ISABELA STATE UNIVERSITY-ILAGAN CAMPUS

COLLEGE OF ARCHITECTURE

MENTAL HEALTH AND ACADEMIC PRESSURE: COPING MECHANISM OF

ARCHITECTURE STUDENTS

Presented to the
Faculty of College of Architecture
Isabela State University-Ilagan City Campus

In Partial Fulfillment of the course

Research Methods for Architecture

HERMAR A. BUGUINA
IRENE D. NOCHE
JUDILYN N. PADILLA
Researcher

AR./ EnP GERALDINE J. PAGUIGAN

Research Adviser
 MENTAL HEALTH AND ACADEMIC PRESSURE: COPING MECHANISM OF
ARCHITECTURE STUDENTS

CHAPTER 1
THE PROBLEM AND ITS SCOPE

INTRODUCTION

Mental health is an important topic that affects many people, especially

students who face the challenges of academic life. Architecture students, in

particular, experience high levels of pressure because of the demanding nature of

their course. They are often required to work long hours, meet tight deadlines, and

balance creativity with technical skills. These demands can lead to stress, anxiety,

and exhaustion, making it difficult for them to maintain a healthy state of mind.

Architecture programs are known for their rigorous workload, which includes

designing complex projects, working on detailed presentations, and meeting the

expectations of professors and clients. This workload often leaves students with

little time to rest or take care of themselves. Over time, this can affect their mental

health, leading to problems like burnout and a decrease in productivity.

To deal with these challenges, many architecture students develop coping

mechanisms. These strategies can include time management, seeking support from

friends and family, or using relaxation techniques like exercise or hobbies. However,

not all coping mechanisms are equally effective, and some students may struggle to

find healthy ways to manage their stress.

This research focuses on understanding the connection between mental

health and academic pressure in architecture students. It aims to explore the

challenges they face and the strategies they use to cope with these pressures. By

learning more about their experiences, this study hopes to provide useful insights for

educators, school administrators, and mental health professionals. The goal is to

create a better learning environment where students can thrive academically while

maintaining good mental health.

BACKGROUND OF THE STUDY

Architecture is a challenging course that requires creativity, technical skills,

and the ability to handle heavy workloads and tight deadlines. At Isabela State

University, Ilagan Campus, architecture students experience these pressures daily.

Their curriculum includes design projects, technical work, and research, all of which

demand a lot of time and effort. These challenges can lead to stress, anxiety, and

burnout, making it harder for students to stay mentally healthy.

In addition to academic stress, some students face other difficulties, like

limited access to mental health support and financial problems. To handle these

pressures, students develop coping strategies such as time management, working

with peers, or seeking support from family and friends. However, these strategies

don’t always work the same for everyone.

This study focuses on the mental health challenges of architecture students

at ISU-Ilagan Campus and the ways they cope with stress. By understanding their

experiences, the research aims to help the university create better support systems

to improve students’ well-being and academic success.

STATEMENT OF THE PROBLEM

This study aims to identify the coping mechanisms of selected college

students on mental health and academic pressure. It seeks answer to the following

specific questions:

1. What is the profile of the respondents in terms of:

a.name (optional)

b. gender

c. year level

2. What is the perception of the respondents towards mental health and academic

pressure?

3. What are the coping mechanism and support systems of students to mental

health and academic pressure?

SIGNIFICANCE OF THE STUDY

This study aims to shed light on the mental health challenges and coping

mechanisms of Architecture students at Isabela State University, Ilagan Campus. Its

findings are significant for several stakeholders:

Students: The study can help students recognize the importance of mental health

and identify effective coping strategies to manage academic pressure. It also

encourages them to seek appropriate support systems.

Faculty and Academic Administrators: The results can provide insights into the

mental health struggles of students, enabling educators to create a more supportive

academic environment, such as incorporating flexible deadlines or offering mental

health workshops.

University Management: The research can guide the university in improving mental
health resources and support services, ensuring a better learning environment that

promotes both academic success and well-being.

Parents and Guardians: The findings may help families understand the academic

and emotional challenges faced by their children, encouraging stronger support

systems at home.

Future Researchers: This study can serve as a reference for further research on

mental health and academic pressure in other disciplines or institutions, contributing

to a broader understanding of the issue.

