracurricular
activities that lead to Academic stress.
Action plans. These are recommended plans or programs to minimize the
effects of Academic stress based on the results .
Coping mechanisms. These refer to how the Senior High students feel
relieve from Academic stress.

23
Sex. This refers to the male and female Senior High students.
Sex Assessment. This is the assessment to determine a difference between
two variables based on Sex.

24
CHAPTER II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the results and discussion of the study of the data
gathered from the respondents of the study. It begins with the distribution of survey
questionnaires and followed by the discussion of the significant difference between the
assessment of Academic stress among male and female selected Senior High Students.
Results and Discussion of the Study
The survey questionnaire included questions on respondents’ demographic
profiles, the assessment scores as to Academic stressors and the hypothesis testing of
the 35 Senior High students drawn out from the total population of 430 through random
sampling. The students were both Grade 11 and 12 who were enrolled in Cookery,
General Academic Strand (GAS), Garments and Computer System Servicing (CSS) in Pajo
National High School of the Senior High School Department in the first semester of
academic year 2017 – 2018.
Profile of the Students
This part showed the student profiling of the males and females aged 16, 17
and 18 years old Senior High students administered with the survey questionnaires of
this study.
Sex. Table 1.1 presented the frequency and percentage of the male and
female Senior High students.

25
Table 1.1
Sex
1.1 Sex Frequency Percentage

Male 17 49 %
Female 18 51 %
Total 35 100 %
Distribution of Senior High students on Sex
49%
51%
Male
Female
Figure 4. Distribution of Senior High students on Sex
Seventeen students or 49 % of the participating respondents were males
and eighteen students or 51 % of the total respondents were females (see Table 1.1
“Sex” and Figure 4 “Distibuion of Senior High students on sex”) .
There was a difference of only 1 student in the frequency of males and
females Senior High students who experienced Academic stress.
Therefore, males and females Senior High students were equally
experiencing Academic stress in Pajo National High School .

26
Age. Table 1.2 presented the frequency and percentage of the Senior High
students aged 16, 17 and 18 years old.
Table 1.2
Age
1.2 Age (years) Frequency Percentage

16 7 20 %
17 14 40 %
18 14 40 %
Total 35 100 %
Distribution of Senior High students on age
16
17 20%
40%
18
40%
Figure 5. Distribution of Senior High students on age
Seven students or 20 % were 16 years old while Fourteen students or 40 %
of the participating respondents were 17 and 18 years old, respectively (see Table 1.2
“Age” and Figure 5 “Distribution of Senior High students on age”).

27
There was a big difference of 7 students in the frequency of the Senior High
students aged 16 to 17 and 18 years old or accounted half of the total respondents in
Senior High students aged 17 and 18 years old. Thus, majority of the students were 17
and 18 years old.
This implied that older Senior High students experienced Academic stress
higher than younger Senior High students in Pajo National High School.
Students Assessment on Academic stressors
This part showed the assessment scores of the Senior High students as to
the Academic stressors.
Table 2
Students Assessment on Academic stressors
Academic stressors Scores
Homeworks 322
Regular tests and performances 474
Projects and classroom activities 429
Extracurricular activities 287

28
Distribution of Students Assessment on Academic stressors

474
429
322
287
Homeworks Regular tests and performances

Projects and classroom activities Extracurricular activities
Figure 6. Distribution of Students assessment on Academic stressors
The table showed that homeworks had a total score of 322 while regular tests
and performances garnered 474. Next, projects and classroom activities accounted 429
extracurricular activities made up to 287 scores (see Table 2 “Students Assessment on
Academic stressor” and Figure 6 “Distribution of Students assessment on Academic
stressors”).
There were significant differences of scores between homeworks, regular tests
and performances, projects and classroom activities, and extracurricular activities.
Regular tests and performances ranked as the most stressful Academic stressor followed
by projects and classroom activities. On the other hand, extracurricular activities ranked
as the least stressful Academic stressor followed by homeworks.

29
Therefore, regular tests and performances were the highest Academic stressor
because Senior High students opted to become inattentive during classes, possess low
self - esteem, have trouble in studying and poor understanding to subject matter which
they got low scores. In contrast, extracurricular activities were the lowest academic
stressor due to less involvement in an organization, representing a contest and active
participation within and outside the school campus of Senior High students in Pajo
National High School.
Significant difference of Academic Stress Sex Assessment
This part showed the testing hypothesis of the significant difference between the
assessment of Academic stress among male and female selected Senior High students.
Table 3
Testing Hypothesis of Academic stress between male and female Senior High students
z - value at α 0.05 z - computed value Decision
Failed to reject the null

± 1.960 -0.68
hypothesis
Table 3 showed that the critical values of z - value at α 0.05 was ± 1.960. The z -
computed value was -0.68. The interpreted decision was failed to reject the null
hypothesis (see Table 3 “Testing Hypothesis of Academic stress between male and
female selected Senior High students”).

