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Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the problem and its background which includes the

introduction, hypothesis, statement of the problem, significance of the study, scope and

delimitation, conceptual framework, and definition of terms.

Introduction

Movement between phases of education and schools for many students can be a

stressful experience. Being a transfer student can be extremely intimidating. Whether

students are coming from a university campus or a smaller community school, students

are entering a new environment with different trends, attitudes, beliefs, customs which

students need to adjust with (Holtz, 2015). When transferring from junior high school to

senior high school and from a different school, students are required to adapt to an

environment that not only changes in respect of academic requirements but also in

respect of personal independence.

Stress is increasingly becoming a part of a student’s life. It is best described as a

situation where environmental demands exceed the capacity for effective response by the

individual and can potentially have physical and psychological consequences (Bamuhair

et al., 2015). It is viewed as a negative emotional, cognitive, behavioural and

psychological process that occurs as a person tries to adjust to or deal with stressors

(Bernstein et al., 2008). Stressors are situations that are experienced as a perceived threat

to one’s well – being or position in life, when the challenge of dealing with which,

exceeds the person’s perceived available resources (Scott, 2018).

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High school can undoubtedly be challenging. It is an important stage of education

because from this stage, students determine or plan for their future. It is also where the

next generation youngsters are needed to build the nation and participate in its growing

economy (Shahmohammadi, 2011). Secondary education plays an important role in

raining the youth of the country to take part in the social reconstruction and economic

development (Nayereh, 2011).

These responsibilities and duties of a high school student come with a

consequence. That stage of life is loaded with drama and intense feelings. But while

stress is not a new phenomenon among adolescents, there’s been a significant increase in

the percentage of young people who have reported having a major depressive episode

(MDE) or so called “masked depression” (Schrobsdorff, 2016). But it is important for

people to know, each individual has his or her own way handling and coping up with

stress.

Senior high school students are particularly prone to stress due to the transitional

nature of senior high school, where it compels students to acquire entirely new social

skills and also to take more responsibility for their own personal needs (Agha et al.,

2015). It is common for children of all ages to experience school – related stress. Many

students experience anxiety in social situations they encounter in school. Social anxiety

can be caused by trying to fit in a new environment, finding friends, and sometimes it is

caused by bullies in school.

With the stressors that comes with transitioning from junior high school to senior

high school, this research will focus on identifying the stressor which greatly affect the
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stress felt by a grade 11 socialize and regular transferee in Rogationist College and

correlate it with their 1st quarter grade. The researchers will use their academic

performance in their first quarter because according to a study conducted by Kreig

(2010), transferee student may or may not perform well in their school works during their

first quarter because it is the time when they are still experimenting and trying to cope up

with the new environment, people, and the school system.

Based on the study conducted by Dusselier with other notable researchers in the

year 2016, stress has become the number one reported impediment to academic

performance. Due to the stress felt by students there are increasing numbers of students

who experience maximum stress and nervous breakdowns. This research aims to

recognize and address these alarming situations caused by school works, college

applications, extracurricular activities, academic expectation, and social anxieties which

are the most relevant topic of study in the present system of education. The main purpose

this research was conducted to present data on how stress can affect a student’s academic

performance.

Statement of the Problem

This study aims to determine the Relationship of Stressors and Academic

Performance of Grade 11 Socialize and Regular Transferee in the Senior High School

Department of Rogationist College

Specifically, it sought to answer the following questions:

1. What are the stressors that affects the academic performance of grade socialize and

regular transferee?
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1.1 School works

1.2 Personal Factors

1.3 Environmental Factors

1.4 Academic expectations

1.5 Social anxiety

2. What is the academic performance of the respondents?

3. Is there a relationship between the stressors and academic performance of the

respondents?

Hypothesis

Null hypothesis. The stressors have no significant relationship on the academic

performance of a Grade 11 socialize and regular transferee students in Rogationist

College.

Alternative hypothesis. The stressors have a significant relationship in the academic

performance of a Grade 11 socialize and regular transferee students in Rogationist

College.

Scope and Delimitation

The study focuses on the relationship of stressors and academic performance of

grade 11 socialize and regular transferee in the Senior High School Department of

Rogationist College. The study deals with the connection of stressors: school works,

college applications, extracurricular activities, academic expectations, and social anxiety

to the academic performance of grade 11 socialize and regular transferee students. The

study was conducted in Rogationist College, Silang, Cavite. The researchers were tasked
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to do the research within a specific time span that started last July and is supposed to end

in the month of October 2017. The researchers will be gathering data by using survey

questionnaires which will be answered by selected grade 11 socialize and regular

transferee students. Furthermore, this study will not cover other stressors which are not

mentioned in the study. Instead, the study gave emphasis to the stressors: school works,

college applications, extracurricular activities, academic expectations, and social anxiety.

