Chapter 1

INTRODUCTION

Stress is inevitable in any condition and situation. It may take

differently depending on the situation and how one perceives stress. In

education stress may happen when a student is taking a difficult or long

examination, experiences an accident waits on queue during a day in

everything goes wrong. Everyone is exposed to stress at some time in their

lives, that uncomfortable situation that affects our sense of well-being and

quality of life. Reactions to stressors depend upon the ability of a person to

cope up with various instances and situations. Students are very likely to

experience this kind of crisis which could ultimately have negative impact on

the outcome of achievements.

In China, students outperform much of the rest of the world on

standardized exams. Although it comes at a great cost. Chinese students report

to have experienced a high amount of stress in the world compared to Japan,

Korea, and United Kingdom. Unrealistically high amount of stress may lead to

mental health decline to students including feelings of despair, depression,

competitiveness to other peers, anxiety and worse of all is suicide. Faced with

intense competition and unrelenting self-imposed expectations, high school

students worldwide need help managing their academic stress. The country

must break free from their old traditions and unhealthy actions. In that way, the

students may enjoy learning once again (Geraughty, 2016)

While in the Philippines, most students are necessarily particular in

every teaching establishment. The education is the center of their learning.

Their execution recreate the significance of the task by ascertaining the

academic achievement that corresponds to what people value. Stress might

take otherwise reckoning on true and the way one perspective. Stress is

perceived as negative in numerous aspects: emotional, cognitive, behavioral

and psychological processed that happens as an individual tries to cope or

contend with stressors depend on the power of an individual to deal with

numerous instances and things (Arcelie, 2018)

However students in Panabo National High School, students apply

this fear as their greatest challenge in facing college life. This is precisely to

several delegate that affects their knowledge idiomatic and sometimes

preeminent to aggravations. Nevertheless, even these pressure situations are

trying to smash them, there are techniques that they use in coping up stress

such as listening to any music, talking to friends or sleeping as a way to restrain

or avoid stress. It’s indicating that PNHS students are capable in supervising

the pressure in their personal life in college because generally many of the

PNHS students were unnoticed that they are in a pressure state (Sion, n.d.)

This study will be conducted among the students of Davao City

National High School. At this point, the researchers would like to perceive the

possible effects of stress and pressure among students and how it greatly

affects the learners academic performance. The research findings will provide

basis and awareness not just for students but as well as the parents, teachers,

and school administration.

Research Objective
This study will be conducted to perceived the possible effects of stress and

pressure among the students of Davao City National High School. Specifically,

this study sought to answers in the following objectives:

1. What are the common Effects of Academic Stress and Pressure among

the Students of Davao City National High School?

2. What are the level of Effects of Academic Stress among the students of

Davao City National High School?

Review of Related Literature

 Stress is generally defined as the body’s non-specific response or

reaction to demands made on it and is a process in which we perceive and

cope with environmental threats and challenges (Myers and Health, 2015). It is

the result of striving into doing something that a person is ought to do within a

certain amount of time and pushes himself to his limits. It is the occurrence of

personal and environmental event that causes stress are called stressors.

Academic factors were the predominant cause of stress in most students,

followed by physical, social, and emotional. Majority of students with stress

reported high scores of poor self-esteem, and about half scored high on

depression scales (Baste and Gadkari, 2014).

Results from the literature suggest that higher level of stress to be

associated with poor academic performance (Sohail, 2014).

In today’s highly competitive world, students have to face many academic

burden/load, for example, school examination, answering questions in the

class, showing progress in school subjects. Understanding what the teacher is

teaching, competing with other class mates, fulfilling teachers and parents

academic expectations (Lal, 2014). Students spend most of their lives going to

school to study and are obliged to remember every lesson that they are taught

in different subjects for a day. Stress is now understood as a lifestyle crisis

affecting any individual regardless of their developmental stage (Banerjee &

Chatterjee, 2016).

Students were only expected to learn and study and studying was never

perceived as stressful, but sadly, nowadays, it does. Different factors which

proved it to be stressful was the expectations from parents, teachers and self

which turn into deeper issues and grew into larger burdens these students could

not cope up with anymore.

Students mostly complain about the stress they feel while giving their

tests or any responsibility regarding grades or in any case when they have so

much to study and less time to do it. They say that it truly influences and affects

on their performance of work. Depression, anxiety, behavioural problems,

irritability, etc. are few of the many problems reported in students with high

academic stress (Deb, Strodl & Sun, 2015;Verma, Sharma & Larson, 2002).

It becomes imperative to also understand that low stress does not

necessarily ascertain that students will perform better, but in fact under these

circumstances, they would perceive the task as unchallenging and may also

get easily bored (Uchil, 2017).