OBJECTIVES OF THE STUDY

1. To Identify Stressors

Explore the primary factors contributing to mental health challenges and

academic pressure among architecture students, including workload,

deadlines, and project critiques.

2. To Analyze Coping Mechanisms

Investigate the strategies and methods architecture students use to manage

stress and maintain their mental well-being while balancing academic

demands.

3. To Recommend Interventions

Propose actionable recommendations for educational institutions, faculty,

and students to create a supportive environment that prioritizes mental health

and reduces academic pressure.

SCOPE AND LIMITATIONS

This study focuses on the mental health challenges and coping mechanisms
of Architecture students at Isabela State University, Ilagan Campus, under the CEAT

Department. It examines their academic pressures and coping strategies. Data will

be gathered from architecture students across different year levels to capture a

diverse range of experiences and coping methods. The research is limited to

architecture students at this campus and does not include other programs or

institutions. While it explores coping strategies, it does not assess their long-term

effectiveness or provide clinical solutions.

DEFINITION OF TERMS

Mental Health: A state of well-being in which an individual realizes their own abilities,

can cope with the normal stresses of life, work productively, and is able to make a

contribution to their community. It encompasses emotional, psychological, and

social well-being.

Academic Pressure: The stress and anxiety experienced by students due to

academic demands such as exams, projects, assignments, and the expectation to

perform well academically. This pressure can stem from personal expectations,

parental expectations, and the competitive nature of academic environments.

Coping Mechanisms: Strategies or behaviors that individuals use to manage stress

and reduce feelings of anxiety and depression. These can include physical activities,

relaxation techniques, seeking social support, and engaging in hobbies or creative

activities.

Architecture Students: Individuals enrolled in a course of study focused on the

principles, methods, and techniques of designing and constructing buildings. This

term specifically refers to those pursuing a degree in architecture.

Burnout: A state of emotional, physical, and mental exhaustion caused by prolonged

stress. It often occurs when someone feels overwhelmed and unable to meet

constant demands, leading to decreased performance and motivation.

Stressors: Specific events or conditions that cause stress. For architecture students,

common stressors might include project deadlines, workload, and the balance

between academic responsibilities and personal life.

Resilience: The capacity to recover quickly from difficulties and adapt to challenging

situations. In the context of this research, it refers to the ability of architecture

students to maintain mental well-being despite academic pressure.

Self-Care: Activities and practices that individuals engage in on a regular basis to

reduce stress and maintain and enhance their health and well-being. Examples

include exercise, meditation, and hobbies.

Support Services: Resources provided by educational institutions to help students

manage stress and mental health issues. These may include counseling services,

mental health workshops, peer support groups, and academic advising.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

INTRODUCTION

The review of related literature and studies will examine previous research on

mental health and academic performance among college students. it will consider

both international and philippine studies, focusing on factors like stress, anxiety,

depression, coping mechanisms, support systems, and academic results. this review

will serve as a basis for the current study, helping to identify strategy or coping

mechanism that need further exploration.

STRESS

Stressors have a significant impact on our mood, sense of well-being,

behavior, and physical and mental health (schneiderman, 2005). young, healthy

people's acute stress reactions may be adaptive and normally have no negative

effects on their health.

 The long-term impacts of stressors, however, can harm health if the threat is

constant, especially in older or ill people. the type, quantity, and persistence of the

stressors, as well as the person's biological sensitivity (i.e., genetics, constitutional

characteristics), psychosocial resources, and ingrained coping mechanisms, all have

an impact on the association between psychosocial stresses and disease.

psychosocial therapies have been shown to be effective in treating problems caused

by stress and may have an impact on how chronic diseases develop.

The results of this research suggest that college students who are

experiencing increasing stress and are having trouble with their mental health should

get specialized and individualized mental health services, resources, and support.

this is especially true for groups that have experienced a disproportionate amount of

epidemic and academic stress. due to expense, shame, or lack of knowledge, many

students who suffer from their mental health underutilize college resources (cage et

al., 2020; lee et al., 2021). colleges can think about giving out confidential, validated

assessments and instructing students to self-score in order to increase awareness

and de-stigmatize mental health (lee et al.,2021).