Although the research has reached its aims, there were some unavoidable

limitations. There might be a possibility that the answers given by the respondents are

based on preconceived ideas that can probably produce biased opinions regarding the

stressors felt by students and their academic performance. Also, it is possible that the

stressors felt by our respondents is different from the stressors felt by other Grade 11

Socialize and Regular Transferee students.

Significance of the Study

The researchers believe that this study may be beneficial to the following:

The Grade 11 Socialize and Regular Transferee Students. This research aims to

present the data gathered to the students for them to be aware of the stressors which can

or cannot affect their academic performance during their first quarter. They will be able

to know and explore more about themselves as they prepare to end this school year with a

good and stable mental and physical health.

The Administrators. This research will serve as a guide to the administrators especially

to guidance counsellors, for them to know what stressors can or cannot affect a student’s
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academic performance and to be able to address these stressors to avoid nervous

breakdowns and mental health issues caused by too much stress.

Parents. They will be able to understand and have further knowledge about the

personality, ability, and the stressors that may affect their children’s studies. Thus,

helping them guide and supervise their children as they try to cope up with the new

environment where they study.

Future Researchers. This study will serve them as a guide or basis for their future paper

related to this study.

Conceptual Framework

The framework shows the input, process, and output of the study. The researchers

obtained the stressors and academic performances of the respondents through

questionnaires. With the data on hand, these would lead the study to obtain the

relationship of stressors and academic performance of Grade 11 Socialize and Regular

Transferee in the Senior High School Department of Rogationist College.

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Stressors affecting a grade
11 socialize and regular
transferee’s students
The Relationship of
 Schoolwork Stressors and
 College Academic
applications Performance of Grade
 Extracurricular Survey questionnaires 11 Socialize and
activities and statistical treatment Regular Transferee in
 Academic the Senior High
expectations School Department of
 Social anxiety Rogationist College

Academic performances
of Grade 11 socialize and
regular transferee students

Input Process Outcome

Figure 1. Research Paradigm

Definition of Terms

The following terms have been operationally defined for the readers to easily

comprehend the study.

Academic expectations. Refers to any effort to set the same high educational standards

for all students in a class, school, or education system.

Academic performance. Refers to the grade attained by a student in a quarter.

Distress. Undesirable stress caused by unexpected events.

Extracurricular activities. Activities in a school such as: school competitions, student

government, sports, and school clubs.

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Regular transferee students. Students who graduated junior high school from any

private schools.

School work. Work that is done or to be done by school students

Senior High School. It is a secondary school that students attend in the two highest

grades before college.

Social anxiety. The fear and anxiety of being negatively judged and evaluated by other

people.

Socialize students. Students who graduated junior high school from public schools.

Stress. Any situation that evokes negative thoughts and feelings in a person

Stressor. Any real or perceived physical, social, or psychological event or

stimulus that causes our bodies to react or respond

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Chapter 2

REVIEW OF RELATED LITERATURE

The review of literature covers areas relating to socialize and regular transferee

grade 11 students' stress. The areas discussed are: academic performance, stress,

stressors, academic stress, college applications, extracurricular activities, academic

expectations, social anxiety, and the synthesis.

Stress

Stress is necessary and an important part of learning. According to Weaver

(2014), stress is vital. Without it, your body and brain would be unable to react

effectively when danger arises, but it can also be harmful to individuals. There are two

kinds of stress: First is positive stress and it occurs when the situation provides challenges

and growth. Second is negative stress or distress which occurs when situation appears

threatening (Weaver, 2014). Research have been conducted in order to review the

relationship among stress and academic performance of students and it has been found

that stress affects the academic performances of students in great manner (Elliot et al.,

2005; Choi, Abbott, Arthur & Hill, 2007). Students complained about the stress they feel

while giving their exams or any competition regarding grades or in any case when they

have so much to study and less time to do it. They say that it really affect their

performance of work (Carveth, Gesse & Moss, 1996).

Throughout a student’s high school career, they are presented with many

stressors, from school works, college applications, extracurricular activities, academic

expectation, and to social anxieties (Zabell, 2017).