30
The level of significance was z - value at α 0.05 as it was two tailed. The
hypothesis, There was no significant difference between the assessment of Academic
stress among male and female Senior High students, was tested. In getting the z -
(𝑋1 − 𝑋2 ) − (µ1 − µ2 )
𝑧=
computed value, the formula to be used was 𝜎2 𝜎2 where X
√ 1 − 2
𝑛1 𝑛2
was average, µ was the mean, σ was the standard deviation and n was the frequency.
Hence, the z - computed value was - 0.68 which fell on the non - rejection region. Thus,
the decision was failed to reject the null hypothesis.
Therefore, there was no significant difference between the assessment of
Academic stress among male and female Senior High students. This signified that male
and female Senior High students had experienced the same level of Academic stress.
31
CHAPTER III
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter deals with the summary of findings and the conclusions formulated
on the basis of findings. Further, researchers of this study provided certain
recommendations for the informative basis of research findings and suggestions for
similar future studies.
SUMMARY OF FINDINGS
These were the important findings of the study:
Profile of the Students. There were 17 males and 18 females Senior High
student who were experiencing Academic stress. As regard to their age, half of the total
frequency of age 17 and 18 years old or 14 Senior High students were 16 years old who
experienced Academic stress in Pajo National High School.
Students Assessment on Academic stressors. Homeworks accounted 322
scores while regular tests and performances were the most stressful with 474 scores.
Next, projects and classroom activities garnered 429 scores while extracurricular
activities were the least stressful with 287 scores.
Significant difference of Academic Stress Sex Assessment. Statistically proven,
there was a difference of - 1.28 between the assessment of Academic stress among
male and female Senior High students. Hence, the z - computed value was - 0.68 which
fell on the non - rejection region on the critical values of z - value at α 0.05 which was ±
32
1.960. Thus, there was no significant difference between the assessment of Academic
stress among male and female Senior High students. This signified that male and female
Senior High students had experienced the same level of Academic stress.
Action plans for Coping Mechanism. Based on the results, there were action
plans for coping mechanism which showed best to lessen the effects of Academic stress
on their Health and Academic Performance. These were the following recommended
action plans for coping mechanism on Health: 1. Listening music helped the learners felt
relief and cheerful mindset, 2. Engaging in talents such as singing and dancing improved
the students enjoy everything as a matter of fun and expression which could enhanced
their capabilities and 3. Managing time better like having a proper school scheduling
was a good way of eradicating Academic stress. Moreover, these were the following
recommended action plans for coping mechanism on Academic Performance: 1. Praying
to God helped the students achieve spiritual formation in all aspects of life and found
rest in God’s presence especially in their priorities of their studies, 2. Focusing on
studies first helped improve the students’ mindset in relieving and recovering
themselves free from Academic stress and fully embracing things to envision positive
outlook of their studies and 3. Listening during teacher’s discussion was a good indicator
in minimizing the threatening impacts of Academic stress which eventually raised their
level of Academic performance.
Researchers identified 17 males and 18 females while seven aged 16 years old
and fourteen aged 17 and 18 years old Senior High students, respectively. Next, this
33
study assessed the prevalence of regular tests and performances as most stressful while
extracurricular activities as the least stressful Academic stressor. Moreover, this study
determined that there was no significant difference between the assessment of
Academic stress among male and female Senior High students enrolled in Cookery,
General Academic Strand (GAS), Garments and Computer Servicing (CSS) both Grade 11
and 12 in the first semester of the academic year 2017 - 2018 in Pajo National High
School. Furthermore, based on the results, recommended action plans for coping
mechanism were brought on their Health and Academic performance.
CONCLUSION
Based on the findings, male and female Senior High students were equally
experiencing Academic stress. Next, older Senior High students experienced Academic
stress higher than younger Senior High students in Pajo National High School. Moreover,
regular tests and performances were the highest Academic stressor because Senior High
students opted to become inattentive during classes, possess low self - esteem, have
trouble in studying and poor understanding to subject matter which they got low scores.
In contrast, extracurricular activities were the lowest academic stressor due to less
involvement in an organization, representing a contest and active participation in
extracurricular activities within and outside the school campus among Senior High
students. Furthermore, there was no significant difference between the assessment of
Academic stress among male and female Senior High students.

34
RECOMMENDATIONS
Based from the final findings and conclusion, these are the important
recommendations to be presented:
1. A large number of respondents were recommended by the researchers to
assessed better interpretation of Academic Stress Sex Assessment.
2. Further studies consider other socio-demographic variables related to
Academic stressors in various universities.
3. . It was imperative for the similar future researchers to conduct an in-depth
study with more focus on behavioural, psychological and emotional differences on
Academic stress.
4. A proposed study assessing standardized Academic stress coping mechanisms.

35
BIBLIOGRAPHY
36
BIBLIOGRAPHY
A. BOOKS
Braun, Bennett G., et al. (1994). The Enigma of Personality: Journey Through
Mind and Body. Alexandria, Virginia: Time Life Books.
Cavanaugh, John C. (1993). Adult Development and Aging (Second Edition).

