EXPLORING THE IMPACT OF ACADEMIC STRESS ON STUDENTS OF LNHS

A Research

Presented to the Senior High School Faculty of

LEUTEBORO NATIONAL HIGH SCHOOL

Socorro, Oriental Mindoro

In Partial Fulfillment of the Requirement for

PRACTICAL RESEARCH 1

Under

Academic Track

Science, Technology, Engineering and Mathematics Strand

By

Mc Clifford A. Aclan

Ehra C. Gervacio

Carl John F. Sumagpang

Grade-11 Corazon Aquino

A.Y. 2023 – 2024

Second Semester
 ABSTRACT

This qualitative study explores the impact of academic stress on students at

Leuteboro National High School, focusing on student experiences, perceptions, factors

contributing to stress, its effects, and coping strategies. Drawing upon the Transactional

Model of Stress and Coping, Social Cognitive Theory, Resilience Theory, and Cognitive

Appraisal Theory, the research investigates how academic stressors affect students’

overall well-being and academic performance. Through a phenomenological approach,

data were collected from 7 Grade-11 students using survey questionnaires, emphasizing

the subjective experience of academic stress. Through a comprehensive exploration of

students’ experiences, perceptions, and coping strategies regarding academic stress, the

study identified key sources of stress, including excessive workload, self-imposed

pressure, fear of failure, and the impact of social interactions on stress levels. The

research found that academic stress significantly affects students’ academic performance,

mental well-being, and daily life, contributing to a range of negative outcomes such as

anxiety, sleep deprivation, and impaired concentration. However, the study also

highlighted the potential for resilience and self-improvement in managing academic

stress, with effective coping mechanisms, strong support systems, and a positive outlook

playing crucial roles in mitigating stress impacts. Students reported diverse stressors such

as group activities, presentations, class participation, recitations, and the overarching

pressure to excel academically. The dynamics of classmates and teachers were found to

either exacerbate or alleviate stress levels, emphasizing the importance of supportive

educational environments. Despite the challenges, students identified various coping

strategies, including maintaining a positive mindset, engaging in relaxation activities, and

practicing self-care and mindfulness, as effective in managing stress. The study concludes

that academic stress is a pervasive issue impacting students’ performance and well-being,

necessitating targeted interventions to support students. Recommendations include the

identification and management of stress sources, promotion of healthy coping

mechanisms, fostering supportive relationships, efficient time management, and

cultivating a positive outlook towards academic challenges. These strategies are essential

for students to navigate academic stress successfully and achieve a balanced and fulfilling

academic experience.

Keywords: Academic Stress, Student Well-being, Coping Strategies, Academic

Performance
 ACKNOWLEDGEMENT

The researchers extend their appreciation to all who contributed to the successful

culmination of this research project.

First and foremost, thee researchers acknowledge the Almighty God for providing

wisdom, guidance, and blessings throughout the research process. Without His

intervention, this research would not have been possible.

The researchers convey their sincere gratitude to Mr. Roger G. Abante, the school

Principal, for granting permission to conduct the survey at Leuteboro National High

School. Without his authorization, the researchers would not have been able to complete

their research. They also express heartfelt thanks to Mr. John John Bidon, Research

Adviser, for his invaluable guidance, steadfast support, and expert mentorship during the

research journey. His encouragement played a crucial role in shaping the research’s scope

and enhancing its quality.

The researchers express their deepest gratitude to the students of Leuteboro

National High School for their participation, time, and efforts in completing the survey.

Their contributions yielded invaluable data and insights that enriched the analysis and

interpretation.

Lastly, the researchers express gratitude to their families and friends for their

unwavering support, understanding, and encouragement during the demanding phases of

this research endeavor. Their belief in the researchers and their sacrifices have served as a

constant source of motivation and inspiration.

DEDICATION

This research is dedicated to the students who face the challenges of academic

stress on a daily basis. Your resilience in the face of immense pressure is an inspiration.

