LEARNING STRESSORS AND PERFORMANCE OF GRADE 9 STUDENTS

DURING THE NEW NORMAL CLASS, S.Y. 2020-2021:

A CORRELATIONAL STUDY

An Undergraduate Thesis
Presented to the Faculty of the College of Education
EMA EMITS COLLEGE PHILIPPINES
M.H. Del Pilar St., Pinamalayan, Oriental Mindoro

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION
Major: Mathematics

by

SEMILLA, ARMAN J.
SENDING, SALLY C.
OLITA, DANIEL SON
2020
 CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Considering the challenges facing mathematics education, education in general

and mathematics education and have always faced and will continue to face challenges

indeed it could hardly advance save by overcoming difficulties, some of which go back

thousands of years, yet when students complained of student’s laziness.

Transitioning from classroom teaching to online instruction is a challenge even

under the best possible circumstances, let alone as an emergency response to the COVID-

19 pandemic. In education as in the rest of the world it will take a while to adjust the new

normal. Beyond the heartbreak associated with losing the classroom connection between

educators and students, families who depend on then school community for resources and

guidance may find themselves feeling adrift.

STATEMENT OF THE PROBLEM

This research study aimed to educate the importance of education knowing how

hard life we have. Through studying or teaching the subjects needed such as Mathematics

solving. It also considers Math problems in our lives. We had to find solutions in every

trouble we are facing.

Specifically, it seeks to answer to the following questions:

1. What is the extent of the stressors in learning Mathematics as experienced by the

Grade 9 students in EECP during the new normal class in terms of;
1.1 modalities in learning;

1.2 health restrictions;

1.3 availability of learning materials;

1.4 family expectations; and

1.5 school’s policies in deadlines.

2. What is the status of the performance of Grade 9 students in Mathematics during

the new normal class?

3. Is there significant relationship between the learning stressor and performance of

Grade 9 students in Mathematics during the new normal class?

STATEMENT OF THE HYPOTHESIS

Based on the problem, the following hypothesis will be tested.

There is no significant relationship between Learning stressors and the level of

Grade 10 students’ performance during the new normal class, S.Y. 2020-2021.

SIGNIFICANT OF THE STUDY

The findings of the research study would also benefit the following:

School Administrators. This study might help them recognize the importance of

effective instructional practices to academic performance, which might motivate them to

give more support to teachers as well as students.

Mathematics subject teacher. With this study, teachers would be able to understand

problems behind students’ poor academic performance in the subject. As a result, they
are expected to adjust and try to apply different teaching strategies that can improve

students’ academic performance in the subject at its finest.

Parents. They would be able to understand why their children are having those varying

problems with regards to their academic performance in the subject. From the findings of

the study, parents are expected to give moral and financial support to their children.

Future Researchers. To the future researchers who would like to study the same area,

this study will serve as the guide for them to know what aspects they should focus on,

and what part of the study they can change, add, or improve for better enlightenment of

the research.

Scope and Delimitation of the Study

This study focused on the challenges that students facing in learning mathematics

during the new normal class of selected respondents from EMA EMITS College

Philippines (EECP). It was conducted on the whole academic year 2020-2021.

The personal profile of the respondents was not included in the study.

DEFINITION OF TERMS

The following terminologies used were defined, to avoid the occurrence of

misinterpretations:

New normal class. The modern teaching approach combines face-to-face or traditional

classroom learning with online learning or e-learning. ... Blended learning allows the
students to set appropriate learning goals as well as helps them to be responsible for their

own learning.

Pandemic. A pandemic is defined as “an epidemic occurring worldwide, or over a very

wide area, crossing international boundaries and usually affecting many people. The

classical definition includes nothing about population immunity, virology, or disease

severity.

Academic Performance. It refers to the enactment of student inside class during

Mathematics class, or in written forms

Learning Materials. It refers to one of four elements of integral self-evaluations – in

addition to neuroticism, self-efficacy, and self-esteem. It includes online resources,

videos, and other interactive materials that reinforce curse content.

Mathematics. It refers to a subject that deals with numbers, quantities, and shape and the

relations between them. It is also the science of numbers that includes their operations,

interrelations, combinations, and generalizations.

Mathematics Performance. This are the recorded grades that are based on the student-

respondents performance in mathematics.

Parental Supervision. The act of looking after or monitoring a child’s activities by a

parent.