Belmont, California: Wadsworth, Inc.
Evans, Mark. (2006). Mind, Body and Spirit. New York: Barres and Noble.
Hurlock, Elizabeth B. (1982). Developmental Psychology: A Life - Span Approach

(Fifth Edition). Navotas, Metro Manila: Navotas Press.
Robbins, Gwen et al. (1994). A Wellness Way to Life (Second Edition). United
States of America: Wm. C. Brown Communications, Inc.
B. ELECTRONIC SOURCES
A. BLOGS
Cañete, M. & Mar Chantal Nuñez. (2016, July 15) Influence of the Level of
Perceived Stress Towards the Decision - Making Process among
Third Year College Students of Cebu Doctor’s University. Accessed on July
02, 2017.
Dy, Marison R., et al. (2015, July). Stressor and Stress Responses of Filipino
College Students. Retrieved from
HTTPS://WWW.RESEARCHGATE.NET/PUBLICATION/295584175_STRESSOR
_AND_STRESS_RESPONSES_OF_FILIPINO_COLLEGE_STUDENTS. Accessed
on June 25, 2017.
Misra, et al. (2000, January 1). College Students Academic Stress. Retrieved from
HTTP://WWW.BIOMEDSEARCH.COM/ARTICLE/COLLEGE-STUDENTS
ACADEMIC-STRESS-ITS/65640245.HTML. Accessed on June 18, 2017.
37
B. JOURNALS
Generoso N. Mazo. (2015). Causes, Effects of Stress, and the Coping

Mechanism of the Bachelor of Science in Information Technology Students
in A Philippine University. Journal of Education and Learning. Vol. 9(1) pp.
71 -78. Accessed on June 24, 2017.
Generoso N. Mazo. (2015, February). Causes, Effects of Stress, and the Coping
Mechanism of the Bachelor of Political Science Students in A Philippine
University. Journal of Education and Learning. Vol. 3, No. 2. Accessed on
June 24, 2017.
Glenn M. Calaguas. (2012, January). Survey of College Academic Stressors:

Development of a new measure. International Journal of Human
Sciences. Accessed on July 08, 2017.
Ludwig, Albert. Stressed men are more social. ScienceDaily. Retrieved on May 21,
2012 from www.sciencedaily.com/releases/2012/05/120521104026.htm.
Accessed on July 01, 2017.
Mattarella - Micke, A., Mateo, J., Kozak, M. et al. Choke or Thrive? The Relation
Between Salivary Cortisol and Math Performance Depends on Individual
Differences in Working Memory and Math Anxiety. Emotion, 2011; 11
(4): 1000 DOI: 10. 1037/a0023224. Accessed on July 09, 2017.
Nakalema, G. & Joseph Ssenyonga. (2013). Academic Stress: Its Causes and
Results at a Ugandan University (Online). Vol 3, No. 3. Accessed on July
16, 2017.
Shahmohammadi, Nayereh. (2011). Student’s Coping with Stress at High School

Level Particularly at 11th and 12th Grade. Retrieved from
www.sciencedirect.com. Accessed on July 16, 2017.
University of Chicago. (2011, August 26). Succeeding in School: Stress Boosts

Performance for Confident Students, but Holds Back Those with More
Anxiety. ScienceDaily. Retrieved July 13, 2017 from
www.sciencedaily.com/releases/2011/08/1108090920145.htm. Accessed
on July 23, 2017.
38
Vander Ham, A., Ujano - Batangan, M., Ignacio, R. et al. (January 2015). The
Dynamics of Migration - Related Stress and Coping of Female Domestic
Workers from the Philippines: An Exploratory Study. Vol. 51 pp. 14 - 20.
Accessed on June 25, 2017.
C. NEWS
Vellasco, Bill. (2013, May 25). New Studies on Stress. The Philippine Star. Pp. 8.
Accessed on July 16, 2017.
39
APPENDICES
Appendix A 40
Transmittal Letter
Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Lapu – Lapu City
Pajo National High School
Senior High School
August 9, 2017
RICARDO T. CAYACAP, JR.

Secondary School Principal II
Sir:
Greetings of peace and love!
We, General Academic Strand (GAS) Group 2 Researchers, are writing this letter to request permission
from your good office to conduct a research study with questionnaires to be given among 35 Senior High
Students in Pajo National High School as a partial fulfilment of our Practical Research II focusing on the
Academic Stress Sex Assessment Among Senior High Students.
The data or results of this study will remain confidential and to be used for educational purpose only.
Thus, your approval will be greatly appreciated.
Thank you and God bless!
Respectfully Yours,
AIREEN RAZEL M. COCA JL MARIE MONZON

ALJON KENT J. NOVELA JOCELYN OMPAD
DARRYL C. TORREON MARS A. GONZAGA
JAYA Y. YLAYA VANIZA JANE P. RUBIO
JIZON INOC RESEARCHERS
Noted by:
GEREL MAE S. CORTES

Practical Research II Instructor
Approved by:
RICARDO T. CAYACAP, JR
Secondary School Principal II
Appendix B 41
SURVEY QUESTIONNAIRE
ACADEMIC STRESS GENDER ASSESSMENT AMONG SENIOR HIGH STUDENTS
Name: Date:
Track: Grade Level:
Directions: Please answer the following questions honestly. Thank you and God bless! Mark ( ) that corresponds your
assessment to each item.
1. Which age do you belong? 16 17 18

2. How often do you feel stressed? Always Sometimes Never
3. What is you gender? Male Female
4. What is your current level of Academic stress? Very High High Moderate Low Very Low
5. How comfortable are you at your present level of Academic stress?
Very High High Moderate Low Very Low
6. How prevalent the Academic stressors encountered by the SH Students in Pajo National High School (PNHS)?
Direction: Please check ( ) the number corresponding to your assessment to each item.
5 – Very High 4 – High 3 – Moderate 2 – Low 1 – Very Low
Academic Stressor 5 4 3 2 1
A. Homeworks
6.1 Working homeworks that let you sleep late at night.
6.2 Loss of concentration in doing homeworks.