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Academic stress, among senior high school students in particular, has been a topic

of interest for many years. It is the anxiety and stress that comes from schooling and

education. There is often a lot of pressure that comes along with pursuing a degree and

one’s education. There is studying, homework, tests, labs, reading, and quizzes. There is

the stress of doing all of the work, balancing the time and finding time for extra –

curricular activities. Academic stress is especially hard on students who are often living

away from home for the first time (Prabu, 2015).

According to Dr. Kenneth Ginsburg, adolescent medicine specialist at Children’s

Hospital of Philadelphia and author of books on teenage stress and resiliency for the

American Academy of Paediatrics, college admissions process is an initiation rite into

adulthood. It is why students become stressed as they try to get into some of the most

competitive colleges in the country. Students try to balance the time studying for school

works and for college Common Entrance Test (CET).

Educational research has identified many factors that could influence student

school achievements, including teacher and parents educational expectations and self –

expectations. Research in education found that teacher, parents, and a student’s

expectation to self can have a big impact to the student’s academic performance. Smith

(2009) study found that academic expectations in middle school have latent effect on

student’s high school standard scores. These academic expectations may influence school

outcomes through their influence on student educational expectations, their self – concept

of abilities and attainment values. In turn, these factors have been identified as predictive

of later school outcomes including grades, test scores, and dropping out.
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Stress is experienced by everyone and can have an impact on the physiological

aspects of an individual (Britz & Pappas, 2010). It is viewed as a negative emotional,

cognitive, behavioural and physiological process that occurs as a person tries to adjust to

or deal with stressors (Bernstein et al., 2008). Stressors are defined as circumstances that

disrupt, or threaten to disrupt, individuals’ daily functioning and cause people to make

adjustments (Auerbach & Grambling, 1998). Auerbach and Grambling (1998), regard

stress as an unpleasant state of emotional and physiological arousal that individuals

experience in situations that they perceive as dangerous or threatening to their well –

being.

However, stress is perceived in different ways and may mean different thing to

different individuals. It is perceived as events or situations that cause individuals to feel

tension, pressure, or negative emotions, including anxiety and anger. Moreover, other

people define stress as the response to existing situations, which includes physiological

changes, emotional and behavioural changes (Bernstein et al., 2008).

Research have been conducted in order to review the relationship among stress

and academic performance of students and it has been found that stress affects the

academic performances of students in great manner (Elliot et al., 2005; Choi, Abbott,

Arthur & Hill, 2007). Students complained about the stress they feel while giving their

exams or any competition regarding grades or in any case when they have so much to

study and less time to do it. They say that it really affect their performance of work

(Carveth, Gesse & Moss, 1996).

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In a study conducted by Beilock (2018), her research indicates that stressful

academic situations impact the performance of students If stress is not managed properly,

it can prevent students from successfully achieving their academic goals.

While students want to perform will in their studies, in their quest to achieve these

goals, they could experience situations and events that cause stress Students are expected

to balance their school work with other things such as extracurricular activities (Stupart,

2018).

The American Institute of Stress points out that “stress can have wide raging

effects on emotion, mood, and behaviour.” Stress affects both students’ physical and

mental functioning. These negative symptoms could affect the quality of students’

academic performance.

First of these symptoms is physical symptoms and it includes: frequent headaches,

tremors, trembling of lips, neck and back pains, nervous habits like fidgeting, rapid or

mumbled speech, upset stomach, elevated blood pressure, and chest pains. When these

symptoms are experienced, one might not feel the motivation once had to do your best on

academic tasks such as preparing for tests or completing assignments.

Second are poor management skills. Students who are suffering from high levels

of stress could become disorganized and uncertain of their goals and priorities. This could

lead to an inability to effectively budget and manage their time.

Moreover, students who are highly stressed tend to procrastinate and neglect

responsibilities such as completing assignments and meeting deadlines. This will affect

their study skills and the quality of their work.

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Third are concentration difficulties. A high level of stress reduces students’ ability

to concentrate in their studies. Consequently, it makes it difficult for them to memorize

facts for tests.

Even more, poor concentration could limit students’ ability to think critically or at

optimal levels when they write their papers or during tests. So, poor judgment could lead

to weak responses on exams.

Last are memory problems. Memory is vital to students’ academic success, and

forgetfulness is one of the symptoms of being stressed. It is clear then that this could

adversely affect students’ quality of work.

