CHAPTER I

INTRODUCTION

Background of the Study

In a rapidly advancing world, education is a prized asset for many students.

Regarded as a pathway out of poverty or a means to shape a future that can influence

the world, countless students aspire to reach their utmost potential.

School is a place of learning, growth, and hopefully, some fun. But for many

students, the weight of academic pressure can turn that environment into a battlefield.

Students are the most essential elements in any educational institutions. They are

known as the center of learning process. Their performance serves as basis on

determining academic achievements that are related to what people value such as

medals, trophies, and certificates. Moreover, student's deals with different challenges

and demands that they should perform well which not all students have the ability to

perform all of the demands (Santos, 2018).

Academic pressure has become a big problem in today’s schools, hurting

students’ mental health and general well-being. Students often feel overwhelmed,

stressed, and anxious because of the high standards, tight schedules, and fierce

competition (Montemayor, 2023). Nowadays, academic pressure is the biggest source

of stress of every students. The pressure that built is up due to a variety of reasons and

some of that are peers, expectations, and fear. This pressure can also lead students

from doing unusual actions that can affect their academic results.
 Moreover, the World Health Organization released a report in 2023, the instances

of depression and anxiety have been on the rise among young adults. A prominent

consequence of academic pressure is the discernible escalation in anxiety and stress

levels among students.

Additionally, The constant push to do well in school can also make students feel

depressed and upset on an emotional level. When students are afraid of failing and are

always trying to be successful, they can feel overwhelmed, hopeless, and stuck. These

bad feelings can have a big effect on their mental health and make it hard for them to

live a healthy, happy life (Montemayor, 2023).

In the Philippines, a significant portion of the youth face immense pressure to

excel academically. Consequently, studying has become not just a notable aspect but

often the focal point of their lives, playing a huge part in their growth. For some

individuals, academics constitute merely a dedicated six-to-eight-hour segment of their

day, with an additional hour reserved for studying and homework. However, for others, it

is the reason they rise each morning. To these students, the grades they achieve

represent an outcome of relentless effort and dedication — manifestations of their toil

and perseverance. Anything less would signify a sense of not trying hard enough or, in

other words, feelings of inadequacy (Dy, 2024).

In this regard, the researcher goal is to shed light on the internal experiences of

students facing academic pressure. It seeks to explore the nature of their thoughts,

battles, and coping mechanisms as they navigate the demands of schoolwork, exams,

and expectations. By delving into this, the study seeks to gain a deeper understanding
of the struggles students face and the invisible battles they fight in the pursuit of

academic success.

Statement of the Problem

This study aims to understand the thoughts and battles of students under

academic pressure in Tacurong National High School.

Specifically, it seek to answer the question:

1. How do students experienced academic pressures in Tacurong National High

School?

Significance of the Study

The findings of this study will provide information which will be useful to the

following group of people:

STUDENTS. The students are the ones who will benefit from the study, by

understanding the common thoughts and struggles experienced by students under

academic pressure, students can realize they are not alone. The students will be more

aware of the situation that is affecting them due to academic pressure.

TEACHERS. The teachers will give ways for those students who feel pressured

with their academics, The teachers will be the one who will support and guide the
students whenever they'll experience difficulties in their academics. To know what they

can do and to adjust for the students' performances.

FAMILIES. This research can equip families with a deeper understanding of the

internal battles their children face. This can lead to improved communication, increased

empathy, and the ability to provide better support for their children's academic journeys.

GUIDANCE COUNSELORS. This study’s findings can empower guidance

counselors by offering valuable insights into student behavior, informing program

development, and providing comfort and life lessons, ultimately leading to more

effective student support.

SCHOOL ADMINISTRATIONS. This research study can help inform school

administration, that will help them identify areas for improvement, and potentially

revealing new student needs, this study can equip school administrators with the data

and insights necessary to make evidence-based decisions that will help enhance

student achievement and well-being.

SCHOOLS. The study's findings can inform educators about the pressures

students experience. This knowledge can be used to develop a more supportive school

environment, create stress-management programs, and potentially adjust teaching

methods to be more sensitive to student well-being.

