RELATIONSHIP BETWEEN THE STRESS LEVEL AND EATING HABITS OF

STUDENTS

ANNE PEREGRINE S. MARTIN

MARIANO MARCOS STATE UNIVERSITY

LABORATORY HIGH SCHOOL
LAOAG CITY

June 2021
RELATIONSHIP BETWEEN THE STRESS LEVEL AND EATING HABITS OF

STUDENTS

ANNE PEREGRINE S. MARTIN

Submitted to the Senior High School Department

Mariano Marcos State University
In Partial Fulfillment of the Requirement in Work Immersion

June 2021

ii
 ACCEPTANCE AND APPROVAL SHEET

The research entitled RELATIONSHIP BETWEEN THE STRESS LEVEL AND

EATING HABITS OF STUDENTS, prepared by ANNE PEREGRINE S. MARTIN

of Grade 12-STEM from Mariano Marcos State University Laboratory High School,

Laoag City is hereby accepted and approved.

MS. FRANCES VICENTE

Capstone Project Adviser

MR. MARLON R. MAMALA

Senior High School Coordinator

BERT A. GAMIAO, Ph.D.

Campus Principal

Date Signed

iii
 LETTER TO CONDUCT CAPSTONE

DR. BERT A. GAMIAO

Campus Principal
Mariano Marcos State University – Laoag Campus
Brgy. 5, Castro Avenue, Laoag City

Sir:

Greetings!

I, Anne Peregrine S. Martin, a Grade 12 Senior High School STEM student at the
Mariano Marcos State University – Laboratory High School, would like to ask for
permission to conduct a capstone project entitled, The Relationship Between The Stress
Level and Eating Habits of Students, as a major requirement for Work Immersion.

In this regard, may I ask for your utmost support in the said project by allowing me to
conduct my Capstone Project. Rest assured that the data gathered will be kept
confidential and used for research purposes only.

I believe you share my eagerness to complete the requirement as part of my subject's

compliance and to improve my well-being. I am hoping for a positive response from you
on this humble matter. Your permission to carry out this Capstone Project will be greatly
appreciated.

Thank you very much and God Bless.

Respectfully yours,

ANNE PEREGRINE S. MARTIN

Researcher

iv
 DEDICATION

To create a work of Science,

To produce and to attempt another study,

To induce something new in my vision

And lastly, to dedicate this research

It is for those people whom

This work has been written for

To all the teachers who taught me

To my parents who supported me

It is for those people who

Needs research like this,

And to you who is reading this right

now,
Who might find this research
interesting.
This, my Capstone Project, is for you
And I, the researcher, dedicate this

To all of you who has been a part of this

And to all of you who will still soon be a part of it

So, My Capstone Project:

That I have worked hard on

That I have put my all
Is to all of you.

The Researcher
v
 ACKNOWLEDGEMENTS

The researcher would like to express her gratitude to everyone who has shown

their support, shared their immeasurable assistance, and encouraged her in the completion

and success of this project. The following people have helped the researcher

tremendously.

To the principal of the MMSU Laboratory Elementary and High School, Dr. Bert

A. Gamiao for his approval of this requested requirement.

To her work immersion instructor, Mr. Marlon R. Mamala for the patience,

support, and unending guidance that led to the completion of this research.

To her capstone project adviser, Ms. Frances Lowie Vicente, her English critic,

Mr. Jay-ar Ablao Cristobal, and her statistician, Ms. Hazel Marianne Mariano for the

unending enthusiasm, assistance, and accommodation as well as their invaluable

guidance and generous support.

To her classmates and friends, who shared their ideas, extended their support,

encouragement, and concern to the researches without any doubt.

To her parents, Mr. and Mrs. Wilbert V. Martin, for their unconditional love and

sacrifices which guided them in finishing their research, this will always serve as their

inspiration in quest for the fulfilment of their dreams.

Above all, to the Almighty Father, for the bountiful blessings and unending love

that gave courage, determination, strength, and patience for the successful completion of

their research paper.

APSM

vi
 TABLE OF CONTENTS

Title Page ii

Acceptance and Approval Sheet iii

Letter to Conduct iv

Dedication v

Acknowledgements vi

Table of Contents vii

Abstract x

CHAPTER I: INTRODUCTION 1

Background of the Study 1

Statement of the Problem 2

Hypothesis 3

Significance of the Study 3

Definition of Terms 4

CHAPTER II: REVIEW OF RELATED LITERATURE 6

CHAPTER III: METHODOLOGY 12

Research Design 12

Population and Sample 12

Locale of the Study 13

vii
 Scope and Delimitations 13

Research Instrument 13

Research Procedure 14

Statistical Treatment 14

CHAPTER IV: PRESENTATION, ANALYSIS 16

AND INTERPRETATION OF DATA

Table 1a. Stress level of the Elementary Students 16

Table 1b. Stress level of the JHS Students 17

Table 1c. Stress level of the SHS Students 18

Table 1d. Stress level of the College Students 19

Table 2a. Eating habits of the Elementary Students 20

Table 2b. Eating habits of the JHS Students 21

Table 2c. Eating habits of the SHS Students 22

Table 2d. Eating habits of the College Students 23

Table 3a. The average stress level of the students 24

Table 3b. The average eating habits of the students 24

Table 4a. Correlation of students’ level of stress and eating habits 25

CHAPTER V: SUMMARY, CONCLUSION 27

AND RECOMMENDATION

Summary and Findings 27

Conclusion 29

viii
 Recommendations 30

BIBLIOGRAPHY 31

APPENDICES 35

Appendix A – Letter to Respondents 36

Appendix B - Questionnaire 39

Appendix C - Raw Data 43

Appendix D - Documentation 48

CURRICULUM VITAE 50

ix
 ABSTRACT

Title: The Relationship Between The Stress Level and Eating Habits of Students
Researchers: Anne Peregrine S. Martin
School: Mariano Marcos State University
School Year: 2020-2021

This study is pursued to determine the relationship between the stress level and
eating habits of students. The gathered data were obtained through printed survey
questionnaire. There were 60 respondents and the researcher used convenience sampling
to select the respondents.

The survey questionnaire consisted of two simple checklists. The first checklist
assessed the extent to which a respondent considers life situations to be stressful. The
questions measured how unpredictable, uncontrollable, and overloaded respondents find
their lives. The second checklist asked the respondents about the observed frequency of
their usual consumption of each food group chosen by the researcher separately. Both
checklist used a 5-point scale response format: 1 = Never, 2 = 1-4 times a month, 3 =
several times a week, 4 = Daily, and 5 = Several times a day.

