CHAPTER I
THE PROBLEM
Introduction
Nikitha, et al (2014) said that in today's highly competitive world, students face a
variety of academic issues such as exam stress and disinterest in their studies. Attending
classes and failing to grasp the subject examination stress is defined as apprehension or
anxiety about one's exam performance. It may result in students failing to perform to the
best of their abilities in exams. Academic stress is the most common source of anxiety in
adolescents, and it can lead to low self-esteem. Many psychological issues such as
depression and suicide arise because of low self-esteem.
Lal (2014) added that the students have to deal with numerous academic
burdens/loads such as school examinations, answering class questions, and demonstrating
progress in academic subjects, understanding what the teacher is saying while teaching,
competing with other students, and completing tasks. Academic expectations of teachers
and parents, the student at this level may also occasionally experience mental
incompatibility. development as a result of physical or social changes as a result of which
they suffer from problems insufficient adaptation.
Moreover, Kai-wen (2010) Stated that these issues can exacerbate psychological
problems and even lead to deviant behavior. Physiological or mental changes, school
factors, relationships with the opposite sex, and family environment are all factors that
influence stress in school-aged adolescents.
Rosa and Preethi (2012) Pointed out that school education is a very important part
of an individual’s life and is also a turning point in their academic life. At this point, a
student's academic performance is critical in determining the next stage of their
education, which in turn shapes their career. An excess of academic stress during this
stage can have far-reaching and long-lasting consequences.
However, Arria et al (2009) stated that stress is also the body's irrational reaction.
And appears in response to requests made of it, as well as unsettling occurrences in the
environment. Stress is also defined as any change in the body's equilibrium. Distress is
another term for any type of negative stress. When a person is in distress while working
or exercising, stress builds up until there is none left. It doesn't appear to have any release
in it. This may lead to poor judgment. It is also significant because it provides
overstimulated, uptight, and unable to unwind are fundamental characteristics of students.
Touchy, easily agitated, irritable, nervy, jumpy, and easily startled, intolerant of
interruption or delay. Overwhelming stress increases the occurrence of substance abuse,
anxiety, and depression are examples of psychological issues. Suicidal ideation and
abuse.
Thus, this study is significant because attending senior high school is a
pleasurable experience for many students. According to the theory of Campbell-Phillips,
Halder, & Hasib (2020), personal inadequacy, fear of failure, teacher-student
relationships, and inadequate study facilities were concerns of academic stress. For
others, however, it represents a highly stressful period of extensive studying and pressure
to meet academic requirements.
Conceptual Framework
Students that face academic stress are included in this category. The reaction to
having too many expectations and tasks placed on students is academic stress. Students
will deal with family, social, and emotional issues that can hinder learning and academic
performance throughout their academic careers. Each student will react differently to the
stressor. Some students might feel discouraged, while others might view a stressor as an
opportunity to work harder. students making the move from late adolescence to early
adulthood.
According to Joe Feldman (2020), shifting away from these traditional and
stressful grading practices can help to increase equity. Evaluating behavior with
"participation" points makes our grades more vulnerable to our implicit biases. Students
who have fewer supports at home may be less able to complete homework; therefore,
excluding homework performance ensures that our grades reflect only students' learning
and not their external supports. When we stop curving grades or using the 0-100
percentage scale, students who make early mistakes are no longer mathematically barred
from success. Retakes give students multiple chances to succeed, regardless of how long
it takes.
Depaynos, J., Butala, G., & Atompag, S. (2021) added that by focusing on the
degree of academic stress, it is then possible to identify which academic strand is dealing
with the highest degree of academic stress, and the parents would also be informed if
their child is dealing with a high degree of academic stress in relation to his or her
particular strand. In this situation, they can practice how to deal with their kids under
stress.
Cocom y García (2019) In addition to the previously mentioned concepts, it is
important to remember that students will experience times of anxiety related to academic
stress. If they have not had a good time management of their activities, they will not be
able to have an adequate control over these activities or identify those that are more
important to materialize their goals, which will result in a significant increase in
academic stress.
Grable and Joo (1999) outlined the coping mechanisms for money issues that
have been studied in the literature before, including cutting costs, raising income,
developing management skills, borrowing money, using stress-reduction techniques, and
getting support. This study focuses on asking for financial assistance as a coping
mechanism for students who are under financial hardship.
Al-Methen, and Wilkinson (1992) stated that personal inadequacy was a term
used in 1992 to describe a student's academic and behavioral issues that were caused by
low ability, a poor sense of oneself, anxiety, maladjustment, or environmental influences
like peer group, classroom dynamics, inadequate curricula, relationships with teachers,
support from the home, and more.
Conroy, Willow and Metzler (2002) pointed out that the inclination to envision
embarrassment in the event of failure has been described as fear of failure.