6.3 Many assignments to answer everyday.
B. Regular tests and Performances
6.1 Inattentive during classes.
6.2 Low self – esteem.
6.3 Trouble in studying.
6.4 Poor understanding to subject matter.
6.5 Getting low scores.
C. Projects and Activities
6.1 Costs of projects.
6.2 Pressure due to Teacher’s expectations.
6.3 Preparation and Submission of requirements.
6.4 Wrong procedure performed by the students.
D. Extracurricular Activities
6.1 Involvement in an organization (i.e Clubbings).
6.2 Representing a contest.
6.3 Active participation in extracurricular activities.
7. How effective do you find these present recommended action plans for coping mechanism?
Coping Recommendations 5 4 3 2 1
A. Health
7.1 Eating nutritious foods.
7.2 Managing time better.
7.3 Sleeping on the right time.
7.4 Engaging into sports.
7.5 Enjoying recreational activities.
7.6 Listening music.
7.7 Engage singing and dancing.
B. Academic Performance
7.1 Praying to God.
7.2 Knowing your limits.
7.3 Taking pressure as a challenge.
7.4 Ignoring the problem.
7.5 Accepting reality.
7.6 Having someone a study buddy.
7.7 Listening during teacher’s discussion.
7.8 Studying with friends.
7.9 Focus on studies first.
42
Appendix C
DISTRIBUTION OF RESPONDENTS ACADEMIC STRESOR SCORES
Tabulation
Respondents Male/Academic stressor Respondents Female/ Academic stressor
1 29 1 31
2 35 2 32
3 38 3 32
4 38 4 34
5 39 5 35
6 40 6 37
7 41 7 43
8 44 8 45
9 44 9 46
10 44 10 46
11 45 11 46
12 46 12 47
13 46 13 47
14 46 14 48
15 48 15 51
16 48 16 51
17 49 17 57
18 65
Total 720 Total 793
Average 42.35 Average 44.06
Variance 28.24 Variance 84.88
Standard Standard
Deviation 5.31 Deviation 9.21
43
Appendix D
NORMALITY TEST
Frequency Distribution Table

Class limit Frequency
29 – 35 7
36 – 42 6
43 – 49 18
50 – 56 2
57 – 63 1
64 – 70 1
n = 35
Frequency Distribution Chart of the

Academic Stress Gender Assessment
20
18
16
29 - 35
14
36 - 42
12
43 - 49
10
50 - 56
8
57 - 63
6
64 - 70
4
2
0
29 - 35 36 - 42 43 - 49 50 - 56 57 - 63 64 - 70
44
Appendix F
RAW STATISTICS: HOMEWORKS AND REGULAR TESTS AND PERFORMANCES AVERAGE

ASSESSMENT
Regular test and

Respondents Q1 Q2 Q3 Homeworks Q4 Q5 Q6 Q7 Q8
Performances
1 3 4 3 10 3 2 3 3 3 14
2 4 4 3 11 3 3 3 2 3 14
3 4 2 3 9 3 3 2 3 3 14
4 4 4 3 11 3 3 3 3 3 15
5 2 3 3 8 1 1 1 2 3 8
6 3 3 2 8 3 3 3 2 2 13
7 2 2 2 6 1 1 1 2 2 7
8 3 4 3 10 2 2 2 2 4 12
9 2 3 2 7 2 2 3 2 2 11
10 4 5 2 11 2 5 5 5 3 20
11 1 2 3 6 3 2 3 3 2 13
12 2 3 4 9 2 2 3 2 2 11
13 1 4 3 8 3 5 5 3 3 19
14 3 2 3 8 3 3 3 3 2 14
15 3 3 3 9 1 1 1 2 3 8
16 3 3 3 9 2 1 1 3 3 10
17 3 1 1 5 1 1 2 2 3 9
18 3 2 2 7 2 2 2 2 2 10
19 3 4 3 10 3 3 2 3 3 14
20 4 3 5 12 4 3 2 2 3 14
21 3 4 3 10 3 2 3 3 3 14
22 1 2 2 5 3 2 3 2 2 12
23 3 4 4 11 4 4 3 5 3 19
24 5 4 5 14 3 3 3 3 3 15
25 3 2 3 8 2 3 3 3 3 14
26 3 2 4 9 3 2 3 3 2 13
27 3 4 4 11 3 3 3 3 3 15
28 3 2 2 7 4 3 2 2 2 13
29 4 2 3 9 3 4 3 3 3 16
30 3 2 3 8 4 2 2 2 3 13
31 3 3 4 10 3 5 3 3 4 18
32 5 4 5 14 4 5 5 4 3 21
33 3 4 4 11 2 2 2 3 3 12
34 3 4 4 11 2 2 4 3 4 15
35 3 4 3 10 2 2 3 4 3 14
Total 105 108 109 322 92 92 95 97 98 474
Variance 0.88 1 0.87 4.69411765 0.8 1.36 1 0.7 0.3 10.72605042
45
Appendix G
RAW STATISTICS: PROJECTS AND CLASSROOM ACTIVITIES AND EXTRACURRICULAR