ANXIETY

Anxiety disorders are the most prevalent psychiatric disorders (with a current

worldwide prevalence of 7.3% [4.8%-10.9%]. among them, specific phobias are the

most common, with a prevalence of 10.3%, then panic disorder (with or without

agoraphobia) is the next most common with a prevalence of 6.0%, followed by social

phobia (2.7%) and generalized anxiety disorder (2.2%). evidence is lacking as to

whether these disorders have become more prevalent in recent decades. generally

speaking, women are more prone to develop emotional disorders with an onset at
adolescence; they are 1.5 to 2 times more likely than men to have an anxiety disorder

(bandelow et al., 2017). there is a high comorbidity between anxiety (especially

generalized anxiety disorders or panic disorders) and depressive disorders.

additionally, anxiety disorders are often associated, which renders treatment even

more complex for nonspecialists. as a result, anxiety disorders often remain

underdiagnosed and undertreated in primary care (wittchen et al, 2002).

The results of this study suggest that anxiety disorders are the most common

psychiatric conditions among college students. due to the significant comorbidity of

anxiety disorders, particularly generalized anxiety disorders and panic disorders, with

depressive disorders or other anxiety disorders, therapy is more difficult. because of

its potential negative effects, current recommendations do not suggest using

benzodiazepines as first-line therapy. first-line therapies include selective serotonin

reuptake inhibitors and selective serotonin-norepinephrine reuptake inhibitors. better

efficacy is linked to psychotherapy when combined with medication. finally, a bio-

psycho-social model for anxiety disorders is proposed.

DEPRESSION

Depression now starts earlier in life than it did in previous decades.

adolescence, a time of transition from childhood to adulthood, is marked by

emotional instability brought on by demands for independence and separation. there

is evidence that suggests early treatment of depression in children can lead to better

long-term results (naushad, 2014).

According to the world health report from 1998, non-communicable diseases

were responsible for an estimated 39% of all disability-adjusted life years (daly) lost

in low- and middle-income countries, with neuropsychiatric problems accounting for

10% of the disease burden. unipolar major depression is mostly responsible for the

burden of sickness brought on by neuropsychiatric disorders. neuropsychiatric

disorders are the main global source of dalys lost in adults aged 15 to 44. according

to estimates, both in developing and developed regions, depression-related disease

burden is rising (who, 2011).

Adolescence, the phase between childhood and adulthood, is a time of

emotional instability that makes people more susceptible to depression. the state of

emotional instability results from difficulties in establishing self-identity and self-

esteem leading to conflicts within family and peer groups (nair, 2004). in

adolescents this may be a part of the adolescent developmental process, resulting

from the giving up of childlike security in the drive for separation and independence.

In other context, architecture students exhibiting significant stress symptoms

during their education has been reported (anthony, 1991; kirkpatrick, 2018; xie et al.,

2019), and they have been more anxious than other students studying in other

departments (riba survey, 2017, 2018; kirkpatrick, 2018).

Studies regarding architectural school life, mental problems and panic and

occupational pressures suggest that both architectural practice and education

include stress agitator factors that, generally, have negative effects on an individual’s

well-being. first, a case study was conducted and published in architects’ journal in

2016 where students were questioned about their emotional burden for completing

the seven-year course of architecture. results showed that one (1) in four (4)

architecture students in the uk had received treatment for mental health issues, and

a further 26% feared that they would have to seek medical help in the future (waite

and braidwood, 2016). another survey conducted in 2018 indicated that this problem
is deteriorating. the number of students is one in three at present (jessel, 2018)

The result of the study tells that, architecture students face higher levels of

stress and anxiety compared to other disciplines, with many struggling with mental

health issues. a 2016 study found that 25% of architecture students in the uk had

sought treatment for mental health concerns, and 26% feared they might need help

in the future. a 2018 survey showed that the problem had worsened, with one in

three students now affected. these findings highlight the significant emotional toll of

architecture education and the need for better mental health support for students.

CHAPTER 3

RESEARCH METHODOLOGY

METHODOLOGY

This chapter concentrates on the discussion of the research methods and

procedure adhere to by the researcher in order to answer the specific problems of

the Architecture students. Specially, the research design, locale of the study,
respondents of the study, data gathering procedure, and data analysis.

RESEARCH DESIGN

The research methodology will employ qualitative research methods to gather

comprehensive data. The study utilized a descriptive method as a research design

that accumulated the respondent’s answer to the questions provided. Using the

descriptive research approach the researchers were able to collect information that

are essential in providing answers to the research questions through quantifiable

data for statistical analysis of the population sample.