We hope this study sheds light on the realities of academic stress and leads to greater

support and understanding from educators, administrators, and society as a whole. To all

those impacted by academic stress, know that you are not alone, and that positive change

is possible.
 TABLE OF CONTENTS

Title

Title Page i

Abstract ii

Acknowledgement iii

Dedication iv

Table of Contents vi

CHAPTER I: INTRODUCTION

Background of the Study 1

Statement of the Problem 2

Significance of the Study 2

Scope and Delimitation of the Study 3

Theoretical Framework 4

Conceptual Framework 5

Definition of Terms 5

CHAPTER II: REVIEW OF RELATEED LITERATURE AND STUDIES

Factors Influencing Teenagers Attraction to Motorcycle Riding 7

Risk and Consequences of Teenage Motorcycle Riding 8

Synthesis of Related Literature and Studies 10

CHAPTER III: RESEARCH METHODOLOGY

 Research Design 11

Research Locale 11

Research Respondents 11

Research Instrument 12

Ethical Standards 12

Data Gathering Procedures 12

Data Analysis 13

CHAPTER IV: RESULT AND DISCUSSION

Driving Experience 14

Motivation for Riding 15

Parental Influence 15

Importance of Motorcycle Riding 16

Best Part of Motorcycle Riding 16

Reason for Wanting to Ride a Motorcycle 17

Views on Motorcycle Riding 17

Best Time to Ride a Motorcycle 17

Unforgettable Moment of Motorcycle Riding 18

Possibility of Stopping in Motorcycle Riding 18

CHAPTER V: SUMMARY, CONCLUSIONS AND RECOMMENDATION

Summary of Results 19

Conclusions 19
 Recommendation 20

BIBLIOGRAPHY 22

APPENDICES

Appendix A 26

Appendix B 27

Appendix C 28

Appendix D 29
 Chapter I

INTRODUCTION

Background of the study

The impact of academic stress on students is a topic of growing concern in today's

educational landscape. As students face increasing academic demands, they often

experience high levels of stress that can have detrimental effects on their overall well-

being and academic.

According to Reddy et al.(2018), due to the multiple internal and external

expectations placed on students, stress has become a part of their academic life. In

addition to that, Prabu (2015) stated that stress can be triggered because of the numerous

social demands, doing difficult problems, or when working at a fast pace.

Meanwhile, motivation is the urge to accomplish something. Howard et al.(2021)

assert that whereas personal worth (recognized regulation) is particularly strongly

associated with persistence, intrinsic motivation is related to student performance and

well-being.

The study of Mughal (2021) revealed that the relationship between stress-related

factors and students academic performance is strongly positive. Additionally, it was

discovered that the academic factors were the most important factors that had a big

impact on how well students performed.

The research aims to understand the experiences and perceptions of students

regarding academic stress, exploring the coping strategies adopted by students, and
 2

identifying the support systems available to help students manage academic stress

effectively.

Statement of the problem

This study attempts to determine the impact of academic stress on students of

Leuteboro National High School. Specifically, it sought to answer the following

questions:

1.) How do students experience and perceive academic stress?

2.) What are the factors that contribute to high levels of academic stress among

students?

3.) How can academic stress affect the students?

4.) What are the effective coping strategies used by students to manage academic

stress.

Significance of the study

The significance of studying the impact of academic stress on students lies in

recognizing the importance of addressing this issue and providing appropriate support

systems. Also, this research can provide insights into the relationship between academic

performance and other aspects of students lives, such as their mental health, social

interactions, and overall well-being.

 3

This are the possible beneficiaries:

Students. Understanding the effects of academic stress on students is crucial for

their mental health, well-being, and academic performance. It helps students recognize

the signs of stress, develop coping mechanisms, and seek support when needed.

Educators. Educators play a vital role in identifying and addressing academic

stress among students. Studying this impact helps educators create supportive learning

environments, implement stress-reducing strategies, and provide resources to help

students manage stress effectively.

Parents. Parents are essential in supporting their children through academic

stress. Research on this topic helps parents recognize the signs of stress in their children,

understand the causes, and implement strategies to help their children cope with stress

and succeed academically.

Policy Makers. Understanding the impact of academic stress on students informs

policy makers about the need for interventions and support systems within educational

institutions. It guides the development of policies that promote mental health awareness,

stress management programs, and resources to enhance student well-being and academic

success.

Scope and delimitation of the study

 4

The scope of this study will focus on investigating the impact of academic stress

on students enrolled at Leuteboro National High School, delimiting the research to a

specific secondary educational institution. The study will encompass Senior High School

students attending Leuteboro National High School, but will not include students from

other educational levels, such as primary or tertiary education.

The geographical scope of this study will be delimited to Leuteboro National

High School to effectively analyze the impact of academic stress within the context of a

particular educational institution and its surrounding community. Therefore, the study

will not extend its analysis to other high schools in different locations.

Theoretical Framework

According to Lazarus and Folkman’s Transactional Model of Stress and Coping,

stress is a dynamic process that arises from an individual’s transaction with their

environment. According to this idea, students perceptions of the demands placed on them

academically as well as their coping mechanisms may have an impact on how stressed

out they become during class. This paradigm has been applied to the academic arena in

recent research that look at how students coping mechanisms and cognitive assessments

of academic pressures affect their general well-being and academic success. This concept

has been used in academic settings recently, with studies looking at the effects on

students general well-being and academic performance of their cognitive assessments of

academic pressures and coping mechanisms.