COMMUNITIES. By shedding light on the prevalence of academic pressure, the

research can raise awareness within the community. This can lead to a shift in

perspectives on academic achievement and a focus on fostering a healthier learning

environment for all students.

 FUTURE RESEARCHERS. This study can contribute valuable data to the

existing body of research on academic pressure. It can inform future studies, leading to

a more comprehensive understanding of this complex issue and the development of

improved strategies to support students.

Scope and Delimitation of the Study

This study will mainly focus on understanding the students thoughts, battles and

experiences with academic pressure. Only students studying at Tacurong National High

School (TNHS) in grade 7 to grade 12 will be involved as participants. Any external

factors or information unrelated to the study's focus will not be disclosed.

Definition of Terms

To simplify comprehension, the following terms used in the study are clearly

defined as follows:

Academic Pressure - the feeling of stress or strain caused by the demands of

schoolwork, exams, and achieving good grades.

Battle - it represents the internal conflict students experience as they try to manage

their anxieties and fulfill academic expectations.

Demands - requirements or things that must be done. It refers to the workload,

assignments, and deadlines students face in their academic pursuits.

Expectations - anticipations or beliefs about what someone should do or achieve. This

could be set by parents, teachers, students themselves, or even societal pressures.

Learning - the process of acquiring knowledge, skills, and understanding.

Students - learners enrolled in an educational institution, such as a school or university.

Thoughts - are the ideas, feelings, and beliefs that pass through students minds.

Well-being - refers to a person's overall state of health, happiness, and contentment,

encompassing physical, mental, emotional, and social aspects of life.

 CHAPTER II

REVIEW OF RELATED LITERATURE

The relevant literature and studies listed below provide a better foundation for

the development of the study.

Academic Pressure

Academic pressure refers to the tension, discomfort, and other emotions caused

by the pressure from school, family, and society in the learning process (Luo et al.,

2020). Studies have shown that teachers and parents have higher learning

expectations of teenagers with good academic performance, resulting in greater

academic pressure.

Academic pressure has become a big problem in today’s schools, hurting

students’ mental health and general well-being. Students often feel overwhelmed,

stressed, and anxious because of the high standards, tight schedules, and fierce

competition (Montemayor, 2023).

When academic performance does not match expectations, this can create

negative emotions, which will lead to deviant behaviors (Ma et al., 2018; Çelik,

2019). Teenagers with poor academic performance are vulnerable to peer pressure

in the campus environment, and they are prone to feelings of inferiority, anxiety, and

fear in their studies. At the same time, their academic failures also make them

vulnerable to peer investigation and rejection. This leads to rebellious psychological

issues, showing problem behavior such as hyperactivity and aggression, and even

crimes.
Academic Stress

A student feels pressured by the overwhelming amount of schoolwork, tests, and

deadlines that he or she must comply with, which causes a lot of stress. In a survey

by the American College Health Association (2019), they found that 51.2 percent of

students surveyed felt that their academics were difficult to handle in the previous

year. Researchers have found that there are two types of factors that cause stress

among students: external and internal stressors. External stressors are those that

come from an outside source. These are stressful things that happen in your

surroundings. From worldwide events to small car accidents, everyone experiences

external stress daily. (Sizelove, 2020). One example of external factors is the

parents who have high hopes for the academic excellence of their children. Internal

stressors are a type of stress that comes from the students themselves. When you

struggle to meet your expectations, goals, and visions, internal stress results. More

examples of internal stressors are pessimism, negative self-talk, a deep need to be

perfect, low self-esteem, and unhealthy standards for self.

Academic Burnout and Procrastination

Academic burnout is characterized by emotional exhaustion, feelings of cynicism or

depersonalization, and a reduced sense of personal accomplishment (Maslach,

2016). A study conducted by March- Amengual (2022) found that academic pressure

can contribute to academic burnout. When students face intense academic

pressure, such as high expectations, heavy workloads, or a competitive

environment, they may experience chronic stress, which can eventually lead to

burnout. The constant pressure to perform academically at a high level without

adequate rest and self-care can result in feelings of exhaustion, decreased

motivation, and a sense of being overwhelmed. Similarly, a study conducted by

Zarrin (2020) found that academic pressure can also lead to academic

procrastination. When students feel overwhelmed by the demands and expectations

placed upon them, they may develop a tendency to delay or avoid tasks and

assignments. Procrastination can serve as a coping mechanism to temporarily

alleviate the stress and pressure associated with academic responsibilities (Zarrin,

2020). However, this avoidance behaviour can further exacerbate academic

pressure, as deadlines approach and the workload accumulates, resulting in a cycle

of increased stress and procrastination. The negative impact of procrastination on

academic performance and well-being can add to the overall academic pressure

experienced by students. Moreover, academic pressure can also have long-term

effects on students’ mental health and well-being.