Parents Educational Attainment. This refers to the highest level of education attained

by the parents of student-respondents.

Health Restriction. It pertains to the limitations for the protection of individual’s health.

School Policies on deadlines. These are the rules and regulations of a school or

institutions.

THEORETICAL FRAMEWORK

The theoretical framework provides the backbone of this study as it explains the

different theories that serve as foundation of this research.

First is the theory of Cognitive development by Jean Piaget. His theory focuses

not only on understanding how children acquire knowledge, but also on understanding

the nature of intelligence.

The final stage of Piaget’s theory involves an increase in logic, the ability to use

deductive reasoning, and an understanding of abstract ideas.3 At this point, people

become capable of seeing multiple potential solutions to problems and think more

scientifically about the world around them.

Last is the theory of Connectionism by Edward Thorndike. This learning theory

of Thorndike represents the original S-R framework of behavioral psychology: Learning

is the result of associations forming between stimuli and responses. The paradigm for S-R

theory was trial and error learning in which certain responses come to dominate others

due to rewards.

Thorndike’s theory consists of three primary laws: (1) law of effect – responses to

a situation which are followed by a rewarding state of affairs will be strengthened and

become habitual responses to that situation, (2) law of readiness – a series of responses
 can be chained together to satisfy some goal which will result in annoyance if blocked,

and (3) law of exercise – connections become strengthened with practice and weakened

when practice is discontinued. A corollary of the law of effect was that responses that

reduce the likelihood of achieving a rewarding state (i.e., punishments, failures) will

decrease in strength.

CONCEPTUAL MODEL

Based on the proceeding discussion, this study on stressor in learning

mathematics during the old and new normal class was conducted.

IV DV

Extent of the stressors in learning

Mathematics in terms of; Level of Academic Performance

of the Grade 9 Students

1. Modalities in learning.

2. Health restriction.

3. Availability of learning

materials.

4. Family expectation.

5. School’s policies on

deadlines.

FIGURE 1; Hypothesized Relationship Between Variables

Figure 1 shows the independent variable and dependent variable. The independent

variable is the extent of stressors in learning Mathematics in terms of modalities in

learning; health restriction; availability of learning materials; family expectation; and

school’s policies on deadline.

On the other hand, the dependent variable is the level of the students’ academic

performance of the Grade 9 students in EMA EMITS College Philippines S.Y. 2020-

2021.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Modalities in Learning

New normal is another struggle that student and teachers are facing while trying

to learn new things. Some common problems that learners faced are disability to learn

that may affects performance in mathematics such as mistakes in adding, subtracting

numbers, transpositions, reversals, and omissions in writing, reading and recalling

numbers. Many of the students prefer to use internet in this case of problems. The

internet is a platform for several types of information. It used by students including

secondary students (Akin-Adaeamola, 2014). This helps students to broaden their

academic knowledge (Siraj, et al., 2015). The use of computer and access to online

resources according to Akende and Bamise (2017) are comparatively important to

students.

Health Restrictions

Learning may require physical contact to study with group of classmates and even

teachers. While studying health protocols should always be implemented and we should

remember the reason for pandemic. Researchers collected data that shows performance

of students in mathematics in 2018 and 2019. Pandemic affected the performance of

students regarding the subject math in past 2 years. Many research methods were used to

determine the effect of online learning outcome of mathematics in secondary high

schools’ students (Wijayanto et al., 2017)

Availability of Learning Materials

Distance learning features individual instructions that let learners use self-learning

printed modules or digital format copy that is applicable to learners according to DepEd

(2020). Many of these materials aren’t available due to materials needed, some of the

schools ask for bond papers in order to distribute printed modules.

Family Expectations

Everyone have family members that expect them to have good grades and to be an

achiever in which many would feel pressure when it comes to study. Each student has

different types or way on how they can understand the learning modules. Each have their

own methods of what learning best fits them (Missouri et al.,). As parents pay tuition fee

for students and even provide personal tutor to fill the learning gap that are needed. This

may cause students to have anxiety over the things that would make them disappoint their

parents.

School’s Policies on Deadline

Mathematic is one of the subjects many would not like to study. Some schools

have a very strict deadline when it comes to passing the task and activities needed.

Passing the requirements also need to be in physical especially printed modules that is

why we need to avoid getting crowd in school campus.