 5

Bandura’s Social Cognitive Theory places a strong emphasis on how human

behavior is shaped by self-efficacy, self-regulation, and observational learning. This

theory emphasizes the significance of students self-belief in their capacity to control their

stress reactions and handle academic difficulties in the setting of academic stress.

Resilience Theory pertains to individuals capacity to adapt and thrive in the face

of adversity, such as academic stress. It focuses on resilience as a protective factor against

the negative effects of academic stress on students. Researchers have investigated various

aspects of resilience, including personal traits, social support, and environmental factors,

in relation to students ability to withstand academic stress.

Cognitive Appraisal Theory, as proposed by Lazarus and Smith (2015), focuses on

how individuals evaluate and interpret stressors based on their cognitive appraisals,

which in turn influence their emotional and behavioral responses. In recent years,

researchers have applied this theory to explore students cognitive appraisals of academic

stressors and their subsequent emotional and cognitive responses.

Conceptual Framework

IV DV
Academic Stressors that
affects students:
 Heavy workload Impacts on overall well-
 Increasing high being and academic
demands of education performance.
 High Expectations
 Fear of failure
 6

Figure 1. The hypothesized relationship among variables.

Illustrated in figure 1, shows a visual representation of the independent variable

(IV) and the dependent (DV) of the study. The first box labelled IV includes the

Academic Stressors affecting the students. In the second box is the dependent variable of

the study, which consists of impacts on overall well-being and academic performance.

The arrow indicates the hypothesized relationship between the variables.

Definition of terms

For better understanding of the study, the following terms used in the study are

conceptually and operationally defined.

Academic Stress. It is the pressure and strain experienced by students due to the

demands, expectations, and challenges associated with their academic pursuits. It

encompasses the psychological, emotional, and physical responses triggered by academic

responsibilities, such as exams, assignments, and academic performance expectations.

Academic Performance. A multifaceted concept encompassing a holistic

evaluation of a student’s achievements, skills, and potential in an educational setting.

Overall well-being. It’s a complex combination of a person’s physical, mental,

emotional and social health factors.

Coping strategies. A adaptive mechanisms and techniques employed by

individuals to manage and alleviate stressors or challenging situations effectively. In the

context of academic stress, coping strategies refer to the actions, behaviors, or cognitive

processes students utilize to deal with the pressures and demands of their academic
 7

responsibilities. These strategies aim to reduce stress levels and enhance students’ ability

to navigate academic challenges.

 Chapter II

REVIEW OF RELATED LITERATURES

This chapter aims to provide a comprehensive review of existing literature on the

impact of academic stress on students, with a specific focus on its effects on academic

performance and overall well-being. By synthesizing and analyzing previous research

findings, this chapter seeks to deepen our understanding of the complex relationship

between academic stress and student outcomes. The cited literature were arranged

according to themes.

Impact on Academic Performance

Academic stress is a multifaceted phenomenon that has been a subject of

extensive research in the field of education. While some scholars argue that academic

stress exerts a detrimental impact on students performance, others suggest that a

moderate level of stress can actually be beneficial for academic achievement.

Zhang Shanshan and colleagues highlight the negative consequences of academic

stress on students performance. They emphasize how excessive stress can impede

learning, reduce motivation, and ultimately lead to poor academic outcomes. Aafreen et

al. (2018) further support this notion by pointing out that high levels of stress among

students can result in absenteeism and subpar academic performance in the long run.
 8

On the other hand, Liu Su and fellow researchers present a contrasting perspective

by asserting that moderate academic stress can have a positive influence on academic

performance. They argue that a certain level of stress can serve as a motivating factor for

students, driving them to excel in their studies and enhance their learning outcomes.

Kausar et al. (2018) provide empirical evidence to support this claim, indicating that

many high-achieving students attribute their success to the positive impact of stress on

their academic performance.

Moreover, Pascoe et al. (2020) highlight the correlation between academic stress

and college dropout rates, emphasizing how excessive stress can contribute to

disengagement and hinder students progress in their educational journey. Raufelder et al.

(2014) further elaborate on this by discussing how academic stress can diminish students

involvement in school activities, class participation, and emotional well-being.

Impact on Student Overall Well-being

Academic stress is a multifaceted phenomenon that can have both positive and

negative implications for students overall well-being.