Though certain levels of stress push students towards optimum

performance, when it is not managed efficiently due to inadequate resources to

cope with the stress, it can have dismal consequences for the student as well

as the institution. Everyone have different skill and capabilities so their style of

handling the situations could also differ and it is same for stress level for each

person.

Students in secondary and tertiary education settings face a wide range of

ongoing normative stressors, which can be defined as normal day to day

hassles such as ongoing academic demands. Students in secondary and

tertiary education settings face a wide range of on going normative stressors,

which can be defined as normal day to day hassles such as ongoing academic

demands. Accordingly, secondary/high school (defined here as junior/lower

secondary education and senior/upper secondary education)] (UNESCO,

2012).

Previous research indicates that self-reported stress is associated with

the presentation of anxious states and lower well-being (Carter, Garber, Ciesla,

& Cole, 2006 Carter, J. S., Garber, J., Ciesla, J. A., & Cole, D. A. (2006). The

recent above-mentioned OECD survey reports that secondary students who

self-report higher levels of academic-related stress also report lower well-being,

measured using psychological, social, cognitive and physical components

(OECD, 2015)

The study results supported the hypothesis that early adolescent

school-related stress both independently and in interaction with high academic

expectations negatively affected academic performance (Kaplan et al., 2005).

It was observed that the magnitude of academic stress was significantly higher

among the public schools students whereas government school students were

significantly better in terms of their level of adjustment (Hussain et al., 2008).

However, inverse but significant relationships between academic stress and

adjustment were found for both the group of students and for each type of

school, observed that first year students experienced higher degree of

academic stress in comparison of third year students and at the same time

female students perceived more academic stress in comparison of their male

counterpart (Singh and Upadhyay, 2008). However, it was found no significant

difference between academic stress of male and female adolescents.

(Agarwal, 2011).

Noted that uncertainty regarding future, past academic performance,

low self esteem may be all contributing to higher levels of depression, anxiety

and stress. (Baviskar et.al 2013). Observed that parent and teachers

expectations were the main sources of academic stress among the

adolescents, while adolescent girls had higher academic stress than boys

(Jayanthi et.al, 2014).

Noted that second year students felt more stress in school factors than

Ist year students (Jayanthi, et.al, 2014). It was mentioned that there is a

significant and negative relationship between parental attachment and stress,

(Rabbani, et.al, 2014) while Parbhu observed that students whose parent’s

education is as literate level, academic stress is higher than their counter part

(Parbhu, 2015).

Razia observed that adolescents of private schools have more

academic stress than their counterparts in government schools (Razia, 2016).

While studying the methods of overcoming stress, Kumar et al., (2011)

concluded that as stress level differs among the genders and therefore the

methods cannot be the same for boys and girls, which should be based on the

factors causing stress rather than any other basis and the parents and teachers

associations in the schools can play a lead role.

Kadapatti and Vijayalaxmi noted that students should have the

aspiration/expectation about their study, not beyond their capacities and

abilities and students need also proper counseling while selecting their courses

at intermediate level (Kadapatti and Vijayalaxmi 2012).

The parents should also consider the child’s interest and aptitude and

not impose on selecting the courses. The family environment should be

congenial and the learning process should be made pleasurable and parents

should avoid making it as a stressful event for adolescents.

Kumari and Gartia (2012) noted a positive correlation between stress

and academic achievement and are not mediated by gender (Kumari

and Gartia 2015). Sinha noted that adolescent can easily cope with their

academic stress by using stress relief techniques, managing work, taking help

from friends and counsellors (Sinha 2015).

Parents can also help their adolescents in overcoming academic

stress by being supportive, paying attention to their wards’ needs, having

realistic expectations and teaching children to overcome obstacles and so on

(Waghachavare et.al 2013).

They suggested that steps should be taken to incorporate stress

management education in curriculum and also suggested that in order to make

adolescents stress free, there is a need to adopt better methods of teaching–

learning (Bartwal and Singh, 2014).

Dixit and Singh suggested that the teacher should understand the

child psychology and should not over expect from the child (Bartwal and Singh,

2014).

Students need to feel in control over the outcome of an academic

task. Students who feel more in control over the outcome will have more
motivation to successfully complete that task (Lim, 2007). Social anxiety can go

along with or even lead to academic anxiety. Teaching students self-regulation

can reduce anxiety and increase academic performance (Ader & Erktin, 2010).

The researcher worked with students at Brigham Young University to test the

hypothesis that honors students with high academic ability have less anxiety

than honors students with lower academic ability (Robinson, 1966).