Stressors

Factors or sources of stress can vary among individuals; what one perceives as

stressful may not be to someone else (Whitman et al., 1986). One of the common

stressors of students is the greater academic demand of the school setting

(Kumaraswamy, 2012). Hurst, Baranik, and Daniel (2013) studied the sources of stress of

students using qualitative measure and found eight major categorical themes which

included: academics, relationships, lack of resources, expectations of self and from

others, environment, transition, diversity, and "other" which included stress related to

career, extracurricular activities, and personal appearance.

(Ross et al., 1999) conducted a study using the Student Stress Survey to determine

the major sources of stress in the lives of students. From the study (Ross et al., 1999)

found that of their participants, 38% reported intrapersonal stressors, 28% environmental,

19% interpersonal, and 15% academics. Out of the highest category, interpersonal,
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change in sleeping habits, vacations/breaks, a change in eating habits, new

responsibilities, financial difficulties, change in social activities, and increased class

workload were the top reported interpersonal factors of stress (Ross et al., 1999).

Similar to other studies Bland, Melton, Welle, and Bigham (2012) found that the

main sources of stress identified as life events reported by students for students were

related to pressure to do well in school. Sources of stress related to daily hassles were

test, lack of sleep, assignment and text messaging (Bland et al., 2012).

Academic stress

The Anxiety and Depression Association of American reported that “80 percent

say they frequently or sometimes experience daily stress.” American College Health

Association reported that stress is the number one factor that affects the students’

academic standing.

Academic is an apparent stress factor for students. Especially during the exams

period, when students are trying they best to make sure that they study as much as they

can for the test, and sometimes that mean cramping all the materials in one day or pulling

the “all-nighter.” But study showed that these activities will only hurt the student’s

performance on the test, because if the student does not get enough sleep then they are

more likely to be tired during the test and can not concentrate on the test.

The stress can have an effect on anyone, it does not matter if you are a senior. Yet

all these stress increases to another level during freshman year or if a students is new to a

school. For students, especially in the first semester, is still taking time to get use to the

new environment and system. They have enough of stress just trying to figure out how to
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survive on they own, on top of that they have dealing with the new style of teaching,

learning, testing.

Personal Factors

Sleeping is a natural repetitive state of rest for the mind and body which is

essential to life. Sufficient sleep is extremely important for one’s mental and physical

health. Sleep loss is in fact one of the most striking problems of modern society and sleep

deprivation is a common finding in students’ academic life. (Hamed & Hala, 2018).

Optimized sleep pattern improves the Neuro-cognitive and academic performance of

students. But sleep deprivation is a common finding in students’ academic life. The

sleep-wake cycle of medical students is characterized by insufficient sleep duration,

delayed sleep onset, and occurrence of napping episodes during the day. (Hamed & Hala,

2018). Sleep deprivation actually can cause day time sleepiness and reduced level of

attention affecting performance. When a student is sleepy, their attention is being affected

causing them not to understand the lesson being taught completely.

Measures that were indicative of sleep quality were mostly linked with students'

performances on verbal reasoning tests and on grade point averages on tests at school. A

longer period of sleep and earlier bedtimes - measures of sleep quantity - most strongly

correlated with better results obtained by the students on a number of tests at school.

(Singapore Press Holding, 2018). Breakfast consumption, higher consumption of fruit,

vegetables, and certain micronutrients, including folate and iron, and lower consumption

of junk foods, were all associated with higher academic achievement. (MDPI, 2017). As

to why diet may be linked with academic achievement, the observed associations are in
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line with the knowledge that various dietary components, including micronutrients such

as folate, iron, and omega 3, have essential roles in brain development and functioning.

Furthermore, the brain requires significant and regular amounts of energy to function

optimally.

The recession may be over, but as tuition and debt continue to rise, many students

are still under extreme pressure to make ends meet – and for some, it’s at the expense of

academic pursuits. (Inside Higher Ed, 2018). Financial stress affects a poor individual’s

IQ more than a well-off individual. Those in a difficult financial position at the start of

their period of study were likely to face greater problems in the course of their first year.

Two difficulties in particular – having missed payments at the start of the academic

programme, and having to wait for the first student loan payment – were shown to have a

damaging effect on academic performance. (Informa UK Limited, 2018). the students’

main priority was to desperately secure financial aid before focusing on academic

activities. Only once they were able to deal with this stumbling block did they shift focus

to their studies. (The Conversation, 2018).

Modern day students who are involved in school and other extra-curricular

activities experience a toll on their physical and mental health.