A study conducted by Zhang et al. (2022) found that academic pressure was

positively related to symptoms of anxiety and depression among university students.

Students who experienced high levels of academic pressure reported more

symptoms of anxiety and depression compared to those who experienced lower

levels of academic pressure. These findings came directly from the help of mental

health professionals, which also highlights the importance of addressing academic

pressure in order to promote students’ mental health and well-being.

Education System

Academic pressure among students has existed for centuries, and it has become

increasingly prevalent in recent times due to the intensification of competition and

expectations. In ancient Greece, the education system was highly demanding, and

students had to endure rigorous training to become scholars. The pressure to excel

in academics was immense, as education was the key to social and economic

mobility in the society (Garland, 2020). During the medieval period, the Catholic

Church was the main institution that provided education, and students were

expected to adhere to strict rules and regulations. The curriculum was heavily

focused on religious studies, and the pressure to succeed was high, as failing to

meet the academic standards could lead to severe punishment (Woessmann, 2022).

In the 19th century, academic pressure among students increased due to the rise

of industrialization and the need for a skilled workforce. Schools and universities

became more specialized, and students were expected to specialize in particular

fields to meet the demands of the job market (Reddy, 2018). The competition for top

grades and scholarships became intense, and students were under immense

pressure to excel academically.

The pressures of getting into the right school, obtaining top grades, and securing

the best internships-all in preparation for a great career-harm young people’s mental

health. It can lead to depression, anxiety disorders, or high-functioning anxiety.

(Newsport Institute, 2021). It is an experience in which a student is burdened by the

demands of time and energy to achieve specific academic goals. This stress can

come from a variety of potential sources and have a myriad of impacts on students

mentally, emotionally, and academically. It could be self-imposed, family-imposed, or

imposed by society. (Pacific Teen Treatment, 2022).

Academic Pressure Effect on Student’s

The World Health Organization released a report in 2023, the instances of

depression and anxiety have been on the rise among young adults. A prominent

consequence of academic pressure is the discernible escalation in anxiety and

stress levels among students. The apprehension of failure, the prospect of

disappointing others, or not meeting expectations can prove overwhelming,

manifesting in symptoms such as disruptions in sleep patterns, heightened irritability,

and persistent worry.

The Biomedical and Pharmacology Journal has published a report on academic

stress. The report notes that mental health for students has been ignored for many

years. Society thought that students were the least affected by stress. A Gitnux

report shows from 5% to 75% of students suffer from Burnout. The report says the

main contributor is academic pressure. BioMed Central says academic Burnout is a

mental disorder symptom. It is triggered by increasing academic stress and burden.

It leads to emotional and physical exhaustion and academic anxiety. An increase in

Burnout can cause psychological problems such as depression (Linder).

According to Raddy (2018), The mental health of students has been ignored for

many years. Society thought that students were the least affected by stress.

Statistics by the departments in various countries show 1 student commits suicide

per hour. 1.8% committed suicide after they failed exams. The report cites that India

has the highest rate of teenage suicide. The main trigger of suicide is depression

caused by academic pressure.

 Based on Dy (2024), in a rapidly advancing world, education is a prized asset for

many students. Regarded as a pathway out of poverty or a means to shape a future

that can influence the world, countless students aspire to reach their utmost

potential. In the Philippines, a significant portion of the youth face immense pressure

to excel academically. Consequently, studying has become not just a notable aspect

but often the focal point of their lives, playing a huge part in their growth. For some

individuals, academics constitute merely a dedicated six-to-eight-hour segment of

their day, with an additional hour reserved for studying and homework. However, for

others, it is the reason they rise each morning. To these students, the grades they

achieve represent an outcome of relentless effort and dedication — manifestations

of their toil and perseverance. Anything less would signify a sense of not trying hard

enough or, in other words, feelings of inadequacy.