From the gathered data, the elementary students experience mild stress with a
mean of 2.28 and their observed food consumption is sometimes with a mean of 2.73.
The junior high school students experience moderate stress with a mean of 2.63 and their
observed food consumption is sometimes with a mean of 2.90. The senior high school
students experience moderate stress with a mean of 3.23 and their observed food
consumption is sometimes with a mean of 2.77. The college students experience mild
stress with a mean of 2.45 and their observed food consumption is rarely with a mean of
2.27.

x
RELATIONSHIP BETWEEN THE STRESS LEVEL AND EATING HABITS OF

STUDENTS

ANNE PEREGRINE S. MARTIN

Submitted to the Senior High School Department

Mariano Marcos State University
In Partial Fulfillment of the Requirement in Work Immersion

June 2021

xi
 1

CHAPTER I

INTRODUCTION

Background of the Study

Stress is our bodies' reaction to pressure. Stress can result from a variety of

situations or life events. It is often caused when we encounter something novel,

unpredictable, or threatening to our sense of self, or when we believe we have little

influence over a situation.

Psychological research shows that stress is associated with overweight and

obesity through changes in weight-related health behaviour, as stress activates emotional

brain networks and elevates the secretion of glucocorticoids and insulin. According to

O’Connor, Dallman, and Jastreboff, both the emotional brain networks and the hormones

influence different aspects of our eating behaviour such as our food intake, food choice

and eating motives (hunger and desire eating).

The coronavirus disease 2019 (COVID-19) pandemic has produced a global

epidemic unlike any other. Non-pharmaceutical initiatives (NPIs) have been introduced

in countries all over the world to restrict the spread of the viral disease, including regional

and national lockdowns and quarantines. COVID-19 has caused significant disruption in

the lives of most people in the affected areas. This pandemic has given a terrible amount

of stress to people. And stress eating is one of the ways of coping.

 2

According to Herrera (2001), eating behaviour is influenced by stress and

emotional state. Eating becomes a primary coping mechanism for dealing with emotions.

It can be difficult to tell whether hunger is physical or emotional. Emotional eating is also

strongly associated with stress. Short-term stress can suppress appetite. Continuous

stress, on the other hand, raises cortisol levels in the body. Cortisol is a hormone that,

when released by the body in response to stress, can increase appetite and motivation to

eat. People who are under a lot of stress tend to eat a lot of sugar and fat. Dopamine, the

“reward” neurotransmitter, is activated when these foods are consumed. Sugar and fat-

rich foods make you feel better right away because they appear to counteract stress.

There is reason to believe that the pandemic affects eating habits not only as a

result of the lockdown's practical consequences, but also as a result of its impact on

psychological well-being and perceived tension.

Statement of the Problem

This study aims to determine the relationship between the stress level and eating

habits of the students.

Specifically, this research aims to answer the following problems:

1.What is the stress level of students in;

a. Elementary

b. Junior High School

c. Senior High School

d. College

2.What is the eating habits of the students in;

 3

a. Elementary

b. Junior High School

c. Senior High School

d. College

3.Is there a significant relationship between the students’ level of stress and eating

habits?

Hypothesis

Null Hypothesis

There is no significant relationship between the stress level and eating habits of

the students.

Alternative Hypothesis

There is a significant relationship between the stress level and eating habits of the

students.

Significance of the Study

This study is pursued to determine the relationship between stress level and eating

habits of students. This study is significant to the students, teachers, and parents. This

study will help understand more about stress and can make people aware that stress could

affect eating habits.

Students. The result of this study could encourage the present and future

researchers in tackling a subject matter that is related to this study.

 4

Teachers. This paper can also be a potential basis for studies related to the topic.

The researcher expect that the result of this study will give teachers a topic to learn and

research more about the relationship between stress and eating. The findings could give

comprehensive insights upon teaching and learning development.

         Parents. Like the teachers, the parents too will understand the relationship

between stress and eating. The study may help parents in understanding when their

children are stressed.

Definition of Terms

The following are the definition of some terms used in the research that helped the

researcher in understanding its meaning:

Consumption – In this study, this refers to the amount of food eaten within a specific

time period.

Eating. The process of chewing and ingesting food to sustain the human body.

Extreme Stress. In this study, this refers to reaching a high or the highest degree of

stress.

Mild Stress. In this study, this refers to a type of stress that is not severe.

Moderate Stress. In this study, this refers it is a manageable type of stress.

Much Stress. In this study, this refers a great amount of stress.

No Stress. In this study, this refers to not causing or feeling any stress.
 5

Observed Food Consumption – In this study, this refers to the confirmation or

inspection of the amount of food consumed as a result of stress.

Relationship. In this research, this refers to the bond between two different topics.

Stress. Negative mental or emotional tension; psychological distress.

Stress-eating. Eating as a way to suppress or soothe negative emotions, such as stress,

anger, fear, boredom, sadness and loneliness.

Stress level. There are three stages: alarm, resistance, and exhaustion. 

 6

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter contains the literature review, which is a comprehensive summary of

previous research on a topic, surveys, scholarly articles, and other sources relevant to

stress, eating, stress levels, and eating habits that provide insight and clarification in

conducting the study.

Comfort Food

The phrase "comfort food" has come to mean basically any food that a person

enjoys eating. More often, it identifies foods that make a person feel comforted when

they are sad or stressed. Food is often associated with emotions in our culture because we

use food in so many ways. Cake and ice cream is used to celebrate at birthday parties,

alcohol is used to socialize, snacks can relieve boredom and comfort foods can help an

individual cope with stress. Food has "healing power." Foods are not just used to cure the

sick, but also to comfort the lonely. Phrases such as "the quickest way to a man's heart is

through his stomach" indicate that in our society, serving delicious food to another is a

way to express gratitude, compassion, friendship and even love. Popular phrases such as

this one show the value that we place on appetizing food in our society. There is not one

distinct characteristic that describes all comfort foods. They may be creamy or crunchy,

hot or cold and high fat or low fat. Previous research has suggested that comfort foods
 7

differ across gender and across age, with men preferring hearty meals and women

preferring snack foods. The characteristics of the comfort food depend merely on the

individual's preferences. The only requirement for a food to bring comfort is that it tastes

good. Some researchers have discovered food that tastes pleasing, such as salt and sugar,

stimulates the pleasure center in the brain. Foods can be comforting for a variety of

reasons other than just a pleasant flavor. Foods may be 15 identified as comforting

because of their texture, temperature, nutrient composition (protein, complex or simple

carbohydrates, and fat), smell or appearance. Often comfort foods are foods that the

individual is used to. These foods can remind the individual of a comforting time or place

such as their childhood or their home. (Meyers, M., 2004)

Stress Conceptualization

Psychological stress occurs when a person appraises a situation as significant for

his or her welfare and when the situation exceeds his or her available coping resources

(Lazarus and Folkman, 1986). This definition implicates a subjective component that can

be captured only through self-report (Krohne, 2002). Besides, the emotional value of the

stressor needs to be taken into account. Lazarus (1993) states that stress is closely related

to the conceptualization of emotions because higher levels of stress are consistently

associated with higher negative affect but so far, specifically in childhood, this link is less

studied in the context of emotional eating (Cohen et al., 1995)

As our stress levels know day-level fluctuations within persons (Beattie and

Griffin, 2014), these should be studied as ‘daily hassles,’ which are situations, thoughts

or events leading to negative feelings (e.g., annoyance, irritation, worry or frustration)

 8

when they occur and inform you on the difficulty or impossibility to achieve your goals

and plans (O’Connor et al., 2008).