Stress is something all high schoolers have experienced multiple times throughout

their academic years. Stress sometimes can be a motivational tool, however, too much

stress can backfire and harm the student. Being overly stressed can raise irritation levels,

cause constant headaches, and increase drowsiness. (Grams, Megan) (2018). Maintaining

good physical health is proven to help academic performances. Academic benefits

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derived from physical activity include: academic achievement and above-average grades,

improved academic behavior, and increased academic interest. Specifically, physical

activity encourages attentiveness and concentration.

It has also been shown that regular physical activity can help reduce feelings of

depression and anxiety promoting psychological well-being. (Grams & Megan, 2018).

Environmental Factors

According to (Murugan & Rajoo, 2013) that clean, quiet and comfortable

environment are important components of learning environment and being comfortable

should have several factors which include temperature, lighting, and noise control. (Jalil

& Yunusb 2012) stated that environment that is colored can improved the learnings of the

well- being. Mohammed (2010) emphasized that various design elements which

includes wall colors, window surfaces, interior common spaces, courtyards etc.

contributes to the aesthetics of the school environment which in turn creates a

comfortable environment for the students and improves academic performance. Sunday

A.A (2012) states that there is a significant relationship between school environment and

student’s performance. For him poor can affect the learning environment and climate

gives room students to work hard and enhance their academic achievement. According to

(Steve Grubaugh and Richard Houston, 2013) the one of the first areas impact on

students success is the physical environment of the classroom. Thus they can strengthen

the student’s ability to learn if the classroom is resources, structure, and color.
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Academic expectations

Every society acknowledges the importance of education. As a matter of fact,

education is a global priority (Bose, 2009) and is recognized as one of the principal

means available to foster a deeper and more harmonious from of human development and

thereby to reduce poverty, exclusion, ignorance, oppression, and war (Burnett, 2008).

Education, being considered important, requires everyone who goes to school to do their

best and one basic parameter of students’ performances in school is academic

achievement. Giving due attention to academic achievement is important because

academic achievement has been one of the most important goals of the educational

process (Nuthanap, 20017) and it plays a significant role in assuring quality (Ali et al.,

2009).

Conducting a study that tries to look at the link specifically between academic

achievement and academic expectations stress is important. Kaplan, Liu, and Kaplan

(2005) found in their study that students exposed to high stress school environment that is

characterized by increased in academic expectations particularly self – expectations

impedes academic performance. Similarly, Malik and Balda (2006) concluded that

“adolescents whose minds are full of apprehensions are not free to use their enery and

ability in achieving”. Conner, Pope, and Galloway (2009), conversely, made a conclusion

in their study that although academic stress among students with high General Point

Average (GPAs) does not affect their grades because they are meeting academic

standards, there are some indications that they are sacrificing their health and well –

being while And and Huan (2006) identifies that academic stress and in particular,

academic expectations, is a factor contributing to suicidal ideation in adolescents.”

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Generally, high school life is perceived to be stressful. Schoolwork, family

adaptation and peer relationship are the main sources of stress (Li & Yen, 1998) and in an

Asian context, academic stress arising from adolescents’ self – expectations and

expectations of others (e.g., parents and teachers) are particularly salient (Ang & Huan,

2006). Among Filipinos, specifically, there is no concept of the other in the other person

and the other is also one’s self (de Leon, 2007). The expectations of others are regarded

as one’s own. Once in school, “adolescents often see themselves as being evaluated in

terms of their academic performance and the pressure to excel is an important measure of

their success’ (Ang & Huan, 2006). Academic stress is an important concern because it

adversely affects overall adjustments of students (Husain, Kumar, & Husain, 2008) and

one form of academic stress that merits attention is the one arising from expectations.

The impact of expectations in relation to academic achievements has already been

documented. For example, Goyette and Yu in 1997 found that “parental expectations play

an important role in explaining the Asian – white gap for all ethnic groups and stand out

as the only explanatory factor accounting for Southeast Asian students’ relatively high

expectations” among the participants in their study. Also, Asakawa and Csikszentmihalyi

(1998) found in their research that “Asian American adolescents’ academic motivation

and future goals were strongly affected by their special feelings toward their parents”.

Additionally, Goyette and Yu (1997) found in another study that “Asians are indeed more

likely than whites to enrol in college and to major in fields that have high financial

payoffs, and these racial differences are attributes to both educational expectation and

occupational expectation”. Indeed, expectations among Asians have relation to academic

achievement whether set by oneself or by significant others.