Factors Influencing Academic Pressure

Academic pressures can come from various factors, like family expectations,

ambitious goals set by students, or the demands of society in general. Coaches and

school administrators can also encourage students to succeed. Regardless of the

source of t academic pressure, the results can be detrimental to the well-being on

multiple levels. Academic pressure can lead to depression, anxiety disorders, or

high-functioning anxiety (Newport Institute, 2021).

According to Vallejo (2023) from an early age, children are highly encouraged or

sometimes even required by parents, guardians, or educators to think ahead and

achieve academic milestones. This pattern of constantly anticipating the next step

can be stressful for students, thus resulting in tension, discomfort, and other
negative emotions. Additionally, too much academic pressure may also lead to

detrimental effects on students’ relationships. Some develop a highly competitive

nature, which may cause friction with peers. Isolating oneself to strive for academic

excellence may also lead to feelings of loneliness.

 CHAPTER III

METHODOLOGY

Research Design

This research is a qualitative study, that will use an action research, that focuses

on solving problems in social system, like school.

Locale of the Study

This study will be conducted at Tacurong National High School, New Isabela,

Tacurong City, Sultan Kudarat, for the year 2023-2024.

Participants of the Study

The participants of this study are from Tacurong National High School, students

from grade 7 to 12. There will be 18 participants in this study. The researcher will be

using Purposive Sampling, that will allow researchers to select participants from

different grade level or program, and to select students who can provide in-depth

insights based on their struggles. The participants are choosen based on the following

criteria:

- Students that are struggling with academic pressure.

- Students enrolled in Tacurong National High School for the year 2023-2024.

- Students who are willing to participate.

- Students with secured parental consent.

Research Instrument

Research instrument that will be utilized in this study is an interview, with semi-

structured questions, that will allow the researchers to follow-up questions or delve

deeper based on the participant's responses. Throughout the interviews, electronic

device like voice recorders will be used to ensure accurate documentation of the

interview, with the consent of the participant, and if not permitted we will not proceed.

Data Gathering Procedure

The researchers will seek consent from the school principal and teachers. After

obtaining their consent to conduct interviews with students at the school, we will recruit

participants who meet the criteria. We will then approach each potential participant and

ask for their individual consent to be interviewed. We will also distribute parent consent

slips and information sheets to students. These materials will be translated into relevant

languages spoken within the school community to ensure accessibility. The information

sheet will explain the study’s purpose, data collection methods, and confidentiality

measures. The permission slip will clearly state that participation is voluntary and that

families have the option to decline. We will follow up with students the next day to

confirm receipt of the parent consent forms. Once a student has both parental and

individual consent, we can begin the interview process. The researchers will also assure

the participants before the interview, that their response to the questions will note be

disclosed.
 The data will be gather through an one-on-one interview with the participants,

and a voice recorder to record their responses, with their consent, if not permitted, we

will not record. We will provide Interview Guide Questions that will contain semi-

structured questions that are necessary and related to the study. We will also ask

additional questions that will arise naturally during the interview. Additionally, Questions

will be translated into a language or dialect the participants will easily understand and

feel comfortable with. Furthermore, the location where the interview will take place will

be decided by the participants for their own comfort. The researchers will also make

sure that the questions will be clear for a better understanding of the participants.

Analysis of Data

Manual thematic analysis will be used to examine the data acquired from the

interviews, which will be transcribed verbatim. Thematic analysis is a qualitative data

analysis method that involves identifying patterns, themes, and meanings within the

data. The codes, themes, and sub-themes will be verified by all researchers to ensure

coherence in interpretation. Additionally, the researchers will conduct the analysis to

enhance the reliability and validity of the findings.

Ethical Consideration

The researchers will not force any participants to give statements that will violate

any of the stated ethical consideration. The researchers will explain the research

process thoroughly before asking for their consent. Participants decision will be
respected, and they can withdraw at any time. The researchers will ensure that the

participants will maintain anonymous and his/her identity will not be disclose. All data

that we will gather for this study will be handled with utmost confidentiality and will be

utilized solely for research purposes.