Related Studies

Foreign

This study further argued that the more the internet is used for academic work

especially in mathematics the more it is perceived to exert a positive influence on

academic grades. Researchers found that computer literate students performed better than

non-computer literate students. Similar results have been obtained by Samual (2010)

when he evaluated the impact of internet usage among secondary school students in

Nigeria. His study found internet usage to be low among public schools in Lagos

compared to their counterparts in the developed world. Dyscalcula is a learning disability

that affects learners from adding, subtracting numbers to writing, reading, and recalling

numbers (www.washington.educ.com). That is why internet is a great way for some

students to learn without pressure and judgment. In this case students can have their own

way of educating themselves by visual images, kinetic and auditory is just some types

that they can use to learn.

Results of the studies show that the scholars perform far better in on-line learning

than in ancient learning. Henriksen et al. (2020) highlighted the issues two-faced by

educators whereas shifting from offline to on-line mode of teaching. youngsters learn

higher in school than once finding out from home, finds teacher survey. A McKinsey

survey suggests that youngsters still learn higher through classroom-based teaching. on-

line schooling was marked 5-out-of-10 for effectiveness. Some students have a learning

delay of around 3 months. Findings indicated that on-line learner participation and

patterns of participation were influenced by the subsequent factors: technology and

interface characteristics, content-area expertise, student roles and tutorial tasks, and data
overload. There is also a reciprocal relationship among these factors. Persistence is

maybe the largest key to success in online learning type of academic. Students World

Health Organization succeed square measure people who square measure willing to

tolerate technical issues, look for facilitate once required, work daily on each category,

and persist through challenges. After you run into a challenge, keep attempting and

enkindle facilitate.

Local

The percentage of success and failure for independent and dependent students to

receive same amount of knowledge during new normal is a single factor that contribute to

the improvement of a learner (Bauyon, 2015). ‘Teaching Strategies, Their Use and

Effectiveness’ this study was conducted by Andersom (2011) aiming to share and know

that student learning achievement usually depends on the teacher’s way of teaching. This

somehow would help students and teacher what type of understanding they need.

Mathematic related studies may increase students’ performance in terms of standardized

test either indirect or direct (Carlo et al., 2002).

 Chapter III

RESEARCH METHODOLOGY

This chapter includes the research methods, respondents of the study, instruments

that was used in conducting the study, validation of instruments, data gathering procedure

and statistical treatment of data.

Researcher Design

This method gathering data is concerned primarily in determining the relationship

between the learning stressor in relation to academic performance of Grade 9 students in

EMA EMITS College Philippines, School Year 2020-2021.

Respondents of the Study

The respondents of the study where the Grade 9 students of EMA EMITS College

Philippines. A total of 172 randomly selected students from the said institution were

subjected as the source of data.

Table A. Distribution of Respondents

Section Population Sample

A 39 28

B 41 29

C 41 29

SC 40 28

TOTAL 161 114

Research Instrument

A self- made questionnaire is made from the articles, journals, and thesis as the

principal instruments by the researcher to gather data and collect relevant information

about the Learning Stressors to Academic Performance of Grade 9 Students of EMA

EMITS College Philippines, School Year 2020-2021.

The questionnaire contained items that measure the extent of stressors in learning

Mathematics in terms of modalities in learning; health restriction; availability of learning

materials; family expectation; and school’s policies on deadline.

McMillan and Schumacher (2001) recommended the use of questionnaire if the

researcher knows that the respondents will be in position to answer it. Scaled items are

carefully used to generate information of influence, facilitate response since the questions

are checklist and data can be categorized easily.

Scaling and Qualification

To describe the Extent of Stressors in Learning Mathematics of Grade 9 students

during the new normal class, a 5-point scale has been used. The following ranges as

guide for interpreting the mean responses.

Table B. Numerical Scale, Statistical Limit and Verbal Interpretation

Numerical Scale Statistical Limit Verbal Description

5 4.50-5.00 Strongly Agree

4 3.50-4.49 Agree

3 2.50-3.49 Neither Agree nor Disagree

2 1.50-2.49 Disagree
 1 1.00-1.49 Strongly Disagree

To interpret the level of Academic Performance of Grade 9 students in EMA

EMITS College Philippines, the following a 5-point scale has been used. The following

ranges as guide for interpreting the mean responses.