ACTIVITIES AVERAGE ASSESSMENT
Projects &
Extracurricular
Respondents Q9 Q10 Q11 Q12 Classroom Q13 Q14 Q15
Activities
activities
1 4 3 3 2 12 3 3 3 9
2 4 4 4 3 15 1 1 2 4
3 4 3 4 3 14 2 4 5 11
4 3 4 3 3 13 3 3 3 9
5 2 3 3 2 10 1 1 2 4
6 3 1 3 3 10 1 3 3 7
7 4 2 4 3 13 5 4 5 14
8 2 5 4 2 13 2 5 4 11
9 3 3 2 2 10 2 2 2 6
10 3 3 2 4 12 3 2 3 8
11 5 5 3 3 16 5 4 4 13
12 4 4 3 3 14 2 1 2 5
13 4 1 1 1 7 3 3 5 11
14 4 3 4 2 13 2 1 2 5
15 3 2 3 3 11 1 1 3 5
16 2 3 2 2 9 1 1 2 4
17 1 1 3 2 7 1 5 5 11
18 3 3 3 2 11 2 3 2 7
19 3 4 3 4 14 3 2 3 8
20 4 2 3 3 12 2 1 3 6
21 2 2 3 3 10 4 4 4 12
22 2 2 2 2 8 2 2 2 6
23 3 3 3 3 12 2 3 2 7
24 4 4 4 4 16 4 4 4 12
25 2 3 3 3 11 2 1 2 5
26 4 4 4 3 15 3 3 3 9
27 4 2 3 2 11 3 2 4 9
28 4 3 4 3 14 3 2 4 9
29 3 3 3 3 12 3 4 4 11
30 3 2 4 2 11 2 1 2 5
31 4 4 3 3 14 3 3 3 9
32 5 4 3 4 16 4 5 5 14
33 3 3 3 3 12 3 3 3 9
34 3 4 5 4 16 1 1 2 4
35 4 4 4 3 15 2 3 3 8
Total 115 106 111 97 429 86 91 110 287
Variance 0.86 1.1 0.62 0.53445378 6.1 1.2 1.7 1.1 8.9
46
Appendix E
QUESTIONNAIRE RELIABILITY TEST
Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 TOTAL

1 3 4 3 3 2 3 3 3 4 3 3 2 3 3 3 45
2 4 4 3 3 3 3 2 3 4 4 4 3 1 1 2 44
3 4 2 3 3 3 2 3 3 4 3 4 3 2 4 5 48
4 4 4 3 3 3 3 3 3 3 4 3 3 3 3 3 48
5 2 3 3 1 1 1 2 3 2 3 3 2 1 1 2 30
6 3 3 2 3 3 3 2 2 3 1 3 3 1 3 3 38
7 2 2 2 1 1 1 2 2 4 2 4 3 5 4 5 40
8 3 4 3 2 2 2 2 4 2 5 4 2 2 5 4 46
9 2 3 2 2 2 3 2 2 3 3 2 2 2 2 2 34
10 4 5 2 2 5 5 5 3 3 3 2 4 3 2 3 51
11 1 2 3 3 2 3 3 2 5 5 3 3 5 4 4 48
12 2 3 4 2 2 3 2 2 4 4 3 3 2 1 2 39
13 1 4 3 3 5 5 3 3 4 1 1 1 3 3 5 45
14 3 2 3 3 3 3 3 2 4 3 4 2 2 1 2 40
15 3 3 3 1 1 1 2 3 3 2 3 3 1 1 3 33
16 3 3 3 2 1 1 3 3 2 3 2 2 1 1 2 32
17 3 1 1 1 1 2 2 3 1 1 3 2 1 5 5 32
18 3 2 2 2 2 2 2 2 3 3 3 2 2 3 2 35
19 3 4 3 3 3 2 3 3 3 4 3 4 3 2 3 46
20 4 3 5 4 3 2 2 3 4 2 3 3 2 1 3 44
21 3 4 3 3 2 3 3 3 2 2 3 3 4 4 4 46
22 1 2 2 3 2 3 2 2 2 2 2 2 2 2 2 31
23 3 4 4 4 4 3 5 3 3 3 3 3 2 3 2 49
24 5 4 5 3 3 3 3 3 4 4 4 4 4 4 4 57
25 3 2 3 2 3 3 3 3 2 3 3 3 2 1 2 38
26 3 2 4 3 2 3 3 2 4 4 4 3 3 3 3 46
27 3 4 4 3 3 3 3 3 4 2 3 2 3 2 4 46
28 3 2 2 4 3 2 2 2 4 3 4 3 3 2 4 43
29 4 2 3 3 4 3 3 3 3 3 3 3 3 4 4 48
30 3 2 3 4 2 2 2 3 3 2 4 2 2 1 2 37
31 3 3 4 3 5 3 3 4 4 4 3 3 3 3 3 51
32 5 4 5 4 5 5 4 3 5 4 3 4 4 5 5 65
33 3 4 4 2 2 2 3 3 3 3 3 3 3 3 3 44
34 3 4 4 2 2 4 3 4 3 4 5 4 1 1 2 46
35 3 4 3 2 2 3 4 3 4 4 4 3 2 3 3 47
Total 105 108 109 92 92 95 97 98 115 106 111 97 86 91 110 1512
Variance 0.882 0.96 0.87 0.77 1.36 1.03 0.65 0.34 0.86 1.09 0.62 0.53 1.2 1.72 1.13 14.005042
47
Appendix H
RAW SCORING: AVERAGE ASSESSMENT OF RECOMMENDED ACTION PLANS FOR