Stress is associated with the development of different medical and psychological

disorders (Salim, 2014). Pertinent to the current study, research in children and

adolescents proved that the experience of negative affect and stress is associated with

weight gain, a higher waist circumference, a higher BMI and in the long term obesity

(Goodman and Whitaker, 2002; Koch et al., 2008; De Vriendt et al., 2009; Midei and

Matthews, 2009; Rofey et al., 2009; Van Jaarsveld et al., 2009; Aparicio et al., 2016).

Stress and Eating Behavior

The term “stress” refers to processes involving perception, appraisal, and response

to noxious events or stimuli. Stress experiences can be emotionally (e.g., interpersonal

conflict, loss of loved ones, unemployment) or physiologically (e.g., food deprivation,

illness, drug withdrawal states) challenging. In addition, regular and binge use of

addictive substances may serve as pharmacological stressors. Acute stress activates

adaptive responses, but prolonged stress leads to “wear-and-tear” (allostatic load) of the

regulatory systems, resulting in biological alterations that weaken stress-related adaptive

processes and increase disease susceptibility. Thus, mildly challenging stimuli limited in

duration can be “good stress” or “eustress” and may increase motivation to achieve goal-

direct outcomes and homeostasis – this can result in a sense of mastery and

accomplishment, and can be perceived as positive and exciting. However, the more

prolonged and more intense the stressful situation, the lower the sense of mastery and

adaptability and thus the greater the stress response and risk for persistent homeostatic
 9

dysregulation. The perception and appraisal of stress relies on specific aspects of the

presenting external or internal stimuli and may be moderated or mediated by personality

traits, emotional state, and physiological responses that together contribute to the

experience of distress. Yau, Y. H., & Potenza, M. N. (2013).

Stress as a Common Risk Factor for Obesity and Addiction

Stress is associated with obesity, and the neurobiology of stress overlaps

significantly with that of appetite and energy regulation. This review will discuss stress,

allostasis, the neurobiology of stress and its overlap with neural regulation of appetite,

and energy homeostasis. Stress is a key risk factor in the development of addiction and in

addiction relapse. High levels of stress changes eating patterns and augments

consumption of highly palatable (HP) foods, which in turn increases incentive salience of

HP foods and allostatic load. The neurobiological mechanisms by which stress affects

reward pathways to potentiate motivation and consumption of HP foods as well as

addictive drugs is discussed. With enhanced incentive salience of HP foods and

overconsumption of these foods, there are adaptations in stress and reward circuits that

promote stress-related and HP food-related motivation as well as concomitant metabolic

adaptations, including alterations in glucose metabolism, insulin sensitivity, and other

hormones related to energy homeostasis. These metabolic changes in turn might also

affect dopaminergic activity to influence food motivation and intake of HP foods. An

integrative heuristic model is proposed, wherein repeated high levels of stress alter the

biology of stress and appetite/energy regulation, with both components directly affecting

neural mechanisms contributing to stress-induced and food cue-induced HP food

 10

motivation and engagement in overeating of such foods to enhance risk of weight gain

and obesity. Future directions in research are identified to increase understanding of the

mechanisms by which stress might increase risk of weight gain and obesity. Sinha, R., &

Jastreboff, A. M. (2013).

Effects of COVID-19 on College Students' Mental Health

COVID-19 has also negatively impacted a large portion of participants’ dietary

patterns (137/195, 70%). Many (35/137, 26%) stated that the amount of eating has

increased, including having more snacks since healthy dietary options were reduced, and

others (27/137, 20%) addressed that their eating patterns have become inconsistent

because of COVID-19, for example, irregular times of eating and skipping meals. Some

students (16/137, 12%) reported decreased appetite, whereas others (7/137, 5%) were

experiencing emotional eating or a tendency to eat when bored. On the other hand, some

students (28/195, 14%) reported that they were having healthier diets, as they were

cooking at home and not eating out as much as they used to. Son, C., Hegde, S., Smith,

A., Wang, X., & Sasangohar, F. (2020)

Impact of Stress Levels on Eating Behaviors among Students

Stress is defined as a disturbance to one’s “physiological homeostasis or

psychological well-being”. A cross-sectional study of first-year university students

studying at an Australian university found that more than half of the students were

experiencing some degree of stress, with comparatively more women suffering than men,

and that stress was associated with the selection of less healthy food. There is also

evidence that women under stress seek comfort from highly palatable foods or snack
 11

foods. Another study showed that when under stress, people chose “unhealthy food”

(e.g., high-calorie, high-fat snack food, sugary food, sweets, and carbohydrate-rich food)

rather than healthy food. Nonetheless, the associations between eating behaviors, stress,

and sex are inconclusive. In some individuals, stress increased food intake, while others

displayed decreased food intake. Jinkyung, C. (2020)

 12

CHAPTER III

METHODOLOGY

In this chapter, the researcher describes the research design, sampling design, data

gathering tools and techniques and statistical treatment that were used in the study.

Research Design

         This study is a descriptive-correlational research that tries to determine

relationship between students’ level of stress and food consumption. Descriptive research

aims to describe a population, situation, or phenomenon in an accurate and systematic

way. It can answer the questions of what, where, when, and how, but not why. This way,

the researcher will be able to determine the stress level, the eating habits of students and

the relationship of stress level and eating habits.

        The survey method was the primary tool used in this study to address the research's

problems as well as to complete the quantitative and qualitative portions. The survey

research method was used to determine the level of stress and the observed amount of

food consumed; a questionnaire was used to assess this method.

Population and Sample

         Convenience sampling was used in the survey method, it involves the choice of

respondents who are within the accessibility of the researchers. Fifteen (15) Elementary
 13

students, fifteen (15) Junior High School students, fifteen (15) Senior High School

students and fifteen (15) College students were chosen as respondents.

Locale of the Study

The study was conducted at Barangay 21 M.H Del Pilar Street, Laoag City, Ilocos

Norte. The respondents came from the said location for the sake of convenience.

Scope and Delimitations

Due to the unexpected CoVid case in Barangay 21, the researcher didn’t get to

distribute the printed questionnaire on the other side of Barangay 21. This pushed the

researcher to acquire other academic levels such as Elementary, Junior High School,

College students, which led the researcher to only have sixty (60) respondents.

Research Instrument

The research tool that was used in this study was a printed survey questionnaire.

The questions in the survey questionnaire was based from the internet and the researcher

modified the questions in order to attain the data needed for this study.

The survey questionnaire consisted of two (2) simple checklists. The first

checklist assessed the extent to which a respondent considers life situations to be

stressful. The questions measured how unpredictable, uncontrollable, and overloaded

respondents find their lives, using a Likert 5-point scale response format: 1 = Never, 2 =

1-4 times a month, 3 = several times a week, 4 = Daily, and 5 = Several times a day).
 14

The second checklist asked the respondents about the observed frequency of their

usual consumption of each food group chosen by the researcher separately, using a Likert

5-point scale response format: 1 = Never, 2 = 1-4 times a month, 3 = several times a

week, 4 = Daily, and 5 = Several times a day).