INPUT PROCESS OUTPUT

 Participants  Qualitative  Research findings

demographics method
 Recommendations

 Perceptions on  Data collection

 Coping mechanism
mental health and
 Data analysis strategy and support
cademic pressure
system

 Coping mechanism

and support system

LOCALE OF THE STUDY

The study was conducted at Isabela State University, Ilagan Campus, located

in Ilagan City, Isabela. The campus is known for its strong academic programs,

including the Bachelor of Science in Architecture. Its challenging architecture

curriculum makes it an ideal setting to explore the mental health challenges and
coping mechanisms of its students.

RESPONDENTS OF THE STUDY

The primary respondents of the proposed study were the Architecture

students of Isabela State University, Ilagan Campus, specifically under the

Department of Civil, Electrical, and Architecture Technology (CEAT). These students

were selected as they experience the rigorous demands of the architecture program,

making them suitable participants for exploring the effects of academic pressure

and their coping mechanisms.

DATA GATHERING PROCEDURE

Data collection was carried out during the vacant or free time to avoid periods

of high academic demands (e.g., work overload and preparation for exams) of the

respondents that could favor greater emotional activation in students and, therefore,

influence their responses to the questionnaires. Before beginning the study, the

participants were informed of the objectives and were asked to participate; they

were assured of anonymity and the confidentiality of their responses. The

questionnaires were administered through google form where the students had their

free time, and in a single session without a time limit.

RESEARCH INSTRUMENT

The study utilized a Google Form questionnaire as the primary research

instrument. It included a mix of multiple-choice questions, Likert scale items, and

open-ended questions to ensure comprehensive and accurate data collection. The

online format provided convenience and accessibility for the respondents.

 CHAPTER 4: RESULTS AND DISCUSSION

This chapter presents and analyzes the findings of the study on mental health

and coping mechanisms among Architecture students at Isabela State University,

Ilagan Campus. The results, based on survey data, are discussed in relation to

academic pressure, mental health challenges, coping strategies, and support

systems. The findings are compared with previous research to identify patterns and

insights, offering a better understanding of the factors influencing the students'

mental health and academic performance.

The Prevalence of Academic Pressure and Mental Health Issues Among

Architecture Students

AGE

FIGURE 1. AGE OF THE RESPONDENTS

The prevalence of academic pressure and its associated mental health

challenges, such as stress, anxiety, and depression, is a growing concern, particularly

among Architecture students. Research has shown that students in demanding

programs, like Architecture, are especially vulnerable to experiencing these mental

health issues. According to studies, it indicates that the majority of respondents fall

into the 20-21 years old category, accounting for nearly half of the sample population.

The second largest group is the 18-19 years old category, followed by the 21-23

years old group. The smallest segment is the 24 and above age group.

The age distribution highlights that most respondents are aged 20-21, often

facing the heaviest academic workload in their second or third year. The significant
representation of students aged 18-21 underscores the need for targeted mental

health support for younger students who are more susceptible to academic stress.

The smaller percentage of students aged 24 and above suggests either better

-developed coping mechanisms or fewer older students in the field. Tailoring mental

health support according to these demographics is crucial for addressing the

specific needs of architecture students and enhancing their well-being and academic

performance.

YEAR LEVEL

FIGURE 2. YEAR LEVEL OF THE RESPONDENTS

The data reveals that a significant portion (52%) of respondents are in their

4th year, indicating this group is likely experiencing the highest academic pressure

due to demanding coursework and nearing graduation. First-year students make up

16%, suggesting they are still adjusting to the academic environment. Second and

third-year students each represent 12%, likely dealing with increasing complexity in

their studies. Fifth-year students (8%) might be focused on final projects or

internships, which also bring substantial pressure.

These insights highlight the necessity for targeted mental health support,

particularly for 4th-year students who appear to bear the brunt of academic stress.

Tailored interventions, such as counseling and stress management workshops, can

be crucial in helping them cope effectively. Understanding these demographics is

essential for developing comprehensive support programs to enhance the well-being

and academic success of architecture students across different stages of their

education.

PERCEPTION OF THE RESPONDENTS TOWARDS MENTAL HEALTH AND

ACADEMIC PRESSURE

How important do you think mental health is for academic success?