COPING MECHANISM
Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Total Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 TOTAL

1 3 3 3 4 4 4 4 25 1 4 3 3 3 3 4 4 4 4 32
2 4 4 3 3 3 2 2 21 2 5 4 4 3 5 3 4 3 5 36
3 2 4 2 2 3 4 4 21 3 4 4 4 3 4 3 4 3 4 33
4 5 5 5 5 3 3 3 29 4 5 5 4 3 4 3 5 3 5 37
5 3 2 3 2 2 4 4 20 5 4 3 3 2 4 3 2 2 3 26
6 4 3 5 2 4 5 4 27 6 5 4 4 4 4 2 4 2 4 33
7 3 2 2 2 3 4 4 20 7 3 3 3 2 2 2 3 2 3 23
8 3 3 4 2 3 3 3 21 8 1 3 2 3 3 3 4 4 4 27
9 3 4 5 5 3 2 2 24 9 4 4 4 3 4 3 4 2 2 30
10 4 4 3 5 5 5 5 31 10 5 4 5 3 4 3 5 4 4 37
11 3 3 2 2 2 5 5 22 11 3 3 3 4 4 2 3 3 3 28
12 3 2 2 5 4 5 5 26 12 5 3 3 2 4 1 1 2 4 25
13 3 3 1 3 2 3 3 18 13 4 3 4 4 5 3 5 3 3 34
14 1 5 5 4 5 5 5 30 14 5 5 4 1 4 2 5 4 5 35
15 5 5 5 4 4 5 4 32 15 5 5 4 3 5 3 5 3 5 38
16 3 2 2 2 2 2 2 15 16 3 2 3 3 2 3 3 3 3 25
17 5 3 1 2 3 5 4 23 17 5 4 3 2 5 1 3 1 5 29
18 4 3 3 5 4 4 5 28 18 4 3 3 2 4 3 4 4 4 31
19 1 3 2 1 3 1 1 12 19 1 1 3 1 1 2 2 3 4 18
20 2 3 1 2 3 1 2 14 20 3 1 1 5 3 2 3 1 4 23
21 4 3 3 2 3 4 2 21 21 5 5 3 3 3 3 3 3 3 31
22 2 3 3 1 3 4 3 19 22 3 3 3 3 3 2 3 3 3 26
23 3 3 3 1 2 3 3 18 23 4 4 2 2 2 2 3 3 3 25
24 3 4 3 3 2 4 5 24 24 5 3 3 1 4 1 4 5 4 30
25 3 4 2 2 4 2 3 20 25 4 3 3 2 2 1 4 1 3 23
26 3 4 4 2 2 3 3 21 26 4 3 3 3 4 3 3 3 3 29
27 5 3 5 3 4 4 1 25 27 5 3 3 4 4 2 3 2 2 28
28 4 3 2 2 4 5 5 25 28 4 3 2 3 2 2 3 3 3 25
29 3 4 4 4 4 5 4 28 29 3 3 2 2 2 2 3 1 4 22
30 1 2 1 2 1 3 3 13 30 5 3 2 3 5 4 3 2 4 31
31 4 4 4 3 4 5 3 27 31 5 5 5 3 4 4 4 4 5 39
32 1 2 3 5 4 3 3 21 32 2 3 3 3 4 3 3 4 3 28
33 5 3 2 3 4 5 5 27 33 4 3 3 4 5 4 5 3 3 34
34 3 4 4 5 4 4 3 27 34 5 4 4 2 5 2 3 2 4 31
35 5 3 3 2 4 5 4 26 35 5 5 5 4 5 3 5 3 3 38
TOTAL 113 115 105 102 114 131 121 801 TOTAL 141 120 113 98 128 89 125 98 128 1040
VARIANCE 1.4 0.7 1.6 1.7 0.9 1.5 1.4 25.3 VARIANCE 1.3 1 0.8 0.9 1.2 0.7 1 1 0.7 27.45
48
CURRICULUM VITAE
Contact Information
Name : ALJON KENT J. NOVELA

Address : Sto. Niño, Basak, Lapu-lapu City
Contact # : 09420797754
Email Address : tyjonskie_novela@yahoo.com
Date of Birth : December 12, 1999
Gender : Male
Civil Status : Single
Citizenship : Filipino
Skills Summary
Having a good interrelationship when socializing other personalities

With strong comprehension and listening skills
Proficient in both oral and written communication in English and Filipino
Can work with less supervision and flexible
Work Experience
Name of Activity : Student Tutorial

Dates Worked : May 1 – 31, 2017
Job Title : Tutor
Responsibilities : Teaching them how to read and write, and helping them search
and answer their assignments
Education