The links between academic stress and mental health have been shown by

Subramani and Kadhiravan (2017) between students. He supported the correlation

between academic stress and mental health and the academic structure is tight for

students.

Stress, when at a moderate level, can serve as a motivating factor for students,

driving them to be more productive and achieve their academic goals effectively Khan,
 9

Lanin & Ahmad (2015). Low levels of stress can be beneficial, enhancing focus and

performance in academic tasks.

In contrast, Barbayannis et al. (2022) note that academic stress can manifest in

the form of anxiety, depression, and emotional exhaustion, which can negatively affect

students psychological wellbeing. Additionally, Espinosa et al. (2020), showed that

academic stress can have harmful consequences on students performance, motivation,

and self-esteem.

Students may experience the so-called “imposter syndrome,” where they doubt

their abilities and feel that they do not deserve to be in university. This can generate

emotional stress and affect their self-confidence (Cokley et al. 2017)

Synthesis of the Reviewed Literature

The literature review underscores the nuanced nature of academic stress and its

varied effects on students academic performance and overall well-being. It suggests that

while moderate levels of stress can be beneficial as a motivational tool, excessive stress

may lead to negative outcomes both academically and psychologically. Understanding

these dynamics is crucial for educators and policymakers in supporting students’ holistic

development in educational setting

 10

Chapter III

METHODOLOGY

This chapter describes the research techniques that will be employed in

determining the necessary data and information required in this study.

It covers the research design, research locale, research respondents, research

instrument, ethical standards, data gathering procedures, and data analysis.

Research Design

For the qualitative study on exploring the impact of academic stress on students of

LNHS, a phenomenological approach will be employed. Phenomenology allows for an

in-depth exploration of individuals lived experiences, providing rich insights into the

subjective meanings they attribute to academic stress.

Research Locale

The study will be conducted in Leuteboro National High School, a public

institution located at Leuteboro, Socorro, Oriental Mindoro since the study’s main aim is

to determine the impacts of academic stress on students of LNHS.

Research Respondents

The respondents for the study will be consisted of 7 Grade-11 students in

Academic track of Leuteboro National High School for better understanding of the

impact of academic stress on students. At present, LNHS has a large population, thus, the

researchers have decided to select only the said number of students from Grade-11
 11

randomly. Efforts will be made to include students of different genders, socio-economic

backgrounds, and academic performance levels to ensure a comprehensive understanding

of the impact of academic stress on LNHS students.

Research Instrument

The primary research instrument for data collection will be survey questionnaire..

A Survey Questionnaire is an instrument that consists of a set of questions or other types

of prompts that aims to collect information from a respondent. These questionnaire will

be designed to obtain information’s from the students about their experiences with

academic stress, coping mechanisms and perceived impact on their academic

performance and to their overall well-being.

Ethical Standards

The ethical standards that we should follow when performing our study will be

taken into consideration by the researchers. Participants will get comprehensive

information about the goal, methodology, and rights of the study prior to participation.

Every participant will be asked for their informed consent, with a focus on voluntary

involvement and privacy. Additionally, the vulnerability of research participants will

always come first. The researcher will maintain confidentiality and safeguard the

participant’s direct supply of personal information. When the study is conducted, a fair

distribution of risks and benefits will be provided to each randomly selected research

participant.
 12

Data Gathering Procedure

To conduct a research study on academic stress among students, the following

data gathering procedure will be implemented. Firstly, following the respondents random

selection for survey, each will get a consent form prior to the survey, which will act as

official documentation of their agreement with the researchers. A structured survey

questionnaire will be developed, encompassing open-ended questions to gather

qualitative data on various aspects of academic stress. Before the main data collection, a

pilot test of the questionnaire will be conducted with a small group of students to ensure

clarity and validity of the questions. The survey will be administered to participants.

Data collection will be monitored, and reminders will be sent to encourage participation.

Data Analysis

Following data collection, thematic analysis will be employed to interpret

qualitative responses. This process emphasizes identifying, analyzing, and interpreting

qualitative data patterns. The findings will be interpreted in relation to the research

objectives and disseminated through academic publications, presentations, and policy

briefs to inform evidence-based interventions for addressing academic stress among

students.
 Chapter IV

RESULTS AND DISCUSSION

This chapter provides an in-depth interpretation of the responses from the

participants. This chapter aims to identify insights that can help understand the

experiences and perceptions of students regarding academic stress, its effects on them and

their coping strategies.

PART 1. How do students experience and perceive academic stress?