 FIGURE 3. IMPORTANT OF MENTAL HEALTH IN ACADEMIC SUCCESS

An overwhelming majority (92%) of respondents believe that mental health is

very important for academic success. This strong consensus highlights the critical

role mental health plays in achieving academic goals.

The smaller segments, representing the "important," "neutral," and "not

important" categories, suggest a minimal variation in opinions. The dominant view

supports the necessity for educational institutions to prioritize mental health

resources and support systems. Given this clear recognition of its importance,

schools and universities should invest in mental health programs, counseling

services, and stress management workshops to create a supportive learning

environment.

How would you rate the level of academic pressure you experience as an

architecture student?
 FIGURE 4. LEVEL OF ACADEMIC PRESSURE

The data reveals that an overwhelming majority of architecture students, 84%,

experience very high levels of academic pressure. An additional 12% report

experiencing high pressure, bringing the total to 96% of students facing significant

academic demands. The negligible percentages for moderate and low pressure

indicate that very few students find the workload manageable.

This high level of reported pressure underscores the intensity of the

architecture program, which likely includes demanding coursework, project deadlines,

and the need for precision and creativity. The results highlight the critical need for

robust mental health support and stress management resources tailored to

architecture students. Institutions should consider implementing comprehensive

support systems, such as counseling services, peer support groups, and time

management workshops, to help students cope with the academic demands and

maintain their well-being.

Which of the following do you associate with academic pressure?

FIGURE 5. ASSOCIATE WITH ACADEMIC PRESSURE

The data reveals that stress is the most commonly associated factor with
academic pressure, as all respondents indicated it as a concern. This highlights the

pervasive nature of stress within the academic environment of architecture students,

likely due to high expectations, workload, and rigorous deadlines.

Anxiety is also a significant issue, reported by 76% of respondents. This

suggests that a majority of students experience anxiety related to their academic

responsibilities, which may stem from fear of failure, time management challenges,

and the competitive nature of their field.

Fatigue, reported by 68% of respondents, underscores the physical toll

academic pressure takes on students. Long study hours, insufficient rest, and

continuous mental exertion contribute to feelings of exhaustion, which can hinder

academic performance and overall well-being.

Lack of Motivation, although the least reported factor, still affects 60% of

respondents. This indicates a substantial portion of students struggle to maintain

motivation, possibly due to burnout, lack of interest in certain subjects, or feeling

overwhelmed by academic demands.

Overall, the data underscores the multifaceted impact of academic pressure

on architecture students, affecting both their mental and physical health. Addressing

these concerns requires a holistic approach, including stress management programs,

mental health support, and promoting a balanced lifestyle to ensure students can

thrive academically and personally.

Do you feel comfortable discussing your mental health challenges with others?

FIGURE 6. COMFORTABILITY IN DISCUSSING MENTAL HEALTH

CHALLENGES WITH OTHERS

The data indicates that a majority of respondents (56%) prefer to keep their

mental health challenges to themselves. This suggests a significant portion of

architecture students may feel uncomfortable or lack trust in sharing their mental

health issues, potentially due to stigma or personal preference for privacy.

A notable 36% of respondents feel comfortable discussing their mental health

challenges with friends and family, indicating that these students have a support

system they trust and rely on.

The smaller percentages for discussing mental health with professionals or

mentors and with close friends only suggest that fewer students seek help from

formal support systems or limit their conversations to a very select group.

These findings highlight the importance of creating a more supportive and

open environment where architecture students feel encouraged and safe to discuss

their mental health challenges. Universities and colleges could benefit from

initiatives aimed at reducing stigma, promoting mental health awareness, and

making professional support services more accessible and approachable.

COPING MECHANISM AND SUPPORT SYSTEMS

What is the main source of your academic pressure?

FIGURE 7. MAIN SOURCE OF ACADEMIC PRESSURE

Survey results on coping strategies for academic pressure, based on 24

responses, highlight time management and scheduling as the most commonly used

method, adopted by 75% of respondents. Engaging in hobbies or recreational

activities follows closely at 70.8%, while 50% rely on support from friends or family.

Other strategies include exercising or maintaining physical health (20.8%) and

seeking professional counseling (12.5%). Less frequently mentioned methods

include daydreaming, journaling or writing, and eating (4.2% each). These findings

emphasize a preference for proactive and social strategies, with less reliance on
professional or introspective approaches.