Table C. Numerical Scale, Statistical Limit and Verbal Interpretation

Grade Range Statistical Limit Description

95-99 94.5-99.4 Excellent

90-94 89.5-94.4 Very Satisfactory

85-89 84.5-89.4 Satisfactory

80-84 79.5-84.4 Average

79 and below 79.4 and below Poor

Validation of the Research Instrument

The primary tool that was used in this study was validated in the following

manner: a) It was presented to the thesis adviser for correction and suggestions; b) This

instrument was rewritten based on the correction and suggestion; c) It was again

presented to the experts (e.g., Director for Research) for further corrections and

suggestions; d) The questionnaire was finalized conforming the adviser’s and experts’

corrections and suggestions. The instrument was considered valid in its contents as well

as in its format; it appropriately and comprehensively enough to cover the topics and

variables intended to be studied and the items adequately represent the subject to be

addressed.
Reliability of the Research Instrument

The reliability of the questionnaire was determined using test-retest method. The

questionnaire has been administered to ten (10) non-respondents of the study over a

week. Person-Product Moment Correlation Coefficient was used in the computation for

the reliability coefficient.

Data Gathering Procedure

The researchers used definite procedures in gathering the needed information

which were relevant in their study. Permit to conduct the study and to gather the

necessary data from the students in EMA EMITS College Philippines was requested from

the principal of the said institution. The researchers presented the approved letter to the

teachers involved in each class. Questionnaires were being returned; data were collected

and interpreted.

Statistical Analysis of Data

The statistical tool used in the interpretation of data and testing of null hypothesis

included the weighted arithmetic mean and Person’s Product Moment Correlation

Coefficient.

The collected data were treated very carefully, classified, and statistically

organized according to the criteria established in the instrument.

The following statistical tools were utilized.

 The weighted arithmetic mean () was determined to provide the average

weighted opinion of the respondents regarding the Learning Stressor and Performance of

Grade 9 Students in EMA EMITS College Philippines, S.Y. 2020-2021.

The following formula was applied:

Where:

= weighted arithmetic mean

∑fx = sum of all products of x; where f is the frequency of each weight and x is the

weight

n = sum of all subjects/respondents

Person’s Product- Moment of Correlation was used to determine the

relationship between the learning stressors and the Academic Performance of Grade 9

students.

Where:

= correlation of X and Y

N= number of cases

xy= product of x and y

∑x= sum of test X

 ∑y= sum of test Y

∑xy= sum of the product of X and Y

∑x²= sum squared of Y score

∑y²= sum squared of X score

Interpretation of correlation

The following ranges served as guide for interpreting the r value.

±0.00 to ±0.2 denotes negligible relationship

±0.21 to ±0.40 denotes low or slight relationship

±0.41 to ±0.70 denotes mark or moderate relationship

±0.71 to ±0.90 denotes high relationship

±0.91 to ±0.99 denotes very high relationship

±1 denotes perfect correlation.

 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathered through the instrument, and their statistical

analysis and interpretation.

1. The Extent of the Stressors in Learning Mathematics

1.1 Modalities in Learning

Table 1.1 Mean Perception of Grade 9 Students on Modalities in Learning

Verbal
Items Mean
Interpretation

Stresses me because I felt that I am not learning. 3.66 Agree

Makes me anxious because of the fast phase of Agree

shifting of lessons. 3.51

Makes me worried as may not be able to meet the Agree

learning standards. 3.82

Makes me anxious because of the expenses that comes Agree

along with it. 3.52

Makes me anxious because of the lesson overload. Neither Agree nor

3.4
Disagree

Overall Mean and Interpretation 3.58 Agree

Table 1.1 presents the mean perception of Grade 9 students on modalities in

learning.

As can be seen at the table is rated agree and neither agree as reflected from the

mean score which range from 3.4 – 3.82. This means that the modalities in learning has

an impact in the academic performance of the students or respondents.

 Moreover, it was found that the students are worried as may not to attained or

meet the learning standards as reflected from the highest mean scores of 3.82. This means

that the student or the respondents are afraid that they might fails in his/her subjects.

On the other hand, some students neither agree nor disagree that it makes them

anxious because of the lesson overload, as reflected by the lowest mean score 3.4. This

means that the respondents can handle a lot of work and it does not cause them anxiety

and this is commendable for them because the respondents are able to manage their time

even the lesson is overload.

The overall mean score 3.58 shows that form the perspective of the respondents,

their learning display an agree result appertaining to the use of modalities in learning.