Huberty (2009) wrote an article about test and performance

anxiety. At the time of the article, Huberty was a professor and the director of

Indiana University’s School Psychology program. The article is very informative

and lists characteristics, causes, and types of anxiety. Huberty also discusses

interventions for school employees and parents. Characteristics of anxiety can

affect students behaviorally, cognitively, and physiologically. High stakes

testing can be very difficult for students with anxiety. Students with anxiety are

likely to also suffer from depression. Teachers and parents can work together

to help students learn to cope with anxiety which may lead to stress.

Theoretical Framework

This theoretical approach allows us to have a deeper understanding

about what are the effects of academic stress among these students and how

they cope up with this personal issues based on their feelings, behaviors,

thoughts, opinions and through other different forms. On that account,

according to Masih & Gulres, 2006, stress is now understood as a lifestyle

crisis. Moreover, it affects any individual regardless of their developmental

stage (Banerjee & Chatterjee, 2016). Academic factors were the predominant

cause of stress in most students, followed by physical, social, and emotional.

Majority of students with stress reported high scores of poor self-esteem, and

about half scored high on depression scales (Baste and Gadkari, 2014).

Depression, anxiety, behavioural problems, irritability, etc. are few of the many

problems reported in students with high academic stress (Deb, Strodl& Sun,

2015;Verma, Sharma & Larson, 2002). Moreover, Busari, 2012 stated that

incidents of depression were also found among stressful adolescents as it is

linked with inability to concentrate, fear of failure, negative evaluation of future,

etc. Additionally, family’s expectation can be a big factor that can affect the

motivation level of student on their academic performances and they must be

considered as an important point as attitude towards education (Mutsoto &

Abenga, 2010).

Stress some time directly affects our body systems. Some start rapid breathing.

When we start to feel stress sometimes it causes our blood pressure to rise

than normal. There is another point to should be kept in mind that stress always

not came due to only external factors. It also rises due to internal factors as well

which consist of feelings, thought, and behavior and habits, there are some

most common factors which can cause for negative stress (Nordqvist 2009).

These are also some common impacts of stress upon human behavior and

thoughts. They show anger, feel depression, having problem in memorizing

things, got irritate even with no reason and start to feel sad. Stress also changes

their behavior some times. People start to eat too much or too little due to

stress, some starts to taking drugs or smoking because they feel it will give

them relaxation. Some people withdraw social relationships under stress and
some start to cry. It’s not necessary that everyone will face all of these. Some

can have few of them and it can be different for other one but whenever person

feels stress some of these impacts will came with stress (Nordqvist 2009).

Some face disturbance in sleeping and cannot sleep comfortably. Research

studies have shown that there is a huge affect of sleeping habits on student’s

performance. They are been classified in three categories which are short

sleepers, long sleepers and average sleepers. It is said that the students who

sleep more, end up with greater GPA’s as compared to the students who sleep

less because less sleep creates more stress and mental disturbance affecting

their academic performance. Stress could also be depending upon our

behavior. It means sometimes our behavior about work could also cause stress,

if we over schedule our workload and not careful about physical health and

failed to maintain it.

However, according to Centre 2010, the stress level is different for two persons

which are facing the same situation. Stress level depends on which kind of

stressor affects the individual and it is not an extraordinary thing and is just the

part of our daily life. This theory clearly contradicts to the study of Masih Gulres,

2006, yet it does have a point. Similar to what Robinson 2010 stated that, it is

in the person on how an individual perceive and deal with academic stress. It

depends on how a person reacts against it, it can affect a person negatively as

well and if we always react or respond negatively against stress it also could

affect our health and happiness. There is another focus group which says stress

itself is not a problem but the problem is how we handle stress. If we are not

handling it well then it well cause problems otherwise it won’t cause any

problem. And if we will not handle it properly it will seriously affect our behavior
and thoughts (Centre 2010). On the whole, stress has two distinctive effects

which is simply the positive and negative side. It depends upon the person

whether an individual uses it as a motivation to strive harder or let stress eat a

person and pull him down until he doesn’t have any rope to hold on to pull

oneself back up.

Significance of the Study

The result of this study may serve as the basis of what will be the actions that

we are going to do in the near future. We will make sure that this study would

be a help to those who suffers from academic stress that might stop doing what

they want to do. The result of this research would be a big help not just for us

but also for all the people who needs help and those who wants to be comforted.

We will provide a valid and trusted information based on our research.

Furthermore, the results of this study may eventually benefit the students and

other citizens since we evaluated the common effects and level of academic

stress to the students.

Definition of Terms

Academic-

Stress-

Stressors-

Chapter 2
METHOD

This chapter presents the research design, research locale population

and sample, research instruments, data collection and statistical tools.