1.1 When can you say that a student is academically stress?

Based on the responses, 7 out of 7 of the students’ answers were negative, as

they perceived that a student is academically stressed. One (1) of the student noted

that a student is academically stressed when they feel overwhelmed or anxious about

their schoolwork. According to the study of Beiter, R., Nash, R., McCrady, M.,

Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2014) they found that

students who perceive their academic workload as excessive and feel unable to cope

with the demands of their studies are more likely to experience symptoms of stress,

anxiety, and burnout. Two (2) students highlighted that academic stress arises when

students have a lot of schoolwork to do, performance tasks to complete, and

upcoming tests, to the point where they don’t know where to start. According to

Prastawa, Susanto & Nofri (2018) one of the aspects of a person's physical and

mental health that is affected by workload burnout in students, resulting in

 14

compromised performance, is their physical and mental health. Students subjected to

a high mental workload may suffer from fatigue, overstress, pain, illness, and other

symptoms. Another two (2) students suggested that academic stress is often self-

inflicted, as students put too much pressure on themselves and overthink things

related to their studies. Based on Hernández, Moreno-Murcia & Espín (2020) the

most common characteristic associated with fear of failure does not involve negative

personal feelings but rather the negative social stigma associated with the appearance

of incompetence. One (1) of the student described observable physical and emotional

symptoms of academic stress, such as exhaustion, dark circles under their eyes,

unfocused behavior, and a fearful attitude towards academic failure. Meek et al.

(2015) stated that the combination of uncertainty about results and pressure for

success can lead to fear of failure that plays an important role in human behavior,

where actions are delayed due to fear of negative results. The last one (1) student

noted that academic stress is characterized by difficulties in concentrating and

decreased motivation which can further exacerbate the challenges students face in

their studies. The work of Smith and Johnson (2019) demonstrated a strong

correlation between academic stress and decreased motivation, indicating that high

levels of stress can undermine students’ motivation to engage effectively in their

academic pursuits.

1.2 What areas/scenarios you are stressed the most in your academic?(group

activities, project making, examinations, recitations and others).

 15

The responses of the students revealed a diverse range of stressors, which can be

categorized into three main groups:

Group Activities and Presentations:

Three (3) students expressed a high level of stress related to group activities

and presentations. They mentioned experiencing stress during exams and when

having to participate in group activities or presentations. These individuals

emphasized the uncertainty and lack of control in group settings, where members may

not contribute equally. Additionally, they self-identified as not being sociable

individuals, finding group activities particularly awkward and stressful due to the

need for social interaction. According to a study by Smith, J. A., & Jones, L. M.

(2021), group activities and presentations can be a significant source of stress for

university students, particularly those who are introverted or have social anxiety. The

study found that students often feel a lack of control and uncertainty in group settings,

which can exacerbate stress levels.

Class Participation and Recitations:

Two (2) students cited stress related to class participation, particularly during

recitations. They expressed fear of speaking up in class due to the apprehension of

making mistakes, indicating a fear of public speaking. This sentiment was echoed,

with participants specifically mentioning recitations as a stressful scenario due to the

fear of answering incorrectly. In a study by Smith and Johnson (2018), it was found

that students often experience stress related to class participation, especially during
 16

recitations. The fear of making mistakes and the apprehension of speaking up in class

were highlighted as significant factors contributing to this stress.

Comprehensive Academic Stress:

Two (2) students reported experiencing stress across a broader range of

academic scenarios. They detailed a comprehensive set of stressors, including group

activities, project work, examinations, and recitations. They struggled with group

dynamics, preferred working alone on projects, felt pressure to excel in exams, and

experienced anxiety about recitations. They highlighted project work, examinations,

and recitations as significant stressors, with occasional stress in group activities. El

Ansari, W., & Stock, C. (2014) emphasized the impact of academic stressors like

exams, group work, and presentations on student well-being and academic

performance. These studies support the notion that academic stressors, including

group activities, project work, examinations, and recitations, can indeed be sources of

stress for students.

1.3 How does your classmates and teachers affects your state of being academically

stressed?

The impact of classmates and teachers on academic stress varies among

students. One (1) student emphasized that academic stress stems mainly from

challenging schoolwork rather than interpersonal interactions. Additionally, three (3)

students noted that teachers’ actions, such as assigning tasks with short deadlines,

contribute to their stress levels. According to a study by Smith, J., & Lee, M. (2021),
 17

students often feel stressed due to tight deadlines and heavy workloads assigned by

teachers. Two (2) students highlighted that negative interactions and attitudes from

peers and teachers directly increase their stress. Research by Valiente et al. (2020)

emphasizes the significant role of teachers and peers in emotion-related socialization

in the classroom, highlighting how interactions with peers can impact students’

emotional and academic outcomes. Conversely, one (1) student mentioned that

classmates and teachers can either reduce or increase academic stress based on their

level of support and understanding.