Research Procedure

Formulation. In order to extract the necessary data from the respondents, the

researcher devised specific and strategic questions for the questionnaire. The questions

were created to provide the researcher with the information required.

Composition. The researcher used Word to create a survey questionnaire.

Personal information other than grade level and age was optional in the questionnaire.

Distributing and Gathering. All of the selected students was given the printed

survey questionnaire by the researcher. After answering the given questionnaire, the

researcher gathered all the data and made a list.

Analyzation. To make a concrete inference about the responses, the researcher

analyzed and interpreted the collected data. This allowed the researcher to see the

important factors that contributed to the resolution of the research's problems.

Statistical Treatment

Following the completion of the questionnaire, the researcher used basic

statistical operations such as mean and descriptive rating to analyse the responses of the

respondents. The respondents' specific responses per item were tabulated, and the

weighted mean was calculated to reveal the respondents' dominant perspectives on the

research topic.
 15

A Likert five-point scale was used to determine both the stress level and eating

habits among the students. Spearman's Rho Correlation was used to identify the

relationship between stress level and eating habits using a Statistical Package for the

Social Sciences of SPSS Software.

 16

CHAPTER IV

RESULTS, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data gathered from the

evaluation which was conducted by the researcher.

Table 1a. Stress level of the Elementary students.

STATEMENT Mean DI
1. You feel that too many demands are being made on you. 2.67 Moderate Stress
2. You have many worries. 2 Mild Stress
3. You have many things to do. 3.26 Moderate Stress
4. You feel tired, lonely, or isolated. 2 Mild Stress
5. You are under pressure from other people. 2.33 Mild Stress
6. You feel under pressure from deadlines. 2.47 Mild Stress
7. You feel discouraged. 2.07 Mild Stress
8. You are mentally exhausted. 2 Mild Stress
9. You feel frustrated. 2 Mild Stress
10. Your problems seem to be piling up. 2 Mild Stress
Grand Mean 2.28 Mild Stress
LEGEND: Range of Means Descriptive Interpretation (DI)
4.20 – 5.00 Extreme Stress
3.40 – 4.19 Much Stress
2.60 – 3.39 Moderate Stress
1.80 – 2.59 Mild Stress
1.00 – 1.79 No Stress

Table 1a

shows the means and descriptive interpretations of the respondents based on the survey

conducted on the stress level of the elementary students. The first statement got a mean of

2.67, having the descriptive rating Moderate Stress. The second statement got a mean of
 17

2, having the descriptive rating Mild Stress. The third statement got a mean of 3.26,

having the descriptive rating Moderate Stress. The fourth statement got a mean of 2,

having the descriptive rating Mild Stress. The fifth statement “You are under pressure

from other people” got a mean of 2.33, having the descriptive rating Mild Stress.

The sixth statement got a mean of 2.47, having the descriptive rating Mild Stress.

The seventh statement got a mean of 2.07, having the descriptive rating Mild Stress. The

eighth statement got a mean of 2, having the descriptive rating Mild Stress. The ninth

statement got a mean of 2, having the descriptive rating Mild Stress. Last but not the

least, the tenth statement got a mean of 2, having the descriptive rating Mild Stress. With

the grand mean of 2.28, having the descriptive rating Mild Stress.

Table 1b. Stress level of the Junior High School Students.

STATEMENT Mean DI
1. You feel that too many demands are being made on you. 3.33 Moderate Stress
2. You have many worries. 2.93 Moderate Stress
3. You have many things to do. 3.33 Moderate Stress
4. You feel tired, lonely, or isolated. 3.07 Moderate Stress
5. You are under pressure from other people. 2.47 Mild Stress
6. You feel under pressure from deadlines. 3 Moderate Stress
7. You feel discouraged. 1.87 Mild Stress
8. You are mentally exhausted. 2.2 Mild Stress
9. You feel frustrated. 2.13 Mild Stress
10. Your problems seem to be piling up. 2 Mild Stress
Grand Mean 2.63 Moderate Stress
LEGEND: Range of Means Descriptive Interpretation (DI)
4.20 – 5.00 Extreme Stress
3.40 – 4.19 Much Stress
2.60 – 3.39 Moderate Stress
1.80 – 2.59 Mild Stress
1.00 – 1.79 No Stress
 18

Table 1b shows the means and descriptive interpretations of the respondents

based on the survey conducted on the stress level of the junior high school students. The

first statement got a mean of 3.33, having the descriptive rating Moderate Stress. The

second statement got a mean of 2.93, having the descriptive rating Moderate Stress. The

third statement got a mean of 3.33, having the descriptive rating Moderate Stress. The

fourth statement got a mean of 3.07, having the descriptive rating Moderate Stress. The

fifth statement got a mean of 2.47, having the descriptive rating Mild Stress.

The sixth statement got a mean of 3, having the descriptive rating Moderate

Stress. The seventh statement got a mean of 1.87, having the descriptive rating Mild

Stress. The eighth statement got a mean of 2.2, having the descriptive rating Mild Stress.

The ninth statement got a mean of 2.13, having the descriptive rating Mild Stress. Last

but not the least, the tenth statement got a mean of 2, having the descriptive rating Mild

Stress. With the grand mean 2.63, having the descriptive meaning Moderate Stress.

Table 1c. Stress level of the Senior High School Students

STATEMENT Mean DI
1. You feel that too many demands are being made on you. 3.4 Much Stress
2. You have many worries. 3.53 Much Stress
3. You have many things to do. 3.8 Moderate Stress
4. You feel tired, lonely, or isolated. 3.27 Moderate Stress
5. You are under pressure from other people. 3.27 Moderate Stress
6. You feel under pressure from deadlines. 3.53 Much Stress
7. You feel discouraged. 2.8 Mild Stress
8. You are mentally exhausted. 3.13 Moderate Stress
9. You feel frustrated. 2.8 Mild Stress
10Your problems seem to be piling up. 2.8 Mild Stress
Grand Mean 3.23 Moderate Stress
LEGEND: Range of Means Descriptive Interpretation (DI)
4.20 – 5.00 Extreme Stress
3.40 – 4.19 Much Stress
2.60 – 3.39 Moderate Stress
1.80 – 2.59 Mild Stress
1.00 – 1.79 No Stress
 19

Table 1c shows the means and descriptive interpretations of the respondents based

on the survey conducted on the stress level of the senior high school students. The first

statement got a mean of 3.4, having the descriptive rating of Much Stress. The second

statement got a mean of 3.53, having the descriptive rating Much Stress. The third

situation got a mean of 3.8, having the descriptive rating Moderate Stress. The fourth

statement got a mean of 3.27, having the descriptive rating Moderate Stress. The fifth

statement got a mean of 3.27, having the descriptive rating Moderate Stress.

The sixth statement got a mean of 3.53, having the descriptive rating Much

Stress. The seventh statement got a mean of 2.8, having the descriptive rating Mild

Stress. The eighth statement got a mean of 3.13, having the descriptive rating Moderate

Stress. The ninth situation got a mean of 2.8, having the descriptive rating Mild Stress.