How many hours do you spend on academic work daily?

FIGURE 8. HOURS SPEND IN ACADEMIC WORK

Survey results on the perceived effectiveness of coping strategies, based on

24 responses, show that 50% of respondents consider their strategies effective,

while 33.3% rate them as neutral in effectiveness. A smaller proportion, 16.7%, find

their strategies very effective, and no respondents reported their strategies as

ineffective. These findings indicate a general sense of adequacy in coping

mechanisms, with some room for improvement in their overall impact.

What strategies do you use to cope with academic pressure?

FIGURE 9. STRATEGIES TO COPE WITH ACADEMIC PRESSURE

Survey results on the main sources of academic pressure, based on 24 responses,

reveal that deadlines for projects and assignments are the most significant

stressors, with 91.7% of participants identifying them as a primary source of

pressure. High expectations from professors and peers follow, cited by 70.8% of

respondents. Other notable stressors include challenges in balancing schoolwork

with personal life, poor time management skills, familiar expectations, and self-

imposed pressures. These findings underscore the multifaceted nature of academic

stress, dominated by external deadlines and social expectations.

How effective do you find your coping strategies?

FIGURE 10. EFFECTIVITY OF COPING STRATEGIES

Survey results on the perceived effectiveness of coping strategies, based on

24 responses, show that 50% of respondents consider their strategies effective,

while 33.3% rate them as neutral in effectiveness. A smaller proportion, 16.7%, find

their strategies very effective, and no respondents reported their strategies as

ineffective. These findings indicate a general sense of adequacy in coping

mechanisms, with some room for improvement in their overall impact.

Do you rely on support systems to help manage mental health challenges and

academic pressure?
 FIGURE 11. SUPPORT SYSTEMS IN MANAGING MENTAL HEALTH

The survey results reveal that a majority of respondents (70.8%) manage their

mental health challenges and academic pressure on their own, indicating a

preference for self-reliance. Meanwhile, 29.2% rely on family and friends for support.

No respondents reported seeking help from professors, mentors, or professional

counselors, highlighting the limited use of formal support systems. This suggests a

potential gap in awareness or availability of professional mental health resources.

How would you rate the availability of mental health resources at your university?

FIGURE 12. AVAILABILITY OF MENTAL HEALTH RESOURCES

The survey results indicate that half of the respondents (50%) rated the

availability of mental health resources at their university as "Fair." Meanwhile, 25%

rated it as "Good," and 20.8% considered it "Poor." Only a small fraction, 4.2%, rated

the availability of mental health resources as "Excellent." These findings suggest that

there is room for improvement in the accessibility and quality of mental health

support services at the university.

What type of support do you think the university should prioritize for students?
 FIGURE 13. SUPPORTS THAT THE UNIVERSITY SHOULD PRIORITIZE

The survey results indicate that the majority of respondents (79.2%) believe

the university should prioritize flexible deadlines and workloads to support students.

Half of the respondents (50%) suggest workshops on stress management and

coping skills, while 45.8% advocate for better access to mental health counselors.

Peer support programs or group discussions were chosen by 41.7% of the

respondents. A small minority (4.2%) were uncertain about which support options

would be most effective. These findings emphasize the importance of workload

adjustments and mental health programs to address students' needs.

TYPE OF COPING MECHANISM AND SUPPORT SYSTEMS THAT ARCHITECTURE

STUDENTS HELPS THEIR MENTAL HEALTH

Below are the coping strategies and support systems that can greatly help

college students facing mental health issues that impact their academic

performance.

1. Seek professional help: Encourage students to visit counseling services on or

off campus. Professional counselors can offer guidance, therapy, and coping

strategies tailored to each student's needs.

2. Build a support network: Motivate students to form strong connections with

friends, classmates, roommates, or mentors. A solid support system provides

emotional help, opportunities for open conversations, and a sense of

belonging.

3. Practice self-care: Remind students to prioritize activities like exercising,

getting enough sleep, eating healthy meals, and pursuing hobbies. These

habits can boost mood, reduce stress, and improve overall well-being.
 4. Time management and organization: Help students develop time

management skills and organize their tasks effectively. This can lower stress

and create a more balanced approach to handling schoolwork and mental

health.