1.4 Do you think it is possible for a student not to be academically stressed? Why or

why not?

The majority of the participants expressed the view that it is possible for a

student not to be academically stressed. 6 out of 7 students agreed that it is possible

for a student not to be academically stressed highlighted the importance of effective

time management, strong support systems, a positive mindset, and a constructive

perception of academic requirements. As stated by Brown, C., et al. (2017) delved

into the impact of support systems on students’ stress levels. It’s underscored that

students with strong support networks, including peers, family, and mentors, were

better equipped to handle academic challenges without excessive stress. While the

majority of participants agreed that it is possible for a student not to be academically

stressed, one (1) student expressed a different view. The other student stated that

every student has experienced stress at some point in their school life, suggesting that

academic stress is a universal experience.

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Part II. How does academic stress affects the students academic performance?

2.1 How academic stress affects you as a student?

The majority of students (four out of seven) reported that academic stress

hinders their ability to concentrate on their studies, indicating that it can be a

significant obstacle to academic success. Stress appears to overwhelm their thinking

abilities, making it challenging to focus and perform academically.

Furthermore, two (2) highlighted the long-term consequences of academic

stress, suggesting that it not only affects immediate academic performance but also

influences future goals and self-perception.

However, 1 out of the 7 students responses stands out as a unique perspective

on academic stress. She mentioned that the stress she experienced made her more

independent in her studies, as she felt compelled to handle everything on her own

without seeking help from others.

The majority of participants reported that academic stress hinders their ability

to focus on their studies. A study conducted by Smith et al. (2016) found that high

levels of academic stress can lead to decreased concentration and cognitive

performance among university students.

Moreover, the study highlights the potential long-term consequences of

academic stress, which is consistent with the findings of Pascoe, Michaela & Hetrick,

Sarah & Parker, Alexandra (2018). Their research suggests that chronic academic

stress can negatively impact students’ future goals and self-perception, emphasizing

the importance of addressing this issue.

 19

2.2 What is the worst effect of academic stress you have experienced so far?

Two (2) students mentioned that the worst effect of academic stress they have

experienced is related to school cancellations and difficulties in completing

assignments or modules. Another two (2) students identified sleep deprivation as the

worst effect of academic stress they have experienced. They acknowledged that they

lacked sleep but were still able to complete their tasks, while also stating that their

sleepiness during school made it difficult for them to concentrate on their academics.

One (1) student described experiencing weight fluctuations due to not eating on time

or eating very little. Another one (1) student reported that the worst effect of academic

stress he has experienced so far is feeling overwhelmed to the point of having panic

attacks. Interestingly, one (1) student stated that they have not experienced any worst

effects of academic stress so far and hope they won’t experience those effects.

Sheen et al. (2020) emphasize that academic stress can negatively impact

students’ ability to cope with disruptions in their academic schedules and workload.

Patrick et al. (2017) support this finding, demonstrating that academic stress can lead

to sleep disturbances, which in turn affect students’ overall well-being and academic

performance. Moreover, studies by Haidar et al. (2018) have shown a link between

stress and unhealthy lifestyle habits, including changes in appetite and body weight.

This suggests that academic stress can have far-reaching consequences on students’

physical health. Additionally, Thibaut (2017) highlights the prevalence of anxiety and

panic attacks among students under high academic stress, underscoring the need for

effective interventions to address this issue.

 20

2.3 Do you think without academic stress you can perform better in class? Why or

why not?

The majority of the students (5 out of 7) expressed the belief that they could

perform better in class without the burden of academic stress. The students who

agreed that they could perform better without stress noted that the absence of stress

would allow them to focus more on learning, rather than worrying about academic

demands. Additionally, they felt that reduced stress would boost their confidence and

enable them to engage more effectively with the course material. However, two (2)

students held a contrasting view, suggesting that academic stress may not necessarily

hinder their academic performance.

A study by Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020) found that

students who were able to focus on their learning without distractions reported higher

levels of engagement and motivation. However, a study by Bedewy, Dalia. (2015)

found that some students may actually perform better under conditions of moderate

stress, as it can enhance their motivation and focus.

2.4 Do you believe that academic stress affects your duties, responsibilities and

relationship at home? Why or why not?

All of the students (7 out of 7) overwhelmingly agreed that academic stress

significantly impacts their duties, responsibilities, and relationships at home. They

feel irritable, tired, and disconnected from others, finding it difficult to balance chores

and family time despite trying to manage their time efficiently. This imbalance
 21

directly affects their performance and ability to fulfill responsibilities at home. They

note a shift away from meaningful activities, feeling isolated and overwhelmed by

academic demands, leading to neglect of household tasks and family relationships.