De Castella, Byrne and Covington (2013) said that although there seems to be
general agreement that some failure is important for future advancement in most
situations, failure can be troublesome in the academic setting. It is more likely to happen
when someone distributes power to others, seeks approval from others, or fears the
disapproval of others because they believe failure will likely be aversive.
Crocker et al (2003) and Zuckerman and Tsai (2005) Whatever the source of the
worry, students often want to safeguard their self-esteem in case their performance falls
short of expectations. This type of dread has the long-term consequence of lowering
intrinsic motivation and making people feel uneasy.
Pennings et al (2017) outlined when students adjust their daily interactions with
teachers to achieve learning objectives, this is referred to as interpersonal issues with
teachers. The daily interaction between teachers and students serves as a foundation for
teacher-student interactions and is linked to student cognitive learning domains.
Martin (2014) stated that negative interpersonal interactions have been identified
as a risk factor for stress and anxiety, as well as a burdensome element for everyday
duties, a source of hopelessness in group activities, and a cause of social and emotional
uncertainty.
Oluyinka (2015) With regard to the efficient use of e-learning, inadequate
learning resources include, among other things, a lack of support, technology, resource
availability, accessibility, the culture of education, and learning style.
Allen (2003) and Ostlund (2005) pointed out other personally motivated factors
include a lack of self-motivation and time management skills, a lack of confidence and
computer knowledge, and a lack of user-friendly e-learning platforms (Pirani, 2004). The
situation is made worse by the fact that low-income groups were unable to purchase
internet access and other educational tools.
Figure 1. Shows the relationship between the independent and dependent variable.
The Independent variable represents the Strand, Number of hours spent
(face-to-face/distance learning classes), Allowance, and the Academic Grade while the
dependent variable represents personal inadequacy, fear of failure, teacher-student
relationships, inadequate study facilities.
DEPENDENT
INDEPENDENT VARIABLES
VARIABLES
Grade 12 Students in
Kauswagan National
High School
(Academic Stress)
Personal inadequacy
Fear of failure
Teacher-student
relationships
(Demographic Profiles) Inadequate study
Strand/Course facilities
Number of hours spent
(face-to-face/distance
learning classes)
Allowance
Academic Grade
Figure 1. Shows the relationship of the independent and dependent variable.
Statement of the Problem
The significance of this study is to find out the relationship of Grade 12 Students
in Kauswagan National High School to its Academic Stress. More specifically, this study
seeks to answer the following questions:
1. what makes personal inadequacy, fear of failure, teacher-student
relationships, inadequate study facilities as academic stress
2. What is the academic stress of the respondents in terms of:
personal inadequacy, fear of failure, teacher-student relationships, inadequate
study facilities.
3.what is the level of academic stress toward the grade 12 students of Kauswagan
National High School.
Significance of the Study
This conducted study is important for the students in Kauswagan National High
School, to give them an overview of the level of academic stress in personal inadequacy,
fear of failure, teacher-student relationships, inadequate study facilities.
The researchers, the findings of the study will be of great assistance to the
readers, enhancing their comprehension of their academic stress.
The students, to provide information about the level of their academic stress of
the school.
The teachers, hopefully the provided content of the study will make the teachers
understand and assess student-academic stress.
The school, to provide assistance and understanding for the students-academic
stress and help these students by conducting programs to anticipate academic stress.
Scope and Limitation of the study
This study is limited only to the Grade 12 Students of Kauswagan National High
School for school year 2022-2023 at Eagle Street, Zone-1, Kauswagan, Cagayan de Oro
City. This study mainly focuses on the level of academic stress in personal inadequacy,
fear of failure, teacher-student relationships, inadequate study facilities only.
Definition of terms
For a clearer understanding of the study, the following terms were defined:
Academic Stress is defined as mental distress caused by expected academic
challenges or inability, or even the despair of academic failure.
Personal inadequacy includes a general feeling that we are not good enough -
perhaps we believe we cannot do things properly, that we are not a good person, or
that we cannot find success in our chosen career path.
Fear of failure may induce you to defer or avoid any action or scenario that has
the possibility of failing.
Teacher-student relationships is one of the essential human relationships that
contribute to the creation of an engaging and important learning ecosystem.
Inadequate study facilities classrooms, teachers who are undermanned and
stressed, insufficient equipment, and a lack of essential support services all add value to
insufficient content and quality in education.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter introduces the related literature in foreign and local setting.
According to Imelda Kumaraswamy (2013) Students stand for society's future
investment. Their mental health and welfare are significant not only in and of themselves
but also as a factor in the general well-being of society. Common stressors at college
include higher academic demands, being on your own in a new environment, changes in
family relationships, changes in social life, exposure to new people, ideas, and
temptations. Students today frequently have more complex difficulties than they did over
a decade ago.