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Social anxiety

Social anxiety is an inconvenient disorder in many situations in life. But for a

student, it can be especially difficult. School is a place where social interaction is not

only expected but required. It is a place where being judged and criticized by others is

routine, and where struggling to cope with social situations and feedback can result in

negative feedback that makes it more challenging to overcome social stresses. (Calm

Clinic, 2018). Students with social anxiety disorder have an excessive and persistent fear

of social and/or performance situations such as school, parties, athletic activities, and

more. They are extremely worried that they may do something embarrassing, or others

will think badly of them. These students constantly feel "on stage," which can lead to a

great deal of self-consciousness, distress, and avoidance. Some students are only afraid of

speaking or performing in public, while others fear and avoid a wide range of social

situations. (AnxietyBC, 2017). Social anxiety affects students in a negative way. Their

self-confidence decreases causing poor performance at school which could greatly affect

their futures.

People with social anxiety disorder become anxious that they will make mistakes,

feel awful, and humiliated in front of others. The fear become immense due to a lack of

social skills or experience in social situations. As a result of that people undergo extreme

distress in certain social situation and try to avoid them. People with social anxiety

disorder has distorted thinking, including false beliefs about themselves and social

situations. They have immense fear of negative opinion of other’s about them and this

fear affects the academic life of a person chiefly. ( Bartleby.com, 2016).

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Imagine dreading going to school, more so than others. You sit in the back of the

classroom or find ways to “blend” , because you fear being called upon by the instructor

to answer a question. You also avoid lunch and may even skip it, or other classmates see

you as aloof or snotty because you don’t talk others. You have a question about class

work, but you’re too afraid to ask for help because you fear that other students or your

teacher will think you’re uneducated. If even one or all the situations describe the way

you feel, then you probably have social anxiety disorder. (SocialAnxietyDisorder.Net,

2008).

Some people with social anxiety disorder do very poorly academically and some

may even drop out of school if the anxiety is too much to bear. Students with social

phobia do not usually ask for help, in the classroom setting, out of fear of embarrassment.

Most students will remain relatively unnoticed (won’t stand out) or invisible by others in

the classroom.

Students with social anxiety will tend to stay away from school activities such as sports,

choir, and band where their “performance” can be criticized. These same students are

often seen by others as loners, snobby, or just uninterested in anyone or anything. (

SocialAnxietyDisorder.Net, 2008). Social anxiety causes students to doubt themselves

and fill their minds with negative thoughts. Students with social anxieties tend to keep

their mouth shut even if they really wanted to speak out.

In the early school years, young students tend to experience a number of physical

symptoms such as stomachaches or complaints about feeling ill, in anticipation of, or

when expected to be in, a social or performance based situation. In addition, these

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students may cry, whine, freeze, or cling to parents/caregivers, begging the

parent/caregiver to stay. These students may even refuse to participate in various

activities or to attend school, either by not going, or if they are forced to go, by not

speaking. ( AnxietyBC, 2017). This is the stage where pre-school students would throw a

tantrum whenever their guardians leave their side. They are still adjusting to their new

environment and they want to be with someone really close to them to accompany them

through their adjustments. In high school and beyond, students are typically more self-

focused and may have harsh negative thoughts about themselves. They may be more

likely to mumble or avoid eye contact. These older students often struggle with

academics as they are unable to participate fully in class or to engage in group and oral

projects. This can lead to "skipping" school and/or using drugs or alcohol in order to

cope. Finally, students may also have trouble dating or experience social problems due to

extreme social fear or embarrassment. Unfortunately, not all students are able to

recognize that their anxious response may be unreasonable given the situational demands,

making it hard for teachers to encourage students to take a different perspective and gain

courage to confront their fears. (AnxietyBC, 2017). Social anxiety impact high school

students and beyond the most for this is the stage where they start to think less of

themselves. Social anxiety causes students to let great opportunities pass because of fear

which could also affect their futures.

Social performance situations are commonly encountered by students in higher

education: lectures, seminars, group projects, work experience and employment

interviews. They are expected to speak in front of large groups of unfamiliar people – 200

in a lecture is not unusual – and, in seminars, to discuss their subject with knowledgeable
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authority figures. (British Psychological Society, 2018). Speaking in front of a crowd

where authoritative figures are listening will cause great nervousness to us, what more of

those who experience social anxiety. When participating in a seminar or presentation,

socially anxious students judge their competence poorly in contrast to the more positive

evaluations of observers ; the threat of negative social evaluation persists regardless of

academic achievement. In undergraduate programmes, academic material becomes

progressively more challenging, and anxieties rise where assessment includes

performance or presentation. Students are encouraged to make use of peer and tutor

support; class interaction increases amongst those students who are socially confident.