Last but not the least, the tenth situation “got a mean of 2.8, having the descriptive rating

Mild Stress. With a grand mean of 3.23, having the descriptive rating Moderate Stress.

Table 1d. Stress level of the College Students

STATEMENT Mean DI
1. You feel that too many demands are being made on you. 2.73 Moderate Stress
2. You have many worries. 2.4 Mild Stress
3. You have many things to do. 2.47 Mild Stress
4. You feel tired, lonely, or isolated. 2.4 Mild Stress
5. You are under pressure from other people. 2.67 Moderate Stress
6. You feel under pressure from deadlines. 2.53 Mild Stress
7. You feel discouraged. 2.53 Mild Stress
8. You are mentally exhausted. 2.2 Mild Stress
9. You feel frustrated. 2.6 Mild Stress
 20

10. Your problems seem to be piling up. 1.93 Mild Stress

Grand Mean 2.45 Mild Stress
LEGEND: Range of Means Descriptive Interpretation (DI)
4.20 – 5.00 Extreme Stress
3.40 – 4.19 Much Stress
2.60 – 3.39 Moderate Stress
1.80 – 2.59 Mild Stress
1.00 – 1.79 No Stress
Table 1d

shows the means and descriptive interpretations of the respondents based on the survey

conducted on the stress level of the college students. The first statement got a mean of

2.73, with the descriptive rating of Moderate Stress. The second statement got a mean of

2.4, with the descriptive rating Mild Stress. The third statement got a mean of 2.47, with

the descriptive rating Mild Stress. The fourth statement got a mean of 2.4, with the

descriptive rating Mild Stress. The fifth statement got a mean of 2.67, with the

The sixth statement got a mean of 2.53, with the descriptive rating Mild Stress.

The seventh statement got a mean of 2.53, with the descriptive rating Mild Stress. The

eighth statement got a mean of 2.2, with the descriptive rating Mild Stress. The ninth

statement got a mean of 2.6, with the descriptive rating Mild Stress. Last but not the

least, the tenth statement got a mean of 1.93, with the descriptive rating Mild Stress.

With a grand mean of 2.45, having the descriptive rating Mild Stress.

Table 2a. Eating Habits of Elementary students

STATEMENT Mean DI
1. Candies, Chocolates, Baked Goods 3.27 Sometimes
2. Fast food 2.53 Rarely
3. Ice cream 2.47 Rarely
4. Samgyeopsal 1.93 Rarely
5. Junk Food 2.87 Sometimes
6. Instant Noodles 2.8 Rarely
7. Deep Fried Food (Fries, Donuts, etc.) 2.93 Sometimes
 21

8. Pork (Bacon, Hotdog, etc.) 2.87 Sometimes

9. Grilled Food (Mang Inasal, Tinuno, etc.) 2.53 Rarely
10. Canned Food (SPAM, Cornedbeef, etc.) 3.13 Sometimes
Grand Mean 2.73 Sometimes

Table 2a

shows the means and

descriptive

interpretations of the

respondents based

on the survey
LEGEND: Range of Means Descriptive Interpretation (DI) conducted on the
4.20 – 5.00 Always
3.40 – 4.19 Often
2.60 – 3.39 Sometimes eating habits of the
1.80 – 2.59 Rarely
1.00 – 1.79 Never elementary students.

Candies, Chocolates, and Baked Goods got a mean of 3.27 (descriptive rating –

sometimes). Fast Food got a mean of 2.53 (descriptive rating – rarely) .Ice Cream got a

mean of 2.47 (descriptive rating – rarely). Samgyeopsal got the mean of 1.93

(descriptive rating – rarely). Junk Food got the mean of 2.87 (descriptive rating –

sometimes). Instant Noodles got the mean of 2.8 (descriptive rating – rarely). Deep

Fried Food got the mean of 2.93 (descriptive rating – sometimes). Pork got the mean of

2.87 (descriptive rating – sometimes). Grilled Food got the mean of 2.53 (descriptive
 22

rating – sometimes). Canned Food got the mean of 3.13 (descriptive rating –

sometimes). With a grand mean of 2.73, having the descriptive rating – sometimes.

Table 2b. Eating habits of Junior High School students

STATEMENT Mean DI
1. Candies, Chocolates, Baked Goods 3.4 Sometimes
2. Fast food 2.53 Rarely
3. Ice cream 2.67 Sometimes
4. Samgyeopsal 2.67 Sometimes
5. Junk Food 3 Sometimes
6. Instant Noodles 3 Sometimes
7. Deep Fried Food (Fries, Donuts, etc.) 2.87 Sometimes
8. Pork (Bacon, Hotdog, etc.) 2.93 Sometimes
9. Grilled Food (Mang Inasal, Tinuno, etc.) 2.73 Sometimes
10. Canned Food (SPAM, Cornedbeef, etc.) 3.13 Sometimes
Grand Mean 2.90 Sometimes
LEGEND: Range of Means Descriptive Interpretation (DI)
4.20 – 5.00 Always
3.40 – 4.19 Often
2.60 – 3.39 Sometimes
1.80 – 2.59 Rarely
1.00 – 1.79 Never

Table 2b

shows the means and descriptive interpretations of the respondents based on the survey

conducted on the eating habits of the Junior high School students. Candies, Chocolates,

and Baked Goods got a mean of 3.4 (descriptive rating – sometimes). Fast Food got a

mean of 2.53 (descriptive rating – rarely). Ice Cream got a mean of 2.67 (descriptive

rating – sometimes). Samgyeopsal got the mean of 2.67 (descriptive rating –

sometimes). Junk Food got the mean of 3 (descriptive rating – sometimes). Instant

Noodles got the mean of 3 (descriptive rating – sometimes). Deep Fried Food got the

mean of 2.87 (descriptive rating – sometimes). Pork got the mean of 2.93 (descriptive
 23

rating – sometimes). Grilled Food got the mean of 2.73 (descriptive rating – sometimes).

Canned Food got the mean of 3.13 (descriptive rating - sometimes. With a grand mean of

2.90, having the descriptive rating – sometimes.