5. Join support groups: Encourage participation in support groups on campus or

in the community. These groups offer a safe space to share experiences, gain

insights, and learn from others facing similar challenges.

6. Educate faculty and staff: Advocate for training programs to help faculty and

staff identify signs of mental distress and respond with empathy. A

supportive campus environment can greatly improve students' mental health.

7. Encourage self-reflection and mindfulness: Promote mindfulness exercises

that help students focus on the present moment and understand their

thoughts and emotions. This can help manage stress, anxiety, and depression.

It is important to recognize that every individual has unique needs, making it

essential to encourage a holistic approach that combines various coping strategies

and support systems. Tackling mental health issues can help college students

handle their challenges more effectively and foster a more positive academic

experience.
 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY OF FINDINGS

The prevalence of mental health challenges, such as stress, anxiety, and

fatigue, is a significant concern among Architecture students at Isabela State

University, Ilagan Campus. Most respondents are aged 20–21, with fourth-year

students reporting the highest levels of academic pressure due to the demands of

heavy coursework and the nearing reality of graduation. These challenges are largely

driven by factors such as tight deadlines, high expectations, and difficulties in

balancing academic and personal responsibilities.

The impact of academic pressure on students’ mental health is profound.

Many students experience stress, anxiety, fatigue, and a lack of motivation, which

affect their ability to concentrate, attend classes consistently, complete assignments,

and perform well academically. The emotional and psychological strain associated

with these issues often leads to decreased academic engagement, making it difficult

for students to meet their educational goals effectively.

Despite widespread recognition of the importance of mental health for

academic success, with many students emphasizing its critical role, stigma remains

a barrier to seeking help. Most students choose to manage their mental health
privately through self-driven strategies, such as time management, engaging in

hobbies, and seeking informal support from friends and family. Only a small number

of students seek professional counseling, indicating gaps in awareness, accessibility,

or acceptance of formal mental health support systems.

Understanding the specific needs of these students is crucial for providing

effective support. Many students view the university’s mental health resources as

needing improvement and prioritize initiatives such as flexible deadlines, stress

management workshops, and accessible counseling services. Addressing these

challenges requires a holistic approach, including expanding access to professional

counseling, building supportive networks, promoting time management skills, and

incorporating mindfulness practices. By fostering a supportive academic

environment, the university can help students navigate academic pressures more

effectively and enhance their overall well-being and academic success.

CONCLUSIONS

Based on the findings revealed in this study, the null hypothesis stating that

academic pressure has no significant impact on the mental health of architecture

students is rejected. Therefore, it can be concluded that mental health plays a critical

role in academic success. This view supports the need for educational institutions to

prioritize mental health resources. Investing in mental health programs, counseling,

and stress management workshops is essential for creating a supportive learning

environment.

The finding also revealed in this study, the null hypothesis stating that there is

no significant association between coping mechanisms and the levels of stress and

anxiety among architecture students is rejected. Therefore, it can be concluded that

the sense of coping mechanisms or strategies is effectively and foster a more

positive academic experience.

RECOMMENDATIONS

Based on the conclusions drawn from the findings of research, the following

recommendations were presented:

1. The researchers highly recommend that future research must be conducted

related to the coping mechanism of architecture students when it comes to mental

health and academic pressure.

2. Further research can be done by increasing the number of participants so

that multiple responses will be gathered.

3. The researchers of the study recommend using the proposed coping

strategies and support systems to address the issues of mental health.

The researchers strongly recommend that Architecture students need to cope

with academic and personal anxiety through active and passive coping strategies.

Parents need to nurture their child in a supportive home environment. When students

are in their second home, teachers must continuously provide a conducive learning

environment to the students to ensure better academic achievement. The Supreme

Student Council and Office of Student Affairs may conduct student-development

programs to sustain students’ positive outlook in life.

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HYPOTHESIS
1. Primary Hypothesis (H1)

o H1: High levels of academic pressure negatively impact the mental

health of architecture students.

 Null Hypothesis (H0): Academic pressure has no significant

impact on the mental health of architecture students.

2. Secondary Hypothesis (H2, H3, H4)

o H2: Effective coping mechanisms are associated with lower levels of

stress and anxiety among architecture students.

 Null Hypothesis (H0): There is no significant association

between coping mechanisms and the levels of stress and

anxiety among architecture students.