Lazarus & Folkman, (1984) One of the natural and unavoidable characteristics of
modern humans, stress has been defined in a variety of ways. While some definitions
simply refer to stress as mental pressure, others view it as a physiological reaction to
dangerous external stimuli.
Lazarus, (1990) The idea that stress can have a physical, cognitive, or emotional
nature has long been debatable among academics. The main school of thought in modern
psychology, cognitivism, views the body, cognition, and emotions as integral parts of the
human experience. Additionally, it asserts that every one of the aforementioned
components is made up of a variety of interconnected aspects that influence how an
interactive network behaves.
Pekrun, Goetz, & Titz, (2002) Evidence from certain studies indicates that the
level of emotional arousal and function in those circumstances is influenced by thoughts
and judgments about how much control one can exert over stressful situations and their
ability to self-regulate in order to deal with issues and irritating events. These results
imply that those who maintain a positive self-perception and demonstrate higher levels of
self-regulation, or in other words, who are self-regulated and self-efficacious, suffer less
emotional reactivity when confronted with stressful events. They experience reduced
deficit and inactivity as a result, which helps them do cognitive activities more
effectively.
Gadzella, (1991) Academic stress is linked to people's perceptions of not having
enough time to learn everything they need to know while still needing to learn more.
Misra, McKean, West, & Russo, (2000) Academic stress is linked to people's
perceptions of not having enough time to learn everything they need to know while still
needing to learn more.
Ang & Haun, (2006) Academic stress may be caused by a variety of factors,
including poor schooling, a distorted self-image, unsupportive parents, low self-efficacy,
and poor self-control. Sturat.
Bandura, (1997); Schunk, Pintrich, & Meece, (2007); Zimmerman, (2008) claims
that academic stress may be caused by a lack of self-assurance in handling academic
assignments, or, to put it another way, a lack of self-efficacy and self-regulation in
handling an academic task. Researchers and instructors alike are becoming more
interested in exploring self-regulated learning.
Pintrich & Zusho, (2007); Schunk et al., (2007) According to the academics,
students need to learn how to control their behavior in order to achieve high levels of
academic accomplishment.
Chapell et al., (2005); Naveh-Benjamin et al., (1997) Some students may have
considerable stress levels that manifest as anxiety symptoms, particularly around test and
exam times. In fact, prior studies indicated a low prevalence rate of 10 to 35 percent of
college students experience levels of test anxiety that are functionally detrimental.
Neuderth et al., (2009) But not every student experiences anxiety to the same
degree. Exam jitters are thought to affect student functioning to a "moderate" to "high"
degree in between 15-20 percent of cases, according to the German Student Union's
Social Survey.
Schaefer et al., (2007) Additionally, it was shown that students with test anxiety
are substantially more likely to delay and drop out of university and that this is linked to
high rates of psychiatric morbidity, such as suicidal conduct, and high costs to society.
Pohlmann et al., (2005) Additionally, it was found that 10% of dentistry students
experienced extreme emotional tiredness, 17% complained of a terrible loss of
accomplishment, and 28% experienced extreme depersonalization symptoms.
Baste and Gadkari (2014) Most students reported that academic difficulties were
the main sources of stress, followed by physical, social, and emotional factors. The
majority of under pressure kids reported having low self-esteem and almost half had high
depression scores.
Sohail (2013) The literature's findings imply that lower academic performance
may be linked to higher levels of stress.
Harikiran et al., (2012); Hashmat et al., (2008); Sansgiry and Sail, (2006); Shah et
al., (2010). Numerous studies have been conducted, and the authors discovered that
students' reports of heavy course loads, a lack of exercise, and lengthy exam periods were
the most often cited causes of stress and anxiety around exam times.
Hashmat et al. (2008) Numerous studies have revealed that the most significant
causes of test anxiety are the perception of a heavy course load and lengthy tests. Using a
cross-sectional study as an illustration. Hashmat et al., (2008) The final class of medical
students (n = 120) were asked to complete a standardized self-administered questionnaire
that included questions regarding their lifestyle, study habits, psychological issues, and
exam format. This questionnaire examined the factors that contribute to exam anxiety.
The most often cited causes of test anxiety by students, according to researchers, are
heavy course loads (90.8%), a lack of exercise (90%), and lengthy exams (77.5%). The
majority of students, according to authors, had inadequate exam-taking and anxiety-
reduction skills.
Shah et al., (2010) The most common and serious sources of stress for medical
students were their results on periodic exams.
Acharya, (2003) Polychronopoulou and Divaris, (2005) Also, Omigbodun et al.
(2006) and Polychronopoulou and Divaris (2005) found that sources of stress included
too much homework, crowded classes, staff strikes, and a lack of lab supplies. One of the
recognized reasons of stress among dentistry students was the dread of failing a course.