Table 2c. Eating habits of Senior High School students

STATEMENT Mean DI
Candies, Chocolates, Baked Goods 3.33 Sometimes
Fast food 2.67 Sometimes
Ice cream 2.53 Rarely
Samgyeopsal 2.13 Rarely
Junk Food 2.73 Sometimes
Instant Noodles 2.6 Rarely
Deep Fried Food (Fries, Donuts, etc.) 2.93 Sometimes
Pork (Bacon, Hotdog, etc.) 3.27 Sometimes
Grilled Food (Mang Inasal, Tinuno, etc.) 2.4 Rarely
Canned Food (SPAM, Cornedbeef, etc.) 3.13 Sometimes
Grand Mean 2.77 Sometimes
LEGEND: Range of Means Descriptive Interpretation (DI)
4.20 – 5.00 Always
3.40 – 4.19 Often
2.60 – 3.39 Sometimes
1.80 – 2.59 Rarely
1.00 – 1.79 Never Table 2c

shows the means and

descriptive interpretations of the respondents based on the survey conducted on the eating

habits of the Senior High School students. Candies, Chocolates, and Baked Goods, it got

a mean of 3.33 (descriptive rating – sometimes). Fast Food got a mean of 2.67

(descriptive rating – sometimes). Ice Cream got a mean of 2.53, (descriptive rating –

rarely). Samgyeopsal got the mean of 2.13 (descriptive rating – rarely). Junk Food got

the mean of 2.73 (descriptive rating – sometimes). Instant Noodles, got the mean of 2.6

(descriptive rating – rarely). Deep Fried Food got the mean of 2.93, (descriptive rating of
 24

- sometimes. Pork got the mean of 3.27 (descriptive rating – sometimes). Grilled Food

got the mean of 2.4 (descriptive rating – rarely). Canned Food got the mean of 3.13

(descriptive rating – sometimes). With a grand mean of 2.77, having the descriptive

rating - sometimes

Table 2d. Eating habits of College students

STATEMENT Mean DI
Candies, Chocolates, Baked Goods 2.47 Rarely
Fast food 2.27 Rarely
Ice cream 2.2 Rarely
Samgyeopsal 2.4 Rarely
Junk Food 2.2 Rarely
Instant Noodles 2.2 Rarely
Deep Fried Food (Fries, Donuts, etc.) 2 Rarely
Pork (Bacon, Hotdog, etc.) 2.87 Sometimes
Grilled Food (Mang Inasal, Tinuno, etc.) 2.27 Rarely
Canned Food (SPAM, Cornedbeef, etc.) 1.8 Never
Grand Mean 2.27 Rarely

Table 2d shows the means and descriptive interpretations of the respondents

based on the survey conducted on the eating habits of the College students. Candies,

Chocolates, and Baked Goods got a mean of 2.47 (descriptive rating – rarely). Fast Food

got a mean of 2.27 (descriptive rating – rarely). Ice Cream got a mean of 2.2 (descriptive

rating – rarely). Samgyeopsal got the mean of 2.4 (descriptive rating – rarely). Junk

Food got the mean of 2.2 (descriptive rating – rarely). Instant Noodles got the mean of

2.2 (descriptive rating – rarely). Deep Fried Food got the mean of 2 (descriptive rating –

rarely). Pork got the mean of 2.87 (descriptive rating – sometimes). Grilled Food got the

mean of 2.27 (descriptive rating – rarely). Canned Food got the mean of 1.8 (descriptive

rating – never). With a grand mean of 2.27, having the descriptive meaning – rarely.
 25

Table 3a. The average stress level of the students.

Academic Level Mean DI

Elementary 2.28 Mild Stress
Junior High School 2.63 Moderate Stress
Senior High School 3.23 Moderate Stress
College 2.45 Mild Stress
Grand Mean 2.65 Moderate Stress
Table 3a shows the average means and descriptive interpretations of the

respondents based on the survey conducted on the stress level of the students. The

Elementary got an average mean of 2.28, with the descriptive interpretation – mild

stress. The Junior High School got an average mean of 2.63, with the descriptive

interpretation − moderate stress. The Senior High School got an average mean of 3.23,

with the descriptive interpretation − moderate stress. Lastly, College got an average

mean of 2.45, with the descriptive interpretation – mild stress. With a grand mean of

2.65, having the descriptive interpretation – moderate stress.

Table 3b. The average eating habits of the students.

Academic Level Mean DI

Elementary 2.73 Sometimes
Junior High School 2.90 Sometimes
Senior High School 2.77 Sometimes
College 2.27 Rarely
Grand Mean 2.67 Sometimes
Table 3b shows the average means and descriptive interpretations of the

respondents based on the survey conducted on the eating habits of the students. The

Elementary got an average mean of 2.73, with the descriptive interpretation – sometimes.

The Junior High School got an average mean of 2.90, with the descriptive interpretation −
 26

sometimes. The Senior High School got an average mean of 2.77, with the descriptive

interpretation − sometimes. Lastly, College got an average mean of 2.27, with the

descriptive meaning – rarely. With a grand mean of 2.67, having the descriptive

interpretation – sometimes.

Table 4a. Correlation of the students’ level of stress and eating habits.

Correlation
Academic Level Prob. (p)
Coefficient
Elementary 0.653** 0.008
Junior High School 0.561* 0.030
Senior High School 0.401 0.139
College 0.429 0.111
Overall .448** .000
** Correlation is significant at the 0.1 level (2-tailed)
* Correlation is significant at the 0.05 level (2-tailed)
It can be gleamed from Table 4a that there is a significant relationship between

the stress level and eating habits of students (r =.448**, p = .000)

However, there is no significant relationship between the stress level and eating

habits of the Senior High School students (r = 0.401, p = 0.139) and the College students

(r = 0.429, p = 0.111).

On the other hand, there is a significant relationship between the stress level and

eating habits of the Elementary students (r =0.653**, p = 0.008) and the Junior High

School students (r = 0.561*, p = 0.030).

 27

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter deals with the explicit of summary or findings, conclusions, and

recommendations of the researcher to the study of Relationship Between The Stress

Level and Eating Habits of Students. The overall meaning and results of the study are

found in this chapter.

Summary of Findings
 28

This study aimed to determine the relationship between the stress level and eating

habits of students. The study was specifically sought to identify the stress level and eating

habits of students.

The study was designed specifically as a descriptive-correlational research that

presents the relationship between stress level and eating habits of students. In the survey

research method, convenience sampling was utilized to identify the respondents. A total

of sixty (60) students participated in answering the printed questionnaire provided by the

researcher. The researcher collected all the data afterwards and made analyzations and

inferences on the gathered data. And all the data that were gathered, tabulated, and finally

were represented using tables.

The first group of respondents which are elementary students. Pertaining to the

stress level, based on the gathered data, the researcher concluded that they only

experience mild stress and among all of the situations given in the checklist, the most

stressed situation for them is because they have many things to do. This may imply that

they are stressed because of their school requirements or something connected to his/her

family.

The second group of students are junior high school students, pertaining to the

stress level. Based on the gathered data, the researcher concluded that they experience

moderate stress. However, the results from the gathered data shows that among all the

situations on the checklist, there are 2 most stressed situations for them, they feel that too

many demands are being made on them and they have many things to do. This may imply

that there are people who has high expectations for them and maybe they are given a

bunch of school requirements or chores.

 29

The third group of respondents are senior high school students, pertaining to the

stress level. Based on the gathered data, the researcher concluded that they experience

moderate stress. However, the results from the gathered data showed that there are 2 most

stressed situation for them, one is they have many worries and second is that they are

under pressure with deadlines, both with a 3.53 mean rating with a descriptive rating −

much stress (the highest mean among all the 4 groups of respondents in the checklist for

stress). This may imply that maybe they are worried about their future, the colleges they

will go to, or the admission results and maybe they are worried about passing their

requirements before or on the deadline.