Senior High School
General Academic Strand

Junior High School Completer
Cookery, Major in Bread and Pastry
Basak Elementary School

49
Affiliations
Grade 12 Representative, Supreme Students Government (2017 - 2018)

Editor - in - Chief, School Publication Paper Ang Parola (2015 - 2016)
Regional Champion, Population Quiz Bee (2015 - 2016)
President, Agila Club (2014 - 2016)
Seminar Attended
Inter - School Adolescent Health and Youth Development (AHYD)

Film Festival 2017 Seminar
Theme: Post Millenial Filipinos: Early Sex Debut
July 23, 2017 at Golden Peak Hotel, Cebu City
Other Skills
Immense knowledge on Microsoft Word, Excel and PowerPoint, Poetry writing
Interests and Hobbies
Reading science fiction stories, playing recreational activities and outdoor sports
References
Mr. Earl Adrian C. Cejas Teacher/Coach 09339304667

Ms. Jean Leneath B. Naparate Instructor 09229580428
Ms. Leni C. Rebusit Teacher/Adviser 09289309067
50
CURRICULUM VITAE
Contact Information
Name : DARRYL S. TORREON

Address : Sangi New Road, Pajo, Lapu-lapu City
Contact # : 09151498990
Email Address : darrylikigama3@yahoo.com
Date of Birth : May 2, 1999
Gender : Male
Skills Summary

Can work under pressure and flexible
Work Experience
Name of Activity : Demonstration of Handicraft products

Dates Worked : May 18 - 19, 2017
Job Title : Demonstrator
Responsibilities : Teaching them how to make handicraft products
Education

Senior High School
Tulang National High School

Major in Wellness Massage
Major in Hair and Make - up
51
Affiliations
Champion, Impromptu Speaking (2015-2016)

SSG Vice- President (2014- 2016)
Member of Samahan ng Makabatang Abogado (2015- 2016)
Seminar Attended
Drug Campaign Seminar

Theme: PAF@70: Partnering for Change and Sustaining the Efforts Towards a Jointly
Engaged Transforming Force for Greater Peace and Security
June 9, 2017 at Pajo National High School
Other Skills
Dancing, Hair and make - up, Massage
Reading books, watching English movies, playing outdoor games
References
Mr. Earl Adrian C. Cejas Teacher 09339304667

Ms. Rodeliza L. Omania Teacher n/a
52
CURRICULUM VITAE
Contact Information
Name : AIREEN RAZEL M. COCA

Address : Little Village, Suba - Masulog, Lapu-lapu City
Contact # : 09953942717
Email Address : b_cocaaireenrazel@yahoo.com
Date of Birth : September 20, 1999
Gender : Female
Skills Summary
Have a good oral communication skills with people.

Comfortable in writing and speaking
Have a high listening skills.
Proficient at MS Excel, MS Powerpoint and MS Word
Education

Senior High School
Marigondon National High School

Technical Vocational Education
Major in Furniture and Cabinet Making
Basak Elementary School
Affiliations
Secretary, Junior Police (2015-2016)

Member, Filipino Club (2014-2016)
Member, Campus Ministry (2013-2014)
53
Seminar Attended

Other Skills
Reading science fiction stories, playing recreational activities and outdoor sports
References
Ms. Leni C. Rebusit Instructor 09309079368

Mr. Gerald Palingkod Engineer 09328622196
Mr. Carmelito Palma Business Man 09330541608
54
CURRICULUM VITAE
Contact Information
Name : JAYA D. YLAYA

Address : Tunga, Caubian, Lapu-lapu City
Contact # : 09420499949
Email Address : b.jayaylaya@gmail.com
Gender : Female
Skills Summary

Education

Senior High School
Felipe F. Matbagon Memorial High School

Felipe F. Matbagon Memorial Elementary School
Affiliations
Damath Champion School Campus (2015 - 2016)

CAT Officer (2015 - 2016)
55
Seminar Attended

Other Skills
Immense knowledge on Microsoft Word, Excel and PowerPoint.
Reading Stories, watching TV, and also writing short stories.
References

Mrs. Helen V. Cruz Teacher N/A
56
CURRICULUM VITAE
Contact Information
Name : JL MARIE B. MONZON

Address : Pajo,Sangi Lapu-lapu City
Email Address : jlmonzon@yahoo.com
Date of Birth : January 28, 1999
Gender : Female
Skills Summary

Education

Senior High School

Dressmaking
Pajo Elementary School
Affiliations
Secretary of Pajo National High School choir (2012-2014)

3rd runner up Pajo National High School Singing competition (2015-2016)
3rd runner up Pajo National High School Sci-Damath (2015-2016)
57
Seminar Attended

Other Skills
Make - up, Singing
Reading facts and trivias. Playing badminton. Playing outdoor games
References

Ms. Irish Q. Rosales Teacher/Coach 09229580428
58
CURRICULUM VITAE
Contact Information
Name : JOCELYN C. OMPAD

Address : Caohagan Lapu-lapu City
Contact # : 09351654088
Email Address : jocelynompad@yahoo.com
Gender : Female
Skills Summary

Education

Senior High School

Dressmaking
Caohagan Elementary School
Affiliations
Secretary of Caohagan Officers in Fiesta festival (2016-2017)