Thus, for those who are socially anxious, there is a growing conflict between their need

to engage with the programme and with colleagues, and their fears of exposure and

embarrassment. This approach-avoidance conflict has been reported by several

researchers (e.g. Todd et al., 2008) and is an important dynamic to appreciate in working

with socially anxious students. (British Psychological Society, 2018).

Academic Performance

According to the Cambridge University Reporter, academic performance is

frequently defined in terms of examination performance.

Academic success has a great influence on a student’s self – esteem, motivation

and perseverance in higher education. Poor academic performance or high failure rates

may result in unacceptable levels of attrition, reduced graduate throughout and increased

cost of education. This also reduces admission opportunities for students seeking higher

degrees. Hence, student’s academic performance has always been a topic of interest for
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educators. Educators and researchers have long been interested in identifying and

understanding the variables that contribute to academic excellence. Many researchers

have identified demographic, socio – economic, family and school factors including

stress as variables contributing to students’ academic performance (Jayanthi et al., 2014).

Associated Press and MTVu conducted research to establish the effects of stress

on the performance of students in college. They surveyed 2,240 students from 40 random

colleges. Six in every ten students reported being so stressed that they couldn’t complete

their homework in many instances.

Because a stressed student won’t be able to concentrate on school activities, there

is a high possibility that s/he may drop out from school. In the American College Health

Association National College Health Assessment report alone in 2010, there was 25

percent of students suffered from having a decreased in their grades. Those students also

had difficulties to finish their courses.

Synthesis

The study of stressors affecting the academic performances of students has a

broad and varied history in psychology with an abundance of theoretical traditions.

Numerous literature and studies are gathered about the different stressors affecting the

academic performance of a student. This study together with other researches have

similarities showing that stressors like school works, personal factors, environmental

factors, academic expectations, and social anxiety have a big impact to a student’s

academic performance The focus of this literature and studies cited are how different

stressors affect a grade 11 socialize and regular transferee’s academic performance. This
 25

study has similarities to the other studies cited because this research and other researches

tried to explain how and why different stressors affect different students in different

levels. Though some studies cited are different from this research, it is still applicable and

useful for this research. Some research cited explained that stressors serves as a

motivation and a driving force to students to work harder and better.

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Chapter 3

METHODOLOGY

This chapter illustrates and discusses the research design and methodology used

on the course of the study, its definition and the purpose of having chosen the particular

research method. This chapter also contains the research design, respondents of the

study, research locale, instrumentation, data gathering procedure, and statistical tools and

treatments to be used in the study

Research Design

A detailed outline of how an investigation will take place. A research design will

typically include how data is to be collected, what instruments will be employed, how the

instruments will be used and the intended means for analyzing data collected.

(WebFinanceInc, 2018). It is the overall synchronization of identified components and

data resulting in a plausible outcome. To conclusively come up with an authentic and

accurate result, the research design should follow a strategic methodology, in line with

the type of research chosen. To have a better understanding of which research paper

topic, to begin with, it is imperative to first identify the types of research.

(Scholarshipfellow.com, 2017). It addresses the research problem by identifying the

study’s purpose and its objectives, while also providing the researcher with a strategy to

effectively gain the information required (SurveyMonkey, 2018)

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In this study, the researchers used non experimental type of research. This lacks

the manipulation of an independent variable, random assignment of participants to

conditions or orders of conditions, or both. The researchers used this because their study

aims to know if the factors given have significant relationship between the academic

performance of Grade 11 socialize and regular transferee students.

Moreover, correlational research is used as a type of non-experimental

research. This measures two variables and assesses the statistical relationship between

them with little or no effort to control extraneous variables (Price, Jhangiani and Chiang,

2012). Correlational research is not defined by where or how the data are collected.

However, some approaches to data collection are strongly associated with correlational

research. These include naturalistic observation in which researchers observe people’s

behaviour in the context in which it normally occurs and the use of archival data that

were already collected for some other purpose.

Respondents of the Study

Respondents are people who give information by means of answering and

defining through oral or written information during a survey (Business Dictionary, 2017).

The answers of the respondents plays a big role in the researchers’ study, because

whatever their answers are will be the researchers’ basis. In this study, the grade 11

socialized and regular transferee senior high school students of Rogationist College,

Silang, Cavite were the respondents. Specifically, students from the eight sections of the

grade eleven shall answer the questionnaires of the study. Moreover, 5 students from

each section of grade eleven were chosen to be the respondents of the study. They are the
 28

chosen participants because as socialized and regular transferee students who are new to

the environment and school system of Rogationist College, they are adjusting and with

this different stressors are felt by these students to cope up to their new environment This

research will also serve as their stepping stone in developing and determining how can

different stressors affect their academic performance.