Lastly, the fourth group of respondents are college students, pertaining to the

stress level. Based on the gathered data, the researcher concluded that they experience

mild stress. Among all the situations given, the most stressed situation they experience is

they feel that too many demands are being made on them. This may imply that maybe

they are pressured into doing something or many people demands something on them.

In terms of eating habits, elementary, junior high school, senior high school

respondents had the same food with the highest mean rating and the researcher concluded

that most of the food groups that were given in the questionnaire, the respondents

consume the food sometimes. The gathered data shows that Candies, Chocolate, and

Baked Goods has the highest mean rating among all other types of food, implying that

Candies, Chocolate, and Baked Goods are the most frequently consumed foods by the

elementary, junior high, senior high school respondents.

Only the college respondents had a different answer. The researcher concluded

that most of the food groups that were given in the questionnaire, the respondents
 30

consume the different type of food rarely. The gathered data shows that Canned Food

have the highest mean rating among all other types of food, implying that Canned Food

are the most frequently consumed foods by the fourth group of respondents, the college

students.

Conclusions

Based on the findings of this study, the researcher formulated conclusions on the

relationship between stress level and eating habits of students.

. Based on the gathered data, the researcher concluded that elementary students

only experience mild stress and their eating habits is sometimes, junior high school

students experience moderate stress and their eating habits is sometimes, senior high

school students experience moderate stress and their eating habits is sometimes, and

lastly, the college students experience mild stress and their eating habits is rarely.

Based on the results, there is a significant relationship between the stress level

and eating habits of the Elementary students and the Junior High School students.

However, there is no significant relationship between the stress level and eating habits of

the Senior High School students and the College students.

Based on the overall results, the researcher has come to the conclusion that there

is a significant relationship between the stress level and eating habits of students.

Recommendations

For the furtherance of this research, the researcher would like to recommend to

future researchers that they should conduct a study that tries to find out the specific

reasons on why the gathered data of this study ended up like so.
 31

The researchers also recommend that a similar study like this should be conducted

also among the different Barangays of Laoag. Lastly, the researchers suggest that future

researchers should get a larger sample size and more situations connected to stress and a

wide variety of categories of food.

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 36

APPENDICES
 37

APPENDIX A
LETTER TO RESPONDENTS

MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education
Laboratory Schools
Dear respondent:

Good day!

I, a student of Grade 12- STEM of the Mariano Marcos State University Laboratory High
School, Laoag City, is asking for a moment of your time and patience so that you could answer
this questionnaire about my research titled, “The Relationship of Stress and Observed Food
Consumption present among the Students Living in Barangay 21, Laoag City, Ilocos
Norte.” as partial fulfillment to our requirements in our Work Immersion subject.

Attached to this letter is the questionnaire that I will use for the sole purpose of the study.
Any personal information gathered will remain confidential and only for the fulfillment of my
requirements in our subject. I hope that you will be my respondent in the conduct of my study.

Thank you and God bless!

Sincerely,
ANNE PEREGRINE S. MARTIN
Researcher

APPENDIX
Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines A
E-mail address: [email protected]
 38

SAMPLE QUESTIONNAIRE

Telefax: (077) 670-7964

MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
Laboratory Schools
Name(Optional):___________________________________ Date: ________________
Age: ____________ Gender:

Select the most appropriate answer to describe how frequently you experienced these
situations in the previous year.
5 4 3 2 1
1. You feel that too many demands are being made on
you
2. You have many worries
3. You have too many things to do
4. You feel tired, lonely or isolated
5. You are under pressure from other people
6. You feel under pressure from deadlines
7. You feel discouraged
8. You feel mentally exhausted
9. You feel frustrated
10. Your problems seem to be piling up
5 = Never, 4 = 1–4 times a month, 3 = Several times a week, 2 = Daily, 1 = Several times a day

Rate the following statements that corresponds to your frequency of your usual consumption
of each food group separately using a scale of 1-5.
5 = Never, 4 = 1–4 times a month, 3 = Several times a week, 2 = Daily, 1 = Several times a day
5 4 3 2 1
1. Candies, Chocolates, Baked Goods
2. Fast food
3. Ice cream
4. Samgyeopsal
5. Junk Food
6. Instant Noodles
7. Deep Fried Food (Fries, Donuts,
etc.)
 39

8. Pork (Bacon, Hotdog, etc.)

9. Grilled Food (Mang Inasal, Tinuno,
etc.)
10. Canned Food (SPAM, Cornedbeef,
etc.)

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines Telefax: (077) 670-7964
E-mail address: [email protected]

APPENDIX C

RAW DATA
 40

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
R1 3 2 4 2 4 4 2 1 5 2
R2 3 3 4 4 3 4 2 3 3 3
R3 5 4 4 1 1 1 1 3 3 4
R4 3 1 3 1 2 2 1 1 1 1
R5 3 1 3 1 2 2 1 1 1 1
R6 3 1 4 1 1 2 3 2 1 2
R7 3 1 4 1 1 2 3 2 1 3
R8 3 3 4 3 3 2 1 2 1 1
R9 2 2 3 1 1 2 2 1 1 1
R10 2 2 3 2 2 2 2 2 1 1
R11 2 1 2 2 2 2 1 1 1 1
R12 1 1 1 1 2 2 1 1 1 1
R13 1 2 3 1 1 2 1 1 1 1
R14 4 4 4 5 5 3 5 5 4 5
R15 2 2 3 4 5 5 5 5 5 3
Table 1a. The response of the Elementary students on the first part of the questionnaire .

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
R1 2 4 5 5 4 5 3 5 3 3
R2 3 2 3 3 2 3 1 1 1 1
R3 3 2 2 3 2 2 1 1 1 1
R4 2 2 2 2 1 2 1 1 1 1
R5 3 2 3 1 1 3 1 1 1 1
R6 3 2 3 3 2 3 1 2 2 2
R7 2 2 3 2 3 2 1 1 1 1
R8 3 3 3 2 2 3 2 2 1 1
R9 4 5 4 4 4 3 4 4 4 5
R10 4 5 5 5 4 4 1 1 5 3
R11 3 2 4 3 4 2 3 3 3 2
R12 5 3 4 4 3 5 2 3 3 2
R13 5 3 4 4 3 4 2 3 3 3
R14 4 3 2 2 1 1 1 1 2 1
R15 4 4 3 3 1 3 4 4 1 3

Table 1b. The response of the Junior High School students on the first part of the questionnaire.

Table 1c. The response of the Senior High School students on the first part of the questionnaire.