1.2 Health Restriction

Table 1.2 Mean Perception of Grade 9 Students on Health Restriction

Verbal
Items Mean
Interpretation

It limits my opportunity to collaborate with my

3.65 Agree
classmates for better learning.

It does not allow me to go out hence, forcing me to

3.55 Agree
study alone.

It restrains me from consulting my teachers face to face

for question and clarification about the lessons in the 3.67 Agree
module.

It limits me to maximize my potential in learning all

3.58 Agree
my lesson.

It confines me in the house which hinders me to

3.6 Agree
socialize and learn from my peers.

Overall Mean and Interpretation 3.61 Agree

 Table 1.2 presents the mean perception of Grade 9 students on health restriction.

As can be seen on the students restrains from consulting their teachers face to face

for question and clarification about the lessons in the module based on the students’ mean

perception 3.67. This means that the student can’t go to the school to ask the teachers or

to clarify the teachers about the topic or lesson.

However, students are agree in terms of it limits my opportunity to collaborate

with my classmates for better learning, based on the students’ mean perception 3.65. It

means that the students or the respondents want to socialize from their classmate to ask

something form their lesson or topic.

On the other hand, the students confine them in their house which hinders them to

socialize and learn from their peers, based on students’ perspective 3.6. This means that

the students are always in their house and this the hindrance why the students can

socialize to the other person and learn from their peers.

Moreover, the students agree in terms of it limits them to maximize in learning

their lesson, based on the students’ perspective of 3.58 which means that the students

can’t maximize their skill in terms of learning.

Looking back at the table, the students is does not allow to go out hence, forcing

to study alone as reflected by the mean score 3.55. This means that because of this

pandemic the students are forcing to study alone, and they are not allowed to go out even

for the sake of study.

Conclusively, as the tables shows, the student rated agree in health restriction, as

denoted by the overall mean which is 3.61. This stated that the students are mange their

health and their own learning.

 1.3 Availability of Learning Materials

Table 1.3 Mean Perception of Grade 9 Students on Availability of Learning

Materials
Verbal
Items Mean
Interpretation

I do not have adequate learning materials to support

3.91 Agree
my study.

I do not have the financial means to buy learning Neither Agree nor
3.45
materials needed in my study. Disagree

I do not have any support group through which I can Neither Agree nor
3.42
borrow such material. Disagree

I could not find any alternative learning materials at Neither Agree nor
3.28
home. Disagree

I am too shy to keep asking my teachers for support Neither Agree nor
3.37
relevant to it. Disagree

Neither Agree nor

Overall Mean and Interpretation 3.49
Disagree

Table 1.3 present the mean perception of grade 9 students in EECP on availability

of learning materials during new normal class. As seen from the table, five items under

the said indicator were described with respect to their obtained means. It could be noted

that the highest mean score of 3.91 was obtained by item number 1 and describe as agree.

It expresses that the respondent perceived that they don’t have adequate learning

materials to support their study. Learning materials is important because it can

significantly increase student achievement by supporting student learning, thus this mean

that the family, school, and administration need to secure to have an adequate learning

material for the student to support their study, especially in this new form of learning and

teaching modality.
 On the other hand, the lowest mean score of 3.28 was obtained by item number 4

and rated as neither agree nor agree, as the respondent perceived that they could not find

any alternative learning materials at home. Having alternative material at home help

student tend to understand more the lesson and help to improve the student’s engagement.

Providing alternative learning material help engage all student with different learning

types.

The overall mean score is 3.49 which described as neither agree nor disagree,

implies that the grade 9 students in EECP has neutral opinion in the availability of

learning material, thus this mean the family, school and administration need to secure that

the student have learning material that can be used to support their study.

1.4 Family Expectations

Table 1.4 Mean Perception of Grade 9 Students on Family Expectations

Verbal
Items Mean
Interpretation

They want me to get high grades beyond my

3.63 Agree
capabilities.

They expect me to adapt efficiently to the new

3.58 Agree
learning modality.

They refuse to believe that I have difficulties in Neither Agree nor

3.4
accomplishing my modules. Disagree

They want me to achieve more despite financial

3.8 Agree
difficulties.

They want me to juggle both household task and Neither Agree nor
3.42
academic task still expect me to get high grades. Disagree

Overall Mean and Interpretation 3.57 Agree

 Table 1.4 present the mean perception of grade 9 students in EECP in terms of

family expectations. It could be clearly seen from the table that the higher mean score of

3.80 was obtained in item number 4 as to respondent perceive that they’re family want

them to achieve more despite financial difficulties. Parents can undermine their children’s

performance if they set their academic expectations too high. That’s the conclusion of a

new study. It finds that while high but realistic expectation can help students perform

well, unrealistically high expectations can harm their performance (Gewertz, 2015).