Research Design

This study uses the Qualitative Phenomenological research design

which is a process of naturalistic inquiry that seeks in-depth understanding of

social phenomena within their natural setting and studies human behavior,

opinions, themes and motivations. This study determines the Effects of

Academic Stress among Students.

Research Locale

The findings of this study are specific to the context of one of the

biggest schools in Mindanao, the Davao City National High School located at

F. Torres Street, Davao City. The possibility for the general applicability of the

findings was limited by the scope and the sample.

Davao City

The location of the respondents is located at Davao City National High School

at F. Torres Street, Davao City. Davao City National High School is part of the

Cluster 1 schools. Cluster 1 consists of 9 schools which where the study will be

conducted.

Population and Sample

Complete enumeration was used in the selection of the respondents. The

subject of the study are the students of Davao City National High School and
mainly the students who’s learning a specialized subjects such as the Foreign

Language Students.

Distribution of Respondents

Grade Level No. of students

7 2

8 2

9 2

10 2

This study used purposive sampling design, in which the researchers

selected 8 students from Special Program in Foreign Language in all junior

level. The respondents were selected by the researchers because of the

following reasons: they learn a specialized subject, the foreign language, which

makes them perfect for the study since they may have faced difficulties in

learning the language; second, they still have a long way to go on being part of

the program and so they are given added information to prevent severe cases

of these said effects and lastly the respondents are still in the junior high school

so through this research they would be able to asses themselves and know

how to help themselves in their future years of studying even outside the

program.

Research Instrument

The researchers will use the FGD or Focus Group Discussion Method.
 For this paper, the instrument that will be used is through an

interview to be conducted on the respondents of the study. It was

a questioning interview guide containing topics related to the

problem that will help the respondents express their opinions

thoughts and feelings regarding with the issue.

Data Collection
This qualitative phenomenological study sought to describe, explore and

understand phenomena from the perspective of the respondents with regard

to the byproducts of academic stress. Considerable researches will be

conducted among the foreign language learners through interviews that will

utilize audio recordings in accumulating information. Data that will be gathered

will be analyzed and sorted out accordingly in order to create a theme that will

generalize the outcome of the study. The issues will be identified through the

“lived experiences” of purposefully selected participants from the said special

program. In gathering information the researchers made sure that good data

collection were considered. For instance, since an interview is to be conducted

statements that will be used are toned down to accommodate the knowledge

preparedness of the respondents. During the interview, researchers will use a

recording device to aid them in completely obtaining the facts from the

interviewee making it easier to understand and comprehensive.

 APPENDIX A

October 15, 2019

WENEFREDO E. CAGAPE

Principal

Davao City National High School

Dear Sir;

Greetings!

The undersigned are Grade 11 students of Davao City National High School

who are working in their study entitled “PERCIEVED EFFECTS OF ACADEMIC

STRESS: A PHENOMENON AMONG THE STUDENTS OF DAVAO CITY

NATIONAL HIGH SCHOOL”. The study is in partial fulfillment of the

requirements for the end of the semester.

In view thereof, we would like to ask permission from your good campus to

allow us to conduct the study in your establishment specifically the students who

knows their experiences in school. This will help us in the success of our study.

We are hoping for your approval on this research endeavor. Thank you and

May God Bless You.

Respectfully yours,

Veejay Malnegro

Ianna Marie Malot

Prizza Mia Pil

Razgene Rebelleza

Jessica Sanchez

Neilybellee Sereno
 APPENDIX B

PERCIEVED EFFECTS OF ACADEMIC STRESS: A PHENOMENON

AMONG THE STUDENTS OF DAVAO CITY NATIONAL

HIGH SCHOOL

Name (optional): Age:

Civil Status: [ ] Single [ ] Married Gender: ( ) Female ( ) Male

Length of Service:

General Direction: Read the instruction carefully

Instruction: Rate the extent to which you agree with the following statement using the

scale below based on the observation by putting a check ( / ) on the box provided:
 Scale Interpretation Meaning

1 Always It means that the item

embodied in the statement

is observed all the time

2 Often It means that the item

embodied in the statement

is observed most of the

time

3 Sometimes It means that the item

embodied in the statement

is rarely observed

4 Seldom It means that the item

embodied in the statement

is observed

5 Never It means that the item

embodied in the statement

is not observed

I. SCHOOL

1 2 3 4 5

Has a lot of activities in

school

Felt the happiness

 Competitiveness in the

class

Likes the people around

you

Felt the pressure

II. COMMUNITY

1 2 3 4 5

Pressured by your

parents

Felt burden in the family

Failed to meet the

expectation of the family

Insecure when it comes

to grades

Have strict parents

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