Ultimately, the emotional toll and decreased productivity caused by academic stress.

Santhakumar & Karim, Mani Abdul & Venkatachalam, J.. (2023) found that

household responsibilities were a positive predictor for out-of-school children but a

negative predictor for in-school children, suggesting that these responsibilities may

hinder academic performance for in-school children.

Part III. What are the students coping mechanisms towards academic stress?

3.1 What are your own ways to control your emotions in relation to academic stress?

Two (2) students both emphasize the importance of maintaining a positive

mindset and not allowing stress to overpower them. Similarly, another two (2)

students both mention engaging in activities that provide relaxation and distraction

from academic pressures. Furthermore, two (2) students demonstrate a focus on self-

care and mindfulness practices. However, One (1) student shared a unique approach

to managing emotions in relation to academic stress. This strategy involves keeping

herself busy as a means of coping with stress.

A study by Moneva et al. (2020) emphasized the significance of maintaining a

positive mindset when dealing with stress. Pirzadeh and Abotalebi (2023) discussed

the benefits of engaging In relaxing activities that provide a distraction from

 22

academic pressures Additionally, Indriaswuri et al. (2023) supported the importance

of self-care and mindfulness practices in managing stress. Rose et al. (2023)

mentioned a unique approach to managing emotions related to academic stress,

suggesting that keeping busy can serve as an effective coping mechanism. These

studies highlight the multifaceted nature of academic stress and the need for students

to employ various strategies, including positive thinking, relaxation techniques, self-

care, and active coping mechanisms, to mitigate the negative impact of stress on their

well-being and academic performance.

3.2 Do you prefer to do other activities like sports listening to music or talking to

people/peers just to relieve from academic stress? Why do you do that?

Five (5) students mentioned engaging in activities such as listening to music

and talking to peers as effective ways to relax and take their minds off schoolwork.

They find these activities helpful in boosting their mood and reducing stress levels.

Another one (1) student stated that maintaining a positive outlook helps him cope

with stress and feel better. Additionally, one (1) student prefers to be alone when

completing tasks, as it helps her focus more on her objectives.

According to Gold, C., Solli, H. P., Krüger, V., & Lie, S. A. (2017) listening to

music can have a positive impact on mental health by reducing stress and anxiety

levels. Similarly, research conducted by the American Psychological Association

(2014) highlighted the importance of social support in managing stress, which can be

achieved through interactions with peers. Furthermore, a study published by

 23

Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2014) emphasized the role of

maintaining a positive outlook in coping with stress and improving overall mental

well-being.

3.3 What do you think is the best way to do as a student to limit the effect of

academic stress or to avoid being academically stressed at all?

Two (2) students emphasized the importance of staying strong, not letting

stress affect them, and maintaining a positive mindset to overcome academic stress.

Additionally, three (3) students highlighted the significance of self-care and effective

time management in reducing academic stress. Furthermore, one (1) student

mentioned distractions, inspiration, and the importance of not overthinking,

underscoring the value of maintaining a healthy balance between academic

responsibilities and personal interests. Finally, another one (1) student emphasized

enjoying the process, seeking help, and incorporating prayer, highlighting the

importance of finding joy in learning, seeking assistance when necessary, and relying

on personal beliefs for strength during challenging times.

A study by Suud, Fitriah & Na’imah, Tri. (2023) found that positive thinking

and cognitive reappraisal strategies were effective in reducing academic stress and

improving well-being among university students. The study of Galante, J., Dufour,

G., Vainre, M., Wagner, A. P., Stochl, J., Benton, A., & Jones, P. B. (2022) highlighted

the importance of self-care practices, such as exercise and mindfulness, in mitigating

the negative effects of academic stress. While Nadinloyi, K. B., Hajloo, N.,

Garamaleki, N. S., & Sadeghi, H. (2014) highlighted the role of time management
 24

skills in reducing stress and improving academic performance among university

students.
 Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

Based on the responses from participants, it’s evident that academic stress is

perceived negatively, characterized by feelings of being overwhelmed, anxiety, and self-

imposed pressure. The stressors vary, including academic workload, group activities,

presentations, exams, and recitations. Interactions with classmates and teachers can either

reduce or increased stress levels. While some believe it’s possible to avoid academic

stress with effective coping strategies, others view it as an inevitable aspect of student

life. Academic stress significantly affects students’ academic performance, hindering

concentration, leading to sleep deprivation, weight fluctuations, and even panic attacks.