Member of Caohagan Sinulog dancers (2012-2017)
59
Seminar Attended

Other Skills
Immense knowledge on Microsoft Word, Excel and PowerPoint.
Reading stories, listening musics, writing short stories.
References

Mr. Joefil B. Ledisma Teacher N/A
60
CURRICULUM VITAE
Contact Information
Name : VANIZA JANE J. RUBIO

Address : Ampalaya Village, Gun-ob,Carajay, Lapu-lapu City
Contact # : 09432395273
Email Address : b_vanizajane@yahoo.com
Date of Birth : November 14, 1999
Gender : Female
Skills Summary
Having a good oral communication skills

Good in socializing other personalities
Confident in doing a task
Education

Senior High School
Gun-ob High School

Major in Cookery
Gun-ob Elementary School
Affiliations
Ms. Ambassador Of Unity (2016-2017)

Ms. Inramurals, 2nd runner up (2016-2017)
Ms. UNO, 3rd runner up and best ramp (2015-2016)
Ms. Intramurals, 2nd runner up (2015-2016)
61
Seminar Attended

Other Skills
Dancing, singing, acting and modeling
Cleaning the house, reading and watching movies
References

Ms. Brenda Hoopwood Teacher N/P
62
CURRICULUM VITAE
Contact Information
Name : JIZON B. INOC

Address : Pajo, Lapu-lapu City
Contact # : 09420797754
Email Address : zonjibrod.inoc@yahoo.com
Date of Birth : January 23, 2000
Gender : Male
Skills Summary

Education

Senior High School
Caubian Elementary School
Seminar Attended

Other Skills

63
Reading books
References

64
CURRICULUM VITAE
Contact Information
Name : MARS NEELY C. GONZAGA

Address : Pajo, Lapu-lapu City
Contact # : 09451431268
Email Address : gonzaga_mars@yahoo.com
Date of Birth : March 28, 2000
Gender : Male
Skills Summary

Education

Senior High School
Pajo Elementary School
Seminar Attended

65
Other Skills
Immense knowledge on Microsoft Word, Excel and PowerPoint
Electronic games, playing basketball and volleybal
References


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1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

On a western perspective on Academic stress, people relied upon it as they

that male students should be superior even in Academic performance presented a

educational institution that envisioned as a center of excellence and a pioneering school

were integrated and developed. Moreover, it brought many achievements in

performances, projects and classroom activities, and extra-curricular activities in Pajo

for coping mechanism on Academic Stress.

A study conducted in Mbarara University of Science and Technology in Uganda

contributed to the level of Academic stress. In school, high expectations, information

overload, Academic pressure, unrealistic ambitions, limited opportunities and high

Learners faced Academic stress differently suitable to their own preference.

conduct studies related to Academic stress in efficient coping mechanisms in Academic

credibility as on the humble purpose of the researchers.

Selye in 1936 which contributed to the theoretical background of this research.

General Adaptation Syndrome Theory. A theory of stress which thoroughly

death in the Exhaustion stage (Hans Selye, 1936).

according to how they could accommodate themselves.

There was no significant difference between the assessment of

Academic stress among Senior

Action plans for coping mechanism

Figure 1. Schematic Diagram of the Theoretical Background of the Study

production of stressors by the environment and the response of an individual subjected

He added that “stress was not an environmental stimulus or a response but

Academic stress, however, students acquired something to relieve this through

engagement to some activities.

minimize the impacts of Academic stress. Tradition Western forms of treatment in

physical benefits of meditation were quantifiable including relaxation, improvement on

students going back to school during fall.

Review of Related Literature and Studies

This chapter presented a review of literature and previous research in relation to

Review of Related Literature

Stress caused emotional problem, aggressive behaviour, shyness, social phobia

was yield due to an academic-related demand that transcended adaptive resources an

activities, adjustment to the campus environment, and lack of support networks.

Learning in such an educational system built up stress promotes every students

assessment of requirements from the educators to be intrinsically motivated with the

intensify than to change under stress (Braun, 1994).

Review of Related Studies

high levels of stress at any given time.

college students. A sample of adolescents had reported high academic stressful

(Interpersonal stress), low grades (academic stress), time management (academic

stress), boyfriend/girlfriend problems (Interpersonal stress), and missed classes

(academic stress). Furthermore, relationship between self-esteem, social support and

stress for all students was found.

and coping mechanisms of college freshmen of Southville International School and

Colleges. It involved 201 student-respondents. The student-respondents experienced

mechanisms of the student-respondents were independent on their profile.

female student-respondents consider school requirements/projects as their most

irritably/moody feelings. Females indicated that becoming absent-minded or forgetful

female student-respondents considered school requirements or projects as their most

Academic performance of students varied on the demands of its academic

student-respondents. Academic stressors like examinations and grades, fully loaded

motivate and stimulate a student to peak performance or reduce the student to

Locally, based on a study entitled Influence of perceived stress towards Decision

by most students was attributed to different academic - related demands such as

Academic performance, personal and emotional behavior, different interests, time

presented equal perception on Academic stress. International studies were more

focused on general preference of assessing and analyzing Academic stress and

standardized coping mechanisms across international universities in academic - related

demands. In contrast, local studies presented more concentration on sex differences on

Academic stress in its academic - related demands.

Statement of the Problem