Thus, this mean that expectation of family needs to be realistic so that the student will not

be pressured in their study.

Moreover, the students rated neither agree nor disagree in item number 3 that

obtained lowest mean score of 3.40 which ranked last on the mean response distribution.

This means that the respondent is between agreeing and disagreeing in issue that they’re

family refuse to believe that they have difficulties in accomplishing my modules.

Parental involvement is essential for student development it help to increase academic

performance, help to improve student behavior and the student is more motivated.

The overall mean score 3.57 which described as agree is obtained from

the perspective of the grade 9 students in EECP in terms of family expectation. Family

plays important role in student learning because family can influence in the academic,

social and emotional development of children, and which can enhance and improve their

educational experiences and outcome.

 1.5 School’s Policies on Deadlines

Table 1.5 Mean Perception of Grade 9 Students on School’s Policies on Deadlines

Verbal
Items Mean
Interpretation

The school does not want us to delay our payment for

3.55 Agree
tuition fee.

The school still wants us to adhere to the dress code. 3.57 Agree

The school wants us to submit our modules without Neither Agree nor
3.44
delay. Disagree

The school does not make any adjustments relevant to

Neither Agree nor
the completion of the requirements despite health 3.31
Disagree
restrictions.

The school still have a strict policy on giving grades

which I think is not responsive to the current 3.54 Agree
situation.

Neither Agree nor

Overall Mean and Interpretation 3.48
Disagree

Table 1.5 present the mean perception of grade 9 students in EECP in terms of

school policies and deadlines. It could be clearly seen from the table that the higher mean

score of 3.57 describe as agree was obtained in item number 2 as to respondent perceive

that they’re school still wants them to adhere to the dress code. This mean that the student

agrees in dressing the adhere dress code of the school because school is a formal place in

the first place so that means that every people who enters in their institution must need to

obey their implemented rule. It also good to see the students entering in the school with

neat and decent dress.

However, the students rated neither agree nor disagree in item number 3 that

obtained lowest mean score of 3.31 which ranked last on the mean response distribution.
This means that the respondent is being neutral, that they’re school does not make any

adjustments relevant to the completion of the requirements despite health restrictions.

The overall mean score 3.48 which described as neither agree nor disagree is

obtained from the perspective of the Grade 9 students in EECP in terms of school policies

on deadline.

1.6 Effectiveness on Teacher’s Instructional Practices

Table 1.6 Summary Mean Perception of Grade 9 Students on the Learning

Stressors
Verbal
Learning Stressors Mean
Interpretation

Modalities in Learning 3.58 Agree

Health Restriction 3.61 Agree

Availability of Learning Materials 3.49 Neither Agree nor

Disagree

Family Expectations 3.57 Agree

School’s Policies on Deadlines 3.48 Neither Agree nor

Disagree

Total 3.55 Agree

Table 1.6 presents the summary mean perception of Grade 9 students on the Learning

Stressors.

2. Academic Performance of Grade 9 Students

Table 2 Frequency Distribution of the Academic Performance of Grade 9 Students

Grade Range Frequency Description

95-99 28 Excellent
 90-94 28 Very Satisfactory

85-89 32 Satisfactory

80-84 29 Average

79 and below 0 Poor

Total 117

Mean Grade 89.35 Satisfactory

Table 2 presents the frequency distribution of the academic performance of the

Grade 10 students.

As can be seen on the table, 32 out of 117 students got grades ranging from 85 to

89 while 29 students got grades of 80 and 84. This means that majority of the Grade 10

students demonstrated a satisfactory performance. It can also be seen that there are 28

students who got the grades ranging from 95 to 99 and 90 to 94, which is described as

excellent and very satisfactory. On the other hand, it can be seen that there are no

students got the grades ranging from79 and below, which means that no students who

have poor performance.

The mean grade of the students, as shown on the table, is 89.35, which indicates

that the respondents have a satisfactory academic performance. This means that although

they are able to catch up with the lessons and attain the competencies taught, they do not

excel much in their academics. Their grades are passing, not low but not high as well.