Research Locale

The research was conducted at Rogationist College, Km. 52, Lalaan II, SIlang,

Cavite. The senior high school department only is included in conducting the research.

Specifically, the senior high school grade 11 socialized and regular transferee students

are the chosen students to participate in the study. Rogationist College was the chosen

research locale for it opens its doors to new students like the grade eleven socialized and

regular transferee students that were the chosen respondents for this study

Instrumentation

Instrument is the generic term that researchers use for a measurement device. The

difference between instrument and instrumentation is that the instrument is the device and

instrumentation is the course of action: the process of developing, testing, and using the

device (Biddix, 2015). To determine the relationship between the stressors affecting the

academic performance of grade eleven socialized and regular transferee, the researchers

used the instrument Likert Scale. Likert-type or frequency scales use fixed choice

response formats and are designed to measure attitudes or opinions (MacLeod, 2008).

These ordinal scales measure levels of agreement/disagreement. In its final form, the

Likert Scale is a five (or seven) point scale which is used to allow the individual to
 29

express how much they agree or disagree with a particular statement. The researchers

searched for different questionnaires that served as a basis for their test. It is a 30 – item

test constructed by the researchers that was approved by a psychometrician. It is a test

distributed manually in the 5 students each in the eight sections of grade eleven.

Data Gathering Procedure

The first and most important instrument used is the “human instrument”. The

researcher asked questions and followed up the respondents’ answers. The study made

use of online questionnaire and related literature. These helped the researchers in

collecting accurate information about the topic presented.

The researchers looked for a questionnaire from a source as their basis that would

be significant for the study. The questions were originally from the online questionnaire.

This questionnaire was basically about the personalities of Grade 12

Accountancy, Business, and Management students. The respondents were encouraged to

answer all the questions emphasizing that their answers were confidential. The coverage

of the questionnaire dealt with the respondents' own personality and how they deal with

other people.

Statistical Procedure

Statistical procedure is defined as a generic term for any statistical technique used

to analyze data from more than one variable (Freedman, 2010). To analyze the data of the

study, mean and Pearson correlation coefficient were used to determine the relationship
 30

between personality types and Filipino work values of the Grade 12 Accountancy,

Business and Management students.

Frequency Percentage. A frequency percentage is a display of data that specifies the

percentage of observations that exist for each data point or grouping of data points. It is a

particularly useful method of expressing the relative frequency of survey responses and

other data. Many times, percentage frequency distributions are displayed as tables or as

bar graphs or pie charts.

𝑥
𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = × 100
𝑛

Where n = total no. of respondents

x = frequency of stressors

Mean. The statistical mean refers to the average that is used to get the central tendency of

the data in question. It is obtained by adding all the data points in a population and then

dividing the total by the number of points. The formula for the statistical mean is given

below:

Where: x̅ = Mean correlation

Σx= Total correlation values

n= Number
 31

Pearson correlation coefficient. The Pearson’s r is a measure of the linear correlation

between two variables X and Y. The correlation coefficient ranges from −1 to 1. A value

of 1 implies that a linear equation describes the relationship between X and Y perfectly,

with all data points lying on a line for which Y increases as X increases. A value of −1

implies that all data points lie on a line for which Y decreases as X increases. A value of

0 implies that there is no linear correlation between the variables. The formula for the

Pearson’s r is given below:

Where: n = number of samples

xi= are the single samples indexed with i

x̅ = sample mean, analogously for ȳ

=Variable; Stressors

=Variable; Academic Performance

Hypothesis Testing using the P-value. P-value is a statistical measure that helps

researchers determine whether or not their hypotheses are correct. P values are used to
 32

determine whether the results of their experiment are within the normal range of values

for the events being observed. Usually, if the P value of a data set is below a certain pre-

determined amount (like, for instance, 0.05), researchers will reject the "null hypothesis"

of their experiment - in other words, they'll rule out the hypothesis that the variables of

their study had no meaningful effect on the results.

𝜇1 − 𝜇2
𝑧=
2 2
√𝜎1 + 𝜎2
𝑛

Where: µ1= Mean of Personality Type

µ2= Mean of Selected Stressor

σ1= Standard deviation of Academic Performance

σ2= Standard deviation of Selected Stressor

n= Sample size

This is then compared to a z distribution with n−1 degrees of freedom to calculate a p

value.