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
R1 3 4 4 4 3 4 4 4 4 4
R2 4 4 4 5 4 5 5 5 5 5
 41

R3 5 5 5 5 5 5 5 5 5 5
R4 5 5 5 5 5 5 3 5 4 5
R5 4 4 4 3 4 3 3 4 3 2
R6 3 3 3 3 3 3 3 3 3 3
R7 2 3 4 3 2 3 2 3 2 2
R8 3 3 3 2 2 3 2 1 1 1
R9 3 3 4 3 3 3 2 3 2 3
R10 2 2 2 1 2 2 1 1 1 1
R11 2 3 3 2 2 2 1 1 1 1
R12 4 4 5 4 4 3 3 4 4 3
R13 4 3 5 4 4 5 2 3 2 2
R14 2 3 2 2 2 2 1 2 2 2
R15 5 4 4 3 4 5 5 3 3 3

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
R1 2 2 3 2 3 2 2 2 2 2
R2 3 2 2 2 2 2 3 2 2 2
R3 3 3 3 3 3 3 2 2 2 2
R4 2 2 2 1 1 1 1 1 1 1
R5 3 3 3 3 3 3 3 3 3 3
R6 2 2 2 2 2 2 2 2 2 2
R7 2 2 2 2 2 2 1 1 1 1
R8 1 1 1 1 1 1 1 1 1 1
R9 4 4 2 2 4 1 3 4 2 1
R10 3 3 3 3 4 5 1 1 2 1
R11 3 3 2 4 1 3 5 1 4 1
R12 3 1 2 1 2 3 2 1 3 1
R13 3 2 4 2 3 2 4 4 4 3
R14 3 2 2 4 5 4 4 4 4 4
R15 4 4 4 4 4 4 4 4 4 4
Table 1d. The response of the College students on the first part of the questionnaire

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
R1 5 3 2 2 3 1 2 3 3 3
R2 4 2 2 2 4 3 2 3 2 3
R3 3 2 3 2 3 4 4 3 2 3
R4 5 2 2 1 4 3 2 3 2 4
R5 5 2 2 1 4 3 2 3 2 4
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R6 3 5 3 2 3 2 5 3 2 2
R7 1 2 2 1 3 5 5 2 5 5
R8 3 2 2 1 4 3 4 3 2 4
R9 2 2 2 2 1 2 2 2 2 2
R10 3 1 1 1 3 3 3 3 1 3
R11 2 2 2 2 1 2 2 3 2 2
R12 3 3 2 1 2 2 2 3 4 4
R13 3 2 3 2 2 3 2 2 2 3
R14 3 3 4 5 3 3 4 3 4 3
R15 4 5 5 4 3 3 3 4 3 2
Table 2a. The response of the Elementary students on the second part of the questionnaire

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
R1 2 2 2 2 3 4 3 3 3 3
R2 4 3 3 2 3 2 2 3 3 3
R3 4 2 2 2 3 3 2 2 2 2
R4 2 2 2 2 2 2 2 2 2 2
R5 4 2 3 3 2 2 2 3 2 3
R6 3 2 2 2 2 2 2 2 2 2
R7 2 3 3 2 2 3 2 2 2 2
R8 3 2 2 2 3 3 3 4 4 3
R9 5 3 3 2 5 4 5 3 4 5
R10 3 3 3 5 4 3 3 3 3 4
R11 3 4 4 4 2 3 3 2 3 4
R12 5 3 5 2 3 3 3 5 3 5
R13 2 2 2 1 3 3 3 4 3 2
R14 4 3 2 2 4 2 5 4 4 4
R15 5 2 2 3 3 3 2 3 1 3
Table 2b. The response of the Junior High School students on the second part of the

questionnaire

Table 2c. The response of the Senior High School students on the second part of the

questionnaire

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
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R1 4 2 2 2 4 3 2 4 2 3
R2 3 2 2 1 2 2 3 4 2 2
R3 4 2 2 2 3 1 4 3 3 2
R4 3 3 2 2 3 2 2 4 2 3
R5 3 2 2 2 1 2 3 3 2 4
R6 5 5 5 5 5 5 5 5 5 5
R7 3 2 2 2 2 2 3 3 2 3
R8 2 2 3 2 1 2 2 3 2 3
R9 2 3 2 2 3 1 4 3 2 3
R10 2 3 3 3 2 3 2 2 2 2
R11 3 3 2 2 2 3 3 3 2 3
R12 4 2 3 2 4 3 4 4 3 2
R13 5 2 2 1 4 3 2 3 2 4
R14 2 4 2 2 1 3 2 1 2 3
R15 5 3 4 2 4 4 3 4 3 5

Table 2d. The response of the College students on the second part of the questionnaire

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
R1 3 2 2 2 3 3 2 2 2 2
R2 3 2 3 3 3 2 2 3 5 2
R3 3 3 3 2 3 2 2 2 2 2
R4 4 2 2 2 2 1 2 2 2 1
R5 3 3 3 3 3 1 1 3 3 1
R6 5 1 1 1 1 1 2 2 2 1
R7 1 1 1 2 1 1 1 2 2 1
R8 1 1 1 2 1 1 2 2 2 1
R9 1 3 4 2 4 3 1 4 1 1
R10 1 2 2 4 3 5 4 5 1 3
R11 3 4 1 3 2 5 1 3 1 2
R12 4 3 3 3 1 1 2 5 1 3
R13 2 3 2 2 1 3 2 4 4 1
R14 2 1 2 2 3 2 3 2 3 3
R15 1 3 3 3 2 2 3 2 3 3

Table 4a. Correlation of elementary students’ level of stress and eating habits.
Correlation
Stress Eating
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Spearman rho’s Stress Correlation Coefficient 1.000 .653

Sig. (2-tailed) .008
N 15 15
Eating Correlation Coefficient .653 1.000
Sig. (2-tailed) .008
N 15 15

Table 4b. Correlation of junior high school students’ level of stress and eating habits.
Correlation
Stress Eating
Spearman rho’s Stress Correlation Coefficient 1.000 .561
Sig. (2-tailed) .030
N 15 15
Eating Correlation Coefficient .561 1.000
Sig. (2-tailed) .030
N 15 15

Table 4c. Correlation of senior high school students’ level of stress and eating habits.
Correlation
Stress Eating
Spearman rho’s Stress Correlation Coefficient 1.000 .401
Sig. (2-tailed) .139
N 15 15
Eating Correlation Coefficient .401 1.000
Sig. (2-tailed) .139
N 15 15

Table 4d. Correlation of college students’ level of stress and eating habits.
Correlation
Stress Eating
Spearman rho’s Stress Correlation Coefficient 1.000 .429
Sig. (2-tailed) .111
N 15 15
Eating Correlation Coefficient .429 1.000
Sig. (2-tailed) .111
N 15 15

APPENDIX D
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DOCUMENTATION

The researcher is planning and dividing the parts of the research.

The researcher is analyzing and interpreting the data gathered.

The researcher is fact-checking the contents of the research..

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The researcher is collecting raw data

CURRICULUM VITAE
 47

Name: Martin, Anne Peregrine S.

Address: Brgy. 29 JP Rizal Street, Laoag City, Ilocos Norte.
Date of birth: November 4, 2002
Place of birth: Laoag City
Gender: Female
Parents:
Father: Martin, Wilbert V.
Occupation: Self-Employed
Mother: Martin, May-Anne Therese S.
Occupation: Self-Employed
Educational Attainment:
Elementary: Mariano Marcos State University, Laboratory Elementary School
Junior High School: Mariano Marcos State University, Laboratory High School