Others included the uncertainty about the future, problems with clinical training, and job
overload.
Bedewy and Gabriel, (2013) According to a recent study, the excessive cognitive,
physical, and emotional responses on the Examination Anxiety Scale scores accounted
for 16.2 percent of the variation.
Sansgiry and Sail, (2006) It was shown, using data from a self-administered
survey, that test anxiety among pharmacology students (n = 198) was positively
connected with students' perceptions of course load and negatively correlated with their
capacity to manage time with course work.
Acharya, (2003) and Tangade et al., (2011) Numerous research have shown that
stress related to exams, selecting a course of academic study, or a future vocation was
linked to parental demands and teachers' expectations. For instance, compared to students
who chose dentistry on their own, those who enrolled under family pressure reported
experiencing more stress due to the accompanying worry of having to face their parents
after failing.
Tangade et al., (2011) According to authors, parents should be advised against
coercing their kids into enrolling in a school that is not of their choosing.
Kumar et al., (2009) One of the factors linked to substantial stress among
dentistry students was getting feedback from supervisors regarding academic or clinical
work.
Putwain et al., (2010) According to other research, parental pressure raised exam
anxiety since it increased the threat of receiving a poor grade from others. In contrast, it
was hypothesized that parental support would indicate a lower level of stress and test
anxiety because the risk of receiving a poor grade is diminished. Other variables,
particularly those that relate to a student's personality traits, IQ, prior academic
accomplishments, and other academic contextual and psychosocial sources, are
frequently linked to students' assessments of their academic performance.
Stewart et al., 2006; Westerman et al., (1993) Hancock (2001) and Hembree
(1988) Negative exam-related cognitions, such as students overestimating the
repercussions of their failure or underestimating their own talents, have been linked to
poor performance and higher levels of anxiety. Numerous studies among dental and
medical students showed that stress levels were high enough to cause significant
percentages of students to exhibit psychiatric illnesses. There is ample evidence that
dental school students feel significant stress and anxiety. Students frequently report
experiencing symptoms of stress that can range from minor anxiety to sleep and food
disorders, as well as repercussions like poor performance, aggression, despair, and other
incapacitating conditions.
Neveu et al., (2012) It was shown that sports and psychology students had a lower
perceived stress risk compared to medical students in a cross-sectional survey that looked
at the degree of felt academic stress among students studying medicine, dentistry,
psychology, and sports.
Putwain et al., (2010) Numerous research also looked at the connection between
personality factors and the stress and anxiety associated with taking exams. For instance,
Liu et al. (2006) stated that test anxiety should be related to personality and self-esteem
and that its prevalence should be higher in students who are introverted, emotionally
unstable, display obvious psychoticism, or have low self-esteem. Using a test anxiety
questionnaire and a self-concept scale for English language learners, Xu et al. (2005)
investigated the impact of self-concept on test anxiety among medical college students.
Researchers discovered that exam anxiety was highly correlated with all aspects of self-
concept, including general and academic self-concept. Others asserted a connection
between anxiety and stress and perceived intellectual aptitude.
CHAPTER III
RESEARCH METHODOLOGY
Research Design
This research will be possible through _______________ methodology of
research. ________________ methodology research is will be use because it discovers
and helps the researchers to uncover the real reasons and the impact of factors of
academic stress to the students.
Locale of the Study
The respondents of this study are the students at the Kauswagan National High
School in Eagle Street, Zone-1, Kauswagan, Cagayan de Oro City for the school year
2022-2023. Convenient sampling will be use since it’s convenient to the researchers in
Kauswagan National High School and study.
Population of the Study
This study was conducted at Kauswagan National High School located at the
Eagle Street, Zone-1, Cagayan de Oro City, Misamis Oriental Region X.
Research Instrument
An assessment on the information related to the respondent’s academic stress will
be provided for the students. The respondent's academic grades are also needed to
strengthen the study was used as data gathering device.
Validity and Reliability of the Study
To ensure reliability, the questionnaire was checked by the researchers’ research
adviser before the actual data collection. The participants were asked the same questions
as the actual study participants which are the students.
Data Gathering Procedure
Data were gathered through room-to-room survey to the respondents which are
the student of Kauswagan National High School. The researchers did the study room-to-
room survey as an assurance that the said students were answering attentively to the
information that the researcher conveyed or imparted and by this. Being in the students’
comfort zone increased the possibility that the students will feel comfortable while the
researchers conducted their study.
The researcher did the following steps in gathering data.
First, the researchers constructed a letter to be approved by the research adviser,
senior high coordinator, and the school head.
Then, after the approval of the letter, it was then presented to the advisers of the
students for the survey.
Lastly, the researchers tallied the results of the survey assessment of the students.
Scoring Guidelines
Statistical Tools