This implies that they still need to increase their efforts and become more diligent so as to

uplift the level of their academic performance. According to Regier (2011), academic

performance is important for the successful development of young people in society.

Students who do well in school are better able to make the transition into adulthood and

to achieve occupational and economic success.

3. Relationship between Learning Stressors and Students’ Academic Performance

Table 3 Relationship between Learning Stressors and Students’ Academic

Performance
Students’ Academic Performance
Learning Stressors
rxy Interpretation

Modalities in Learning 0.72 High Relationship

Health Restriction 0.46 Moderate Relationship

Availability of Learning Materials 0.41 Moderate Relationship

Family Expectations 0.08 Negligible Relationship

School’s Policies on Deadlines 0.02 Negligible Relationship

The Table 3presents the relationship between learning stressors and students’

academic performance.

The Table shows that the family expectations and school’s policies on deadline

has negligible relationship with the students’ academic performance as reflected by their

rxy values 0.08 and 0.02 respectively. This means that the student’s academic

performance is not significantly affected by the extent of stress.

The health restriction and availability of learning materials are moderately

influence the academic performance of the students, as indicated by their attained rxy

values which are 0.46 and 0.41 respectively. This shows that the academic performance

of the students is influenced by the extent of stress level.

On the other hand, the modalities in learning has a high relationship to the

academic performance of the students, as reflected by rxy value of 0.72.

 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the finding, the conclusions drawn from the

findings, and the researchers recommendation.

Summary of the Findings

After careful analysis of the data gathered, the researchers hereby reveal the

following:

1. Learning Stressors

1.1 Modalities in Learning

The overall mean score 3.58 showed that the perspective of Grade 9 students,

their learning display an agree appertaining to the modalities in learning. This means that

each learner has a style of learning that should be maximized in all learning situations.

1.2 Health Restrictions

The learning stressor in terms of health restrictions are, likewise, as manifested by

the overall mean score of 3.61. This stated that the students are manage their health and

their own learning.

1.3 Availability of Learning Materials

The respondents display neither agree nor disagree, based on the overall mean

score 3.49. This means that the grade 9 students in EECP has neutral opinion in the
availability of learning material, thus this mean the family, school and administration

need to secure that the student have learning material that can be used to support their

study.

1.4 Family Expectations

The overall mean perception 3.57 indicated that the respondents display agree in

terms of family expectations. This means that the family plays important role in student

learning because family can influence in the academic, social and emotional development

of children, and which can enhance and improve their educational experiences and

outcome.

1.5 School’s Policies in Deadlines

The respondents neither agree nor disagree in school’s policies in deadlines, as

reflected by the overall mean score 3.48. This means that the respondent is being neutral,

that they’re school does not make any adjustments relevant to the completion of the

requirements despite health restrictions.

2. Students’ Academic Performance

The Grade 9 students demonstrated an average academic performance as reflected

by the mean grade of 89.35.

3. Relationship between Learning Stressors and Students Academic Performance

There’s a negligible relationship between student’s academic performance and

family expectations and school’s policies deadlines as reflected from the obtained rxy

values which range from 0.02 – 0.08. Thus, the null hypothesis is accepted.
 On the other hand, there is moderate to high relationship between student’s

academic performance in terms of health restriction, availability of learning materials,

and modalities in learning as reflected from the obtained rxy values which range from

0.41 – 0.72. Hence, the null hypothesis is rejected.

CONCLUSIONS

Based on the foregoing findings, the researchers have drawn the following

conclusions:

I sought to determine if engagement impacts students stress levels. There was no

significant difference in stress between students who are involved with on RSO and

students who are not involved with on RSO. There was a significant difference in stress

level between students who works at least six hours per week and students who work less

the six hours per week. Student’s affairs professionals need to be mindful of the demands

and create a professional development plan for the student workers. There needs to be

further research on students’ involvement in students’ organizations and students stress

levels. It has been recommended in the previous sections to research whether

involvement, stress and academic performance impact each other.

RECOMMENDATIONS

Based on the abovementioned conclusion, the researchers hereby recommend the

following:

1. The teachers may continue to utilize an effective instructional practice to make

their students more during this new normal.

2. The students may do better and exert greater efforts in studying to improve their

academic performance.

3. Other researchers may undertake the same study to further investigate on the

impossible impact of stress levels to academic performance.

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