Most participants believe they could perform better in class without stress, as it would

enable them to focus more on learning and boost their confidence. Academic stress also

impacts students’ duties, responsibilities, and relationships at home, causing irritability,

tiredness, and neglect of household tasks and family relationships. Participants employ

various coping mechanisms, including maintaining a positive mindset, engaging in

relaxation activities, practicing self-care and mindfulness, and seeking support from peers

or engaging in solitary activities. Effective time management, self-care, maintaining a

balance between academic and personal life, and seeking help when needed are cited as

the best ways for students to limit the effects of academic stress or avoid it altogether.
 25

Conclusion

Based on the findings of the study, the following conclusions are drawn:

1. Students perceive academic stress as a state of feeling overwhelmed, anxious,

and overburdened by schoolwork demands. Factors contributing to academic

stress include excessive workload, self-imposed pressure, physical and

emotional symptoms, difficulties in concentration, and decreased motivation.

This highlight the multifaceted nature of academic stress, encompassing

cognitive, emotional, and physical dimensions.

2. Academic stress poses a considerable challenge to students, impacting their

academic performance, mental well-being, and daily life responsibilities.

While it can have detrimental effects, there is also a potential for resilience

and self-improvement in managing academic stress.

3. Students find a healthy balance between their academic responsibilities and

personal interests by seeking help when needed, and rely on personal beliefs

or activities that provide a sense of calm and distraction from the pressures of

academic life.

Recommendations

Based on the findings and conclusions presented, the following recommendations

are suggested:
 26

1. Identify sources of stress such as excessive workload, self-imposed pressure,

and fear of failure. Acknowledging these stressors is the first step towards

managing them effectively.

2. Engage in relaxation activities, practice self-care, and mindfulness. Building

coping mechanisms can help alleviate stress and improve overall well-being

3. Establish strong support systems with classmates, teachers, and family

members. Positive relationships can play a crucial role in managing academic

stress and promoting mental health.

4. Efficiently manage time by prioritizing tasks, setting realistic goals, and

maintaining a balance between academic responsibilities and personal

interests. Effective time management can reduce feelings of being

overwhelmed.

5. Cultivate a positive outlook, focus on personal growth, and view challenges as

opportunities for learning and development. A constructive perception of

academic requirements can help in navigating stress and achieving academic

success.
 27

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CURRICULUM VITAE

MC CLIFFORD A. ACLAN

Mabuhay II, Socorro, Oriental Mindoro

[email protected]

PERSONAL INFORMATION

Date of Birth: May 25, 2007

Place of Birth: Mabuhay II , Socorro, Oriental Mindoro

Citizenship: Filipino

Religion: Born Again

Civil Status: Single

EDUCATIONAL BACKGROUND

Elementary Senior High School

Mabuhay II Elementary School (2018-2019). Leuteboro National High School

Mabuhay II, Socorro Oriental Mindoro. (2024-2025)

Secondary Leuteboro II, Socorro Oriental Mindoro

 35

Leuteboro National High School (2023-2024)

Leuteboro II, Socorro, Oriental Mindoro

CURRICULUM VITAE

EHRA C. GERVACIO

Subaan, Socorro, Oriental Mindoro

[email protected]

PERSONAL INFORMATION

Date of Birth: July 3, 2007

Place of Birth: Calapan, Oriental Mindoro

Citizenship: Filipino

Religion: Roman Catholic.

Civil Status: Single

EDUCATIONAL BACKGROUND

Elementary Senior High School

Monteverde Elementary School (2018-2019). Leuteboro National High School

Monteverde, Socorro, Oriental Mindoro (2024-2025)

 36

With honors Leuteboro II, Socorro, Oriental

Mindoro

Secondary

Leuteboro National High School (2022-2023)

Leuteboro II, Socorro, Oriental Mindoro

With honors

CURRICULUM VITAE

CARL JOHN F. SUMAGPANG

Leuteboro II, Socorro, Oriental Mindoro

[email protected]

PERSONAL INFORMATION

Date of Birth: March 30, 2007

Place of Birth: Leuteboro II, Socorro, Oriental Mindoro

Citizenship: Filipino

Religion: Roman Catholic

Civil Status: Single

EDUCATIONAL BACKGROUND

Elementary Senior High School

Socorro Central Elementary School (2018-2019. Leuteboro National High School

 37

Socorro, Oriental Mindoro (2024-2025)

Secondary Leuteboro II, Socorro Oriental

Mindoro

Leuteboro National High School (2022-2023)

Leuteboro II, Socorro, Oriental Mindoro

With honors